Journal articles: '050203 Environmental Education and Extension'

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Souza, Tiago Zanquêta de. "Extension in popular environmental education: chores in the work community." Praxis & Saber 12, no. 28 (January 2, 2021): e10974. http://dx.doi.org/10.19053/22160159.v12.n28.2021.10974.

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This article is the result of doctoral research in Education, which sought to understand the Popular Extension in Environmental Education, experienced by a Work Community, in the city of Uberaba, Minas Gerais, Brazil. It aims to present the educational processes linked to what to do in popular environmental education. Data collection took place through participant observation and data were analyzed based on content analysis. It was possible to understand that all the people involved and committed to the transformation of that reality experienced in and by the work community, become environmental educators, through their most varied what to do. Thus, an environmental educator is a mediator of the understanding of the relations that the community (s) in which she is inserted with the environment, so that Popular Environmental Education is in tune with the spirit of a popular extension of character. educational and transformative, based on a participatory methodology that allows the development of a practice in which the people involved seek the construction and systematization of knowledge that lead them to consciously focus on reality.

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Almeida, Dayana, Renata Bovo Peres, and Andréia Nasser Figueiredo. "Rural environmental planning in a family farm: education, extension and sustainability." Ciência Rural 46, no. 11 (August 25, 2016): 2070–76. http://dx.doi.org/10.1590/0103-8478cr20150926.

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ABSTRACT: Developing research, teaching and extension in university programs is fundamental to capacitate professionals for the challenging endeavors. Considering the importance of these three university functions as relevant learning practices, the objective of this study was to analyze qualitatively the development of teaching project proposals associated with extension activities, directed to the rural environmental planning in an Agricultural Production Unit, in order to identify the issues and their degree of applicability. Twenty project proposals were developed in the "Rural Environmental Planning" course to plan an Agricultural Production Unit, which were subsequently evaluated by the farmer. This discipline is part of the Bachelor's degree course in Environmental Management and Analysis of the Universidade Federal de São Carlos. The projects followed qualitative research methods using the systemic and participatory approach. At the end of the process the farmer answered an evaluation matrix of the projects. Development of the projects was particularly important for the students and for their knowledge on the various topics covered, which also resulted in factual improvement perspectives in the Agricultural Production Unit. Construction of knowledge was participatory and integrated between the students and farmer.

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Hillock, David A., and Brenda R. Simons. "Oklahoma Gardening—Extension Horticulture Education Through Television." HortScience 33, no. 3 (June 1998): 507f—508. http://dx.doi.org/10.21273/hortsci.33.3.507f.

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In an era of shrinking Extension resources the question of how to reach large audiences with horticulture information is a pressing concern. Now in its 23rd year, Oklahoma Gardening is an example of spreading Extension information to large audiences through television. Oklahoma Gardening is produced cooperatively by the Oklahoma Cooperative Extension Service, the Dept. of Horticulture and Landscape Architecture, and the Dept. of Ag. Education, Communication, 4-H and Youth Development. The show offers traditional how-to information about gardening, lawn care, and landscaping, as well as up-to-date university research on horticulture. Extension specialists from other disciplines such as entomology, plant pathology, human environmental sciences, and soils frequently contribute to the show fostering cooperation between these programs. Weekly, Oklahoma Gardening reaches more than 175,000 viewers in Oklahoma and surrounding states. County Extension Educators are kept informed of programming and provided with support materials for each weekly show. They are also encouraged to provide input as to content and needs in their particular area of the state. In addition, consumer horticulture programming and show content are closely tied and the show serves as a bulletin board for horticulture related events coordinated by the extension service.

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Kholila, B. N., T. E. B. Soesilo, and H. Herdiansyah. "Agriculture extension as education to maintain environmental stability: Study in DKI Jakarta." IOP Conference Series: Earth and Environmental Science 802, no. 1 (June 1, 2021): 012003. http://dx.doi.org/10.1088/1755-1315/802/1/012003.

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Bader, Barbara. "Epistemological Renewal and Environmental Education: Science in Context." Australian Journal of Environmental Education 20, no. 2 (2004): 13–22. http://dx.doi.org/10.1017/s0814062600002160.

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AbstractThe instrumental relationship to nature and the realist epistemology that dominate the analysis of contemporary environmental issues have prompted me to develop an interest in a socialized conception of science in environmental education (EE) so as to throw into question a certain overappreciation of scientific expertise whenever the environment is at issue. This interest in an epistemological renewal has also impelled me to favour the socioconstructivist model of cognition in EE. The relevance of these various aspects is presented to the reader as the extension of a necessary epistemological renewal in EE, as various authors in this field of research have advocated.

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Knox, Gary W., Edward F. Gilman, and Sydney Park Brown. "ENVIRONMENTAL LANDSCAPE MANAGEMENT." HortScience 26, no. 6 (June 1991): 723B—723. http://dx.doi.org/10.21273/hortsci.26.6.723b.

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Environmental Landscape Management (ELM) is an extension education program developed to promote resource conservation and environmental protection through appropriate landscape design and maintenance practices. Use of ELM practices by Florida home owners and landscape professionals will conserve energy and water, recycle yard wastes, and reduce inputs of fertilizers and pesticides. Site analysis and appropriate landscape design and plant selection are inherent components of ELM. Guidelines for ELM integrate irrigation, fertilization, pest control, recycling of yard wastes and other cultural practices to result in a holistic approach to landscape management. Five videos, 3 slide sets, 20 newspaper releases, and a 45-page booklet, The Florida Environmental Landscape Guide, have been produced to support ELM. This information also will be available on CD-ROM in each county extension office.

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Smith-Sebasto, N. J. "Environmental Education in the University of Illinois Cooperative Extension Service: An Educator Survey." Journal of Environmental Education 29, no. 2 (January 1998): 21–30. http://dx.doi.org/10.1080/00958969809599109.

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Figueiredo, Rodolfo Antônio de, and Marcus Vinicius Farbelow. "A didactical approach proposition in Environmental Education in a brazilian higher education context." Revista Brasileira de Educação Ambiental (RevBEA) 13, no. 1 (March 30, 2018): 108–23. http://dx.doi.org/10.34024/revbea.2018.v13.2560.

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The majority of current disciplines in Brazilian university education is still rooted on the content-based-tradition concept, not adapting to the expectations of interdisciplinary fields. The aim of this article is to deepen the reflection about the necessary education in contemporaneity and to offer a real example´s analysis of the kind of education we understand as such. The approach´s main characteristics were dialogicity, the procedural construction of content, the inclusion of the dimensions of research and extension in education, and the formative assessment. The application of the proposed approach in a socio-environmental discipline allowed us to verify the relevance of its foundations, as well as the possibility to act on the real. We concluded that the use of what we called “learning-research-action didactical approach” is possible in individual disciplines - these owning the potentiality to transform gradually university courses´ curricula.

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C. Montalbo, Imelda, Blanca A. Alejandro, Steven L. Baylan, Rosita L. Lacea, Ganelan M. Pepito, and Gwendelina A. Villarante. "Sustaining Women Empowerment Community Extension Project: A Tri-Focal Partnership Model." Asian Journal of University Education 17, no. 3 (August 2, 2021): 21. http://dx.doi.org/10.24191/ajue.v17i3.14565.

