1

TITLE PAGE

ASSESSMENT OF EMERGING ROLES AND TRAINING

NEEDS OF EXTENSION PERSONNEL IN KOGI STATE

AGRICULTURAL DEVELOPMENT PROGRAMME.

RESEARCH WORK PRESENTED TO THE DEPARTMENT

OF AGRICULTURAL EXTENSIN, UNIVERSITY OF

NIGERIA, NSUKKA.

BY

SOLOMON, JOHNSON FOLORUNSHO

PG/MSc/05/39455

IN PARTIAL FULFILLMENT OF THE RREQUIREMENTS

FOR THE AWARD OF MASTER OF SCIENCE (M.Sc)

DEGREE, DEPARTMENT OF AGRICULTURAL

EXTENSION,UNIVERSITY OF NIGERIA, NSUKKA

DECEMBER, 2010

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CERTIFICATION

I Solomon Johnson Folorunsho a postgraduate student of the Department of

Agricultural Extension, with registration No: PG/MSC/05/39455 have satisfactorily

completed the requirements for the award of the degree of Master of Science (M.Sc.)

in Agricultural Extension.

This work is original and has not to the best of my knowledge been submitted

in part or full for any other degree of this or any other university.

SOLOMON JOHNSON FOLORUNSHO

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CERTIFICATION AND APPROVAL

This is to certify that SOLOMON JOHNSON FOLORUNSHO, a graduate in

the Department of Agricultural Extension, Faculty of Agriculture, University of

Nigeria, Nsukka with registration number PG/MSC/05/39455, has satisfactorily

completed the requirements for course work and research for the degree of Master of

Science (M.Sc.) in Agricultural Extension.

The work embodied in this thesis is original and has not been submitted in part

or in full for any other degree in this and or any other University. It is therefore

approved by the Department of Agricultural Extension, Faculty of Agriculture,

University of Nigeria, Nsukka.

………………………………… ……………………………………………..

Dr. (Mrs.) Onwubuya, E. A. Professor Madukwe, M. C.

Head of Department Supervisor

Agricultural Extension

…………………………………………………………………………….

External Examiner

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DEDICATION

To God, the Almighty father to whom we owe our existence To my parents,

H.R.H. Oba Solomon Olufakun II and Mrs. Abigail Omobilejo whose upbringing

made me what I am today.

To my daughter, Priscilla Iyanu Oluwa

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ACKNOWLEDGEMENTS

I am greatly in debted to God and members of my family for their forbearance

and prayers for my success. My gratitude goes to my supervisor Professor M. C.

Madukwe whose unlimited patience and encouragement made this work to come to

fruition. I also acknowledge all the staff of the Department of Agricultural Extension,

especially the Head of Department, Dr. (Mrs.) E. A. Onwubuya, whose knowledge,

and advice helped in this work. I must also recognize the immense moral and

technical corrections of Dr. Saliu, O. J. of Kogi State University for the work.

SOLOMON JOHNSON FOLORUNSHO

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TABLE OF CONTENT

Title Page……………………………………………………………. i

Certification………………………………………………………… ii

Certification and Approval…………………………………………. iii

Dedication…………………………………………………………. iv

Acknowledgement………………………………………………….. v

Table of contents…………………………………………………… vi

List of tables………………………………………………………… vii

List of figures………………………………………………………. xi

List of plates…………………………………………………………. viii

Abstracts……………………………………………………………. ix

CHAPTER ONE: INTRODUCTION……………………………. 1

1.1 Background information…………………………………………….. 1

1.2 Statement of problems……………………………………………. 4

1.3 Purpose of the study…………………………………………….. 6

1.4 Significance of the study…………………………………………….. 7

CHAPTER TWO: REVIEW OF RELATED LITERATURE… 8

2.1 Emerging role of extension personnel…………………………….. 8

2.2 Training and its effects on the role performance of extension

personnel…………………………………………………………..

17

2.3 Training needs of extension personnel…………………………….. 22

2.4 The major problems impeding continuous training and retraining of

extension personnel………………………………………………..

43

2.5 Conceptual frame work………………………………………… 44

CHAPTER THREE: METHODOLOGY……………………… 48

3.1 The study area………………………………………………………. 48

3.2 Study population and sampling procedure…………………………. 52

3.3 Data collection………………………………………………………. 52

3.4 Measurement of variables………………………………………….. 53

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3.5 Data analysis……………………………………………………….. 54

CHAPTER FOUR: RESULTS AND DISCUSSION……………. 55

4.1 Personnel socio-demographic characteristics……………………… 55

4.2 Areas of emerging role of extension personnel……………………. 58

4.3 Areas of extension workers competences…………………………. 59

4.4 Type of in-service training used for extension personnel…………… 60

4.5 Frequency of training of extension personnel per year…………….. 62

4.6 Methods of training of extension personnel………………………… 62

4.7 Areas of training needs of extension personnel…………………….. 64

4.8 Constraints to regular training of extension personnel…………… 64

CHAPTER FIVE: SUMMARY, CONCLUSION AND

RECOMMENDATION……………………………………………

66

5.1 Summary of findings………………………………………………. 66

5.2 Conclusion……………………………………………………….. 68

5.3 Recommendations………………………………………………. 69

References……………………………………………………….. 71

Questionnaire……………………………………………………… 77

Appendix 1………………………………………………………….

Appendix 2…………………………………………………………..

Appendix 3…………………………………………………………..

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LIST OF TABLES

Table 1 Percentage distribution of respondent according to personal

characteristics

58

Table 2 Areas of emerging role of extension personnel. (n=100) 59

Table 3 Area of extension personnel competences 60

Table 4 Percentage distribution of extension personnel according to the type

of in-service training n = 100

61

Table 5 Percentage distribution of respondents according to the frequency

of training of extension personnel per year. n = 100

62

Table 6 Distribution of respondents according to training methods of

extension personnel (n = 100)

63

Table 7 Distribution of extension personnel according to areas of training

needs. n =1 00

64

Table 8 Constraints to regular training of extension personnel n = 100 65

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Abstract

Meaningful agricultural development in any society largely hinges on

extension system in place. Agricultural extension assists rural people in the

community through educational procedure in improving their farming methods and

techniques, thus increasing their production efficiency, income, social and living

standard. To bring this to pass requires continuous training of extension personnel in

order to cope with the emerging roles cropping up as a result of developmental

programmes established by the government to improve food production and reduction

in the poverty level of rural dwellers. The study focused on the personal socio-

demographic characteristics, emerging roles of extension personnel, training needs to

cope with the emerging roles and frequency and type of training programme organized

for the extension personnel. It also identified the major problems affecting the

continuous training and retraining of extension personnel in Kogi State ADP. The

study covered twenty one local government areas of Kogi State which is divided into

four agricultural zones: Zone A, B, C, and D. Data used were collected from one

hundred extension personnel using questionnaire items. The study reveal that there is

need for continuous training of extension personnel but some major constraints such

as inadequate fund, administrative bottleneck, lack of continuity of extension policy

have to be overcome. The Kogi State government should provide financial support as

well as regular payment of personnel wages interms of salaries, bonus and arrears.

Fund should be released to KSADP as at when due for proper, planning and execution

of training programme for her personnel. Motivation of personnel should be taken

into consideration to enhance their regular attendance to training programmes. There

should be continuity of extension policy to backup consistent training of extension

personnel. Necessary training facilities and equipment should be provided by Kogi

State ADP in order to enhance good training of her staff.

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CHAPTER ONE

INTRODUCTION

Background Information:

Nigeria is basically an agricultural country and about 65% to 70% of the

population earns their living from agriculture (Idachaba, 1990). However, despite

abundant oil, or mineral wealth, Nigeria faces acute food shortages as a result of low

agricultural productivity to march the increases in population. The level of

technology in Nigeria agriculture is relatively low because technologies developed

through research and development activities are not reaching the peasant farmers.

This situation calls for a virtue extension that will link the farmers with the researchers

effectively (Oladele and Afoloyan 2005).

Extension is a comprehensive programme of services deliberately put in place

for expanding, strengthening and empowering the capacity of the present and

prospective farmers farm families, other rural economic operators (processors,

marketers, rural agro-industrialists) that need to succeed in farming and farm related

occupations. This is done through participatory stakeholdership with researchers,

policy makers, extensionists, educators, agro investers and farmers themselves to put

in place a strong programme of improved agricultural production and farm investment

environment. It is thus a farmer centred programme at building agriculture through

building of the farmers (Adedoyin 2002).

Agricultural extension is the main vehicle for the dissemination of technical and

economic information hinges on training as the key to sustainable agricultural development.

A well trained extension personnel, especially an extension, agent is the most important

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single element, for achieving the aims and objectives of extension organization as they relate

with the clientele directly in their rural setting (Madukwe 2005)

According to Amalu (1998), agriculture has changed at an extra ordinary rapid pace

over the past fifty years. The changes have included rapid shifts in agricultural technologies

and practices as well as fundamental adjustments in the social relations of agricultural

production and food distribution. The failure to achieve the numerous rural development

objectives of the federal government has led to the introduction of an integrated approach

represented by the Agricultural Development Programme (ADP) system (Amalu, 1998). The

system is based on the premise that a combination of factors comprising the appropriate

technology or innovation, effective extension access to physical inputs, adequate market and

infrastructural facilities are essential to getting agriculture moving. This was to improve

Agricultural productivity supported by basic infrastructure needed to raise the living standard

of rural dwellers (Amon 1982). Infrastructural facilities development include sequential

construction of rural roads, small dams, farm service centres, seed multiplication units, input

distribution centres, demonstrating linkages among institutions.

According to Emmanuel (1998) the ADP have proved to be the most result yielding

programmes in Nigeria since its inception. These programmes emerged in the Second

National Economic Development Plan between 1970-1975. The development of the

agricultural development projects in Nigeria fall into three distinct generations. The first

generation comprised of enclave projects that covered a limited number of local government

areas in the Northern Guinea savanna zone of Nigeria in 1975. (Funtua, Gusua, and Gombe).

Other ADPs were establish in different states of Nigeria between 1978 and 1986

Kogi State Agricultural Development Programme came into existence with the

creation of Kogi State in 1991. The personnel came from Kwara and Benue ADP to form the

staff strength of the organization. It was supported and financed by the joint efforts of the

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World Bank, federal and state governments before the World Bank withdrew her support in

recent year? Some programme activities engaged in included provision of information on

input supply and distribution, rehabilitation service, rural infrastructure development,

technology transfer and adoption techniques among others.

The achievement of the objectives of agricultural extension is possible only within the

framework of a formal organization and organizational structure. For effective coordination

and implementation of the ADPs, each project has an executive committee known as

Agricultural Development Executive Committee (ADPEC) headed by the state executive

governor, commissioner for agriculture, project manager and adjudged relevant federal and

state top functionaries of ministries and parastatals. This committee coordinates project

activities, approve annual work plans and budgets, appoints and supervises senior staff,

reviews project performance, awarding contracts, and supervising procurement activities.

Next is the project management unit (PMU), which is headed by programme manager,

assisted by the sub-programme heads or directors in the project and the zonal managers. The

PMU ensures the implementation of all policies and directive approved by ADPEC. It meets

every three months to review the performance of the project and takes vital policy decisions

for operation of the programme.

The organizations of ADPs are undertaken through the activities of two major

programmes, namely, the core and support service programme. The core programme

includes: the technical extension, engineering and commercial sub programme while the

support service comprises the administration, finance, and account, planning, monitoring and

evaluation, human resources development and training sub programmes. The human resource

development and training is to ensure continuous supply of necessary skills both qualitative

and quantitative for the attainment of the project goals and objectives. It handles human

resource screening, man power audit, planning and record, staff development and training

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performance approval and skill gap analysis.

According to Boxter (1989), the qualifications of extension personnel in Nigeria are

mostly National Diploma (ND), Higher National Diploma (HND) and some university

graduates. Most of these have long years of experience and continuous training through

monthly technology review meeting (MTRM), fortnight training (FNT), seminars, workshops

and conferences. (Boxter 1984). The regular training enables them to perform their job better.

According to Ali and Halium (1998), the better trained an employee is, the more productive

he can perform.

Statement of Problem.

Nwachukwu (1988) asserted that many employees have failed in organizations

because their need for training was not identified and provided for as an indispensable part of

management function. Employees performance is a function of ability, will and situational

factors. An organization may have employees of high ability and determination with

appropriate equipment and managerial support, yet production falls below the expected

standards. The missing factors in many cases are training and development. The ultimate

wealth of a nation is its human resources. It is the human resources that can explore mineral

and natural endowment, develop and regulate its economy in the path of progress.

Nwachukwu (1988), asserted further that to achieve the development of agriculture, the

training of agricultural extension personnel is important in order to ensure that they are

adequately prepared in the acquisition of skills and expertise knowledge required for effective

extension service.

Emerging farm technologies such as integrated pest management and improved

practices in horticulture call for actual field experience. Extension personnel need training not

only in technological aspects but also in human relations, problem solving, sensitivity

towards disadvantaged group and basic concept of management. Blackburn and Haberty

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(1994) observed that the emerging role of extension personnel is closer to that of a socio-

economic community worker than a technical expert but their training is insufficient for the

rural people. To benefit maximally from their interactions with the extension personnel, the

agents need a broad based training and exposure (Hayward 1990).

