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Agricultural education and training institution engage more directly with the outside world than most educational programmes. Students visit research stations and farms, and specialists are brought in to give lectures on their subjects of expertise. Internships, attachments, placements and study visits all form part of the curriculum. From time to time, when new courses are developed or old courses are revised, experts - both in agricultural and associated subjects and (perhaps more rarely) in education and training - are consulted on the new curriculum. Because of their involvement with these courses, such outsiders become stakeholders in the agricultural education and training programmes. Other stakeholders include teachers, students and their parents, funders, government agencies, employers, farmers unions, industry, profesional bodies and users of agricultural services. This training guide seeks to help those engaged in agricultural education and training to identify the stakeholders for their own programmes. It explores the reasons and methods for involving these stakeholders in the development of curricula at three different levels: determining the aims and goals of the programme and courses; setting the learning objectives (in terms of knowledge, skills and attitudes, the so-called KSA approach to curriculum development); and designing the learning activities by which these objectives are to be achieved. The guide also outlines the implications of involving outsiders in curriculum development processes. This publication is intended for all those who work in agricultural education and training, whether as teachers, administrators or researchers in educational institutions or as planners and administrators in ministry of agriculture training divisions. It is an essential tool for anyone engaged in the development of more effective agricultural education and training programmes. Contents: Chapter 1: The Curriculum, (1) The Curriculum: Definitions and Perspectives, (2) Educational Ideologies and the Curriculum, (3) Curriculum Development: Who is Involved?, (4) Educational and Training Programmes and the Curriculum, Chapter 2: Learning and the Curriculum, (1) The Nature of Learning, (2) The Learning Process, Chapter 3: Participation and Curriculum Development, (1) Participation and Stakeholders, (2) Stakeholders and Curriculum Development, (3) Working with Stakeholders, Chapter 4: Creating the Curriculum, (1) Setting the Learning Objectives, (2) Translating Objectives into Curriculum Activities, (3) Participatory Evaluation and the Curriculum, Chapter 5: Managing the Curriculum, (1) Implementing the Curriculum, (2) Participatory Approaches to Staff Development, Chapter 6: Conclusion.
The framework of development; Understanding extension; Social and cultural factors in extension; Extension and comunication; Extension methods; The extension agent; The planning and evaluation of extension programmes; Extension an special target groups.
The effectiveness of an extension service relies on the knowledge and communication skills of the field staff who lead discussions with farmers in order to help them identify their own problems and train them in the available solutions. Communication in extension plays an important role in technology transfer, however, many field extension workers are poorly trained in this particular area and also in the development of educational materials. This publication was prepared as a teaching and learning guide for all those working in rural communities. It can be considered as an 'extension methodology tool-box' to train extension field staff in their work at the village level.