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Abstract: Grounded from Theory of Change, this study aims to describe the impact of the extension project designed to empower marginalized women in Balamban Cebu, Philippines. Qualitative emerging themes obtained from interviews and focus group discussion revealed that women were empowered by nurturing positive emotions, enhancing self-worth, advancing environmental stewardship, and establishing accountability for sustainability, thereby improving the quality of their lives. A tri-focal partnership model as proposed that illustrates a dynamic interplay of the roles and functions among the University, local government unit, and other government agencies, which builds a sustainable community extension project in the community. Replication of an extension project would yield a good Return of Investment (ROI) to the University, which ultimately leads to a country’s more substantial economic growth and development. Keywords: Women empowerment; a theory of change; extension project; tri-focal partnership model Philippines

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Abdulrahman, Ololade, Ibrahim Folorunsho Ayanda, Nofiu Babatunde Nofiu, and E. Udoma. "Leadership Effectiveness of Zonal Extension Officers by Extension Agents in Kwara State Agricultural Development Programme, Nigeria." BADEGGI JOURNAL OF AGRICULTURAL RESEARCH AND ENVIRONMENT 4, no. 3 (December 31, 2022): 1–8. http://dx.doi.org/10.35849/bjare202203/65/001.

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In the structure of the Kwara Agricultural Development Programme, the position of Zonal Extension Officers (ZEO) is vital and central to the execution of the extension programmes which are implemented through the frontline Extension Agents. The study examined the leadership effectiveness of the Zonal Extension Officers (ZEOs) in Kwara State Agricultural Development Programme, factors that hindered the leadership effectiveness of ZEOs and the demographic characteristics of ZEOs and Extension Agents (EAs) in Kwara State Agricultural Development Programme. One hundred and thirty (130) EAs and four (4) ZEOs were purposively selected for the study. Primary data were collected with a structured questionnaire and analysed with descriptive statistics while the hypotheses were tested with Pearson Product Moment Correlation and Chi-Square Statistics. Results of the study revealed that 94.6% of the EAs and all four ZEOs acquired tertiary education. The EAs and the ZEOs had an average of 8.01 and 5 years of field experience respectively. Furthermore, 59.2%, 58.5% and 50% of ZEOs were effective only in clarifying the organization’s goals, ineffective in staff motivation and communication respectively. There was a significant relationship between level of education (χ2 = 47.53, p=<0.05), years of experience (r=0.27, p=<0.05) of EAs and perceived leadership effectiveness of ZEOs. Based on the empirical evidence, the ZEOs need to improve their job performances. Extension personnel should acquire tertiary education with cognate field experience before they could function as ZEOs for optimum effectiveness.

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Holt, Jessica, Arthur Leal, and Angela Hurt. "Evaluating New Extension Agent Communication Training Effectiveness to Prepare Agricultural and Environmental Communicators for Global Issues." Journal of International Agricultural and Extension Education 26, no. 3 (December 19, 2019): 121–33. http://dx.doi.org/10.5191/iaee.2019.26308.

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Extension agents are a valuable source of information within their communities throughout the world. Tasked with sharing research-based information from the universities and serving as the land-grant university within their communities, agents are the face and voice of the university on daily basis. However, this research sought to determine how confident new agents in Georgia were in their ability to effectively communicate within their communities before and after attending a communication workshop. Using a retrospective pre- and post-test survey, the results indicated the agents were most confident in their abilities create high-quality promotional videos and write Public Service Announcements for radio after the training. The results indicated agents were least confident in their abilities to utilize the Extension data base and write effectively. Overall, the results indicated in increase in agents’ perceived ability to effectively communicate in their communities after attending the training. Additionally, the results provide direction for future training and workshops to better prepare agents to effectively communicate information from land-grant universities to their communities and the world. Keywords: communication training; research-based communication; Extension agent workshop; Extension communication

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NUNES, MARIA ERIVANIR RODRIGUES, LEONARDO FERNANDES FRANÇA, and LUCIANA VIEIRA DE PAIVA. "EFFICACY OF DIFFERENT STRATEGIES IN ENVIRONMENTAL EDUCATION TEACHING: ASSOCIATION BETWEEN RESEARCH AND UNIVERSITY EXTENSION." Ambiente & Sociedade 20, no. 2 (June 2017): 59–76. http://dx.doi.org/10.1590/1809-4422asoc228r1v2022017.

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Abstract We evaluated three aspects of an environmental education (EE) process: relationship between level of knowledge and level of interest in the conservation of biodiversity, EE efficiency in activities in situ versus ex situ in nature and relationship between level of personal involvement and increase in knowledge-interest in conservation. For this, high school students from a public school in the RN were divided in groups with different levels of participation (high, medium and low) on activities carried out in situ and ex situ in nature. We observe the direct relationship between level of knowledge and level of interest for nature conservation. We found that practical activities with or without the presence of the natural environment were effective for EE; however, the activities in situ were more effective. Finally, students with higher levels of participation in the proposed activities were more stimulated by the action.

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Iannone III, Basil V., Emily C. Bell, Shannon Carnevale, Jeff E. Hill, Julie McConnell, Martin Main, Stephen F. Enloe, et al. "Standardized invasive species terminology for effective education of Floridians." EDIS 2021, no. 4 (August 5, 2021): 8. http://dx.doi.org/10.32473/edis-fr439-2021.

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In this document we introduce a standardized set of seven terms compiled by the members of the UF|IFAS Invasive Species Council that can describe most situations involving invasive species. We do so to promote a common language among Florida’s Extension and outreach professionals. This will limit confusion caused by excessive jargon used to describe invasive species and the fact that much of this jargon is used incorrectly. This confusion hinders stakeholder understanding of environmental and economic impacts caused by invasive species which can prevent stakeholders from adopting behaviors that can both limit the introduction of new invasive species and decrease the impacts of those already established. The seven terms we propose are “native”, “nonnative”, “introduced”, “established”, “invasive”, “nuisance”, and “range change”. We also list six terms to avoid due to their tendency to create confusion and/or be misused and misinterpreted (“native invasive”, “invasive exotic”, “invasive weed”, “alien”, “foreign”, and “nonindigenous”) as well as precise definitions of common legal terms (“noxious weed”, “injurious”, “prohibited”, and “conditional/restricted”). By speaking this common language, Florida’s Extension and outreach professionals can deliver a simplified and unified message about the impacts of invasive species and how to best prevent and control them, potentially increasing the environmental and socioeconomic benefits of invasive species Extension and outreach programs.

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Chaudhry, M. A., and F. M. Al-Haj. "A critical analysis of agricultural education and extension in developing countries." Agricultural Administration 20, no. 3 (January 1985): 169–86. http://dx.doi.org/10.1016/0309-586x(85)90021-4.

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Sharrock, Guy, Charles Clift, and George Gwyer. "Fertiliser extension in Eastern India: The Indo-British fertiliser education project." Agricultural Administration 20, no. 2 (January 1985): 73–84. http://dx.doi.org/10.1016/0309-586x(85)90027-5.

