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Journal articles on the topic 'Education and Extension'

To see the other types of publications on this topic, follow the link: Education and Extension.

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Vatta, Lalita, and Shally Jindal. "Role of Extension Education in achieving Sustainable Development Goals." Contemporary Social Sciences 27, no. 3 (July 1, 2018): 11–34. http://dx.doi.org/10.29070/27/58054.

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2

Álvarez Martín, David. "La extensión universitaria / University extension." Cuaderno de Pedagogia Universitaria 8, no. 16 (July 19, 2014): 11–15. http://dx.doi.org/10.29197/cpu.v8i16.153.

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Al celebrar la Pontificia Universidad Católica Madre y Maestra (PUCMM) sus 50 años examinamos brevemente los fundamentos institucionales sobre la extensión universitaria y algunas de sus prácticas más destacadas en la actualidad. La extensión, junto a la docencia y la investigación, son las tres funciones esenciales para la experiencia universitaria. Argumentamos sobre sus modalidades, la forma en que la PUCMM la presenta en sus documentos institucionales y escogemos algunos casos, entre otros muchos, de los que existen hoy día en la Universidad.AbstractAs the Pontificia Universidad Católica Madre y Maestra (PUCMM) celebrates its 50th anniversary, we briefly examine the institutional foundations regarding university extension and some of its most relevant practices nowadays. University extension, along with education and research, are the three essential areas that constitute the University experience. In this article, we discuss its modalities, the way that the PUCMM presents it on the institutional documents, and we also select some cases, among many, of those that exist at present in our University.

3

Musa, Michael B. "Extension education and the role of university extension departments." International Review of Education 40, no. 2 (1994): 177–79. http://dx.doi.org/10.1007/bf01103693.

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4

Scheer, Scott, Graham Cochran, Amy Harder, and Nick Place. "Competency Modeling in Extension Education: Integrating an Academic Extension Education Model with an Extension Human Resource Management Model." Journal of Agricultural Education 52, no. 3 (September 1, 2011): 64–74. http://dx.doi.org/10.5032/jae.2011.03064.

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5

Presley, DeAnn. "Know Your Community: Extension Education." CSA News 60, no. 11 (November 2015): 28. http://dx.doi.org/10.2134/csa2015-60-11-9.

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6

Das, Samares Kumar, and Hema Tripathi. "Extension Education: Myth or Reality." International Journal of Bio-resource and Stress Management 5, no. 3 (2014): 467. http://dx.doi.org/10.5958/0976-4038.2014.00598.3.

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7

Fredericks, Eldon E. "Extension Education and Information Technology." Journal of Agricultural & Food Information 1, no. 1 (May 25, 1993): 131–34. http://dx.doi.org/10.1300/j108v01n01_15.

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8

Budak, D. B., and O. Yurdakul . "Sustainable Agricultural Development Through Extension Education." Asian Journal of Plant Sciences 3, no. 2 (February 15, 2004): 215–18. http://dx.doi.org/10.3923/ajps.2004.215.218.

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9

Jones, Rodney, Alicia Goheen, Kevin Dhuyvetter, Terry Kastens, and Vincent Amanor-Boadu. "Using Distance Education in Extension Programming." Journal of Agricultural and Applied Economics 39, no. 2 (August 2007): 265–74. http://dx.doi.org/10.1017/s1074070800022975.

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This paper provides an overview of the development of the Management Analysis and Strategic Thinking (MAST) program conducted by Kansas State University. This intensive management training course for progressive farm and agribusiness operators is being delivered successfully using a combination of face-to-face and distance extension delivery techniques. We find that some parts of the program are best delivered face to face and other parts are best delivered via distance. Of participants surveyed, 94% would recommend the MAST program to their peers, and 100% believe the program will have a positive impact on their businesses' bottom line.

10

Price, David W. "Cooperative extension as community education developer." New Directions for Adult and Continuing Education 1990, no. 47 (1990): 79–87. http://dx.doi.org/10.1002/ace.36719904712.

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11

Carey, Freda. "Theological Education by Extension in Pakistan." Ecumenical Review 64, no. 2 (July 2012): 160–68. http://dx.doi.org/10.1111/j.1758-6623.2012.00158.x.

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12

AZIZI, BAHARAK. "The Role of Agricultural Extension and Education System in Rural Entrepreneurship Development." Journal of Research on the Lepidoptera 50, no. 3 (September 30, 2019): 365–75. http://dx.doi.org/10.36872/lepi/v50i3/201116.