Morover, there is a current emphasis on the natural resources management for

sustainable land use system and the environment, mobilization of farmers, conflict

resolutions and poverty alleviation. Other issues of global emphasis include the structural

changes in extension organization, changing in emphasis on extension goals and objectives,

functional relationships with other agencies, needs based and demand-driven extension

service. This demands means that extension personnel need to respond to the technological,

socio-economics, environmental and other needs of the local people as well as national and

global issues if they are to remain relevant in the present and future extension service

delivery. This is not possible without consistent training of extension personnel. Therefore,

the extension personnel should be trained towards involving in the various groups of their

clientele in planning and implementation of their development programme as the agricultural

extension clientele have expanded to include rural framers and HIV/AIDS affected farmers.

(Ogunbameru 2004).

The introduction of Fadama II and III, Root and Tuber Expansion Programme

(RTEP), Special Programme for Food Security (SPFS) and other programmes in line with the

Federal Government Development for goals call for additional demand in the area of capacity

building for the existing extension personnel. According to survey conducted by Kogi State

ADP in 2005, much success was recorded by the farmers in terms of productivity and the

acceptance of innovations, improvement of the rural dwellers and the less privileged. This

was possible as a result of the efforts of well trained extension personnel or agents through

monthly technology review meeting and fortnight training programme. There was also

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remarkable improvement in the linkage between research approach offered: On Farm

Adaptive Research, (OFAR), On Station Research (OFR), On the Farm Adaptive Research,

Small Plot Adoption Technique (SPAT) and Monthly Technology Review Meeting (MTRM).

The new challenges such as Root and Tuber Expansion Programme (RTEP), Special

Programme on food security (SPFS), ICTS, Fadama II and the emerging role of extension

personnel call for upgrading or updating the knowledge and training of extension agents in

specific areas in order to meet these challenges and additional responsibilities given to the

extension agents as facilitators. This is coming at a time when the World Bank has withdrawn

her financial support. The roles of the extension personnel have increased to face the

challenges of this present generation after exposure to these newly introduced programmes.

Continuous training on the new skills will help to equip and upgrade the effectiveness of

extension personnel in order to achieve the millennium goals among the rural dwellers, the

less privileged and the disables in the communities. The pertinent questions therefore are.

(a) what are the personal socio-demographic characteristics?

(b) what are the emerging role of extension personnel in Kogi State ADP?

(c) what are the areas of competence of extension personnel in Kogi State ADP?

(d) what type of training is required to perform the emerging role?; and

(e) what are the constraints to continuous training of extension personnel in Kogi State

ADP

Purpose of the study

The broad objective of this study was to assess the emerging role and training needs

of extension personnel in Kogi State ADP. The specific objectives were to:

i. describe the personal socio-demographic characteristics;

ii. determine the emerging roles of extension personnel;

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iii. identify the training needs to cope with the emerging roles of extension personnel;

iv. ascertain the frequency and type of training programme organized for extension

personnel; and

v. identify the major problems affecting the continuous training and retraining of

extension personnel in Kogi State ADP

Significance of the study

It is hoped that, the findings of this research will form a good reference materials for

scholars and serve as a guide to the extension training institutions in developing relevant and

appropriate training programmes for extension personnel and farmers. Non- Governmental

Organization (NGOs) will also find the results of this study of great benefits in training their

personnel for the effective performance of their task in rural areas among different group of

clientele. The findings will also serve as a reference material for other researchers who may

be willing to conduct similar research in the future. Furthermore, trainers in other fields can

adopt the process adopted for the study in identifying training needs of their personnel. It will

also raise the awareness of extension personnel participating in the study of their own training

and development needs. This will increase their interest and personal drive in the actual

training and the utilization in the field. The research findings will serve as a guide for future

agricultural administrators as it concerns extension personnel training.

Farmers will also benefit from the study as it will lead to their empowerment,

increased productivity and improved standard of living through well trained extension

personnel. Finally, the study will also be of immense help for policy makers in agriculture. It

will guide them to know what to include in the agricultural policy and the type of training to

be given to change agents which will lead to development of our rural communities.

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CHAPTER TWO

LITERATURE REVIEW

The literature was reviewed in the following order:

1) The emerging roles of extension personnel

2) Training and its effect on the role performance of extension personnel

3) Training need for extension personnel.

4) The major problems impeding continuous training and retraining of extension

personnel

2.1 Emerging roles of extension personnel

According to Jibowo (2005), understanding the history of any profession is important

for three fundamental reasons. Firstly, it provides a record of events which took place in the

past within the profession. Secondly, it enables a current and future performance to

appreciate the status, strength and weakness of the events which took place in the past.

Thirdly, it serves as a guide post to subsequent professionals pursuing their discipline in such

a way that previous mistakes are avoided and rectified while novel professional mistakes are

avoided. Jibowo (2005) asserted that specifically; agricultural extension has changed its

philosophy and modified its methodology from what obtain during the British pre-colonial

and colonial periods to new orientations and current methodology. The philosophy during the

pre-colonial and colonial periods emphasized production. It has shifted from direct approach

of informing farmers of what to produce to meet the needs of the colonial administration

during colonial period to the non-directive approach of basing extension programmes on the

farmers needs (felt needs).

The ADP programmes consist of participation in adaptive research, technology

transfer, provision of information on input supply and support for rural infrastructure. In

adaptive research, diagnostic surveys are carried out to identify problems inhibiting

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technology transfer before conducting research under local conditions to evolve appropriate

technology packages for adoption by farmers. The extension programmes improve packages

to farmers and brings problems of farmers to technology developers through MTRM and

Forth Night Training (FNT). Adequate knowledge of group dynamics can be achieved in

extension workers by training the extension, staff on rudiments of social group’s dynamics

and social processes. According to Ajayi (2005), the coordinating role of extension personnel

are; to provide educational assistance to agricultural and non agricultural agencies in rural

area for effective utilization of the limited available resources; to avoid duplication of efforts

by other agencies who may want to bring development programmes to the rural area; to avoid

unnecessary rivalry and conflicts among such organizations and agencies; to make the farm

families or beneficiaries less confused. All the changing roles require constant training during

conferences, seminars or workshops.

Agbamu (2006) opined that the possibility that agricultural extension will thrive in

developing countries in the 21st century depends on efforts geared towards making the service

to be more effective through sustainable financing option, well trained and adequate staffing

to cope with the population of clientele and the use of participatory extension approach under

a stable policy and sustainable institutional arrangement. Therefore, extension administrators

must change their attitude and ensure that all stages of planning and implementation phase

should involve farmers for whom the programmes seek to improve.

Agricultural extension programmes are planned by experts in an extension agency or

ministry of Agricultural and decisions are focused on local problem and day to day

difficulties facing the farmer and extension workers (Agbamu, 2006). There is little feedback

to programme planner and decision makers because extension supervisor and intermediate

staff are reluctant to pass back information which might imply criticism of senior officers.

Those charged with programme development, hardly identify with farmers and the

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farmer’ anxieties. In many developing, countries too little attention is paid to the

understanding of farm level realities. So extension programmes are developed without

detailed diagnosis of the constraints on farming development. In most cases, farmers who

constitute major extension clients are not involved in planning the extension programmes.

Relying on only the relatively superficial observations of field officers or arm chair deduction

and ready generalization of programme is a mistake. Therefore, the extension personnel

should be trained towards involving the various groups of their clientele in the planning and

implementation of their development programmes as the agricultural extension clientele have

expanded to include rural farm families, urban and peri-urban farmers, commercial farmers

and HIV/AIDS affected farmers (Ogunbameru, 2004, Quamar 2002).

Madukwe (2005) emphasized the need for proper training of the extension personnel

as their emerging role increases to face the challenges of this present generation. He went

further by saying that training does not only make extension personnel competent in his work

but more importantly increase his confidence and his moral in the service. In other to

empower farm household in agricultural development, extensionists must understand and

adopt participatory methodology in their operations (Sinkaye, 2005). It is through this process

that a more sustainable agriculture can be encouraged with all actors being involved in

continuing process of learning, since participation is critical to the success of projects in

agriculture. Igbokwe (2001) observed that in many developing countries, researchers largely

remain intoxicated with quantitative research (surveys and experiment) that fail to listen to

the views, perception and knowledge of the people they support to seek solutions to their

problems. Pretty and Vodoune (1997) buttressed the above point by saying that extension has

come to mean extending knowledge from a centre of learning to those presumed to be in need

of that knowledge. This method does not lead to enhanced capacity building among

extensionists and farmers. Participatory method and approaches represent opportunity to

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build better linkages between various actors and increase learning from each other. When

Participatory Rural Appraisal (PRA) and other participatory approaches are used,

extensionists and researchers have the opportunity to work together as the same team. They

exchange knowledge and experience and reach some consensus with farmers on what is

needed.

Participatory approaches have been applied in many areas of extension research in

project planning, implementation, monitoring and evaluation, conflict resolution, technology

transfer, training, poverty alleviation and food security, documentation of rural people’s

knowledge, livelihood strategies and natural resource management. In order to plan a

development programme, situation analysis (appraisal) is required in order to identify needs,

wants and interest, determine problems, resources and priorities and identify other agencies

rendering service to the community. This demands retraining of extension personnel in order

to be able to cope with and be efficient in administering participatory approaches in rural

areas. According to Madukwe (2006), with a rapidly expanding population, environmental

degradation, political instability, economic failure and the declining budget, rethinking the

way agricultural technology is delivered to farmer has become necessary. He advocated

farmer-group approach and farmer – field – school approach to reach the clientele in

developing countries in order to meat their needs. These approaches call for training of

extension personal in order to be effective in carrying out such approaches among the

clientele who are mainly rural farm families

i. Farmer-group approach

The age old practice of extension farmer contact and one-to-one basis, though very

effective, is expensive and unsustainable as the sole means of equipping farmers with

agricultural technology. New methods emphasized the passing of agricultural technology to

farmers in organized groups (farmer groups). A farmer group is a collection of farmer

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interacting with one another toward achieving a common goal. Usually, the interaction

between the members of the group varies and it is advantageous to have a small number of

people forming it. A group size of between 20-30 is ideal and manageable in order to provide

a face to face interaction, better communication and free flow of information.

The farmer-group approach plays valuable role in policy advocacy and in realizing

economics of scale. One major benefits of the group is that the farmers support each other to

learn and adopt. Thus farmer to farmer extension is amplified. Rather than simply be agents

for technologies imposed from outside, the extension agent (personnel) are expected to

become catalysts, mobilizing farmers to experiment on an identified need/solution,

recognizing local innovations and helping to assess and encourage them. Experienced farmers

thus have the best discussion partners for other farmers. A farmer’s net work of

communication operates in a sustainable basis since it is perpetuated continually for a number

of human generations.

A condition of effective and sustainable functioning of farmer group is that the

perceived benefits to members sustainably out weight the perceived costs. Benefits are likely

to be high where the production of a high value commodity is involved and where linkages

with other stakeholders (privates and public sector) are valued by the group (String Fellow

1997).There are various types of farmer groups, including formal co-operative, informal

farmer association or groups, multipurpose group and natural farmers organizations.

The benefits of farmer group approach are: making agricultural extension service

more client-driven and efficient; and strengthening farmers bargaining power with traders.

Others include reducing transaction costs for input supplies and output buyers, economics of

scale ie from bulking up in out put marketing or storage and reducing public sector extension

costs (Conroy 2003). This strategy enhance the dissemination of agro-information either by

public or private intervention to a wider spectrum of users, including women, and youths,

22

unlike the formal extension system. However, as veritable machinery which is sustaining and

relatively cost effective; the farmer-group approach is dependent in sufficient mobilization at

the grassroots and in social units in order to achieve the desired objective of the approach.

ii. Farmer Field School (FFS) Approach

The farmer field schools are school without walls where group of farmers meet

periodically with facilitators (extension personnel) during the crop or animal cycle (David

and place 2003). It is a participatory method of technology development and dissemination

(FAO, 2001) based on adult learning principles and experimental learning. It reflects the four

element of experimental learning cycle namely: concrete, experience, observation and

reflection, generalization and abstract conceptualization and active experimentation. It has

now been established in several African, Asian and South American countries with millions

of farmers participating. For example, over 900 FFS are being successfully implemented in

Kenya (David and place, 2003). The operation of the extension delivery approach is that of

developmental organization partners with extension personnel to identify or form farmer

groups based on particular topics. For instance, there are groups based on passion fruits,

poultry, bee keeping, vegetable production, among others. Farmers field school hold field

days for other FFS groups and neighboring farmers. This provides an opportunity for each

participant to teach other what they have learned. At the ends of FFS cycle, certain farmers

are chosen by the group to be farmer facilitators. They can then lead their own farmer field

school the following season. The extension officer roles have evolved from that of primary

knowledge sources to that of a facilitator of knowledge creation. The EA no longer has to

have all answers and the message of extension are not centrally contrived but, instead, related

to locally relevant problems emerging from the FFS study fields. The FFS methods have

transformed farmers from recipients of information to generators and manipulators of local

data. One important issue in FFS is that of sustainability without outside funding. It

23

is a participatory approach which facilitates farmers demand for knowledge and offers them

opportunity to choose as for the end users, test and adapt technologies according to their

needs. Through participation in FFS, farmers develop skills that allow them to continually

analyse their own situation and adapt to changing circumstances.

iii. Community Driven Development

The extension personnel has a great role to play in community driven development

(CDD) to facilitates the putting in place of the various organization such as farmers

cooperatives, thrift and credit societies, youth associations, trade and commercial group, as

well as commodity associations. According to Adedoyin (2004), CDD as a strategy is capable

of developing agriculture through the farmers themselves with other stakeholders, remove the

ugly socio-economic situation, which is weak agriculture in spite of abundant resources in

Nigeria. Community driven development can improve the effectiveness and efficiency of

agriculture. For example, community organized irrigation system in Asia have shown that the

irrigation system construction and operated by the farmers themselves often without much

external assistance, generate a higher level of agricultural productivity by government

agencies with substantial external assistance (Lam 1998) and (Tans 1992).