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Kells, James J., Maurice L. Vitosh, and Oran B. Hesterman. "Plant Problem Diagnosis Field Days — An Approach to Extension Education." Weed Technology 1, no. 1 (January 1987): 56–59. http://dx.doi.org/10.1017/s0890037x00029134.

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Field days on diagnosis of plant problems were conducted by Extension specialists at Michigan State University. The objective was to expose participants to a variety of plant growth problems. Techniques were developed to simulate crop injury from herbicide and fertilizer misapplication and environmental stress. Twenty demonstration plots each were established for corn (Zea maysL.) and soybeans [Glycine max(L.) Merr.]. A specific problem was demonstrated in each plot. Two field days were held in 1985. One field day was conducted for agribusiness personnel and the other for Extension field staff. Promotion of the field days was a cooperative effort among Michigan Cooperative Extension Service, Michigan Pesticide Association, and Michigan Plant Food Council. Resource people conducting tours of the plots and leading discussions of the problems included a weed scientist, a soil fertility specialist, and a crop production agronomist. An evaluation survey indicated that this event was useful in furthering the understanding of plant growth problems. Based on the survey responses, future plant problem diagnosis field days are being planned in Michigan.

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Albert, Bertrhude, T. Grady Roberts, and Amy Harder. "Career Development Influences of Employees Working in Haiti’s Agricultural Extension and Advisory Services." Journal of International Agricultural and Extension Education 24, no. 2 (August 15, 2017): 107–21. http://dx.doi.org/10.5191/jiaee.2017.24208.

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Agricultural Extension and Advisory Services (EAS) provide vital services to individuals within the developing world. Extension personnel are at the heart of extension services because they are the ones who provide essential support, training, and skills to farmers in rural areas. The capacity of extension personnel, therefore, is an essential component of having a robust AET system. The purpose of this research was to explore and describe influences on career development among extension personnel in Haiti. To achieve this purpose, the set objectives of the research were: (a) describe career development influences in a government run extension agency in Haiti; (b) describe career development influences in a private run extension agency in Haiti; (c) describe career development influences in a grassroots extension agency in Haiti; and (d) compare and contrast career development influences in these agencies. Qualitative data from across the agencies showed common positive influences of: (a) educational background, (b) inservice training, (c) intrinsic motivation, and (d) extrinsic motivation. The common negative influences included: (a) lack of resources and (b) environmental hindrances.

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Ayeni, A. "Extension education strategy for minimizing aflatoxin impact on sub-Saharan African agriculture and food systems." World Mycotoxin Journal 8, no. 2 (January 1, 2015): 253–57. http://dx.doi.org/10.3920/wmj2014.1716.

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Sub-Saharan Africa (SSA) is the most vulnerable region of the world to all aflatoxin-related problems including food insecurity, ill health and reduced foreign exchange earnings. Aflatoxin-contaminated maize, groundnuts (peanuts), sorghum and other crops reduce human access to adequate calories from these staples; consumption of aflatoxin-contaminated foods results in severe health conditions, including liver cancer, that deny the region a significant amount of otherwise productive man-hours; while the reduction of grain quality below the international standards due to aflatoxin contamination drastically reduces income in foreign exchange earnings. Scientific knowledge of the causes of aflatoxins in agricultural systems and their mitigation abounds in research institutions in SSA and internationally, but most of this knowledge is unavailable to farmers, food consumers and policy makers in useful form due to poor extension education and ineffective extension services. A paradigm shift in the approach to extension in SSA is proposed, one driven by a sustainable mechanism that is sensitive to the needs of the people and proactive (rather than reactive) in providing solutions to aflatoxin-related problems the local community and policy makers have to deal with. This paper argues that such sustainable mechanism may only be found in a University-based and University-run ‘land grant’ type extension services adapted appropriately to SSA conditions.

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Botha, Neels, Jeff Coutts, and Hein Roth. "The Role of Agricultural Consultants in New Zealand in Environmental Extension." Journal of Agricultural Education and Extension 14, no. 2 (June 2008): 125–38. http://dx.doi.org/10.1080/13892240802019147.

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Luna-Krauletz, María Delfina, Luis Gibran Juárez-Hernández, Ricardo Clark-Tapia, Shafía Teresa Súcar-Súccar, and Cecilia Alfonso-Corrado. "Environmental Education for Sustainability in Higher Education Institutions: Design of an Instrument for Its Evaluation." Sustainability 13, no. 13 (June 25, 2021): 7129. http://dx.doi.org/10.3390/su13137129.

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Higher Education Institutions (HEI) play a fundamental role in the transition towards Environmental Education for Sustainability (EES). As a consequence, one of the most critical challenges is the need to know their level of incorporation into the environmental agenda. Therefore, an instrument was made and validated to determine the level of incorporation of Environmental Education for Sustainability into the environmental agenda of HEIs. For its construction, the dimensions of Institutional Identity, Teaching, Research, Extension/dissemination, and Linkage were considered, relying on a total of 17 items. Its validation was carried out through an expert review and expert judgment, and a pilot test was carried out to adapt it to the target population. The main result was an instrument that integrates the substantive and procedural functions of HEIs. Following the expert review, the instrument was improved according to their suggestions. The expert judgment showed an adequate content validity (Aiken’s V > 0.80; LL > 0.60). The pilot test also suggested that the understanding of instructions and items was adequate with an optimal value of internal consistency (Cronbach’s alpha of 0.862). An instrument that determines the level of incorporation of the EES in the substantive and procedural functions of HEIs is presented, valid in content, and with adequate levels of clarity and understanding of the target population.

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Corpuz, Alma M., Teody C. San Andres, and Julieta M. Lagasca. "INTEGRATION OF ENVIRONMENTAL EDUCATION (EE) IN TEACHER EDUCATION PROGRAMS: TOWARD SUSTAINABLE CURRICULUM GREENING." Problems of Education in the 21st Century 80, no. 1 (February 15, 2022): 119–43. http://dx.doi.org/10.33225/pec/22.80.119.

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Environmental education (EE) is vital in addressing global environmental problems. Educational institutions are integrating EE into their curricula, but studies indicated the need for its intensification. This mixed method study assessed the integration of EE in Teacher Education Programs (TEPs) in Region III, Philippines. Respondents were 10 program deans,10 chairs, 171 teachers, and 344 students. Data were gathered using validated questionnaires. Findings revealed that the New Teacher Education Curriculum (NTEC) integrated EE in program outcomes and performance indicators; in mandated courses -Physical Education (PE) and National Service Training Program (NSTP); and in Science Technology and Society (STS), a General Education (GE) course. Likewise, teachers integrated EE in their lessons and in community extension programs. Seminars/webinars included environmental care and promoted environmental awareness in social media. As to support for EE integration, administrative, physical facilities and financial support were provided. On student outcomes, positive findings were shown on attitude towards environment care, but application of knowledge and skills needs improvement. Students’ knowledge was significantly correlated to attitude (Pearson’s r value is.593 and p value <.05) as well as skills acquisition and attitude (Pearson’s r value is .647 and p value <.05). Teachers’ challenges in the EE integration included inadequate environmental knowledge and lack of time to lead students in environmental action. The study concludes that EE is integrated into the TEPs but the outcomes on the learners’ knowledge and skills acquisition still need strengthening. Also, EE should be integrated in professional education courses, not only in GE and mandated courses. Keywords: assessment, integration of environmental education, mixed method, sustainable curriculum greening, teacher education programs

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Peretiatko, Jocimara, Ynaê Martins Osternach, Regiane Matozo Fernandes, Ana Lucia Suriani Affonso, Rosilene Rebeca, and Adriana Massaê Kataoka. "Contribuições da Extensão Universitária para a formação acadêmica a partir de um projeto de Educação Ambiental." Revista Brasileira de Extensão Universitária 11, no. 3 (December 7, 2020): 417–27. http://dx.doi.org/10.36661/2358-0399.2020v11i3.11457.

