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Agricultural Extension Curriculum in Ghana by analyzing graduates’ perceptions of a demand-driven extension program. Descriptive research used a validated questionnaire with 30 purposively selected graduates. Results show most participants were aged 40–49 and had at least 10 years’ work experience, with competency ratings rising from below average to high–very high after completion. 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They also perceived major benefits in academic status, knowledge and skills in human relations and technical agricultural areas, and improved work attitude.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592446,1792927774,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Australian Journal of Adult Learning Volume 52, Number 2, July 2012  \nMid-career extension graduates’ perceptions of the impact of a demand-driven, extension curriculum in Ghana  \nJoseph A. Kwarteng and Samuel Akuamoah Boateng University of Cape Coast, Ghana  \nOne of the major challenges facing Africa today is ensuring that extension practitioners are well trained to enable them function effectively asfacilitators of change at the farmers’ level. The purpose of this study was to examine the effectiveness of a mid-career B. Sc. Agricultural Extension Curriculum in meeting the educational needs of mid-career extension agents. The study was descriptive and used a validated questionnaire to collect data from 30 purposively selected graduates ofthe program. The study revealed that 66.7% were aged between 40–49 years, and 93.3% had at least 10 years of working experience before entering the program. The graduates considered their competencies at the start of the program to be below average in all but 6 of the 25 courses offered under the program. After going through the program, all the graduates had attained competencies that were rated from high to very high. Improvement in academic status, knowledge and skills in the human relations as well as technical areas in agriculture, and attitude to  \n258 Joseph A. Kwarteng and Samuel Akuamoah Boateng  \nwork, were perceived as the major benefits of the program. The effectiveness of the program in meeting the needs of the graduates was attributed to the availability of appropriate facilities and the conducive environment for the teaching-learning process, availability of adequate and competent lecturers, committed and supportive administrative staff, balanced curriculum and a wellplanned and supervised field component of the program known asthe supervised enterprise projects (SEPs).  \nIntroduction  \nThe improvement of a country’s human resource capacity for productivity is a pre-requisite for social and economic development. In the agricultural sector, both formal and non-formal education efforts are essential for developing the competent workforce necessary for improving food security and rural employment and bringing about a reduction in poverty, especially rural poverty. In Ghana and other developing countries, agricultural extension has emerged as the main organisation dealing with human resource development with respect to technology transfer to farmers, farm families and workers. There is also general agreement that agricultural extension must be supported to continue playing this critical role in agricultural and rural development in sub-Saharan Africa (Carson 2000) .  \nNumerous studies, however, have pointed out that the development of human resources, particularly the training of extension workers, remains a major problem (Crowder, Lindley, Bruening & Doron 1998; Kwarteng, Zinnah & Ntifo-Siaw 1998; Opio-Odongo 2000; Maguire 2000; Zinnah & Akeredolu 2005) . Most of the extension staff engaged in ministries of agriculture and other public related agencies or extension staffs of non-governmental organisations (NGOs) neither have the requisite university level education northe practical exposure needed to improve agricultural productivity. There is substantial literature to indicate that most of the agricultural  \nMid-career extension graduates’ 259  \nextension staff in sub-Saharan Africa lack appropriate training beyond secondary school (FAO 1990; 1993; 1996; Swanson 1990; Zinnah, Steele & Mattocks 1998). This deficiency, according to Carson (2000), hampers the efforts of governments, NGOs and other agencies to assist resource-poor farmers and to improve links between farmers, researchers and extension staff. These extension agents received substantial training in technical agriculture, with very little exposure to important areas such as rural sociology, communication, problem-solving and critical thinking skills, and the capability to work as a team. These are critical areas in whi","cbCaisQAuac9LHlk","https://ap.wps.com/l/cbCaisQAuac9LHlk","pdf",346217,"English","# Introduction\n## Study purpose and research approach\n## Background: training challenges in sub-Saharan Africa\n## Policy and instructional limitations\n## Program development at University of Cape Coast (UCC)\n## Experiential learning philosophy and curriculum basis","[{\"question\":\"What is the purpose of the study about mid-career extension graduates?\",\"answer\":\"The study examines how effective the demand-driven mid-career B.Sc. Agricultural Extension Curriculum is in meeting the educational needs of mid-career extension agents in Ghana.\"},{\"question\":\"How was the data collected and how many graduates participated?\",\"answer\":\"The study was descriptive and used a validated questionnaire. Data were collected from 30 purposively selected program graduates.\"},{\"question\":\"What improvements did graduates report after completing the program?\",\"answer\":\"Graduates rated their competencies from high to very high after the program. They also perceived major benefits in academic status, knowledge and skills in human relations and technical agricultural areas, and improved work attitude.\"}]","Australian Journal of Adult Learning - Volume 52 - July 2012 | PDF",1792074601]