Objectives of CDD include:

1. CDD can also allow poverty reduction effort to be taken to scale;

2. Makes development more inclusive of the interest of poor and vulnerable groups

3. Compliment market and public sector activities and

4. Enhance sustain ability – it makes services responsive to demand expressed by poor

farm man and woman therefore, it can enhance sustainability. As consumers,

community members are the most legitimate informed and reliable source of

information about their priorities.

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5. The role of extension has now change from being technology transmitter and

educating farmers adopting approach to bottom up techniques where farmers interact

with extension agents and serve as technology generator and not recipient of

technologies while extension personnel learn also from the farmers. The extension

personnel serve as catalysts and facilitator of development programmes.

Shankariah and Shinigi (1997) observed that several extension roles can be

conceptualized to help rural communities get organized, but focused on four important

changing roles or emerging role.

1. Economic Empowerment Role

The empowerment role can be a cornerstone of the new approach to extension.

Extension personnel need to develop a new philosophy where their role is to help farmer and

rural communities organize themselves and take charge (empowerment) of their growth and

development. Telling adults what to do provokes reaction but showing them triggers the

imagination, involving them gives understanding, and empowering them leads to

commitment and action (Chamala, 1990).

The terms empower means to enable, or to permit and can be viewed as both self –

initiated and initiated by others. For village extension workers, empowering is an act of

helping communities to build, develop, and increase their power through co-operation,

sharing and working together. The power in empowerment comes from releasing the latent

energy hidden in the community and building collective action for the common good, rather

than from merely redistributing power from the have to the have- nots. Farmer organization

(FOs) can help harness this synergetic power for its member’s survival, growth, and

development. Empowered FOs can act as convergent point or platforms for solving local

problems and mobilizing human and financial resources for sustainable development.

Sinkaiye (2005) buttress this point by saying that empowerment is the process by which

25

people take control and act in order to overcome problems confronting them. It means

building local capabilities which ensure self reliance. in this concept means ability of the

actual people involved to improve themselves with their own resources and efforts.

Community –Organization and Leadership Role

Village extension personnel must learn the principles of community-organization and

group management skills in order to help the community, especially the poor or weaker

sections, to organize itself for development. Understanding the structures, by –law, rules will

help leaders to plan, implement and monitor their programmes and to perform this new role

effectively. Skills in conflict resolution, negotiation, and persuasive communication help

village extension workers to develop farmer organization and members. A leader is an

individual whose ideas and actions influence the thoughts and behaviour of others. It

is an accepted group member who moves the groups toward its goal. The local

leaders in extension work bring about local support to extension activities. Also they

increase the amount of extension teaching that can be done.

There are many reasons why the use of leaders in extension work is important

because extensio0n personnel can not do the work all by himself. Other reasons are:

new practices are more readily accepted by rural people when and if their leader

adopts them. This is because these are the people whom they have a lot of confidence

and have come rightly or wrongly to believe in them. In order to get one’s

programme accepted you get the support of an important person in the local

community to help advance the programme. They help too add prestige to the

programme. Also local leaders give the extension personnel greater contact with the

rural farm families and this, therefore, put them in a better position to know their

needs and interest. No programme will be successful unless it is based on the

26

needs and interests of the people it is intended to serve.

Less disruption of the programme will result when local leaders are effectively

used though the extension personnel are transferred from that community. If the

extension personnel had used the leadership approach and trained the leaders well,

they can continue the programme when he has left. The leaders will give the

extension staff a multiplier effect in that the leaders will assist the extension agent

reach many more farmers than he will have the time for. And once he has trained

them well, they can assist him to spread the innovations. This is the principle of

“teach one teach all”. Leaders also defend village work against unfair criticism and

help to bring about more favourable attitude toward extension work.

Problem-Solving and Education Role

Problem solving is an important role, but the role is changing from prescribing

technical solution to empowering farmers organization or group to solve their own problems.

This is achieved by helping them to identify the problems and seek the right solution by

combining their indigenous knowledge with improved knowledge and by using their

resources properly. Similarly, there is a shift in the education role from lecturers, seminars

and training to learning by doing and encouraging farmers and farmers organization to

conduct experiment and undertake action-learning projects. In the light of this, I am carrying

out this study to find out the emerging role and training needs of extension personnel in Kogi

State A.D.P

2.2 Training and its effect on the role performance of extension personnel

Training is one of the most important method of imparting knowledge and skills to

extension workers and farmers concerning new technologies and help speed up

dissemination. Training is the process of teaching, informing or educating people so that

27

they may become as qualified as possible to do their job with greater efficiency.

According to Reiliy and Clarke, (2005) training is a process in which knowledge; skill

and attitude for a purpose or specific job, task or vocation are acquired and developed. It is a

deliberate attempt to improve a person’s skill, knowledge or practice. The aim of training

extension personnel is to improve their skill in various areas of agriculture so as to increase

their practical efficiency in the field. The knowledge acquired through constant and adequate

training will be used to train the farmers to improve their food production both at household

and national level.

Onah (2003) defined straining as an organized and coordinated development of

knowledge, skills and attitudes needed by an individual to master a given situation or perform

a certain task within an organizational setting. Cole (2000) supported the above idea by

saying that training is the preparation for an occupation or specific skills which enable the

trainee to be in a position to perform better. Farinde (2004) buttressed the above assertion by

saying that extension personnel should be responsible for providing and communicating

knowledge and information that will enable the farmers to gain confidence, to organize

themselves and to begin to participate in extension works. To do these effectively require

continuous training of the personnel.

Hazeliman and Floor (2004) opined that the cost of keeping incompetent employee

is not the cost outlay but also the cost of opportunities cost or recurring cost of correcting

problems because the job is not being done correctly. They stressed further that it is hard to

expect good performance and continuous improvement if the human capital is not growing in

capability and expectation as a result of lack of continuous training and retraining. Galseki

(1997) contended that training of extension personnel helps them to be identified with farm

environment. He noted further that in predominantly subsistent rural agriculture small-scale

farmers are less able to deal effectively with individual agricultural problems and

28

other neighbouring farmer’s experiences. Therefore, there is a little encouragement or hope

in the environment to help the farmer believe that things could be better. At times, it leads to

frustration and inability of farmers to deal with problems objectively. Hence a trained

extension personnel offers solution to their identified farm problems.

Hayward (1990) opined that constant training of extension personnel provides

learning experiences to them, which equip them to help rural people to develop attitudes,

habits and standard behaviour consistent with farm environment. This brings awareness of

rural people towards farming problems identified by them. He further stressed that training

based on actual field experience should be emphasized. Emerging new farm technologies

such as integrated pest management and improve practices in horticulture call for actual field

experience. Extension personnel need training not only in the technology aspects but also in

human relations, problem solving sensitivity towards disadvantage groups and the basic

concept of management. The training of extension personnel contribute directly to the

development of human resources within extension organization. Training and retraining of

extension personnel are directed towards maintaining and improving current job performance

without which it will not be effectively and efficiently done (Stoner and Freeman, 1992).

Obibuaku (1983) stressed the importance of training to include; increase in the extension

personnel knowledge through study incentives, keeping the employees abreast of the latest

research findings that might help to improve production in the farms, to improve workers

professional skill and competence in performing their duties.

Ogunbameru (2004), gave reasons or benefits which can be derived from training and

retraining in any organization such as Kogi State ADP. As follows; increase in productivity

and profits, enhance greater employee versatility, higher morale (a trained man has the

confidence in his ability to perform) lower costs, increase employee job satisfaction and

lower turn over rate. Training will lead to the achievement of the organizations goals of

29

increasing food production, improving the standard of living and welfare of members of rural

poor and the neglected which is the ultimate goal of most development programmees carried

out by Kogi State A.D.P. Nwachukwu (1992) said that inadequacies in training can result in

the following which can serve as pointers for the need for training, lack of interest in one’s

job, negative attitude to work, low productivity and low quality output, excessive complaints,

constant absenteeism rate, high incidence of accidents, insubordination, etc. When an

organization or company starts to experience some of these warning signs it should consider

training for its workers.

Byan and Darcie (1996) posited that agricultural extension officers do not have

sufficient extension training in the area of crop and animal husbandry. Differences in

knowledge, skills and ability among extension personnel, particularly those of Asia, Africa

and Latin America are remarkable. About thirty-nine percent (39%) of the extension agents

world wide have a secondary level education and thirty-three percent (33%) an undergraduate

level education, (Bidel et al 1992). Moreover, with each region there is a lot of variation in

basic academic qualifications of the front line extension workers SMS, and administrators.

Differences in training are also wide. In Africa, most front line extension workers still have

only a secondary school, and diploma. The poor educational background of extension

personnel necessitates regular training in order to be able to perform their service delivery

effectively. In agriculture, effective and efficient technology transfer from technology

developers to the end users in largely by means of well designed and consciously

implemented training curriculum (Atala, 2000).

The effectiveness and the result oriented of the Nigeria agricultural extension service

delivery depends on its ability to respond to clients need. Currently the Nigerian farmers are

faced with the problems of poverty, food insecurity and disease and they must be helped to

alleviate these problems. Also, there is a current emphasis on the natural resources

30

management for sustainable land use system and the environment, mobilization of farmers

for action, gender equity democratization, improvement of local communities, conflict

resolution and poverty alleviation. Other issues of global emphasis include the structural

changes in extension organization, changing emphasis on extension goals and objectives,

functional relationships with other agencies, and needs based and demand-driven extension

service. This means that extension agent needs to respond to the technological, social-

economics, environmental and other needs of the local people as well as natural and global

issues if they are to remain relevant in the present and future extension service delivery. This

is so because the success of any organization and/or programme depends on the extent to

which it has articulated competent professional to execute its plan effectively. The need for

men and women of high ability and training thus become an inevitable consequence of

development. Demand for highly trained man power is firmly rooted in the level of

technology complexity which characterize modern life and in the complexity of modern

social organization. Continuous training and retraining of personnel is inevitable to met this

demand.

Extension personnel have traditionally been responsible for delivering educational

programme and agricultural policies on a broad range of subject/clientele within their own

communities. In recent years, however, the extension personnel face increasingly complex

subject matter and a diversifying clientele, which requires training and retraining to meet

their needs. The increasing complexity of farm technology and other problems associated

with commercial and traditional farming among the rural communities of Kogi State demand

between trained and more highly skilled personnel. The developments of new and more

highly specialized positions of the personnel at rural level have significant implication in

terms of the education and training in subject matter areas as well as general knowledge of

extension education processes (Bidel et al. 1992). The training they need may differ from

31

that provided for different category of personnel if they are to develop and maintain the

competence essential for successful performance.

Extension and Indigenous Knowledge (I.K)

Warren (1991) described indigenous knowledge as a localized knowledge unique to

particular societies or ethnic groups, which contrasts with the international agricultural

knowledge generated through global network of universities, research centres and agro-

business enterprises. Several studies and field observations have continued to highlight the

need to accept the hither to unrecognized contribution of indigenous knowledge in our

agricultural production system.

Indigenous knowledge has therefore remained under used by development managers

including extension. Nigeria is a pluo – ethnic society with varying cultural characteristics

which also impringe upon the respective farming behaviour. Extension in the 21st century

must recognize these various and more importantly the apparent and potential contribution of

indigenous knowledge in Nigeria. Extension personnel in particular ought to identify, study

and develop along with the farmers methodologies for incorporating indigenous knowledge

into Nigeria farming system.

2.3 Training needs of extension personnel

Training need is a condition where there is a gap between what is and what should be

in terms of incumbent knowledge, skills, attitude and behavior for a particular situation at one

point in time. The gap is called a problem, which usually occurs when difference exists

between desired performance and actual performance. Adequacy of staff training in extension

work is the degree to which various methods are used by staff to transfer information

technology to farmers. The success of extension workers depend on the following type and

intensity of various methods and techniques used in teaching farmers in order to persuade

them to adopt new technologies, their ability to apply extension philosophy and

32

principles effectively. Lack of qualified and well-trained staff of extension to establish

credibility in the mind of farmers can influence changed behavior related to technology from

research centers (Obibuaku 1983). The author further explained that the emphasis of

extension workers training is more of technical proficiency rather than theoretical and

persuasive skills. An extension agent trained in this way may not be able to have much

impact on some poor conservative farmers who fear the risk of trying out new innovations.