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A formação acadêmica é um processo de investimento profissional e pessoal que merece uma reflexão especial, relacionada à contribuição da extensão. A extensão universitária tem sido apontada como uma dimensão fundamental na formação inicial de acadêmicos, embora nem sempre reconhecida. Assim, este artigo investiga a percepção dos acadêmicos envolvidos no projeto de extensão Crise hídrica: oficinas ecopedagógicas, em relação à contribuição que um projeto de extensão pode trazer para a sua formação, em suas múltiplas dimensões. A pesquisa utilizou uma abordagem qualitativa e o questionário como instrumento de obtenção de informações. Por meio dos resultados obtidos, foi possível verificar que houve uma ampliação do entendimento sobre extensão universitária e em relação aos conhecimentos específicos da área ambiental. Os acadêmicos também revelaram que adquiriram habilidades, como a de se expressar em público, e valores, como o respeito às diferenças, além do desenvolvimento do senso crítico e do desejo de transformar o mundo por meio de sua profissão. Palavras-chave: Universidade; Percepção Ambiental; Oficinas Ecopedagógicas Contributions of university extension to the academic education through an environmental education project Abstract: Academic education is a process that requires professional and personal investments, which deserve a particular reflection related to the contribution of extension courses. The university extension has been considered as a fundamental dimension in the education of university students, although it has not always been acknowledged. Thus, the present article investigates the perception of students involved in the extension project Water crisis: ecopedagogical workshops about the contribution that the extension project could provide for their education in multiple dimensions. The research made use of a qualitative approach and the survey as a tool to gather the information. It was possible to verify a broadened understanding of university extension and the specific expertise in the environmental area through the collected results. The students also revealed that they had improved their abilities toward expressing themselves in public, their values related to differences, in addition to developing critical sense and the wish to change the world through their profession. Keywords: University; Environmental Perception; Ecopedagogical workshops

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Rasamoelina, Maminiaina S., James E. Johnson, and R. Bruce Hull. "Relating extension education to the adoption of sustainable forest management practices." Forestry Chronicle 92, no. 04 (December 2016): 412–17. http://dx.doi.org/10.5558/tfc2016-075.

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Family forest lands represent a vitally important economic, environmental, and social resource in the U.S. A study of family forest owners was conducted in Virginia in 2007 to determine the relationship between attendance at Extension Service educational programs and the adoption of sustainable forest management practices. A mail survey was conducted to 3435 randomly selected forest owners, with a usable response rate of 32%. Participation in educational programs was shown to be significantly related to higher levels of adoption for all seven categories of sustainable forest management practices studied. For example, in the woodland management category, participants in workshops offered through the Virginia Forest Landowner Education Program (VFLEP) adopted one or more specific practices at a rate of 94%, significantly greater than 83% for forest owners who attended other general educational programs, which in turn was significantly higher than the 75% adoption rate for forest owners who did not attend any educational programs. Two key indicators of sustainable forest management are the preparation and use of a forest management plan, and the use of professional technical assistance providers. For both of these categories participants in the VFLEP adopted at significantly higher rates, 41% and 73%, respectively.

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Bayer, Rachel, Ashley Travis, and Chenzi Wang. "Kids Growing with Grains: Connecting Agriculture, Nutrition, and Environmental Literacy." Journal of Youth Development 15, no. 6 (December 15, 2020): 272–91. http://dx.doi.org/10.5195/jyd.2020.964.

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Kids Growing with Grains is a school-based agricultural education program that improves youths’ conceptual understanding of how agriculture is linked to nutrition, the environment, and human health. University of Maryland Extension Educators developed the program’s hands-on activities, which focus on grain science, grains and the environment, grains and animals, and grain nutrition. The program is traditionally implemented through a station-based field trip experience lasting 4 hours in length. The program has been evaluated using a mixed-methods approach that includes qualitative and quantitative data collected from both teachers and students. Evaluation results from the past 2 years indicate the program is achieving its learning objectives. The program is designed to be easily replicated by other Extension programs throughout the country in a variety of formal or non-formal settings.

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Oladeji, Olusola, Andrew Brown, Maritza Titus, Maria Muniz, Alex Collins, Janet Muriuki, Bibilola Oladeji, Yejimmawork Ayalew, and Ann Robins. "Non-financial Incentives for Retention of Health Extension Workers in Somali Region of Ethiopia: A Discrete Choice Experiment." Health Services Insights 15 (January 2022): 117863292211271. http://dx.doi.org/10.1177/11786329221127151.

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The study evaluated non-financial incentive packages to retain health extension workers in the Somali Region of Ethiopia using the Discrete Choice Experiment (DCE) technique, conducted among 66 health extension workers in 3 woredas (districts). The study used a mix of qualitative and quantitative methods in sequential order. Mixed logic regression modeling was used to determine the effect of different job attributes on the retention of the health extension workers, while Preference Impact Measure (PIM) was used to determine the combinations of preferred incentive packages to retain the health extension workers in their current workplace. Opportunity for continued education ranked first, 1.009 (0.655, 1.36), P = .000, followed by career advancement/opportunity for promotion, 0.321 (0.107, 0.534), P = .003, then supportive management 0.234 (−0.395, −0.073), P = .004. in terms of impact on retention. The most preferred incentive package for retention using the PIM model was opportunities for continued education after 3 years and always good availability of and access to amenities (running water, electricity, internet), which predicted a 77% retention rate if implemented. The identified proposed retention incentive packages will help in developing evidence-based incentive policies and strategies for the future retention of health extension workers in this region.

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Karim, Norhafizah, Hidayatulfathi Othman, Zul-‘Izzat Ikhwan Zaini, Yanti Rosli, Muhammad Ikram A. Wahab, Al Mumin Al Kanta, Syamimi Omar, and Mazrura Sahani. "Climate Change and Environmental Education: Stance from Science Teachers." Sustainability 14, no. 24 (December 12, 2022): 16618. http://dx.doi.org/10.3390/su142416618.