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13

Idowu, Oladele. "Sasakawa Africa Fund for Extension Education: A Review of Demand-Driven Agricultural Extension Education in Nigeria." Journal of Agricultural Extension 25, no. 1 (March 1, 2021): 83–94. http://dx.doi.org/10.4314/jae.v25i1.9.

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The paper examined demand-driven agricultural extension education in Nigeria and emphasized the need for extension professionals to acquire soft skills in addition to their technical capabilities through the utilization of demand-driven extension education (DDEE) strategies. A review of demand-driven agricultural extension education in Nigeria as introduced by Sasakawa Africa Fund for Extension Education in universities was carried out to assess the concepts of demand-driven extension education, capacity development, skill, skill- mismatch. The reviews were analysed using themes and the findings were reported based on the themes identified from the review analysis. Job matching and human capital theories are the theoretical underpinning for this paper. The paper further highlighted the numerous benefits of DDEE prominent among which include its ability to adapt to the need of the learners and employers, utilize dynamic work-based pedagogy to improve competencies, and respond to the needs of the labour markets to ensure continuous alignment between desired qualification and available training. It is important to properly mainstream the use of demand-driven extension education strategies in training extension personnel for better and more sustainable extension and services delivery to farmers. Keywords: Agricultural extension, agricultural education, demand-driven extension education, capacity development, skill, skill- mismatch

14

Zhou, Yingying, and Leilei Wu. "Extension Priority Evaluation Extension Model for Quality Evaluation of Innovation and Entrepreneurship Education." Journal of Advanced Computational Intelligence and Intelligent Informatics 23, no. 2 (March 20, 2019): 242–47. http://dx.doi.org/10.20965/jaciii.2019.p0242.

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The quality evaluation of innovation and entrepreneurship education is of vital importance. On the basis of analyzing the current research of the quality evaluation of innovation and entrepreneurship education, this paper constructs the efficient innovation and entrepreneurship education quality evaluation system of 4 dimensions: innovation and entrepreneurship curriculum and activities, innovation and entrepreneurship education conditions, innovation and entrepreneurship education channels, innovation and entrepreneurship education effectiveness and 16 sub indicators, establishes the extension priority-degree evaluating model, and makes empirical study for 3 universities in Ningbo City, so as to put forward the corresponding suggestions.

15

Dwyer, Jeffrey W., Dawn Contreras, Cheryl L. Eschbach, Holly Tiret, Cathy Newkirk, Erin Carter, and Linda Cronk. "Cooperative Extension as a Framework for Health Extension." Academic Medicine 92, no. 10 (October 2017): 1416–20. http://dx.doi.org/10.1097/acm.0000000000001640.

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16

Poh, Karen C., and Erika T. Machtinger. "An Extension of Their Work: Extension’s Role in Vector-Borne Disease Education." American Entomologist 67, no. 1 (March 1, 2021): 22–25. http://dx.doi.org/10.1093/ae/tmab006.

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17

Struckmeyer, Kristopher M., Alex J. Bishop, Gina Peek, Paula Tripp, and Sarah Gordon. "INNOVATING CAREGIVER EDUCATION: INCLUDING COOPERATIVE EXTENSION IN RURAL CAREGIVING EDUCATION." Innovation in Aging 3, Supplement_1 (November 2019): S677. http://dx.doi.org/10.1093/geroni/igz038.2502.

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Abstract Studies consistently report that caregivers under utilize resources, citing unawareness or inability to access programs as barriers to service utilization. Family and Consumer Science (FCS) educators within Extension have a unique blend of training that can help transform access to education for rural caregivers. Extension programming covers a wide range of topics, but few have implemented a curricular program or workshops to educate caregivers about caregiving issues. The current study involved a multi-state examination of innovativeness in caregiving program implementation among N = 216 FCS educators employed by the Cooperative Extension Service. Educators rated their perceptions of Extension’s receptiveness to change and personal factors. Results indicated that more urban areas (β = .19, p < .05), fewer years in their current position (β = -.23, p < .05), and greater leadership self-efficacy (β = .17, p < .05) predicted educator innovativeness to implement new caregiver education programming. However, when personal factors were added to the model, only years in current position (β = -.20, p < .05) remained significant. Subjective age (β = -.25, p < .01) and social support (β = .28, p < .01) were also found to significantly predict educator innovativeness. Despite previous research, these results indicate that personal factors may have a greater influence on educators’ innovativeness than organizational factors. These findings are critical when adopting and implementing a rural caregiver education programs through new organizational networks.

18

Pankaj, Kumar Ojha, and Ghadei Kalyan. "Factors determining extension education as a career." Journal of Agricultural Extension and Rural Development 7, no. 11 (November 30, 2015): 308–10. http://dx.doi.org/10.5897/jaerd2015.0708.