Therefore, there is need for the extension personnel training and retraining to be relevant to

their job at the grass root. Inadequate knowledge of subject matter usually makes the

agricultural extension workers to lose confidence when facing farmers. To be effective such

staff must have practical knowledge and training in agriculture, farm management,

marketing, psychology, rural sociology, human relation, etc, in order to influence rural farm

families. All these are essential tools that would enable them to work successfully with the

farmers and rural growers and cooperate harmoniously with representative of other agencies

as well as playing a leading role in indicating rural development programme.

The role of public supported agricultural extension has traditionally been to provide

the important link between agricultural research and farming communities especially for

technology transfer in support of agricultural and development (FAO2004). Quamar (2002)

noted that the top-down approach of reaching the farmers with technologies has been supply-

driven, technically weak catering for large farmers and providing insufficient coverage of and

contacts with farmers. He further stressed that public extension services unfortunately have

been ineffective in reaching farmers and farm communities with information and

technologies needed to ensure food security and sustainable development. This calls for

training of extension personnel in order to do this effectively. William (1999) posited that

there is training need by agricultural extension personnel in order to increase the behavioral

pattern. He maintained that the aim of training personnel is to assist them in gaining

33

more knowledge and skills in providing the physical and psychological level in dealing with

rural farm families in their cultural practices.

Akinbode (1996) commented that extension should be left in the hands of competent

personnel. He remarked that extension services demand personnel of high caliber equipped

with required technical information and knowledge of agricultural extension technology. He

observed that some of these personnel are effective in creating awareness of programme but

are not effective enough in persuading rural farm families to continue adoption of new farm

practices. Therefore, constant attendant to conferences, workshop will bridge the gap. Taylor

(1997) buttressed the above point by saying that continuous training is a basic management

tool. Its cost is offset by gains in production and efficiency. It costs money to train but costs

money not to train. Wallace and Howell (2000) stressed the importance of in-service

training. They said that the formal education provided by public schools, colleges and

universities may establish excellent foundation but do not develop the special knowledge and

skills requisite in most jobs. Such general education is essential for living rather than training

for work. It is through constant training of personnel that they acquire current skills and

knowledge needed to be efficient in carrying out their job.

In a study carried out to determine the professional training needs of Costa Rica

agricultural extension personnel, Rivera (1998) posited that about two-third of the

agricultural extensionists emphasized dealing with teaching subject matter such as extension,

psychology and sociology. The one-third emphasized, technical subject matter such as crop,

plants and animal diseases, etc. The various group of extensionists differed very much in their

needs for training in knowledge, ability, and skills involved in the job as well as in specific

subject matter areas. He continued by asserting that experience, rural urban origin,

professional preparation, position held in the service and place of work greatly affect the

training needs of the agricultural extension personnel. Wallace and Howell (2000)

34

commented that the training need of extension officers is usually inadequate and outdated and

therefore should be a continuous process. They stressed further that most training efforts are

concentrated on the pre-service training, which is often too theoretical and provides little

opportunity to practice what has been learned in real situation. Therefore, with little attention

given to continuous in-service training the extensionists are outdated and may not be

competent enough to face the present day challenges in their job.

A professional educator needs a number of competencies to perform effectively.

Extension personnel are no exception. Training in one or more technical areas is essential but

it must be supplemented by many other skills and abilities. These competencies can be

acquired in various ways including formal education (long courses) on the job experience,

refresher courses, seminars, workshops, conferences etc. Bone (1990 ) observed that the

principal target of the extension workers change in the human system. Because extension is

people oriented, the concept of the human system appears in most of all competency

statements. Therefore, all extensionists must continue throughout their professional career to

self-directed learners in seeking a better understanding of the practice of extension. He

elaborated upon the competencies identified where extension personnel need training.

� Awareness of the extension service’s unique role in translating technical information

from research institutes and disseminating it through non-traditional method.

� Comprehension of the unique education processes used by extension to make this

knowledge understandable and acceptable to learners in wide range of diverse human

systems.

� Awareness of the important role that the leader of the intended learner play in

identifying issues and needs and securing commitment to the desired changes.

� Ability to develop personal contact and to involve other agencies, systems and group

in programme planning, thus inducing commitment to the progress and

35

willingness to devote their resources and energy toward programme goal.

� Ability to design programme that address specific problems, issues or needs identified

in cooperation with intended learners and other agencies, systems and groups.

� Ability to take full advantage of human technological resources in Programme

development and delivery.

� Ability to market Programme.

� Ability to obtain accurate feedback and use it to satisfy Programme or change their

directions if necessary.

� Ability to develop human resources and optimize their use in Programme activities

continuously and lead assistance when needed.

� Ability to determine the effectiveness of learning resources and activities by

examining the outcome achieved.

� Ability to determine the extent to which resources have been used in a cost

effectiveness manner to produce desired programme outcomes.

� Ability to interpret programme result and report those results to publics, extension

administrator, the other interested parties in the environment within which extension

activities are carried out. Regular training of extension personnel is a crucial element

in the process of changing an extension organization. All extension staff require a

systematic in-service training programme. A part from regular training at staff

meeting to ensure that the staff are capable of performing their work satisfactorily

during their forth night and monthly or quarterly meeting, a series of short coerces are

necessary. This is to increase the personnel competence in specific fields. Those

courses may be given by SMS, staff of training centers or the A. D. P. Organization.

The courses, workshops e t c may focus on aspect of production technology or

extension methods.

36

Anholt (1994) was convinced that the following skill are required by an agricultural

extension in the 21st century : ability to work under complex fluid circumstances with little

supervision , ability to diagnose farmers problem and the willingness to do it effectively ,

ability to listen and learn from farmers group and the willingness to do so, ability to

communicate with farmers and farmers group, ability to present options, based on principle

of science and good agricultural practices which widen the real choices available to farm

families.

In a study conducted by Gray et al (2001) in the skill needed by agriculturist in Costa

Rica as perceived by employers, it was reported that those who eventually may be recruited

as extension agent, need to possess skills in a variety of area in order to meet up with the

expectation and demand of the farmers in the twenty first century. The areas include inter

personal communication, business, computer, research, environmental management,

sustainability issues, forestry, crop and animal production. According to Onwubuya (2006)

all extension workers whether top- level personnel or local extension staff requires

knowledge and competence in the following areas: technical subject matter, human

development extension service, organization and operation, communication, Programme

development and evaluations, and social system.

Osinem (2003) stressed the need for training of extension personnel on environmental

degradation and management. He supported his view / stand that environmental degradation

is an unfavourable alteration of our surrounding largely as a by – product of man‘s action

through direct or indirect effect of changes in energy patterns, radiation level, physical,

chemical and biological constitution. These changes may affect man directly on his supplies

of water, agriculture and biological products or his physical objective/possession and

opportunities for recreation / appreciation of nature. In Africa, the impact of environmental

degradation in distortion of agricultural production process is a daily experience. Soil

37

erosion, desertification, flooding deforestation, surface and underground water pollution, oil

spills, industrial pollution, urban sewage, disposals, municipal waste disposal, water hyacinth

invasion, loss of biodiversity etc. are problems threatening agricultural production

capabilities of the continent.

According to Osinem (2003), agricultural educators or trainers of all descriptions,

extensionists and their client must come to term in justifying the contexts of environmental

messages both for themselves and society at large. Proper emphasis of the causes,

consequences, prevention or remedial action of environmental degradation should most

appropriately feature in basic and advanced agricultural education and training of youths and

adults as well as training of extension workers in order to be able to work towards improving

the economic and rural life of the rural poor. Nnamdi (1995), argued that to improve

economic and social life of the rural poor, the extensionist should be trained on the adoption

of appropriate methods of communication in reaching the rural setting in any of the

development programme. Eboh (1995) buttressed the idea of Osinem by saying that

agricultural technologies and practices that achieve environment conserving goals need to be

developed and transmitted so that small holder farmer can adopt and improve on their

production and family welfare and livelihood. He said this can be done by encouraging

research and extension activities into environmentally sound, low cost, energy efficient and

technical feasible (that is at the grass root) soil and management system. The conveyance of

such technologies requires training of extension personnel in environmental degradation and

management.

Madukwe (1995) asserted that processing of research result and dissemination of new

knowledge to farmers can be done better by an advisory service which develops extension

system and strategies for fast communication of recommendation and for inducing farmers

and rural people to action. To do this effectively requires constant training of extension

38

staff who are in contact with them directly. Jibowo (1995) remarked about the training needs

of extension personnel by saying that the research capabilities of some of the field extension

workers need to be strengthened particularly in areas of research design and analysis. He

advocated that short training programmes on modern techniques in agricultural extension

research should be mounted for extension personnel and younger academics in tertiary

institution to enable them participate in the design of field experiment and/or interpret

information emanating from such research. Madukwe and Anyanwu (2000) backed this up by

saying that research capabilities of some field extension workers and academic in Nigeria

need to be strengthened especially in the area of research design and analysis.

Training of Extension Personnel on Communication Skills and ICTs

According to Agbamu (2006), any communication must posses the following

characteristics: good verbal and non-verbal communication skills, knowledge about the

subject matter, ability to understand the target audience interms of their educational level,

cultural norms and beliefs, possession of a favourable attitude towards the information and

the received awareness of the time, not to overburden an audience with too much information

within a short time. Communication is a process by which information is passed from source

to receiver .All Technologies developed from research institutions are passed on to the clients

through the communication process. Therefore, all categories of extension personnel should

be trained in acquisition of communication skills which can help them to interact freely and

pass any innovation to the end user effectively. The success of any programme depends

partly on the effective use of communication skills by the extension agents. Information

communication technology (ICT) refers to all information and communication system and

technologies inclusive not only of digital formats such as the internet or the world wide web

but also interfaces with radio, cable, and wireless television video, cellular phones, print

media and others (Hazel man and Flor 2004). FAO (1993) defined ICT as technologies

39

involved in collecting, processing, storing, retrieving, disseminating, and implanting data and

information using micro-electronics, optics and telecommunication and computer. ICT means

technologies that facilitate communication and transmission of information by electronic

means. It encompasses the use of radio, television, telephone, faxed mobile or

telecommunication (GSM) Global System for mobile Internet etc.

Agricultural extension systems in most developing countries are under funded and

have had mixed effects. Much of the extension information has been found to be out of date,

irrelevant and not applicable to small farmers need, leaving such farmers with very little

information or resources to improve their productivity. ICT helps the extension system in re-

orientating itself towards the overall agricultural development of small production system.

With the appropriate knowledge, small-scale producers can even have a competitive edge

over large operators. When knowledge is harnessed by strong organizations of small

producers, strategic planning can be used to provide members with least-cost-inputs, better

storage facilities, improved transportation links and collective negotiations with buyers.

The ICT can also play an important role in bringing about sustainable agricultural

development when used to document both organic and traditional cultivation practices.

Developing countries can create traditional knowledge digital libraries (TKDL) to collect and

classify various types of local knowledge so that it can be shared more widely. These libraries

could also integrate widely scattered references to Indigenous Technical Knowledge (ITK)

systems in a retrievable form. Thus, ICT could serve as a bridge between traditional and

modern knowledge systems. Some agricultural development services that can be provided in

the developing world using ICTs are outline below:

� E-commerce for direct linkage between local producers, traders, retailers and

suppliers

� The facilitation of interaction among researchers, extension

40

(knowledge) workers, and farmers, question and answer services where experts

respond to specialized subject, up to date information, supplies to farmers as early as

possible about subjects such as packages of practices, market information weather

forecasting, input supplies, credit availability, etc.

� Creation of data bases with details of the resources of local village and villages, site

specific information system, expert systems etc.

� Provision of early varying system about disease/pest problems, information regarding

rural development programmer and crop insurances, post harvest technology, etc.

� Facilitation of land records and online registration services.

� Improved marketing dairy products, services providing information to farmers

regarding farm business and management.

� Increased efficiency and productivity of co-operative societies through the computer

communication network and the latest data base technology.

� Tele-education for farmers

� Website established by agricultural institutes, making the latest information available

to extension (knowledge) worker and obtaining their feedback.

Duncombe (2001) supported the above idea by saying that more reliable and more

accurate information and knowledge allows people and organization to be more productive.

For example effective and efficient information and knowledge expand the choices in which

decision are made and assist in poverty alleviation. They have become useful assets for

development. He further said that agricultural extension personnel can more effectively

access and share local and global knowledge on crops, pests management, irrigation and

other aspect of small scale agriculture relevant to the needs of the poor with the help of ICT.

Richardson (2000) posited that ICT could act as a bridge between traditional and modern

systems. ICT serves as a means for transferring different resource both financial and

41

knowledge based. It is also dramatically less expensive, less time consuming and dangerous

than the physical transportation of people and information.