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This study investigated the depth of climate change and environmental education (CCEE) in the current syllabus implemented in Malaysia from the perspectives of teachers, which is an extension to a study entitled ‘Impact of Climate Change on Children: A Malaysian Perspective’. This qualitative study involved in-depth interviews with a pool of teachers selected across Malaysia. Due to the enforcement of the Movement Control Order (MCO), the respondents were chosen purposively via advertisements posted on social media that targeted science teachers who taught Forms 4 or 5 CCEE-related subjects. The interview sessions were conducted online from June to July 2021. The recorded interviews were transcribed, coded, and categorized into themes deductively based on the UNESCO-Education for Sustainable Development for 2030 toolbox. The findings yielded five themes, namely, building the capacities of educators, empowering, and mobilizing youth, accelerating local-level actions, and advancing policy. Most of the teachers perceived that the Secondary School Standards-based Curriculum (KSSM) had improved but that the focus should be on a student-centered approach rather than exam orientation. There was a lack of awareness of climate change and environmental action in the science textbook. In conclusion, a comprehensive curriculum, as well as empowerment among teachers and students in a conducive environment for CCEE can spawn proactive action by Malaysian students.

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Isard, Scott A., Joseph M. Russo, and Erick D. DeWolf. "The Establishment of a National Pest Information Platform for Extension and Education." Plant Health Progress 7, no. 1 (January 2006): 35. http://dx.doi.org/10.1094/php-2006-0915-01-rv.

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Many millions of US soybean acres that would have received at least one fungicide application remained untreated for soybean rust in 2005 due to information disseminated through the US Department of Agriculture Soybean Rust Information System website. The information provided by the system increased US producers' profits by between $11 and $299 million at a low cost of between $2.6 and $5 million (8). This savings and the positive environmental implications of not spraying millions of acres with fungicides demonstrates the value of a coordinated national pest management framework and stimulated the development of the 2006 Pest Information Platform for Extension and Education. Accepted for publication 26 June 2006. Published 15 September 2006.

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Khan, Tamkeen, Cheryl Eschbach, Courtney A. Cuthbertson, Cathy Newkirk, Dawn Contreras, and Kate Kirley. "Connecting Primary Care to Community-Based Education: Michigan Physicians’ Familiarity With Extension Programs." Health Promotion Practice 21, no. 2 (August 27, 2019): 175–80. http://dx.doi.org/10.1177/1524839919868980.

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Clinical–community linkages enhance health care delivery and enable physician–patient partnerships to achieve better health. The Michigan State University (MSU) Model of Health Extension includes a strategy for forming these linkages by focusing on increasing primary care patient referrals and enrollment in health programs. This article shares the results of a survey of Michigan internal medicine and family medicine physicians ( n = 323) to better understand attitudes toward and familiarity with community-based education (CBE) programs and to assess the logistical requirements to make CBE referrals efficient and sustainable. Survey results showed that at most, 55% of respondents were aware of at least one CBE program implemented by Cooperative Extension. Of those who were aware, over 85% agreed that the programs have positive benefits for patients. Thirty-five percent reported at least one referral barrier, and familiarity with the CBE programs was a significant predictor for reporting all referral barriers. The results suggest that increasing physicians’ familiarity of CBE health programs is a key first step in identifying ideal strategies to overcome referral barriers. Data from this study may help determine scalable state level models for increasing awareness of chronic disease prevention and other CBE programs in efforts to improve the health of the nation.

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van Crowder, L., and J. Anderson. "Linking research, extension and education: why is the problem so persistent and pervasive?" European Journal of Agricultural Education and Extension 3, no. 4 (March 1, 1997): 241–49. http://dx.doi.org/10.1080/13892249785300061.

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Chitere, P. A. "Extension education and farmers' performance in improved crop farming in Kakamega District, Kenya." Agricultural Administration 18, no. 1 (January 1985): 39–55. http://dx.doi.org/10.1016/0309-586x(85)90040-8.

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Opio-Odongo, J. M. A. "Use of an experimental smallholding in extension education: The case of Makerere University." Agricultural Administration and Extension 26, no. 3 (January 1987): 125–36. http://dx.doi.org/10.1016/0269-7475(87)90037-7.

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David, A. Alawa, Ajigo Ikutal, Unimna Fidelis, A. Udie Elizabeth, and B. Adie John. "Policy initiatives for improving the contributions of university agricultural education and extension institutions to environmental and sustainable development in agriculture." Educational Research and Reviews 15, no. 6 (June 30, 2020): 273–81. http://dx.doi.org/10.5897/err2020.3990.

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Buys, David R., and Roger Rennekamp. "Cooperative Extension as a Force for Healthy, Rural Communities: Historical Perspectives and Future Directions." American Journal of Public Health 110, no. 9 (September 2020): 1300–1303. http://dx.doi.org/10.2105/ajph.2020.305767.

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Cooperative Extension (Extension), part of the land-grant university system, has been engaged in rural communities for more than a century. While the focus of Extension’s efforts has largely centered on agriculture, there is an important thread of work that has similarities to public health. As Extension settles into its second century, we are working to be even more engaged in efforts that improve the health and well-being of rural communities in particular. Extension faculty and staff are accomplishing this through direct-to-the-population education and through partnerships with more classically oriented public health organizations able to leverage Extension’s networks and positive reputation in communities to engage them and improve their health. A component of these partnerships includes Extension faculty and staff increasingly engaging in policy, systems, and environment work and other initiatives that help ensure longer-term, systemic changes more likely to improve health outcomes. In short, Extension clearly changed the agricultural system of the United States, and because of its reach into rural communities, it has the capacity to do for health in rural communities in this second century what it did for agriculture in the first century.

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Adeloye, Kolawole Adelekan, Dixon Olutade Torimiro, Deborah Anu Omoboyede, Bisola Deborah Arowolo, Ifeoluwa Ezra Adedipe, and Adebukola Nafisat Alao. "Knowledge, Attitude and Practice Analysis of Inclusive Extension Service Among Agricultural Extension Workers in Southwestern Nigeria." Contemporary Agriculture 71, no. 1-2 (May 31, 2022): 81–86. http://dx.doi.org/10.2478/contagri-2022-0012.

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Summary The study analysed the knowledge, attitude and practice (KAP) of inclusive extension service among agricultural extension workers in southwestern Nigeria. All the extension workers (268) in Agricultural Development Programmes (ADPs) in five states randomly selected within southwestern Nigeria were interviewed for the study via a structured and pre-tested questionnaire. The collected data were presented using descriptive and inferential statistics. The mean age, formal education and job experience of the extension workers were 43.3±8.4, 17.0±2.6 and 14.1±8.4 years, respectively. The majority of the respondents were male (74.3%) and married (77.8%). Furthermore, most of them have encountered farmers with special needs such as albinism (81.7%), hearing impairment (87.3%), visual impairment (85.2%) and mental disability (81.7%) among others. The majority of the respondents (60.0%) had high capacity for inclusive extension service. The extension workers differed significantly across the states in terms of their practice scores, but not in their knowledge and attitude scores. The findings revealed that at p<0.05, job experience (r= 0.483) and age (r=0.322) of the respondents had significant relationship with KAP of inclusive extension service. Therefore, the hypothesis was accepted for sex and marital status, but was rejected for ethnicity, age and job experience. The study concludes that the extension workers differ significantly across the states in terms of practices, but not in their knowledge and attitude about inclusive extension services.

