| dc.creator |
Rodriguez, Mary T. |
|
| dc.creator |
Erbaugh, Mark |
|
| dc.creator |
Mattee, Amon |
|
| dc.creator |
Msuya, Catherine |
|
| dc.creator |
Masambuka, Fallys |
|
| dc.creator |
Cochran, Graham |
|
| dc.date |
2021-07-18T16:10:13Z |
|
| dc.date |
2021-07-18T16:10:13Z |
|
| dc.date |
2019 |
|
| dc.date.accessioned |
2022-10-25T08:50:58Z |
|
| dc.date.available |
2022-10-25T08:50:58Z |
|
| dc.identifier |
https://www.suaire.sua.ac.tz/handle/123456789/3740 |
|
| dc.identifier.uri |
http://hdl.handle.net/123456789/90870 |
|
| dc.description |
Journal of International Agricultural and Extension Education Vol. 26 is.3, pp.105-120 |
|
| dc.description |
Promoting the transition of smallholder farmers from subsistence to more commercial and
market-oriented production is an important goal of the Tanzanian extension system. The
Ministry of Agriculture Training Institutes (MATIs) contribute to this goal by providing training
to frontline extension workers (FEWs). However, the capacity of the MATI system to produce
agricultural extension practitioners with job-ready competencies has declined, leading
stakeholders and employers to raise concerns about the quality and training of FEWs. The main
purpose of this study was to develop recommendations for curriculum revisions at MATI Ilonga
to improve its program of study. This was done using a competency-based approach that
incorporated inputs from stakeholders into the curriculum assessment and revision process. A
panel of eight local and external experts derived 23 competencies from a review of the MATI
curriculum and extension literature. A survey instrument to assess competencies based on
perceptions of importance and graduates’ ability was designed and administered to 189
stakeholders from four stakeholder groups. Stakeholder-respondents considered all but two of
the 23 competencies to be very high importance. Weighted discrepancy scores indicated that the
highest rated areas for curriculum revision were Value Chains, Business skills, Climate Change,
Fisheries, and Land Resource Management. All stakeholder groups except graduates, indicated
Value Chains and Business Skills as high priorities requiring enhanced training to improve the
ability of FEWs. Follow-up stakeholder consultations indicated support for using the
competency-based approach, engaging stakeholders in the curriculum review process, and
interest in applying the approach with other MATIs in Tanzania. |
|
| dc.format |
application/pdf |
|
| dc.language |
en |
|
| dc.publisher |
Association for International Agricultural and Extension Education |
|
| dc.subject |
Tanzania |
|
| dc.subject |
Agricultural extension |
|
| dc.subject |
Training |
|
| dc.subject |
Competencies |
|
| dc.title |
Improving the training of frontline extension workers in tanzania: a pilot curriculum reform initiative with the Ministry of Agriculture Training Institute at Ilonga |
|
| dc.type |
Article |
|