Right from inception of ADP, the development support communication component of

the strategy has made very significant contribution to the country agricultural development. It

started with mobile cinema vans, going from village to village supported with minimum

extension publications in local languages. Although the major ICT used in agricultural

extension in Nigeria is radio, most of the organizations in the National Agricultural and

Extension System (NARES) now have computers for information and data management,

which require training for effective handling, According to Manu (2003) ICT tools in

extension is based on these guideline; target audience with peculiar needs and media

preferences, level or ICTs infrastructural development in the country and the rural

communities, accessibility and cost. Experience have shown that for most developing

countries extension personnel have used all sort of traditional information technologies

including radio, drama, and video/television. Presently both the extension and other service

providers with their client are experimenting with new digital opportunities that can be

effectively used to exchange, process, manage and communicate information and knowledge.

The digital camera with video capabilities is becoming very popular because a picture is

worth a thousand words and will enable even those constrained by literacy to communicate.

The effective use of these ICT requires continuous training of extension personnel in Kogi

State ADP if the end users of technologies are to benefit maximally from them.

Madukwe (2006) opined that the increased use of information and communication

technologies in extension requires continuous training of personnel of extension service

delivery in any country. He stressed further that the promise of ICTs in agricultural extension

is that they can energise the collection, processing and transmission of data, resulting in faster

extension of quality information to more farmers in a bottom-up and interactive channel of

42

communication. Thus, ICTs may be the only way in which farmers can access a variety of

information sources that are accessible, affordable, relevant and reliable. Also, increasing the

use of ICTs in agricultural extension will narrow gender disparities interms of access to

agricultural information. The interest could be used to enable farmers to become part of the

information flow process and even to instigate the process of information to be presented to

them via radio, T.V., news papers, news letter, bulletins and other ICTs such as

internet/computer, and so on. Parker (1999) Coke and park (2001) identified faster and easier

access to records and accounts, cheaper running cost in communication, help in decision

through decision support system. They also identified rapid access to vast store of

information through world web. Also internet provides opportunities for distant education

and training, thus overcoming some of the problems of location and lack of time.

Arokoyo (2005) ascertained the need for capacity building reorientation and retraining

of extension worker at all levels to be able to provide more customized information to meet

each user’s needs. ICT has many potential applications in agricultural extension (Zip, 1994).

It can bring new information services to rural areas where farmers are users and will have

much greater control than before over current information channel. Access to such new

information source is a crucial requirement for the sustainable development of the farming

systems (Meera, Jhamtani and Rao, 2004). According to Arokoyo (2003), the major ICTs

used in agricultural extension delivery in Nigeria have been radio and television. The

establishment of National Communication Commission (NCC) in 1992 has revolutionized

digital communication in Nigeria. Call phones and Internet services are now available for use

to enhance information transfer, data collection, analysis, storage of data, etc which the

extension personnel should have knowledge and be able to use effectively if their work with

the rural setting within Kogi State will produce tangible result. Therefore, the essence of

training need of the extension staff of ADP in ICTs especially in computer/Internet.

43

According to Mundy and Sultan (1999) computers have changed how information is

obtained, managed and distributed which require up to date knowledge of extension

personnel through training.

A revolutionizing communication and information access in developing world

comprise of computer and telephone with E-mail services. The Internet has great potential

brining agricultural extension closer to its clientele anywhere. According to Mungua (2000),

the Internet has caused a cultural revolution in the way individuals and organizations internet,

in term of time, cost and distance and have enable people to access information on millions of

other computers. The effective use also requires training of the extension staff if they are to

be competent and efficient in performing their job and fulfilling the organization goal of

ADP. Mansel and Welien (1998), contended that literacy is a fundamental barrier to

participation in knowledge societies. A large proportion of the rural population of developing

countries/nations, majority of which are women, illiterate and most pictographic and

audiovisual information usually has some text that goes with it. This means that these

individuals are disadvantaged and lack the basic skills required to harness the benefit of ICTs.

The assistance of intermediaries such as extension agents may thus be required. This call for

the training and retraining of such personnel so that they can give their best services to the

rural farmers to enable them improve on their production capacity.

Types of Training

Training extension personnel may be categorized into two types; pre-service training

and in-service training.

Pre-service training: is a process through which individuals are made ready to enter a kind

of professional job such as agriculture, medicine engineering. They have to attend regular

class in a formal institution and a need to complete a definite curriculum and course

successfully to receive a formal degree or diploma. They are not entitled to get a

44

professional job unless they earn a certificate which can either be diploma or degree from

appropriate institution. Pre-service training contents emphasize mostly technical subject

matter such as pedagogical skills to prepare the students to work in agricultural institutions or

engage in agricultural venture.

In-service Training: is a process of staff development for the purpose of improving the

performance of an incumbent holding a position with assigned job responsibilities. It

promotes the professional growth of individuals. It is a programmed designed to strengthen

the competences of extension workers while they are on the job (Malone 1984). He explained

further that in-service training is a problem-centered, learner oriented, and time bound series

of activities which provide the opportunity to develop a sense of purpose, broaden perception

of the clientele, and mastery of techniques. In-service training may be divided into five thus:

induction/orientation training, foundation training, on the job training and career development

of extension personnel throughout their service life. The use of workshop, seminars, short

courses, conferences etc. could be of great benefit in equipping extension staff for a better

service.

Induction/orientation training: is the type of in-service training immediately after

employment to introduce the new extension personnel/staff member to their positions. It

begins on the first day the new employee is on job. This type of training is aimed at

acquainting the new employee with the organization and its personnel. Induction training for

all new personnel should develop an attitude of personal dedication to the service of people

and the organization. This kind of training supplement whatever pre-service training the new

personnel might have had (Halim and Ali, 1997).

Foundation training: Is a form of in-service training, which is also useful/appropriate for

newly recruited personnel. Besides technical competence and routine instruction about the

organization, every staff member needs some professional knowledge about various

45

rules and regulations of the government, financial transactions, administrative capability,

communication skills, leadership ability, coordination and cooperation among institutions and

their linkage mechanism, report writing etc. foundation of their service career. This training is

usually provided at an early stage of service life.

Maintenance/Refresher Training: This is the type of in-service training offered to update

and maintain the specialized subject matter knowledge of the incumbent. Refresher training

keeps the specialist, administrators subject matter officers, extension supervisors and front

line workers, extension agents updated and enables them to add to the knowledge and skills

they have already. Maintenance refresher training usually deals with new information and

new methods as well as review of older materials. This type of training is needed both to keep

employees at the peak of their possible production and to prevent them from getting into rut.

On-the-job training: This is adhoc or regularly schedule training under the training and

visit (`T & V) system of extension, and is provided by the superior officer or the subject

matter specialist to the subordinate field staff. This training is generally a problem and

technology oriented and may include formal presentation, informal discussion, and

opportunities to try out new skills and knowledge in the field. The superior officer,

administrator or subject matter specialist of each extension department must play a role in

providing on-the-job training to the staff while conducting day-to-day normal activities.

Career or development training: Is the form of in-service training designed to upgrade the

knowledge, skills and ability of employee to help them assume greater responsibility on

higher position. The training is arranged departmentally for successful extension workers at

all levels, for their own continuing education and professional development. Malone (1984)

opined that extension services that provide the opportunity for all staff to prepare a plan for

career training will receive the benefits of having longer tenured and more satisfied

employees, which increased both the effectiveness and efficiency of an extension service.

46

Malone stated that career development is the act of acquiring information and resources that

enables one to plan a programme of life long learning related to his work life. Although

extension workers are responsible for designing their own career development education, the

extension organization sometimes sets some criteria and provides opportunities for the staff

by offering options.

Training is a circular process that begins with needs identification and offers a

number of steps with evaluation of training activity. A change or deficiency in any step of the

training process affects the whole system and therefore it is important for a trainer to have a

clear understanding about all phases and steps of the training process. The three phases of

training process include: planning, implementation and evaluation.

Phases of training process

The planning phase encompasses several activities two of which are training needs

identification and curriculum developments are very important.

a) Training Needs Identification

It involves a condition where there is gap between what is and what should be in

terms of incumbents knowledge, skills, attitudes and behaviour for a particular situation at a

point in time as earlier explained. This gap is called a problem, which occurs when a

difference exists between the desired performance and the actual performance of extension

personnel (Ekpere, 1984).

b) Curriculum Development:

This is the most important part in a training programme after a need for training has

been identified. The curriculum specifies what will be taught. It provides the framework

and foundation of training. It states the contents; methods materials needed, implementation

and evaluation.

47

Determining the areas of training programme

According to Wenthing (1992), once training needs have been identified and training

activities have been decided as part of the solution, the needs analysis should be done to

determine knowledge, skills and attitude requirements and performance difference. The needs

analysis procedure involves breaking down the training problem into its basic parts in

different successive phase to identify and understand the important components in each

phases, ultimately it leads to identifying and understanding the training content. The training

analysis can be divided into three distinct analytical phases: job analysis method to

determine a major area of task where training may be needed, task analysis and knowledge

and skill gap analysis. The training needs analysis determine the training contents and how

deficient the trainees are in these contents and the subsequence task provides the sequence of

the training activities. When training staff, a conduct of comprehensive training needs

analysis in the organization may seek the basis for this process at three different levels as

follows: organizational level (data about the organization as a whole such as structure,

market, products/services, manpower requirement, etc, job level data concerning jobs and

activities such as job descriptions, personnel specification; and individual level-data about

individuals such as a appraisal records, personnel training records etc. are known (Cole,

2000).

A training programme has a better chance of success when its training methods are

carefully selected. Selecting an appropriate training method is perhaps the most important

step in training activity once the training contents are identified. There are many training

methods but not all of them are suitable for all topics and in all situation. To achieve the

training objectives, a trainer should select the appropriate training method for the content to

involve the trainees in the learning process. Four factors are selected when selecting a

training method: the learning objectives, the content, the trainee and the practical

48

requirements (Wenthing, 1992). Training method should be selected on the basis of the

degree to which they do the following:

Allow active participation of the learning experiences from training to the job

situation.

Provide the learners with knowledge of results about their attempts to improve.

Provide some means for the learners to be reinforced for the appropriate behaviour.

Provide the learners with opportunity to practice and repeat when needed.

Motivate the learners to improve their own performance.

Help learner increase their willingness to change.

The most common methods used foe training include instructors presentation, group

discussion, demonstration, assigned reading exercise, case study, role playing, field visit and

study tour.

Selecting a training method

A training programme has a better chance of success when its training methods are

carefully selected. A training method is a strategy or tactic that a trainer uses to deliver the

content so that the trainees achieve the objective (Wanting 1992). Selecting an appropriate

training method is perhaps the most important step in training activity once the training

content are identified. There are many training method but not all of these are equally suitable

for all situations. To achieve the training objective, a trainer should select the most

appropriate training methods for the content to involve the trainees in the learning process.

Four major factors are considered when selecting training: method: the learning objective; the

content, the trainees, and the practical requirement (Wenthing 1992) Training methods should

be selected on the basis of the degree to which they do the following:

� Allow active participation of the learners.

� Help the learners transfer of learning experiences from training to the

49

job situation.

� Provide the learners with knowledge of results about their attempts to improve

� Provide some means for the learners to be reinforced for the appropriate behaviour.

� Provide the learners with opportunity to practice and to repeat when needed

� Motivate the learners to improve their own performance

� Help learners increase their willingness to change

These criteria indicate that a single training method will not satisfy the objectives of a

training programme. A variety of training methods are available to a trainee. The most

commonly used methods include:

� Instructor presentation: the trainer orally presents new information to the trainees,

usually through lecture. Instructor presentation may include classroom lectures,

seminar, workshop, etc.

� Group discussion: The trainer leads the group of trainees in discussing topic.

� Demonstration: the trainer shows the correct step for completing a task or shows an

example of a correctly completed task.

� Assigned reading: The trainer gives the trainees reading assignment that provides

new information.

� Exercise: The trainer assigns problems to be solved either on a paper or in real

situations related to the topic of the training activity.

� Case study: The trainer gives the trainees information about a situation and direct

them to come to a decision or solve a problem concerning the situation

� Role play: Trainees act out a real - life situation in an instructional setting.

� Field visit and study tour: Trainees are given the opportunity to observe and interact

with the problem being solved or skill being learned.

50

2. Implementation phase

Once the planning phase of a training programme is complete, then it is time to

implement the course. Implementation is the point where a trainer captivates the training

plan or it is the process of putting a training programme into operation. The first step towards

implementing a training programme is publicity. Most of the well established training

centers develop training brochures which contain course descriptions, prepared calendar of

training opportunities and inform concerned organization agencies, or department well ahead

of time about their training plans. Once the training centers and concerned organizations

agree to implement, the next step is to arrange available resources such as sufficient fund for

the course and facilities for food, lodging, transportation and recreation. All these resources

need to be well managed and coordinated to run the programme smoothly.