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Muwaniki, Chenjerai, Simon McGrath, Muneta Grace Manzeke-Kangara, Volker Wedekindv, and Tafireyi Chamboko. "Curriculum reform in agricultural vocational education and training in Zimbabwe: Implementation challenges and possibilities." Journal of Vocational, Adult and Continuing Education and Training 5, no. 1 (November 17, 2022): 22. http://dx.doi.org/10.14426/jovacet.v5i1.248.

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There is a need for the agricultural technical vocational education and training curriculum in Zimbabwe to be reformed so that it can respond to changes in farmer demographics, the expanding roles of agricultural extension officers (AEOs), changes in technology and climate change. The current agriculture curriculum was developed for a different context altogether; therefore, it now lacks relevance to the prevailing socio-economic, political and environmental changes. There is a need for the curriculum to respond to the evolving needs of farmers, AEOs and institutions providing agricultural extension, and to match the changes in AEOs’ occupation role profiles. This article draws on curricular documents from five institutions involved in the agricultural extension curriculum and policy, together with 22 respondents, with the aim of exposing gaps in the agricultural extension curriculum. In addition, the article explores the ways in which the curriculum can be reimagined to meet the needs of small-scale farmers, AEOs and emerging agricultural developments and digital technologies. The authors advance what might be the processes of change in the curriculum, highlighting the weaknesses of the current curriculum as well as what a more responsive curriculum for Zimbabwe should look like in the light of both local and international expectations. In so doing, it contributes to a wider international debate about agricultural education reform.

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Richards, Elizabeth A., and Stephanie Woodcox. "A county extension-delivered, email-mediated walking intervention: A programme evaluation." Health Education Journal 77, no. 5 (April 2, 2018): 615–24. http://dx.doi.org/10.1177/0017896918763864.

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Objective: The promotion of walking could be a feasible population-level physical activity strategy because it requires little planning, is low cost and can be done year-round across settings. Community, nonprofit organisations offer one means by which to help increase walking through community programmes. The US Cooperative State Research, Education, and Extension Service has a history that spans more than a century and is known for quality in the delivery of educational programmes to help improve the lives of people in communities across the USA. The purpose of this study was to evaluate the effectiveness, feasibility and acceptability of the Get WalkIN’ intervention – an initiative supported by this programme – from the perspectives of both programme participants and county extension educators. Methods: Participants were recruited from 15 county extension sites in the Midwest region of the USA. Intervention emails targeted self-efficacy, social support, goal-setting and benefits/barriers to walking. To assess the perceptions of feasibility and acceptability of the intervention, participants and extension educators were asked to respond to a series of Likert-type scale and open-ended questions. Self-reported physical activity was assessed using the Godin Leisure-Time Physical Activity Questionnaire. Results: On average, participants and extension educators agreed that the programme was easy to use and would consider either recommending the programme to a friend or implementing the programme again within the community. Post-intervention, 69.1% of respondents were classified as sufficiently active compared to 60.5% pre-intervention. Conclusion: The use of the county-based US Cooperative State Research, Education, and Extension Service is an effective option for health promotion programming. Furthermore, a theory-based, email-mediated intervention is a valuable strategy as an independent and convenient way to facilitate increase in physical activity.

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Vu, Thi-Hien, Ke-Chung Peng, and Rebecca H. Chung. "Evaluation of Environmental Efficiency of Edible Canna Production in Vietnam." Agriculture 9, no. 11 (November 12, 2019): 242. http://dx.doi.org/10.3390/agriculture9110242.

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Increasing yield while minimizing environmental pollution in agricultural production is nowadays the primary concern in agriculture-based countries, including Vietnam. This study aims to assess the environmental efficiency and technical efficiency, as well as to determine the factors influencing efficiency of edible canna farms in Backan province, by using the stochastic frontier analysis and truncated regression, respectively. Data were collected from a face-to-face interview of 346 farmers in 2017/2018 production year. The findings revealed that the average environmental efficiency score was low, of 0.57 and 0.58 for Nari and Babe districts, respectively; while the technical efficiency was found to be higher than the environmental efficiency with 0.74 for Nari district and 0.72 for Babe district. In addition, the results of the inefficient effects and truncated regression model indicated that education, extension contact, and experience individually had a significant and positive effect on efficiency scores. Hence, the government should designate policies focused on the extension system to provide training and facilitate technology transfer for farmers.

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Agube, Ejeje Igwe, Edwin M. Igbokwe, and Oluwasegun Felix Ojo. "Role of Extension Forest Officers in Forest Conservation in Cross River State, Nigeria." Journal of Agricultural Extension 25, no. 3 (August 6, 2021): 69–80. http://dx.doi.org/10.4314/jae.v25i3.7.

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This study assessed role of extension forest officers in forest conservation in Cross River State, Nigeria. All the forest officers under the employment of the Cross River State Forestry Commission (CRSFC) formed the population of the study. Systematic sampling technique was employed to select 78 respondents for the study out of a population of 314 forest officers. Data were collected through validated structured interview schedule. Data were analyzed using percentage and mean scores. The major effective extension role of forest officers in forest conservation were creating awareness through environmental enlightenment campaign in forest communities ( x̄= 2.61) and dissemination of information in relation to public participation in forest conservation (x̄ = 2.61). The Major training needs of forest officers in forest conservation were sustainable forest management practices (x̄ = 3.39), forestry extension practices ( x̄= 3.32) and developing group participation. The most serious constraints to effective forestry extension service delivery were inadequate funding ( x̄= 2.97), and lack of vehicles for field staff logistics (x̄ = 2.80). ). Forestry extension service delivery in forest conservation was less effective, owing to a great number of constraints militating against the service delivery. For extension role of forest officers in forest conservation to be more effective in the state, there is need for extension unit to be created by the Cross River State Forestry Commission and specifically saddled with the responsibility of carrying out forestry extension functions along with the readiness of the state government to adequately coordinate and fund forestry extension services.

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Kustanti, Eni, Agus Rusmana, and Purwanti Hadisiwi. "PENINGKATAN KOMPETENSI PENYULUH PERTANIAN DI BALAI PENGKAJIAN TEKNOLOGI PERTANIAN (BPTP) DENGAN PEMANFAATAN MEDIA KOMUNIKASI." Analisis Kebijakan Pertanian 19, no. 2 (December 16, 2021): 177. http://dx.doi.org/10.21082/akp.v19n2.2021.177-187.

