A STUDY OF PRE-SERVICE PROFESSIONAL DEVELOPMENT NEEDS FOR AGRICULTURAL EXTENSION OFFICERS IN GHANA Dissertation for the Degree of Ph. D. MICHIGAN STATE UNIVERSITY JOSHUA KWAO GEKER 1976 *— LIB R A R Y Michigan State University IIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIILIZIIIII __ ‘ 3 1293 10448 This is to certify that the thesis'entitled A STUDY OF PRE-SERVICE PROFESSIONAL DEVELOPMENT NEEDS FOR AGRICULTURAL EXTENSION OFFICERS IN GHANA presented by Joshua Kwao Geker has been accepted towards fulfillment of the requirements for Ph.D. degree in Education W///% Major professor Date October 27, 1976 0-7639 wgg 7 8 K 2 6 ’1 bu 5. 0‘ 1|. ABSTRACT A STUDY OF PRE-SERVICE PROFESSIONAL DEVELOPMENT NEEDS FOR.AGRICULTURAL EXTENSION OFFICERS IN GHANA BY Joshua Kwao Geker Objective of the Study The general objective of the study was to identify the pre-service training needs for agricultural extension officers in Ghana. The specific purpose of this study was to examine the differences between agricultural extension officer college groups, tenure groups and region groups; differences between faculty of agricultural college groups and differences between agricultural extension officers, agricultural extension supervisors and faculty of the three agricultural colleges in Ghana in relation to training needs for extension officers in nine competency areas. The areas were: (1) Extension organization and administration, (2) Human deve10pment, (3) Educational process, (4) Social systems, (5) Program planning and deve10pment, (6) Communi- cation, (7) Effective thinking, (8) Technical knowledge, and (9) Research and evaluation. Joshua Kwao Geker Method of Investigation The method involved identifying training needs through a review of literature on the subject and con- structing a survey instrument based on the literature review for use in the study. Respondents for the study included a random and stratified sample of agricultural extension officers, a random sample of agricultural exten- sion supervisors and all the teaching staff of the three agricultural colleges in Ghana. The general sample was comprised of 240 agricultural extension officers, 48 agri- cultural extension supervisors, and 24 teaching staff of the three agricultural colleges. Data for the study were collected through question— naires administered by the author and two research assistants. The data collected were analyzed using one-way analysis of variance and Tukey post hoc procedures to isolate pairwise differences. An alpha level of 0.05 was chosen for the rejection of each null hypothesis. Summary of the Findings 1. When faculty of agricultural college groups were compared, there was a general agreement that it was impor- tant for a beginning agricultural extension officer to be competent in the nine competency areas; that the nine areas should be included in the pre-service training program and that training in the areas should be the reSponsibility of the agricultural colleges. Joshua Kwao Geker 2. When agricultural extension officers were compared by college groups, there was the indication that the competency areas were important, that extension officers need to have knowledge about them and that the competence possessed in the areas was acquired at the agricultural colleges. 3. When the Opinions of agricultural extension officers were compared by tenure groups, there was the general agreement that the nine competency areas were important to be included in the pre-service training program; that beginning extension officers need to have competence in the areas and that the competence possessed in the areas by serving extension officers was acquired at the agricultural colleges. The lO-year tenure group indicated a higher degree of competence in the nine competency areas over the 2-5 years and 6-9 years tenure groups. This difference could be attributed to the longer length of service and field experience of the respondents in the lO-year group. This seemed to indicate that the longer the length of service and the more the field experience acquired, the more an extension officer felt he was competent in extension work. 4. When agricultural extension officers were compared by regions, there was the general agreement that beginning agricultural extention officers need to have competence in the nine competency areas and that the areas need to be included in the pre-service training program for prOSpective agricultural extension officers. The higher degree of Joshua Kwao Geker competence in the nine competency areas indicated by respondents in Ashanti, Western and Eastern regions over respondents in the other regions, could be attributed to differences in the degree of field experience acquired by reSpondents in the various regions. The regional differences shown in the degree of importance and the degree of competence extension officers possessed in the nine competency areas should be considered when in-service training programs are being drawn for serving agricultural extension officers. 