3. Evaluation phase

Evaluation is a process to determine the relevance, effectiveness, and impact of

activities in light of their objectives. In evaluating an extension training programmes one

need to consider that most training activities exist in a larger content of project programme

and plans. Thus, Wenthing and Clarke (1997) defined training evaluation as a systematic

process of collecting information for and training activity which can then be used for guiding

decision making and for assessing the relevance and effectiveness of various training

components. It is the actual judgment passed on a programme following the result of

measurement and assessment of the programme (Madukwe 1991).

The four criteria to evaluate training programme are reaction, learning, behavior and

results. Each criteria is used to measure different aspect of a training programme. Reaction

measures how the trainees liked the programme in terms of content, methods, duration,

trainers, facilities, and management. Learning measures the trainees skill and knowledge

which they were able to absorb at the time of training. Behaviour is concerned with the

51

extent to which the trainees were able to apply their knowledge to real field situation while

results are concerned with the tangible impact of the training programme on individuals, their

job environment, or the organization as a whole.

Type of Evaluation

On the basis of time dimension, evaluation may be classified as formative evaluation

or summative evaluation. Formative evaluation involves the collection of relevant and useful

data while the training programme is being conducted. The information can identify the

drawbacks and unintended outcome and is helpful in revising the plan and structure of

training programme to suit the needs of the situation. Summative evaluation is done at the

end of the programme and makes an overall assessment of its effectiveness in relation to

achieving the objectives and goals.

Roah (1989) also classified evaluation into four: evaluation for planning, process

evaluation, terminal evaluation and impact evaluation.

Evaluation for planning provides information with which planning decisions are

made. Training contents and procedure (methods and materials) are usually planned at this

stage in aids and strategies. Process evaluation is conducted to training activity during the

implementation phase (Roah 1989).

Through this process the key elements of the training activities are systematically

monitored, problems are solved before they become serious. Process evaluation is

periodically conducted through out the entire period of the programme.

Terminal evaluation is conducted to find out the effectiveness of a training

programme after it is completed. The objectives of terminal evaluations are to find out

whether the goals have been achieved, along with the courses of failure, if any. Impact

evaluation assesses changes in behavior of trainees as a result of training effort. It measures

how appropriates the training was in changing the behaviour of participants in real-life

52

situations.

2.4 The major problems impeding continuous training and retraining of extension

personnel

According to Gallaghere (2002), agricultural extension service in developing

countries are grossly under funded to undertake the activities required for achieving food

security including training of extension personnel who stand in the gap between the

technology developers and end- users. There are usually shortages or inadequate fund

disbursement to assist willing personnel to attend training programmes, which could help to

improve their competencies and capability to perform their task better among the rural

communities. According to Okoro (2000), inadequate funding for extension service. He

explained that in recent years the Nigerian agricultural extension has been experiencing

dwindling funding from the government. This is very apparent in the state wide ADPs. There

is also erratic and haphazard release of fund. Problem of administrative bottleneck and poor

governance of public programmes have effect on the training of extension personnel.

Moreover, there is inadequate training policy to enforce training programmes on all category

of extension personnel especially those who have long serving experience without initiatives

to attend retraining programmes regularly in order to update their skills and knowledge.

Madukwe (2005) asserted that motivation is one of the factors that can influence any

personnel to perform better. Lack of enough motivation by the organization after, attending

training courses or workshops also contribute to the poor attendance of most extension

personnel to training and retraining programmes. Some believe that it does not affect their

promotion in such an organization. Therefore, they ignore some of the training programmes

organized for them. Poverty and economic depression with a lot of family responsibilities

without good remuneration affect the non - challant attitude, which some extension personnel

developed toward training activities meant for their improvement and performance of

53

their job. The issues of poor funding becomes critical after the withdrawal of external

funding as revealed in a study by Agbamu and Okagbare (2005) who explained that the effect

of expiration of world Bank funding were noticeable in the in ability of some state

Agricultural Development programmes to provide enough vehicles, motorcycles for the

agricultural extension work, irregular payment of traveling allowance, ill motivated field

staff, reduced training session for village extension workers, and reduced technology review

meetings.

As a result of the crucial role being played by the extension personnel in

communicating the modern technology to the farmers in the way that they can understand,

policy makers and planners should recognize the need for encouraging staff for effective

performance through their support towards training and retraining programmes. Trainers

must ensure that all equipment needed for teaching skills are available both during training

session and for extension agent to have adequate time to learn and practice skills before

taking them to target groups. Ogumbameru (2001) noted some motivational factors that can

ginger staff of any of organization to perform effectively. Such include salary increase,

promotion, better working condition, etc. Training of extension personnel should attracts such

motivational factors so that they can be encouraged to constantly attend training and

retraining programmes organize for them.

2.5 CONCEPTIONAL FRAMEWORK

Training according to Onah (2003) is an organized and coordinated development of

knowledge, skills and attitudes needed by an individual to master a given situation or perform

a certain task within an organized setting. It is the preparation for an occupation or specific

skills which enable the trainee to be in a position to perform better. The training of extension

personnel is carried out through monthly technology review meetings, seminars, forthnight

training, workshops, attending conferences courses in high institutions of learning.

54

Training of extension staff is important in ADP organization because of the following

benefits derived when carried out properly and regularly. Training is needed for extension

personnel/work to improve their professional skills and competence in performing their

duties. It is also increases the knowledge of extension personnel and keeps them abreast of

the latest research findings that might help to improve production among the clientele.

The emerging role of extension personnel include economic empowerment role.

Chamala (1990), stressed that telling adults what to do provokes reaction but showing them

triggers, the imagination, involving them gives understanding, and empowering them leads to

commitment and action. Sinkaiye (2005) says, empowerment is the process by which people

take control and act in order to overcome problems confronting them. It means building local

capabilities which ensure self reliance. Economic empowerment in this concept means

ability of the actual people involved to improve themselves with their own resources and

efforts. Also, community organization role, human resources role, problem solving and

educational role call for training of extension personnel especially extension agents who have

direct contact with the rural people. Training need arises where there is a gap between what is

and what should be in terms of knowledge, skills, attitude and behaviour for a particular

situation at one point in time. The gap is called a problem which usually occurs when a

difference exists between desired performance and actual performance. When training and

retraining of extensionists is done consistently it will produce the following effects increase

in food production, policy accomplishment, lower costs, improvement of standard of living

and welfare of the rural poor and the neglected in Kogi State, increase in job satisfaction,

increase morale and confidence of staff among others.

The demand for highly trained manpower cannot be over emphasized in order to cope

with the challenges in rural settings. To solve some of the complexities and long term

problems which defer the conventional top down approach of technology transfer, the need

55

for bottom up and emerging role of extension personnel. This calls for training and retraining

in order to improve the efficiency of the extensionists and the standard of living of the rural

communities in Kogi State. The purpose of this study is to access the emerging roles and

training needs of extension personnel in Kogi State Agricultural Development Programme.

Therefore, Box A in figure one indicates the emerging role while Box B shows the training

needs. Box C indicates training methods, while Box D shows the constraints to be overcome

for consistent training of extension personnel in Kogi State ADP. Therefore, there should be

consistent training of extension personnel to match with their emerging roles in order to reach

effectively the rural setting of Kogi State with development programme.

56

Figure 1: Conceptual frame work of emerging role and training needs of extension

personal.

Emerging role of extension personnel A

• Economic empowerment of clientele

• Community organization and leadership

• Bottom up of technology transfer

• Application of indigenous knowledge to

solve farmers problems

• Land conflict resolution among farmers

Training methods C

Instructor’s presentation/lecture

Group discussion

Demonstration

Assigned reading

Exercise

Case study

Role play

Participatory approach

Team work

Training needs B

- Knowledge and management of computer

programme

- Entomology and parastology.

- Conflict resolution

- Coping with climatic changes in

agriculture

- Knowledge of extension policies

- Risk management in extension

- Facilitatory skills

- Biotechnology

Constraints to regular training of extension personnel E

• Inadequate fund

• Family pressure

• Administrative bottleneck

• Lack of continuity of extension policy

• Injustice in selection of personnel for long term training

57

CHAPTER THREE

METHODOLOGY

3.1 Area of study

The study was conducted in Kogi State. Kogi State which is one of the thirty-six

states of Nigeria is divided into four zones namely zone A, zone B, Zone C and Zone D. It

has twenty-one local government areas with an estimated population of 3.26 million people

(National population commission, 2006). It lies between longitude 5.220E to 7.49

0E and

latitude 6.330 North to 8.44

0 N. It occupies a total land area of 75,000km

2 and has an arable

land of about 2,000,000 hectares with household population of about 197 331 and a farm

family of 172, 000 households with a household population mean of 7.8.- (Kogi State ADP

1994 – A colossus in Agricultural Transformation).

About seventy (70%) and eighty percent (80%) of the population live in rural areas

and are predominantly dependent on farming or agro- processing. Kogi State share borders

with Niger, Plateau, FCT to the North, Benue to the East and Enugu , Edo, Ondo and Kwara

States to the south and west respectively.

There are two main seasons in the state, wet (rainy) and dry seasons. The wet season

sets in towards the end of March. Dry season span between early November and early march.

The state usually experience dry and cold weather due to harmathan in the months of

December and January. Agricultural activities spread throughout the two seasons, although

intensive during the rainy season. The agricultural activities include crop production,

livestock and fish farming.

The administrative zones of Kogi ADP are divided into four zones. Zone A is

made up of five local governments namely: Ijumu, Kabba/Bunu, Mopa/amuro, Yagba

East and Yagba West with headquarters at Aiyetoro Gbedde. Zone B is made up of

four local governments namely: Ankpa, Bassa, Dekina and Omalla with headquarters

58

at Anyingba. Zone C consists of eight local governments namely: Adavi, Ajaokuta,

Ihima, Okehi, Lokoja, Kogi, Okene, Ogori Magongo with headquarters at Kotonkarfe.

Zone D include the following local governments: Idah, Igalamela/Odolu, Ofu,

Olamaboro, Ibaji with headquarters at Alloma.

The administrative zones of Kogi State ADP is shown in the table below

ZONE LOCAL GOVERNMENT AREAS ZONAL HEADQUARTES

A Ijumu, Kabba/Bunu, Mopa/Amuro, Yabga East, Yagba West Aiyetoro Gbedde

B Ankpa, Bassa, Dekina Omalla, Anyigba

C Adavi, Ajaokuta, Ihima, Okehi, Lokoja, Kogi Okene, Ogorimangongo Kotonkarfe

D Idah, Igalamela/Odolu, Ofu, Ibaji, Olamaboro Alloma

Source: Kogi State Agricultural Development Programme 2003

59

MAP OF LOCAL GOVERNMENT AREA IN KOGI STATE

60

61

3.2 Population and sampling procedure

The target population of this study consists of all categories of extension personnel

(administrators, SMS, BES & EAs) in all the twenty one Local Government Areas of Kogi

State. One administrator each was chosen from each of the administrative zones making

four administrators, two SMS from each zone making eight SMS, two block extension

Supervisors each from four zones making eight, twenty extension agents each from each

zone making eighty were selected using simple random sampling. In all one hundred (100)

respondents constituted the sample for the study

Distribution of population and sampling of extension personnel n = 100

ZONE A ZONE B ZONE C ZONE D TOTAL

Pop samp Pop samp Pop samp Pop samp Pop samp

Directors/Administrators 4 1 4 1 10 1 4 1 22 4

Subject matter specialist 5 2 5 2 5 2 5 2 20 8

Block extension 10 2 10 2 11 2 10 2 41 8

Supervisors (BES)

Extension agents EAS 40 20 36 20 37 20 57 20 150 80

Total 59 25 55 25 63 25 76 25 233 100

Source: (Secondary data K.S.A.D.P)

3.3 Data collection method

Data for this study was collected from the respondents through the use of

questionnaire. The questionnaire was divided into six sections. Each section contains relevant

questions on each of the four objectives of the study for the purpose of eliciting reliable

information from the respondents. Questionnaire was validated by specialist both academic

and practioners in the area of administration before field administration. Secondary data were

collected from official documents and other materials that are relevant to the study.

62

3.4 Measurement of variables

Socio – economic characteristics of the respondents were achieved by measuring the

following variables: Age (years), Sex (male and female), marital status, level of education,

family size, work experience (years), category of extension personnel (respondents) using

percentage.

Objectives l sought to identify the emerging roles of extension personnel. The

extension workers roles were measured by asking extension workers to rate certain

questionnaire items perceived as emerging roles using a five- point Likert scale. That is

Strongly agree (SA) - 5, Agreed (A) - 4, undecided (UD) – 3, disagreed (DA) – 2, and

strongly Disagree (SD) -1 point. Five responses were added to obtain 15, which was further

divided by five to obtain 3 which was regarded as mean. Variables with mean score below 3

were not perceived as emerging roles while variables with scores equal to 3 or above were

regarded as emerging role of extension personnel.

Objective 2 sought to identify areas of training needs. A five point’s Likert scale was

used, much need, needed, moderately needed, less needed, and not needed. Values of 5,

4,3,2,1 were assigned to the options respectively. The values of the five responses were added

to obtain 15 which were further divided by five to obtain 3. A mean score equal to 3 and

above was regarded as the area of training need in those skills.

Objective 3 sought to ascertain the types and frequency of training of extension

personnel in Kogi State ADP.