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<p>Efforts to improve the competency of agricultural extension workers have been carried out through education and training by the Agency for Agricultural Extension and Human Resources Development. Improving the competence of agriculture extension workers through the utilization of communication media has not been used intensively by the government. The purpose of this study is to know the level of influence of communication media utilization on the competence of agricultural extension workers. The study was used a quantitative approach through an online survey of 203 agricultural extension workers at the Assessment Institute for Agricultural Technology from 33 provinces. The results showed that the utilization of communication media and characteristics of individual had a significant effect on the competence of agricultural extension workers. Environmental support factors have a significant effect on the utilization of communication media and have an indirect effect on the competence of agricultural extension workers. The most and significant influence on the competence of agricultural extension comes from the utilization of communication media which is 4.38. Meanwhile, the significant factor affecting the utilization of communication media is only in the form of environmental support of 0.34. Therefore, to improve the competence of agricultural extension workers, utilization of communication media in the dissemination of agricultural information should be increased. Furthermore, to increase the utilization of communication media in the dissemination of agricultural information, the environmental support of extension activities, such as literacy training on the use of variation communication media, should be improved.</p>

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Emmons, Karen M., Everly Macario, Glorian Sorensen, Mary Kay Hunt, and Rima E. Rudd. "Nutrition Education for Cancer Prevention among Low-Income Populations: An Extension of the EFNEP Model." Journal of Nutrition Education 31, no. 1 (January 1999): 47–53. http://dx.doi.org/10.1016/s0022-3182(99)70384-5.

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Bauske, Ellen M., Gary R. Bachman, Tom Bewick, Lucy Bradley, David Close, Rick Durham, and Mary Hockenberry Meyer. "The Case for a National Strategic Plan for Consumer Horticulture Research, Education, and Extension." HortTechnology 25, no. 4 (August 2015): 477–79. http://dx.doi.org/10.21273/horttech.25.4.477.

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Consumer horticulture encompasses interior and exterior ornamental, food, and community gardening. These activities influence the environment in many ways, affecting water quality and quantity, waste management, wildlife, and environmental sustainability. Consumer horticulture also impacts human health and well-being. In spite of keen consumer interest and the robust commercial impact, there is a paucity of support for consumer horticulture at both the state and federal levels. To explore strategies for increasing support for consumer horticulture, a workshop with four presentations was held at the annual conference of the American Society for Horticultural Science on 31 July 2014 in Orlando, FL. Presentations described the formation of a new Southern Experiment Extension/Research Activity, Landscapes and Gardens for Better Living (SERA44); the local funding sources and local issues that focus research, education, and extension efforts in consumer horticulture; and the need to develop shared goals to drive regional projects. The need for a national strategic plan for consumer horticulture, and a process for creating one, was outlined. A strategic plan could galvanize the support of diverse stakeholders; focus research, education, and extension efforts; and build a strong case for resources dedicated to consumer horticulture.

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Das, S., ME Haque, M. Rokonuzzaman, S. Saha, and SR Saha. "Attitude of Haor Farmers’ Towards Extension Services." Annals of Bangladesh Agriculture 25, no. 2 (December 4, 2022): 61–75. http://dx.doi.org/10.3329/aba.v25i2.62413.

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The study was to determine haor farmers’ attitude towards extension services provided by extension agents in haor area. The study was conducted in Austagram upazila under Kishoregonj district during June to August 2018. Data were collected randomly from 150 haor farmers through face to face interview using an interview schedule. Majority (62%) of the respondents had moderately favorable attitude towards extension service provided by extension agent followed by 26 percent had slightly favorable attitude and only 12 percent showed highly favorable attitude. Extension agents provided enough motivational tour, rice production based training and demonstration effectively. Majority (78%) of the respondents strongly agreed with that ‘Teaching tools (Leaflet, Poster, Demonstration) used by extension agent are very effective.’ The farmers were acutely aware of the benefits and profitability of the extension services. However, 46 percent of the respondents strongly agreed with that ‘Resource-rich farmers get more benefit of extension services than others’. The selected characteristics like, annual income (χ2 value=11.61*), training exposure (χ2 value=15.65*), education level (χ2 value=12.97*) and living distance from upazila headquarter (χ2 value=10.64*) had significant associations with their attitude towards extension services provided by extension agent. The further extension services suggested by the farmer were i) set up local extension office in their union, ii) arranging training based on their problem, iii) make available low cost combine harvester, seed sowing machine and other necessary agricultural equipment’s, iv) extending communication equally for all categories of farmers’ and v) increase number of demonstrations on new high yielding rice varieties. Ann. Bangladesh Agric. (2021) 25 (2) : 61-75

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Cloyd, Raymond A. "Challenges to Extension Programming." HortTechnology 15, no. 1 (January 2005): 177–80. http://dx.doi.org/10.21273/horttech.15.1.0177.

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The way extension specialists and educators conduct programs, such as workshops, and transfer information to their designated clientele, including homeowners, professionals, and specialty groups, has changed within the last decade due to merging departments, budget cuts, reduced operating funds, and lack of refilling vacant positions. These factors have resulted in a number of driving forces that influence the way extension specialists and educators perform their duties, such as accountability, regionalization of extension, impact of technology, and expanding expertise. To be accountable under today's standards, extension specialists and educators must document the impact, relevance, and effectiveness of their programs. Required documentation must include economic, environmental, and human development factors. The effect of downsizing in many states has led to regionalization, which involves sharing extension specialists and educators across state boundaries. Although there are concerns, such as funding issues and evaluation of extension specialists and educators among states, regionalization in general has resulted in collaborative efforts to organize workshops and produce regional publications that serve a wider clientele base. Extension specialists and educators need to use computer-based and electronic technology, such as teleconferencing and distance-education, to present effective programs and address a wider audience, which will reduce the amount of required travel time. Finally, extension specialists and educators need to keep abreast of issues, such as invasive species, and develop programs to increase awareness of the economic and ecological impacts of invasive species in order to effectively serve the clientele base. Extension specialists and educators will more effectively serve their clientele, justify the importance of extension programming, demonstrate extension as a valued resource to administrators, and deal with the challenges of financial constraint existing now and in the foreseeable future by documenting impact, using multi-state programming, adopting new technology, and keeping up with current issues.

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Knox, Gary W., and Glenn D. Israel. "Surveys Show Extension Workshops Improve Floridians' Adoption of Environmental Landscape Management Practices." HortScience 31, no. 4 (August 1996): 652d—652. http://dx.doi.org/10.21273/hortsci.31.4.652d.

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Environmental Landscape Management (ELM), an extension education program, approaches every landscape as a “system” in which cultural practices interact with each other and the environment. ELM guidelines integrate site conditions, landscape design, plant selection, cultural factors, and recycling in a comprehensive, environment-friendly strategy for managing a landscape. Use of ELM practices by Floridians will conserve resources and protect the environment. The ELM program was evaluated from 1992 to 1994 in 10 counties to measure the program's impact on participants' landscape practices and to provide information on ways to improve program delivery and effectiveness. The evaluation was accomplished by comparing pre-program information on the use of ELM practices with that of a follow-up conducted six months after the program. Responses of this Program Group (n = 473) were compared to those of a Comparison Group of randomly selected Floridians (n = 186). ELM training increased the Program Group's adoption of most practices pertaining to pest management, irrigation, and mowing and pruning. ELM training increased adoption of some fertilization practices and a few recycling and wildlife practices. Energy conserving practices were not widely used by respondents. Respondents maintaining their own yards or those without a permanent irrigation system were more likely to adopt a wide range of ELM practices. The Program Group generally had higher initial levels of adoption of ELM practices than the Comparison Group.