5. Senior technical officers indicated that the nine competency areas were important to be included in the pre- service training programs for agricultural extension officers. They also indicated that extension officers need training in the areas and that such a training should be the responsi- bility of the agricultural colleges. In the Opinion of the senior technical officers, extension officers working under them had a below average degree of competence in the com- petency areas. This led me to believe that serving extension officers need training in the nine competency areas through in-service training programs. 6. When the three populations (1) agricultural extension officers, (2) agricultural extension supervisors, and (3) faculty of the three agricultural colleges were compared there was a disagreement in reSpect to the need for extension officer training in the areas of effective thinking, tech- nical subject matter and research and evaluation. There Joshua Kwao Geker were also differences on when training should be given in the areas of effective thinking, technical subject matter, social systems and program planning and development. The three pOpulations also differed in the perceived degree of importance of the areas of extension organization and administration, educational process, social systems, com- munication, effective thinking, technical subject matter, human development and research and evaluation. The differences between the groups showed that though they were all involved in extension work, they could not agree on the type of training that should be given to prospective agricultural extension officers and those already engaged in extension work. The findings of this study should enable all the groups involved in extension work to come together to develop a more compatible training program for agricultural extension officers. A STUDY OF PRE-SERVICE PROFESSIONAL DEVELOPMENT NEEDS FOR AGRICULTURAL EXTENSION OFFICERS IN GHANA BY Joshua Kwao Geker A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1976 ACKNOWLEDGMENTS The author is deeply indepted to many individuals who made valuable contributions to this research study. Special thanks go to Dr. Frank Bobbit who directed the dissertation and served as the chairman of the Doctoral Guidance Committee. The author is grateful for his support, wise advice, and able assistance. In addition, sincere thanks go to the other members of the Guidance Committee: Dr. Carl Gross, Dr. Ruth Hamilton, and Dr. Eugene Trotter for their interest, helpful suggestions, and c00peration. A sincere note of thanks is given to Dr. 0. Donald Meaders who acted as the Chairman of the Guidance Committee until his departure for Napel on university assignment and Dr. Bob Wilson of the Research and Consultation Department for his help with statistical procedures. Finally, the author is grateful to the Africa— American Institute for sponsoring his research and graduate studies in the United States of America. ii LIST OF LIST OF CHAPTER I. II. III. IV. TABLE OF CONTENTS TABLES O O O O O O O O O O O O O O O FIGURES . . . . . . . . . . . . . . INTRODUCTION . . . . . . . . . . . . Background of the Study . . . . . . Agricultural Extension in Ghana . . Purpose of the Study . . . . . . . . Need for the Study . . . . . . . . . Objectives of the Study . . . . . . Hypotheses . . . . . . . . . . . . . Assumptions . . . . . . . . . . . .' Limitations 0 O O O O I O O O O O 0 Definition of Terms . . . . . . . . REVIEW OF LITERATURE . . . . . . . . National Agricultural Policies . . . Agricultural Colleges in Ghana . . Entry Requirements to Agricultural Colleges . . . . . . . . . . . . Pre-Service Training Programs of Agricultural Colleges . . . . . . Review of Past Training Programs . . Review of Present Training Programs Review of Research Studies . . . . . 'Sumary o o o o o o o o o o o o o o o METHODOLOGY . . . . . . . . . . . . Development of Questionnaire . . . . Pre-Test of the Questionnaire . . . Reliability of Questionnaire from Sample Data . . . . . . . . . . . Collection of Data . . . . . . . . . Analysis of Data . . . . . . . . . . FINDINGS OF THE STUDY . . . . . . . Results of Each Hypothesis Test . . iii Page viii l6 17 18 20 22 23 23 27 27 35 42 45 47 49 52 73 75 75 79 81 83 86 '89 89 CHAPTER Page Null Hypothesis I . . . . . . . . . . . 89 Null Hypothesis II . . . . . . . . . . . 94 Null Hypothesis III . . . . . . . . . . 100 Null Hypothesis IV . . . . . . . . . . . 114 Null Hypothesis V . . . . . . . . . . . 124 Summary of the Findings . . . . . . . . . . 148 V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . 151 Summary of Findings . . . . . . . . . . . . 151 Conclusions . . . . . . . . . . . . . . . . 159 Recommendations . . . . . . . . . . . . . . 164 APPENDICES APPENDIX A A. Ministry of Agriculture. . . . . . . . . . . 167 B. A Summary of the Standardized and Harmonized Syllabus for Agricultural Colleges in Ghana 0 0 O O O O O O O O O O O O O O O O 0 l7 0 C. Technical Officers . . . . . . . . . . . . . 184 D. Senior Technical Officers. . . . . . . . . . 198 E. Faculty of Agricultural Colleges . . . . . . 212 F. Pre-Service Professional Development Needs for Agricultural Extension Officers in Ghana 0 O O O O O O O O O O O I O O O O O O 2 2 3 BIBLIOGRAPHY O O O O O O O O O O O O O O O O O O O O 225 iv Table 1. 10. LIST OF TABLES Technical Officer Respondents by Region and Tenure . . . . . . . . . . . . . . . Potential Population and Actual Population of Respondents . . . . . . . . . . . . . Reliability of Questionnaire from Sample Data 0 O O O O O I O O O O O O O O 0 O 0 Reliability of Questionnaire Variables Eliminated . . . . . . . . . . . . . . . Analysis of Variance for Faculty of College Groups with Respect to the Need for Training in the Nine Com- petency Areas . . . . . . . . . . . . . Analysis of Variance for Faculty of College Groups with Respect to When Training Should be Given in the Nine Competency Areas . . . . . . . . . . . . Analysis of Variance for Faculty of College Groups with Respect to the Importance of the Nine Competency Areas . . . . . . . . . . . . . . . . . Analysis of Variance for Technical Officer College Groups with Respect to the Need for Training in the Nine Competency Areas . . . . . . . . . . . . . . . . . Analysis of Variance for Technical Officer College Groups with Respect to the Degree of Competence Possessed by Technical Officers in the Nine Com- petency Areas . . . . . . . . . . . . . Analysis of Variance for Technical Officer College Groups with Respect to When Training Should be Given in the Nine Competency Areas . . . . . . . . . . . . Page 80 80 82 84 91 92 93 95 96 97 Table Page 11. Analysis of Variance for Technical Officer College Groups with Respect to the Importance of the Nine Competency Areas . . . 98 12. Analysis of Variance for Technical Officer Tenure Groups with Respect to the Need for Training in the Nine Competency Areas . . . . . . . . . . . . . . . . . . . . 102 13. Analysis of Variance for Technical Officer Tenure Groups with Respect to the Degree of Competence Possessed by Technical Officers in the Nine Competency Areas . . . . 105 14. Analysis of Variance for Technical Officer Tenure Groups with Respect to When Training Should be Given in the Nine Competency Areas . . . . . . . . . . . . . . . 110 15. Analysis of Variance for Technical Officer Tenure Groups with Respect to the Importance of the Nine Competency Areas . . . 112 16. Analysis of Variance for Technical Officer Region Groups with Respect to the Need for Training in the Nine Competency Areas . . . . . . . . . . . . . . . . . . . . 115 17. Analysis of Variance for Technical Officer Region Groups with Respect to the Degree of Competence Possessed by Technical Officers in the Nine Competency Areas . . . . 116 18. Analysis of Variance for Technical Officer Region Groups with Respect to When Training Should be Given in the Nine Competency Areas . . . . . . . . . . . . . . . 117 19. Analysis of Variance for Technical Officer Region Groups with Respect to the Importance of the Nine Competency Areas . . . 118 20. Analysis of Variance for Faculty of College, Technical Officer and Senior Technical Officer Populations with Respect to the Need for Training in the Nine Competency Areas . . . . . . . . . . 131 vi Table 21. 22. 23. 24. Analysis of Variance for Faculty of College, Technical Officer and Senior Technical Officer Populations in Respect to When Training Should be Given in the Nine Competency Areas . . . Analysis of Variance for Technical Officer and Senior Technical Officer Populations with Respect to the Degree of Competence Possessed by Technical Officers in the Nine Competency Areas . . . . . . . . . Analysis of Variance for Faculty of College, Technical Officer and Senior Technical Officer Populations with Respect to the Importance of the Nine Competency Areas . . . . . . . . . Decision Rule for Eliminating Spuriously Rejected Hypotheses . . . . . . . . . . vii Page 135 142 147 149 LIST OF FIGURES Figure Page 1. Differences between Technical Officer Tenure Groups on the Degree of Competence Possessed in the Nine Competency Areas . . . . . . . . . . . . . . 107 2. Differences between Technical Officer Tenure Groups on When Training Should be Given in the Nine Com- petency Areas . . . . . . . . . . . . . . . . 109 3. Differences between Technical Officer Tenure Groups on the Importance of the Nine Competency Areas . . . . . . . . . . 