The frequency range on the number of times per year.

9 – 10 times – Very adequate (VA) -5

7 – 8 times – Adequate (SA) -4

5 – 6 times – Fairly adequate (FA) - 3

3 – 4 times – Less adequate (LA) -2

1 – 2 times – Inadequate / Not adequate. -1

63

Objective 4 sought to ascertain the constraints to training of extension personnel in

Kogi State ADP. Five point likert type rating scale was adopted. The values assigned are as

follows: 5 - Very great; 4 – great; 3 – moderate; 2 – little constraint; 1 – no constraint. The

five responses were added to obtain 15 which was further divided by five to get three. The

mean scores of 3 above indicate great constraint that impede the training of extension

personnel while a mean of less than 3 indicate less constraint to the training of extension

personnel in Kogi State ADP.

3.5 Data analysis

Objective 3 was analysed using percentage while objectives 1, 2 and 4 were analysed

using mean scores and standard deviation.

64

CHAPTER FOUR

4.0 RESULTS AND DISCUSSION

4.1 Personal socio- demographic characteristics.

The personal characteristics of the respondents are presented in Table 1

Age (year)

Table 1 showed that the majority (53%) of the respondents (extension personnel) were

between 31-40 years age bracket while 27% were between the age of 41-50years.Those that

fall within the age bracket of 21-30years and 51years and above accounted for 13% and 7%

respectively. This implies that more than half of the respondents were in their middle age

group with a mean of 38.3. In essence, majority of the extension personnel were still in their

active and economically productive age who should be ready to acquire new knowledge and

skills through training to assume any emerging roles. This is in accord with Akinnagbe

(2006) who asserted that extension staff in most part of the country were predominantly in

their middle age.

Sex

Data in Table 1 showed that majority of 79% of the extension personnel were male

while 21% were female. This shows that more male extension personnel will be involved in

any A.D.P training programmes organized for their staff when the need arises than female

extension personnel.

Marital status

Data in Table 1 showed that majority (89%) of the extension personnel were married

while 10% were singles. The widows or widowers constituted only 1% of the respondents.

This indicates that regular attendance to training programmes to improve their knowledge and

skill may be affected by some domestic and financial constraints.

65

Educational status

Data in Table about 1 above indicate that 10% of the respondents had MSc and above

while 51% had Higher National Diploma (HND) / Bachelors Degree certificate. Ordinary

National Diploma (OND) / NCE accounted for 33% while 6% of the extension personnel had

WASC certificate. The analysis shows that the extension staff were averagely educated and

will also desire to discharge their emerging roles in the rural settings effectively.

Furthermore, it will be easier for them to learn new skills and acquire new knowledge during

seminars and conference organized for them by A.D.P organization than others that are less

educated.

Household size

It is evident from Table 1 that 45% of the respondents had 4-6 household members

while 31% had 1-3 size. Only 18% had 7-9 household size while 3% had 10-12 household

size and 3% had 13 and above household members. From the data collected from the study

area, 76% of the extension personnel could still engage in the training to improve their

efficiency as they discharge their emerging roles without being tie down by family pressure.

The household size with mean of 5 shows that most of the extension personnel could

engage in training to improve their efficiency as they discharge their emerging roles

without being affected by the pressure of large household responsibilities

Work Experience in rural areas (Years.)

� The record in Table 1 showed that 27% of the extension staff had 0-5 years of

working experience in the rural area while 21% had 6-10 years. Also 20% had 21 years and

above working experience in the rural area while 18% had 11-15 years. It is indicated that

14% had 20 years of working experience in rural communities. This means that the extension

personnel had their working experience in rural areas where the teaming populations of

clienteles reside. Their experience with the rural dwellers will assist them to be more

66

familiar with their culture and aid them in an interactive manner to disseminate new

technologies as well as empowering different category of clientele in the rural communities:

poor farmers , disables, HIV/AID farmers/patients, youths, cooperative groups and so on.

67

Table 1: Percentage distribution of respondent according to personal

characteristics

Variable Frequency Percentage Mean ( X ) (M)

Age

21-30 years 13 13 31-40 years 53 53 38.3

41-50 years 27 27

≥ 50 years 7 7

Sex Male 79 79

Female 21 21

Marital Status Married 89 89 Widowed/ Single 11 11

Level of Education WASC 6 6 OND / NCE 33 33

HND / B.SC 51 51

≥ M.SC 10 10

Household Size

1-3 31 31

4-6 45 45 7-9 18 18 10-12 3 3 5

≥13 3 3

Work Experience 1-5 21 21

6-10 26 26

11-15 9 9 16-20 24 24 12.8

≥ 21 20 20

Category of Personnel Administrator 4 4 SMS 8 8

BES 8 8

EA 80 80

Source: field survey, 2009

4.2 Areas of emerging role of extension personnel.

Table 2 show that economic empowerment of clientele, leadership training of farmers

groups and cooperative society, bottom up of technology transfer and application of

indigenous knowledge to solve farmers problems with a mean score of ≥3 indicating that

these emerging roles require some level of intensive and consistent training through

68

seminars, workshops, conferences, short term courses and so on in order to make them

effective and more competent to handle the current issues bordering the clientele in their rural

setting.

Table 2: Areas of emerging role of extension personnel. (n=100)

Variable Mean X Std. Deviation

Economic empowerment of clientele in the purchase, training

and use of ICTs

3.29 1.066

Leadership training of farmers groups and Cooperative

societies.

3.23 .851

Indirect approach/bottom up of technology transfer 3.29 0.830

Application of indigenous knowledge to solve farmers’

problems

3.45 .796

Land conflict resolution among farmers 3.60 .932

Facilitators in new government programmes 3.37 .904

Source: Field Survey 2009

4.3 Areas of extension workers Competences.

Data in Table 3 show that most of the extension personnel were competent to carry

out their job in crop production, (3.81) horticulture, (3.11) animal husbandry, (3.22) teaching

methods, (3.47) soil fertility and management, (3.28) agricultural extension and philosophy,

(3.8) organization and planning, administration, (3.64) farm management and accounting

(3.42) with a mean score of 3 and above. They were less competent in forestry, fisheries and

home economics with mean score of less than 3. Their competences in most of the section or

skills or area of knowledge mentioned above (crop production, horticulture, animals

husbandry and so on) is most likely to be as a result of their constant attendance to

69

some training programmes either monthly, quarterly, seminars / workshops organized by the

ADP organization in order to keep them abreast of the latest development in those area of

study. This has enhanced their efficiency as they relate with different group of clientele in

their day to day interaction and transfer of new technologies to them.

Table 4.1 Area of extension personnel competences (N = 100)

Variables Mean M X Standard Deviation SD

Crop farming 3.81 .907

Forestry / agro forestry 2.99 .882

Fisheries 2.63 .787

Horticulture 3.11 .898

Animal husbandry 3.22 .883

Home economics 2.75 1.038

Teaching method 3.47 .745

Soil fertility& management 3.28 .830

Agricultural extension & philosophy 3.80 .778

Human development 3.31 .734

Organization & extension administration. 3.64 .704

Supervisory skills 3.33 .726

Programme planning 3.29 844

Rural sociology 3.83 .943

Communication skills 3.57 .769

Farm management. & accounting 3.42 .901

Sources: field survey 2009.

4.4 Type of in-service training

All the extension personnel have been attending in-service training programme to get

themselves familiar with their job and also make them effective in transferring innovation to

farmers as illustrated in the table below.

Percentage distribution of extension personnel according to the type of in-service

training.

According to (Halim and Ali 1997), the aim of training extension personnel is to

improve their skills in the various areas of agriculture so as to increase their practical

efficiency on the field. The knowledge acquired through constant and adequate training

will be used to train the farmers in return. The essence of training farmers is to improve

70

food production both at national and household level. He stressed further that in extension

system, effective training must be able to take care of all the theories of learning in order to

change the action, belief and knowledge components of a trainee simultaneously. Farinde,

(2004) also advocated that training programmes for extension personnel should be developed

and tailored to their needs at a particular point in time.

Table 4.4 Percentage distribution of extension personnel according to the type of in-

service training (N = 100)

Type of training Frequency Percentage

FNT/MTRM/ on the job 40 40

Seminars/Workshops 32 32

Conferences 11 11

Long term courses (1 year and above) 07 07

Short term courses (less than 1 year) 10 10

Sources: field survey, May 2009

Type of in service training

40%

32%

11%

10%

7%

FN

T/M

TR

M

Sh

ort

ter

m c

ou

rses

Co

nfe

ren

ces

Lo

ng

ter

m c

ou

rse

s

Sem

ina

rs/w

ork

sho

ps

71

4.5 Frequency of training of extension personnel per year (N = 100).

Data in Table 4 show that majority (81%) of the extension personnel attended

seminar, MTRM, FNT, short term courses, conferences, 5-6 times per year while 12%

attended training programme 7-8 times per year and 7% attended training programmes 9-10

times yearly. This means score of 6.7 indicate that majority of the extension personnel attend

training programmes frequently but they can still improve as new developmental programmes

are springing up yearly. To be effective as facilitators in such programmes requires more

training on the new skills and knowledge demanded to help the different categories of

clientele in the rural community

Table 5: Percentage distribution of respondents according to the frequency of training

of extension personnel per year. (N = 100)

No of times Frequency Percentage X (M)

9-10 7 7.0

7-8 12 12.0

5-6 81 81 .0 6.65

3-4 0 0.0

1-2 0 0.0

Source: field survey, May, 2009

4.6 Methods of training of extension personnel

Data in Table 6 show that most the training methods used for training A.D.P

personnel include presentation/lecture (45%): group discussion (10%) demonstration (40%)

and field visit or tours, (1%)role play (1%) exercise (1%), case study (1%), assigned reading

(1%) mostly to train the extension personnel. Participatory approaches such as farmer group

approach, farmer-field school approach and so on were new approaches to reach farmers.

These new approaches to reach farmers should be given attention with continuous training of

extension personnel to update their knowledge and methods of training the rural communities

especially as they serve as facilitators in most ADP programmes such as the Special

72

Programme on Food Security, RTEP, Fadama II&III etc. FAO (2001) asserted that

participatory approach of extension training methodology should be encouraged as it helps

the farmers and extension personnel to interact and proffer solutions to their problems.

Table 6 Distribution of respondents according to training methods of extension

personnel (N = 100)

Variable/Methods Frequency Percentage

Group discussion 10 10

Demonstration 40 40

Assigned reading 01 01

Exercise 01 01

Case study 01 01

Role play 01 01

Lecture 45 45

Field visit/tours 23 23

Source: field survey, 2009

Training methods of extension personnel

45%

40%

10%

1% 1% 1% 1% 1%

Gro

up

dis

cuss

ion

Dem

on

stra

tion

Ass

ign

ed

rea

din

g

Case

stu

dy

Lec

ture

Fie

ld v

isit

/to

urs

Ro

le p

lay

Exer

cise

73

4.7 Areas of training needs of extension personnel

Table 7 show that the extension personnel needs continuous training in some areas

with a mean of > 3 such as computer programme and management, (3.58) bio technology,

(3.55) environmental management, (3.5)a knowledge of extension policies, (3.97) better

communications skills, (3.61) conflict resolution skills, (3.62) risk management in extension

(3.30), ability to listen and learn from clientele, crop and livestock protection, (4.02) and so

on. as no knowledge is static Updating the knowledge and skills of extension staff in the

above areas will assist them to be competent enough to face the present day challenges facing

extension personnel in discharging their role.

Table 7 Distribution of extension personnel according to areas of training needs.

(N =1 00)

Variable X (M) Standard Deviation

Knowledge & management of computer programme 3.58 1.121

Bio technology 3.55 0.892

Entomology and parasitology 4.02 0.887

Research work and reporting 4.00 0.925

Programme planning 3.74 0.895

Environmental management 3.6 0.932

Coping with climatic changes in Agriculture 3.45 0.796

Knowledge of extension policies 3.97 0.989

Use of visual aids and exhibition to deliver information 3.31 1.032

Conflict resolution 3.62 0.951

Risk management in extension 3.30 1.049

Ability to listen and learn from clientele 3.67 0.965

The use of multimedia projector and digital camera 4 0.925

Supervisory / facilitatory skills 3.92 0.907

Source: Field survey, 2009

4.8 Constraints to regular training of extension personnel.

Data in Table 8 show that the following factors with a mean > 3 constitute the

major constraints to regular training of extensionist: lack of fund (3.76) family

74

problems (3.18) injustice in the selection of personnel for training (3.10) administrative

bottles neck (3.09) and lack of continuity in extension policies (3.76) are the major constrains

to the extension personnel in attending some training programmes such as seminars

workshops, MTRM, FNT and conferences organized by the ADP or other institution in

training their staff. The constraints to training and retraining of extension personnel must be

overcome or else the extension staff will be less productive.

