Professional Competencies of Agricultural Extension Agents in

Kenya; Implications for Curriculum Development

Mary C. Lopokoiyit Department of Agricultural Education and Extension,

Egerton UniversityKenya

INTRODUCTIONAgriculture, the mainstay of Kenya’s economy,

currently contributes 26 per cent of the GDP directly and another 25 per cent indirectly (GoK, 2010).

Vision 2030 has identified agriculture as one of the key sectors to deliver the 10 per cent annual economic growth rate envisaged under the economic pillar.

To achieve this growth, transforming smallholder agriculture from subsistence to an innovative, commercially oriented and modern agricultural sector is critical (GOK, 2010).

PREMISE OF THE STUDYTo achieve this, extension personnel need to

develop a new philosophy and a paradigm shift where their role is to empower farmers and rural communities

Develop convergent points or platforms for solving local problems and mobilizing human and financial resources for sustainable development

Extension professional competencies are non-technical competencies required of extension agents to effectively carry out extension work and increase personal effectiveness such as communication, interpersonal skills, leadership and management .

OBJECTIVEThis study was designed to identify

extension professional training needs of agricultural extension personnel in Kenya in light of changing trends in agriculture production, extension strategies and environmental concerns that have implications on the way extension workers are trained.

HYPOTHESIS

There is no statistically significant difference in the professional training needs of extension agents in the public and private extension service.

There is no statistically significant difference in the professional training needs of Frontline Extension Workers (FEW) and Subject Matter Specialists (SMS).

POPULATION AND SAMPLINGThe study involved multistage sampling,

first through purposive sampling of nine districts and private extension organizations and secondly, of 5,100 staff in the districts under the ministry of Agriculture (MoA) and the Ministry of Livestock Development (MoLDF) and private extension organizations.

A total of 440 extension agents were sampled, 325 from the public sector and 115 from the private extension service.

RESEARCH MODELThe study used Borich’s Needs Discrepancy

Model (1980) that effectively lends itself to the standard survey questionnaire .

According to Joerger (2002), Borich’s model can be used to compare training needs within and between different groups by subjecting the MWDS to further analyses.

Educational Need = ( I - K I ) + ( ( I - O ) I) / 2

 Where;I, is the importance score, K, the knowledge score and O, the opportunity of use score.

FINDINGSThe majority of extension staff were in their

mid career stage Mean age: 42.21 years ( σ = 8.124).

The number of years worked: less than one year to 34 years with a mean of 16.13 years (σ = 9.289).

The respondents had hardly changed employment

Mean = 0.62; (σ = 1.268) and could be attributed to depressed employment opportunities in the agricultural sector and loyalty to their respective employers.

Category of respondent and Qualification

Category Qualification f %FEW Diploma 271 61.6SMS 169 38.4

Degree 128 29.1Masters 37 8.4PhD 4 0.9Total 440 100.0

FEW: Frontline Extension WorkerSMS: Subject Matter Specialists

Extension Professional Competencies MWDS

Management Skills 5.15

Communication and information technology courses

5.02

Instructional Skills 4.79

Cross-cutting issues 4.45

Leadership competencies 4.23

Overall mean score 4.73

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Training Needs in Communication and Information Technology

The MWDS for the Public sector were higher than for the Private sector indicating higher ranked training needs.

Significant differences: Using internet, email and electronic communication, Computer literacy and Data/information management.

The MWDS were lower for SMS as opposed to FEWs. Significant differences: Using internet, email and electronic communication and Computer literacy

Writing Grant proposals was also rated highly for both the Public and Private sector but the differences were not significant

Training Needs in Leadership Skills There were no significant differences

between the MWDS ratings of Leadership competencies for both the Public and Private sector and between FEW and SMS.

The relatively high MWDS ratings imply that training in these competencies should be prioritized

Training Needs in Management skills

The mean MWDS ratings for the Public sector were higher than that of the Private sector.

The high MWDS obtained indicated a high training need across all the management competencies.

Significant difference: Strategic planning FEW had greater training needs expressed

across most management competencies and there were no significant differences between FEW and SMS.

Training Needs in Instructional skills The training needs were higher for the

Public sector than for the Private sector. Significantly different; Preparing TV/radio

educational programs, Questioning/feedback skills, Group dynamics/psychology, Teaching methods, Determine learning objectives , and Evaluating learning.

FEWs expressed higher training needs than SMS except in Facilitation skills although it was not significant.

Significantly different: Preparing audio/visual materials

Training Needs in Cross-cutting IssuesThe Public sector expressed higher training need

than the Private sector as indicated by the Mean MWDS.

Significant differences: Home/cottage industry, Micro-finance, Appropriate technology, and Human rights

No significant differences in MWDS of FEW and SMS on Cross-cutting issues.

The similar MWDS means show that the both groups of respondents considered cross-cutting issues of equal importance and ought to incorporated in the curricula.

Respondents’ SuggestionsCompetency Frequency Percentage

of 440Project proposal writing 385 87.5Gender and economic empowerment

363 82.5

Presentation and communication skills

344 78.2

Sustainable agriculture 307 69.8Disaster management 298 67.7HIV/AIDS 294 66.8Gender issues 287 65.2

CONCLUSIONS1. The extension agent is no longer restricted to

technical agricultural competencies but also to the wider context of agriculture.

2. All the professional competencies had positive MWDS indicating that they were all relevant and required for effective extension work.

3. The training needs expressed points to a need for further analysis in terms of content depth, scope, teaching methodology

4. These competencies cannot be acquired in a single course but requires that they be developed through continued use of the skill throughout undergraduate agriculture curricula.

5. The differences in training needs between FEW and SMS should be used to design appropriate in-service training programs

1. The extension agent is no longer restricted to technical agricultural competencies but also to the wider context of agriculture.

2. All the professional competencies had positive MWDS indicating that they were all relevant and required for effective extension work.

3. The training needs expressed points to a need for further analysis in terms of content depth, scope, teaching methodology

4. These competencies cannot be acquired in a single course but requires that they be developed through continued use of the skill throughout undergraduate agriculture curricula.

5. The differences in training needs between FEW and SMS should be used to design appropriate in-service training programs

RECOMMENDATIONSThe following courses ought to be emphasized, integrated and prioritised in the undergraduate agricultural curricula and in the design of in-service staff development courses.

Communication and ICTExtension educationExtension management Agricultural Economics and Agricultural Engineering Cross-cutting issues

The following courses ought to be emphasized, integrated and prioritised in the undergraduate agricultural curricula and in the design of in-service staff development courses.

Communication and ICTExtension educationExtension management Agricultural Economics and Agricultural Engineering Cross-cutting issues

THANK YOU!