113 4. Differences between Technical Officer Region Groups on the Need for Train- ing in the Nine Competency Areas . . . . . . 122 5. Differences between Technical Officer Region Groups on the Degree of Com- petence Possessed in the Nine Com- petency Areas . . . . . . . . . . . . . . . . 123 6. Differences between Technical Officer Region Groups on When Training Should be Given in the Nine Com- petency Areas . . . . . . . . . . . . . . . . 125 7. Differences between Technical Officer Region Groups on the Importance of the Nine Competency Areas . . . . . . . . . . 126 8. Differences between Faculty of Agri- cultural College, Technical Officer and Senior Technical Officer Populations on the Need for Training for Technical Officers in the Nine Competency Areas . . . . 130 viii Figure Page 9. Differences between Faculty of Agri- culture College, Technical Officer and Senior Technical Officer Populations on When Training Should be Given in the Nine Competency Areas . . . . . . . . . . 136 10. Differences between Technical Officer and Senior Technical Officer Popu- 1ations on the Degree of Competence Possessed by Technical Officers in the Nine Competency Areas . . . . . . . . . 140 11. Differences between Faculty of Agri- culture College, Technical Officer and Senior Technical Officer Popu- lations on the Importance of the Nine Competency Areas . . . . . . . . . . . . 146 ix CHAPTER I INTRODUCTION Ghana like other developing countries is faced with the problem of introducing modern technology into the country's agriculture. This is important because the country derives its well being to a great extent on agri- cultural pursuits. The country has to expand and increase its agricultural production in order to compete in the international market, to be self-sufficient in food pro- duction and in order to raise the living standard and the economic position of the farmers. In Ghana today, there are government programs and projects aimed at increasing agricultural productivity. In order to achieve success in these programs, it is important to have a well trained and qualified agricultural extension personnel because the agricultural extension service is an important means through which agricultural development can be achieved. It is an accepted fact that competent, well trained and qualified personnel is a factor that affects the suc- cess or failure of any program. Ghana needs agricultural extension officers capable of assisting farmers in acquiring the knowledge and skills required in modern agriculture. The fundamental need to improve the pro- fitability and efficiency of the country's agriculture by incorporation of relevant levels of technology provides the dimensions for the training of agricultural personnel to assist the farmer in increasing his productivity. By examining the reactions of extension officers, their supervisors and faculty of Agricultural Training Colleges to the training needs of agricultural extension officers, it is hoped that the objective of this study which is the identification of pre-service professional development needs for Agricultural Extension Officers in Ghana could be achieved. Background of the Study Ghana with a population of about 10 million and a total area of 92,873 square miles is predominantly an agrarian country. Agriculture has remained from the beginning of time the most important economic activity. Agriculture now engages about 80 percent of the country's labor force. It is estimated that Agriculture's total contribution to the Gross National Product is about 50 percent. It also supplies over 70 percent of the country's exports. It is therefore not surprising to note that governments over the years have tried to make the Agricul- tural Extension Service the educational wing of the Ministry of Agriculture, more effective in educating and helping the small-scale farmers (who carry on over 90 percent of farming activities in the country) to improve their farming methods and thereby increasing their pro- duction and consequently raising their standard of living. In order to achieve this, it is very important to have well trained and qualified agricultural extension per- sonnel. The fact that the success or failure of every program be it agricultural or not depends on a well trained personnel cannot be overemphasized. The Ghana Agricultural Extension Service has been accused on many occasions for being ineffective. One of the reasons often given for its ineffectiveness is the incom- petency of the extension officers. Ghana still needs more well trained agricultural extension officers to help in the country's "Operation Feed Yourself," "Operation Feed Your Industries" and other agricultural development programs. The purpose of this study is to identify the professional pre-service training