Los servicios de extensión rural han contribuido al desarrollo agropecuario, sin embargo existe una brecha entre el conocimiento disponible y su adopción por parte de los agricultores, que dichos servicios no han logrado disminuir de manera sustancial. Por esta razón, el objetivo de este estudio fue analizar las tendencias de la investigación en extensión rural, que permitan identificar enfoques que contribuyan al planteamiento de recomendaciones para un servicio de extensión rural orientado al desarrollo de capacidades de autogestión de las comunidades rurales.
The advancement of agriculture sector in one region cannot be separated from the role of agricultural extension in the region. To cover the deficiency of agricultural extension agents, self-supporting extension agents are recruited from farmers or private parties. This study aims to analyze the role of self-supporting instructors in improving farmer institutions and analyze factors related to the role of self-supporting extension agents in improving farmer institutions.
Agricultural information is transferred through social interactions; therefore, ties to agricultural informants and network structures within farmers’ local neighborhoods determine their information-gathering abilities. This paper uses a spatial autoregressive model that takes account of spatial autocorrelation to examine such network connections, including friendship networks and advice networks, upon farmers’ knowledge-gathering abilities during formal agricultural training.
This study aims to determine the factors that influence group dynamics, and to find out whether there is a relationship between agricultural extension programs to farmer group dynamics. Data analysis method used is a Likert Scale and analyzed descriptively qualitatively. The results showed that the dynamics of the Sri Makmur Farmers Group were categorized as Less Dynamic. This is because the elements of the farmer group dynamics are not going well. Based on the results of a Likert Scale Research with Spearman Rank Correlation obtained a value of 0.221 at a confidence level of 95% (α 0.05).
This research aimed to figure out the attitude and readiness of agriculture extension officers in using the Information and Communication Technology. Data collection was done through a survey with total sample 60 respondents. Data gained were primary data from questionnaire filling by respondents who were all extension officers in Food Security and Extension Implementation Agency. Data analyses used in this research were reliability and validity analysis, Fishbein’s Attitude Model, and regression analysis which continued with F and t test.
The publication reviews forty years of development experience and concludes that donors and partner countries alike have tended to look at capacity development as mainly a technical process, or as a transfer of knowledge or institutions from North to South.
This paper examines different practical methods for stakeholders to analyse power dynamics in multi-stakeholders processes (MSPs), taking into account the ambiguous and uncertain nature of complex adaptive systems. It reflects on an action learning programme which focused on 12 cases in Africa and Asia put forward by 6 Dutch development non-governmental organizations (NGOs).
The Challenge of Capacity Development: Working Towards Good Practice draws on four decades of documented experience provided by both bilateral and multilateral donors, as well as academic specialists, to help policy makers and practitioners think through effective approaches to capacity development and what challenges remain in the drive to boost country capacity. The analysis is underpinned by a conceptual framework which guides practitioners to view capacity development at three interrelated levels: individual, organisational and enabling environment levels.
This paper draws lessons from selected country experiences of adaptation and innovation in pursuit of food security goals.
Following their first formation in Indonesia over 25 years ago, Farmer Field Schools (FFS) have served as a “proof of concept” of how transformative learning can help governments, donors and development stakeholders achieve development objectives. The FFS approach, which has now been used in more than 90 countries by more than 12 million small farmers (FAO, 2016), not only creates a space in which the practical needs of smallholders to solve production-related issues can be addressed but also fosters personal and community-level transformation through empowerment.