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19

Deribe, Kaske Kacharo. "ICT and challenges of agricultural extension education." Journal of Agricultural Extension and Rural Development 12, no. 3 (August 31, 2020): 57–61. http://dx.doi.org/10.5897/jaerd2020.1162.

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20

Singh, A. Shyam, Khajan Singh, Imtiwati, and Chandan Kumar. "Livestock production through extension education-A review." Agricultural Reviews 35, no. 1 (2014): 1. http://dx.doi.org/10.5958/j.0976-0741.35.1.001.

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21

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.

22

Dondera, Radu, Chun Jia, Voicu Popescu, Cristina Nita-Rotaru, Melissa Dark, and Cynthia S. York. "Virtual Classroom Extension for Effective Distance Education." IEEE Computer Graphics and Applications 28, no. 1 (January 2008): 64–74. http://dx.doi.org/10.1109/mcg.2008.19.

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23

Fredericks, Eldon E. "Cooperative Extension Computer Networking and Distance Education." Journal of Agricultural & Food Information 2, no. 3 (September 1994): 111–15. http://dx.doi.org/10.1300/j108v02n03_14.

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24

Blake, J. P. "Opportunities for Extension Professionals in International Education." Journal of Applied Poultry Research 14, no. 2 (July 2005): 417–24. http://dx.doi.org/10.1093/japr/14.2.417.

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25

Meeng, I. M. "Journal of International Agricultural and Extension Education." Journal of Agricultural Education and Extension 5, no. 4 (March 1999): 275–77. http://dx.doi.org/10.1080/13892249985300071.

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26

Mulder, Martin, and Angela Pachuau. "How agricultural is agricultural education and extension?" Journal of Agricultural Education and Extension 17, no. 3 (June 2011): 219–22. http://dx.doi.org/10.1080/1389224x.2011.559056.

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27

Rogers, Alan. "Adult education and agricultural extension: some comparisons‡." International Journal of Lifelong Education 12, no. 3 (July 1993): 165–76. http://dx.doi.org/10.1080/0260137930120302.

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28

Santos, João Henrique de Sousa, Bianca Ferreira Rocha, and Kátia Tomagnini Passaglio. "EXTENSÃO UNIVERSITÁRIA E FORMAÇÃO NO ENSINO SUPERIOR." REVISTA BRASILEIRA DE EXTENSÃO UNIVERSITÁRIA 7, no. 1 (May 28, 2016): 23–28. http://dx.doi.org/10.36661/2358-0399.2016v7i1.3087.

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Resumo: Este trabalho apresenta o escopo e resultados da pesquisa “Formação no ensino superior: concepções e relevância da extensão universitária integrada ao ensino e a pesquisa”. Teve por objetivo apresentar a relação entre extensão universitária e a formação acadêmica e profissional bem como compreender as concepções, do ponto de vista de alunos extensionistas, sobre a extensão e sua prática no universo acadêmico. Os dados empíricos foram produzidos por meio de entrevistas semidirigidas com alunos de graduação em atividades de extensão e análise de projetos de extensão. Os resultados apontam para a compreensão da extensão como parte importante no processo de formação indicando um crescimento acadêmico, profissional e pessoal ao possibilitar o estímulo à reflexão entre teoria e prática e o conhecimento e interação com o social. Palavras-chave: Extensão Universitária, Formação Acadêmica e Profissional, Relações Instituição/ Comunidade, Aluno Extensionista. University Extension and Formation in Higher Education Abstract: This article presents the scope and results of the investigation project “Formation in higher education: concepts and relevance of university extension integrated into teaching and research”. This project had the objective of verifying the relationship between university extension, the academic and professional formation, as well as understanding the concepts of extension and its practice in academia according to the students engaged in such activities. The empirical data were produced from the results of semi-structured interviews with undergraduates in extension activities and the analysis of extension projects. The results indicated that the understanding of extension is an important part of formation in higher education. Furthermore, the results led to the interpretation that academic, professional and personal growth allows for the perception that theory, practice, knowledge and social interaction are interrelated. Key-words: University Extension, Academic and Professional formation, Institutional/Community Relations, Extension Students. Extensión Universitaria y Formación en la Educación Superior Resumen: Este trabajo presenta el objetivo y resultados de la investigación “Formación en la educación superior: conceptos y pertinencia de la extensión universitaria integrada a la enseñanza y a la investigación”. Su objetivo fue verificar la relación entre la extensión universitaria y la formación académica y profesional, así como comprender los conceptos, desde el punto de vista de los estudiantes extensionistas sobre la extensión y su práctica en el ámbito académico. Los datos empíricos fueron producidos a través de entrevistas semi-dirigidas a estudiantes de grado en actividades de extensión y análisis de proyectos de extensión. Los resultados apuntan a la comprensión de la extensión como una parte importante en el proceso de formación que indica crecimiento académico, profesional y personal, permitiendo estimular la reflexión entre la teoría y la práctica y el conocimiento y la interacción social. Palabras-clave: Extensión Universitaria, Formación Académica y Profesional, Relaciones Institución/Comunidad, Estudiante Extensionista.