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Knox, Gary W., and Glenn D. Israel. "Surveys Show Extension Workshops Improve Floridians' Adoption of Environmental Landscape Management Practices." HortScience 33, no. 3 (June 1998): 502a—502. http://dx.doi.org/10.21273/hortsci.33.3.502a.

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Environmental Landscape Management (ELM), an extension education program, approaches every landscape as a “system” in which cultural practices interact with each other and the environment. ELM guidelines integrate site conditions, landscape design, plant selection, cultural factors, and recycling in a comprehensive, environment-friendly strategy for managing a landscape. Use of ELM practices by Floridians will conserve resources and protect the environment. The ELM program was evaluated from 1992 to 1994 in 10 counties to measure the program's impact on participants' landscape practices and to provide information on ways to improve program delivery and effectiveness. The evaluation was accomplished by comparing pre-program information on the use of ELM practices with that of a follow-up conducted 6 months after the program. Responses of this Program Group (n = 473) were compared to those of a Comparison Group of randomly selected Floridians (n = 186). ELM training increased the Program Group's adoption of most practices pertaining to pest management, irrigation, and mowing and pruning. ELM training increased adoption of some fertilization practices and a few recycling and wildlife practices. Energy conserving practices were not widely used by respondents. Respondents maintaining their own yards or those without a permanent irrigation system were more likely to adopt a wide range of ELM practices. The Program Group generally had higher initial levels of adoption of ELM practices than the Comparison Group.

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Omorogiuwa, Tracy. "Incorporating spirituality in social work education in Nigeria." Social work and education 9, no. 3 (September 30, 2022): 358–69. http://dx.doi.org/10.25128/2520-6230.22.3.3.

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In recent times, spirituality, as typified by the religion has been on the receiving end of scathing criticisms. Although seducing, the arguments of these critics seem romanticized and flawed for the very reason that there abound natural synergies between spirituality and social development. Consequently, this article addresses the interconnections between spirituality, the social work profession, and social development. Drawing on the holistic intervention strategies of the religious organizations to national development while, concurrently, canvassing for the integration of spirituality to social work education. Given the palpable mistrusts between the faith-based organizations and the State, feasible suggestions are offered to the Nigerian political leadership to ensure that the religion, and by extension spirituality, continues to provide the citizens a pathway for meaningful living as a precondition for national development.

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Ahungwa, J. I., E. C. Odiaka, and G. T. Ahungwa. "Effect of Agricultural Extension Services in Minimizing Post-Harvest Losses of Yam Produce in Benue State, Nigeria." BADEGGI JOURNAL OF AGRICULTURAL RESEARCH AND ENVIRONMENT 3, no. 3 (December 1, 2021): 67–74. http://dx.doi.org/10.35849/bjare202103014.

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The study assessed the effect of agricultural extension services in minimizing post-harvest losses of yam in Benue State. Multistage sampling procedure was used to select 240 yam producers. Data were collected using structured questionnaire. Descriptive statistics such as frequency, mean and standard deviation, post-harvest management coefficient (PMC) and binary logistic regression (BLR) were used to analyse the data. Results on producers’ capabilities to manage PHLs revealed that 58.5% of the total yam produce (PMC = 0.585) was preserved while a sizeable proportion (41.5%) of losses were incurred after harvest. The availability of agricultural extension services showed that, the provision of agricultural information ( ̅ = 1.54), access to agricultural markets ( ̅ = 1.50) and facilitation of the formation of producers’ self-help groups ( ̅ = 1.50) were the prime extension services rendered in the study area. Empirical result on the effect of agricultural extension services on PHLs management revealed that the number of agricultural extension services (P ≤ 0.01) and access to agricultural credit (P ≤ 0.01) exerted positive and significant influence on PHLs management. Also, the level of producers’ education (P ≤ 0.1) enhanced significantly and consistently, their capabilities to minimize PHLs. Conversely, the number of agricultural information sources (P ≤ 0.1) exerted negative and significant influence on yam producers’ capabilities to manage post-harvest losses. The study concludes that agricultural extension services are potent in the management of post-harvest losses. The study thus recommends the provision of agricultural extension service by service agencies, given that the capacities of yam producers’ in minimizing post-harvest losses could be enhanced significantly and consistently with increase in the numbers of agricultural extension services at their disposal, and the enhancement of access to agricultural extension services by yam producers, individually and cooperatively, to curtail the incidences incidence of post-harvest losses on yam.

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Nordin, Norshidah, Rohaya Abd Wahab, and Farhana Wan Yunus. "Examining the state of Psychological Well-Being of young Unwed Mothers: Implications for extension education." Journal of ASIAN Behavioural Studies 3, no. 7 (March 16, 2018): 41. http://dx.doi.org/10.21834/jabs.v3i7.256.

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This study intends to examine the state of psychological well-being among the young unwed pregnant women who were placed in KEWAJA shelter home. Adolescence pregnancy is a social phenomenon and has impact on psychological health, socio-cultural and environmental challenges to individual and future communities. It could also contribute to the total burden of disability in the community. However, the result of the study showed the level of psychological well-being of the respondents was generally high. This finding has practical implications to extension agents and community development programs. Thus, a multi -pronged community driven programs are needed to reduce risk behavior among these young adults. Keyword: psychological well-being; single mother; extension programs; environmental challenge. eISSN 2514-7528 © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.

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Gill, Nicholas. "Environmental (re)education and local environmental knowledge: statutory ground-based monitoring and pastoral culture in central Australia." Rangeland Journal 25, no. 1 (2003): 85. http://dx.doi.org/10.1071/rj03002.

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Ground-based monitoring of rangeland condition is common in Australian pastoral administration systems. In the Northern Territory (NT), such monitoring is officially seen as a key plank of sustainable pastoral land use. In the NT and elsewhere, these monitoring schemes have sought to increase participation by pastoralists. Involvement of pastoralists in monitoring is theoretically an educative process that will cause pastoralists to more critically examine their management practices. Critical perspectives on the relationship between rangelands science/extension and pastoralist knowledge systems and concerns, however, suggest that pastoralists' reception of such monitoring schemes will be influenced by a range of social contexts, including the character of pastoralist environmental knowledge. Fieldwork with pastoralists in Central Australia shows that the process by which pastoral environmental knowledge develops has rich experiential, historical and social dimensions. These contexts play a role in framing pastoral environmental knowledge and in shaping pastoralists' interpretations of environmental events and information from other parties. Pastoralists will assess information from monitoring in light of these contexts. The nature of the ground-based monitoring scheme is such that the very environmental knowledge that it seeks to reform may in fact be confirmed or otherwise interact with pastoral knowledge in unanticipated ways. Lack of systematic evaluation of the scheme and of pastoral environmental knowledge, however, precludes definitive judgements at this stage. The apparently central role of monitoring in NT pastoral land administration, however, suggests that the assumptions underlying the scheme and its implementation be reassessed.

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Curtis, David J. "Using the Arts to Raise Awareness and Communicate Environmental Information in the Extension Context." Journal of Agricultural Education and Extension 17, no. 2 (April 2011): 181–94. http://dx.doi.org/10.1080/1389224x.2011.544458.

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Journal articles on the topic '050203 Environmental Education and Extension'

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