Table Constraints to regular training of extension personnel (N = 100)

Variables Mean ( X ) Standard deviation

Inadequate opportunities for training 2.92 1.212

Lack of fund 3.76* 1.016

Training does not influence promotion 2.94 1.238

Job security 2.99 1.124

Long year of the training (institute ) 2.89 1.180

Family problem/pressure 3.18* 1.266

Lack of time 2.41 1.111

Old age 2.48 1.235

Training programme not motivating 2.97 1.337

Lack of proper organization 2.88 1.1537

Inadequate training equipment/facilities 2.94 1.301

Inadequate trainer 2.58 1.319

Poor attitude of trainers 2.54 1.290

Administrative bottleneck 3.09* 1.207

Injustice in selection of personnel for training 3.10* 1.202

Lack of continuity of extension policy 3.76* 1.016

Source: Field survey, 2009

75

CHAPTER FIVE

SUMMARY, CONCLUSION & RECOMMENDATIONS

5.1 Summary of findings.

The overall purpose of the study was to ascertain the emerging roles and training

needs of extension personnel in Kogi State ADP .The study determined personal socio-

demographic characteristics of the respondents, ascertained the level of competences in

handling their responsibilities. It also identified the area of training needs as perceived by the

extension personnel and the type of training given to improve their efficiency in the work.

The study also showed the emerging role that demand further training for better performance

in order to meet the development plan of the millennium goals. The finding also pointed out

some of the major constraints namely poor funding family pressure, administrative

bottleneck, injustice in the selection of personnel for long term training and incontinuity of

extension policy to the training of extension personnel in Kogi State A.D.P

The study was carried out in Kogi State, Nigeria. A total of 100 respondents made up

of 4 administrators, 8 SMS, 8 BES, and 80 extension agents of Kogi State Agricultural

Development Programme. (KGADP) constituted the sample size for the study. Questionnaire

was used in collecting data from all the categories of extension personnel respectively using a

simple random technique. Percentages, mean score and standard deviation were used in the

analysis of the data.

Results of the study showed that the percentage age of the extension agents (53%)

reaching the clientele in rural were within the age of 31-40 years. This show that they were in

their economic active years to attend any improvement training programme that can make

them to be better equipped and confident in carrying out their job Majority (79%) of the

personnel were males, and married (89%). In terms of educational attainment, majority (51%)

of the personnel had HND / Bachelors degree indicating that they are fairly educated

76

but can still improve on their performance through regular training. Also majority (45%) of

the extension personnel had family size of 4 – 6 household members. In all 79% of the

personnel had extension work experience of five years and above showing that some of them

were mature and had much years of experience on the job.

The study also indicated that majority (73%) of the extension workers had their long

years of work experience in rural areas where most of the less privilege and peasant farmers,

youths HIV/AIDS farmers are which need to be equipped economically. In the area of

personnel competences, the study showed that the extension staff were competent in some

skills such as crop husbandry ( X = 3.81)Horticulture ( X = 3.11), Animal Husbandry ( X =

3.22) Teaching methods ( X = 3.47) soil science and managements ( X = 3.28) Agricultural

extension and philosophy ( X = 3.8) Human development ( X = 3.31) organization and

extension administration ( X = 3.64) supervisory skills ( X = 3.33) programme planning ( X

= 3.29), rural sociology ( X = 3.83), inter personal and group communication skill ( X =

3.57) farm management and accounting ( X = 3.42). They were less competent in forestry/

Agro forestry ( X = 2.29) Fisheries ( X = 2.63) and Home economics ( X = 2.75).

The study further showed that the training needs of the extension personnel are in the

area of acquisition of knowledge and skills in computer programme ( X = 3.58), bio

technology, ( X = 3.55), research work and reporting ( X = 4.00) monitoring and evaluation

skills ( X = 3.92) Knowledge of extension policies ( X = 3.97) uses of visual aids and

exhibition to deliver information ( X = 3.31) conflict resolution ( X = 3.62) working under

complex circumstance with little or no supervision ( X = 3.30), ability to listen and learn

from clientele ( X = 3.67) use of mass media for good delivery of information ( X = 4.00)

and environmental management ( X = 3.6). That is to say that the personnel should be

77

attending training programmes apart from MTRM, FNT. Such training programmes as short

term courses, conferences and seminars/workshops organized by the ADP or other related

organizations.

The result revealed the main perceived emerging roles of extension personnel that

demand further training in order to better equipped them as they relate with the rural

communities in Kogi state. The economic empowerment role ( X = 3.29) community

leadership and organization role ( X = 3.23,) human resource development role ( X = 3.30,)

educational role ( X = 3.24), facilitator of knowledge ( X = 3.27,) bottom up of technology

transfer ( x =3.29,) listener & leaner of indigenous technology ( X =3.45) team work in

programming planning and implementation ( X = 3.55)., participatory approach facilitator

( X =3.45). The major constraints to continuous training of extension personnel in Kogi State

ADP are lack of fund as well as untimely release of fund by the government ( X = 3.76)

family pressures/ burden ( X = 3.8 ) administrative bottle neck ( X = 3.09). That is

discouragement from the attitude and responses/ activities of superior officers. Injustice in the

selection of personnel for training especially long term courses ( X = 3.10) lack of good and

continuous extension policy ( X = 3.76).

5.2 CONCLUSION

Based on the findings of the study, the following conclusions were made:

The majority of the extension staff were in their middle age and were active / able to still

attend any training programmes that can equip them for better service among the rural

communities. Although some of the extension personnel have long years of experience and

relate very close to the rural poor, more regular training is needed in order to compliment

their years of experience and also keep them abreast of the new innovations/technology, skills

and knowledge. Consistent attendance to training programmes will empower them more

78

and make them fit to assist different categories of clientele to get maximum benefits in most

of the newly introduced programme by the government which is designed to improve the

condition of living of the rural people (Fadama II and III, RTEP, Food Security, etc).

The extensionist were competent in some skills and deficient in other areas of

knowledge which demands for training if they are to meet the need of the rural settings

(Peasant farmers, Commercial farmers’ group, cooperative societies, youth, disabled,

HIV/AIDS patients and women folks) who need to be empowered to make them

economically viable. The methods adopted for training by personnel are okay if the personnel

see the need and importance of attending the monthly technology review meetings, quarterly

meetings, seminars, short /long courses and conferences

The emerging roles of extension personnel include economic empowerment of rural

communities, community leadership development role, educational role and human

development role. These roles amongst others demand further training if they are to remain

active /viable and effective in discharging their services among the clientele in Kogi State.

The major constraints or obstacles to regular training and retraining of extension personnel to

update their knowledge and skills were grouped into financial (inadequate fund) family

pressures / burdens, administrative bottle neck, injustice in selection of personnel for training

and lack of continuity of extension policy. These constraints should be addressed if the

personnel are to update their knowledge and skills to perform their job effectively.

5.3 RECOMMENDATIONS

Based on the findings of the study, the following recommendations were made:

The extension personnel should be encouraged by the Kogi State government to

attend regular training by providing financial support where and when necessary. The fund

should be released to the KSADP to enable them plan and carry out training programmes for

their staff as at when due. The personnel wages interms of salaries, leave bonus,

79

promotion arrears, transportation cost should be adequately taken care of. This will encourage

the extensionists to participate consistently. It should be borne in mind that there are changes

in the number of institutions promoting extension programmes, Farmers groups are emerging

and increasing their demands on the extension service, knowledge suitable, environmentally

safe agricultural practice and emerging changes in content and direction. All these demands

for consistent retraining of extension staff. Extension is seen as a dynamic process which

requires regular modification in order to make it relevant in a constantly technological world.

This call for fund to assist extension workers attend needed training to meet their demands.

There should be continuity of extension policy that will back up consistent training of

extension personnel no matter the changes in government either in the state or at the federal

level. In some cases there is decline in the continuity of extension policy when there is new

administration which may show lack of interest or has a policy and programmes for the state.

This unstable extension policy should be corrected/addressed as it could hinder the

fulfillment of the organizations goals.

There should be motivation of all extension personnel to encourage them have the joy

in attending training programme regularly. Extension personnel may not be interested to

work hard and attend programmes when he/she is not able to feed his family as a result of

poor salaries and remunerations. Therefore, the Kogi State government and the A D P

organization should ensure that there are incentives for their staff such as prompt payment of

salary, allowances, leave bonus, provision of transport fare, and timely promotion.

The Kogi State ADP organization should ensure that there are enough facilities and

equipments for the training programmes. such as provision of good working environment,

computers and its accessories, artificial lighting, air conditioners , conference room,

projectors, and so on.

80

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86

Department of Agricultural Extension,

Faculty of Agriculture

University of Nigeria, Nsukka.

Enugu State

3rd

June 2009.

QUESTIONNAIRE FOR EXTENSION PERSONNEL IN KOGI STATE

AGRICULTURAL DEVELOPMENT PROGRAMME.

Dear Sir/Ma,

RESEARCH TOPIC: ASSESSMENT OF EMERGING ROLE AND TRAINING

NEEDS OF EXTENSION PERSONNEL IN KOGI STATE AGRICULTURAL

DEVELOPMENT PROGRAMME.

I am a postgraduate student in the Department of Agricultural Extension,

University of Nigeria, Nsukka. Presently I am carrying out on the above named topic

in the state.

The questionnaire is an instrument for conducting an assessment study. It is

intended to gather relevant information that will be of great benefit to training of

extension personnel on the emerging role in order to enhance their efficiency.

You have been selected as one of the respondents. It will be highly appreciated

if you can provide clear honest and precise answers to the questionnaire items. I

hereby pledge to treat any information given here as confidential and therefore for

research purpose only.

Thanks for your anticipated cooperation and patience.

Yours sincerely,

Recommended and approved by Solomon, J. Folorunsho.

Professor M. C. Madukwe

87

Instruction: Please place a check (√) or fill in the blank under each item.

Section A: Personal socio-demographic Characteristics

1. Age (in years)

a) Below 20 ( ) (b) 21 – 30 ( ) (c) 31 – 40 ( ) (d) 41 – 50 ( )

(e) 50 and above ( )

2. Sex:

a) Male ( ) (b) Female

3. Marital status

a) Married ( ) (b) single ( )

4. Educational level:

a) WASC ( ) (b) OND/NCE ( ) (c) HND

( )

(d) M.Sc. ( ) (e) Phd. ( )

Others …………………………………………………………………………………

5. Family size:

a) 1 – 3 ( ) (b) 4 – 6 ( ) (c) 7 – 9 ( )

(d) 10 – 12 ( ) (e) 13 and above ( )

6. Working experience in years

a) 1 – 5 ( ) (b) 6 – 10 ( ) (c) 7 – 9 ( )

(d) 10 – 12 ( ) (e) 21 years and above ( )

7. Area of work

a) Administrator ( ) (b) SMS ( )

(c) EA. ( )

88

(e) BES ( )

Section B: Indicate your level of competences in these areas

Skills

1 2 3 4 5

Very low Low Moderate High Very High

Crop production/farming

- Forestry/agro forestry

- Fisheries

- Horticulture

- Animal Husbandry

- Home Economics

Teaching methods

Soil fertility and management

- Agricultural extension and

philosophy

Human development

Organization and extension

administration

Supervisory skills

Programmed planning

Rural sociology

Communication skills

Farm management and

Accounting

89

Section C: Identify the areas of training needs of extension personnel

Skills

1 2 3 4 5

Not

Needed

Less

Needed

Moderately

Needed

Much

Needed

Highly

Needed

Administrative skills

- Knowledge and

Management of computer

programme

- Risk management in

extension

- Biotechnology

- Coping with climate change

in Agriculture

- Research work and reporting

- Programme planning

- Environmental management

- Supervisory skills/facilitatory

Skills

- Knowledge of Extension

policies

- Communication skills

- Use of visual aids and

Exhibition to deliver

Information

- Conflict resolution

- Ability to listen and learn

from clientele

- The use of multimedia

projector and digital camera

90

Section D: Specify the type and frequency of training opportunities involved in,

for the past 5 years

Type of Training

FREQUENCY

1 2 3 4 5

No

training

at all

Rarely Less

frequent

Frequent Very

frequent

Long term courses (1 year

and above)

Short term courses (below 1

year)

On-the-job

training/FNT/MTRM

- Seminar/workshops

- Conferences

91

Section E: Indicate the degree to which each of the following factors could

prevent you from in-service training – Tick as appropriate

Constraints

1 2 3 4 5

None at

all

Little

constraint

Moderate

constraint

Great

constraint

Very

great

constraint

Inadequate opportunity for

further training

Lack of fund/inadequate

fund

Training does not influence

promotion

Job security

Long distance of the training

Institute

Family problem/pressure

Lack of time

Age (old age)

Training programme not

motivating

Lack of proper

organization

Inadequate training

equipment/facilities

Inadequate trainer

Poor attitude of trainers

Administrative bottleneck

Injustice in the selection of

personnel for training

Lack of continuity in

extension policy

92

Section F: Specify the Areas of emerging Roles of Extension Personnel

Areas of emerging Role

1 2 3 4 5

Very

low

Low Moderate High Very

High

Economic empowerment of clientele in the

use of ICTs

(Community organization) leadership

training of farmers groups and cooperative

society

Indirect approach/Bottom up of technology

transfer

Application of indigenous knowledge to

solve farmers problems

Land conflict resolution among farmers

Act as facilitators