29

Laband, David N., and Bernard F. Lentz. "Higher Education Costs and the Production of Extension." Journal of Agricultural and Applied Economics 37, no. 1 (April 2005): 229–36. http://dx.doi.org/10.1017/s1074070800007215.

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Do cost considerations justify the current structure of production of extension services in which one or more providers exists in virtually all of the contiguous U.S. states? Provision of extension services has sizable cost implications for the host institutions. Yet, to our knowledge, there has been virtually no analysis of the impact of extension on higher education costs. Using academic year 1995–1996 data, we estimate a multiproduct cost function for 1,445 public institutions of higher education in the United States, including 65 that provide extension services. We find evidence of significant economies of scale with respect to the provision of extension services but no evidence of significant economies of scope between the provision of extension and the production of research, undergraduate education, or graduate education.

30

Güilamo, Sara. "Consorcio de Educación Cívica. Una experiencia de extensión / Civic Education Consortium. An extension experience." Cuaderno de Pedagogia Universitaria 9, no. 18 (July 19, 2014): 9–13. http://dx.doi.org/10.29197/cpu.v9i18.174.

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En este artículo se expone la trayectoria del proyecto Consorcio de Educación Cívica de la Pontificia Universidad Católica Madre y Maestra durante 15 años de trabajo. El mismo ha contribuido al fortalecimiento democrático del país, cumpliendo su responsabilidad social a través del desarrollo de una serie de iniciativas que han incidido en múltiples políticas públicas para la intervención de problemas nacionales. El artículo inicia con la concepción de extensión universitaria asumida, con la legislación nacional sobre la que se basa la misión del Consorcio y se desglosan las principales líneas de trabajo del proyecto.AbstractThis article describes the trajectory of the Civic Education Consortium project of the Pontificia Universidad Católica Madre y Maestra along its 15 years of development. The project has contributed to the strengthening of democracy in the Dominican Republic, fulfilling its social responsibility through the implementation of a series of initiatives that have had an important influence in numerous public policies that deal with the resolution of national problems. The article begins presenting the conception of university extensions that provides the basis for the project, it later discusses the national legislation on which the Consortium’s mission is based, and then continues explaining in detail the main work lines of the project.

31

Agunga, Robert. "Communication Training Needs Of Agricultural And Extension Education Graduates: A Survey Of Association Of Agricultural And Extension Education Members." Journal of Agricultural Education 34, no. 3 (September 1993): 84–92. http://dx.doi.org/10.5032/jae.1993.03084.

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32

Mirando, M. A., J. M. Bewley, J. Blue, D. M. Amaral-Phillips, V. A. Corriher, K. M. Whittet, N. Arthur, and D. J. Patterson. "EXTENSION EDUCATION SYMPOSIUM: Reinventing extension as a resource—What does the future hold?1." Journal of Animal Science 90, no. 10 (October 1, 2012): 3677–92. http://dx.doi.org/10.2527/jas.2011-5074.

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33

de Koff, Jason P. "Know Your Community: Social Media in Education/Extension." CSA News 59, no. 6 (June 2014): 30. http://dx.doi.org/10.2134/csa2014-59-6-13.

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34

Hillison, John. "Agricultural Education And Cooperative Extension: The Early Agreements." Journal of Agricultural Education 37, no. 1 (March 1996): 9–14. http://dx.doi.org/10.5032/jae.1996.01009.

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35

Barton, Elizabeth T., Emily A. Barton, Susan Barton, Cheryl R. Boyer, Jim Brosnan, Paul Hill, Jared Hoyle, Judson Reid, Jamie Seger, and Eric Stafne. "Using Technology to Enhance Extension Education and Outreach." HortTechnology 27, no. 2 (April 2017): 177–86. http://dx.doi.org/10.21273/horttech03608-16.

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We held a technology session at the 2016 Annual Meeting of the American Society for Horticultural Science in Atlanta, GA, to provide guidance for technology choices in extension education and an opportunity to learn more about engaging new audiences, including the millennial generation (people born between 1982 and 2000). The use of technology is now an integral part of extension-client interaction. Presenters in the session gave examples of when technologies such as blogs, social media accounts, or web conferencing tools allowed extension personnel to increase engagement with online consumers and ultimately help fulfill extension’s mission of extending knowledge and changing lives. Effective engagement requires both educators and learners to be satisfied with the exchange. It is critical to monitor the quality of these digitally facilitated exchanges as compared with traditional face-to-face interactions. Additionally, it is possible to quantify digital engagement with readily available metrics, such as “retweets” (a reposted or forwarded message) or “likes” (indication an item is appreciated). These allow innovative and substantive reporting to further justify continued use of digital technologies for enhancing client-extension relations.

36

Onyebinama, U. A. U., and I. C. Onyebinama. "Extension Education and Entrepreneurship Development in Nigerian Agriculture." Agricultural Journal 5, no. 2 (February 1, 2010): 63–69. http://dx.doi.org/10.3923/aj.2010.63.69.

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37

Shelfer, Kathy, and Abby Goodrum. "Competitive Intelligence as an Extension of Library Education." Journal of Education for Library and Information Science 41, no. 4 (2000): 353. http://dx.doi.org/10.2307/40324050.

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38

조진수. "A Study on Multi-Layered Sentence-Extension Education." korean language education research 50, no. 3 (September 2015): 267–95. http://dx.doi.org/10.20880/kler.2015.50.3.267.

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39

Ibrahim, M., and R. Anwar. "HORTICULTURAL EDUCATION, EXTENSION AND TRAINING SYSTEM IN PAKISTAN." Acta Horticulturae, no. 672 (May 2005): 145–51. http://dx.doi.org/10.17660/actahortic.2005.672.16.

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40

Murdock, Edward C., and Alan C. York. "Documentation of Extension Specialists' Involvement in Graduate Education." Journal of Natural Resources and Life Sciences Education 25, no. 2 (September 1996): 148–52. http://dx.doi.org/10.2134/jnrlse.1996.0148.

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41

Rosson, C. Parr. "The Role of International Trade in Extension Education." Journal of Agricultural and Applied Economics 43, no. 3 (August 2011): 295–99. http://dx.doi.org/10.1017/s1074070800004284.

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42

Wallace Goddard, H., and Charlotte Shoup Olsen. "Cooperative extension initiatives in marriage and couples education." Family Relations 53, no. 5 (October 2004): 433–39. http://dx.doi.org/10.1111/j.0197-6664.2004.00051.x.

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43

Smith, Wendell. "The Leadership Challenge in Continuing Education and Extension." Adult Learning 3, no. 3 (November 1991): 14–16. http://dx.doi.org/10.1177/104515959100300307.

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44

Rogers, Everett M. "Prospectus for a Cooperative Extension System in Education." Knowledge 13, no. 3 (March 1992): 248–55. http://dx.doi.org/10.1177/107554709201300305.

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45

Peters, Laurence. "The District Education Extension Agent as "Strategic Broker"." Knowledge 13, no. 3 (March 1992): 320–29. http://dx.doi.org/10.1177/107554709201300309.

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46

Abi-Ghanem, Rita, Lynne Carpenter-Boggs, Richard Koenig, Chris Pannkuk, William Pan, and Robert Parker. "Extension Education for Dryland Cropping Systems in Iraq." Journal of Natural Resources and Life Sciences Education 38, no. 1 (2009): 133–39. http://dx.doi.org/10.4195/jnrlse.2009.0001.

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47

Mulder, Martin. "Editorial – Extension education theory and research in India." Journal of Agricultural Education and Extension 22, no. 2 (March 14, 2016): 105–9. http://dx.doi.org/10.1080/1389224x.2016.1155890.

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48

Röling, N., and F. de Jong. "Learning: Shifting paradigms in education and extension studies." Journal of Agricultural Education and Extension 5, no. 3 (December 1998): 143–61. http://dx.doi.org/10.1080/13892249885300281.

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49

Davis, Kristin. "The complex processes of agricultural education and extension." Journal of Agricultural Education and Extension 25, no. 3 (May 19, 2019): 193–94. http://dx.doi.org/10.1080/1389224x.2019.1615170.

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50

SINGH, R. A., AMAR SINGH, DHARMENDRA YADAV, JITENDRA SINGH, and S. B. PAL. "Potato production through telecounselling mode of extension education." AGRICULTURE UPDATE 11, no. 4 (November 15, 2016): 423–26. http://dx.doi.org/10.15740/has/au/11.4/423-426.

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