needs of Ghananian agricultural extension officers. It is my hOpe that this will help the Agricultural authorities in planning effective pre—service training programs for prospective extension officers. The findings may also help in planning in—service training programs for serving extension officers. Agricultural Extension in Ghana The Agricultural 'Extension' Service was intro- duced into Ghana in the nineteenth century by the Basel Missionaries. The Missionaries established gardens at Akropong Akwapim in 1856 and "experimented with crops; employed men and women in their gardens in order to teach 1 In 1890 the Aburi Botanical them a 'way of farming.'" Garden was opened and a Department of Agriculture was established. Even though the results of experiments and experiences of trained professional staff from the Aburi Garden were transmitted to the farmer this was considered an incidental activity as "Colonial Agriculture with reference to extension work was geared towards the pro— motion of Industrial crops for Western European Markets."2 The main objectives for which the Aburi Botanical Garden was established were: "(1) To explore the agricultural resources of the country but with views to finding suitable economic plants for European Markets; (2) To experiment upon both economic and decorative plants from other tropi- cal and sub-trOpical countries with the aim of finding out decorative plants that could thrive under local conditions, and also to teach scientific methods of agriculture."3 1La Anyane, Ghana Agriculture, Oxford University Press, 1963, p. 2. 2Dumor, E. E. K., "Development of Agricultural Extension: A Search for Strategy." A paper delivered at the International Seminar on Socio-Economic Problems of Rural Development at the University of Cape Coast, Ghana, 5th January 1976. 3Agricultural Extension and Advisory Work with special reference to the Colonies, London Colonial Report No. 241, 1949, p. 28. A despatch from the Colonial office on the opening of the Aburi Botanical Garden states that: It was mainly with a view of teaching the natives to cultivate the economic plants in a systematic manner for purposes of export that I have contemplated for some time the establishment of an agricultural and botanical farm and garden where valuable plants could be raised and distributed in large numbers to the people in the neighbourhood in the first instance and afterwards sent further into the country by pupils whom I contemplate taking from the schools when willing to give their attention to industrial pursuits. By their labour and agency when sufficiently educated for the purpose, additional farms or gardens could be started and by these means the people generally would become acquainted with the fact that other products than these indigenous to the country had been intro- duced into it were thriving and would be renumerative, and thus observing the advantage to be gained by their propagation would be disposed to cultivate them. By this mode of procedure, I trust that in time it will be possible to raise sufficient quantities of new production which may in the not too distant future add considerably to the value of the exports from the colony. Though one of the objectives for establishing agricultural stations was to teach the people scientific methods of agriculture, no significant attempt was made to improve methods of crop production. The reason for this is that the botanic gardens or agricultural stations were estab- lished to assist in the development of the agricultural resources of the country, chiefly with the views to increasing the production of economic products suitable for the European markets, and incidentally to educate the natives in more scientific methods of agriculture. "The 4A Despatch from His Excellency Sir W. Brandford Griffith, K.C.M.G. Governor of the Gold Coast. August 1888. Colonies, London Colonial Report No. 241, 1949. time has not yet arrived when much attention need to be given to the native food crops of the colony--at least so far as they are wanted for local consumption--as in a thinly populated country highly blessed by nature the natives have no difficulty in raising all the food stuffs they require; but it is obvious that in the near future, with an increasing pOpulation, and owing to the wasteful system of farming practised, more attention should be given to this subject and particularly to the adoption of suit— able rotations of crops."5 La Anyane observed that An aspect of the Extension Service which gained importance from 1904 onwards, was exhibition. The preparation of a representative of agricultural and forest products for the St. Louis Exhibition in the United States of America organized in 1904. The pro- ducts exhibited were palm products, cocoa, rubber, Kola nuts, coffee, guinea, and timber. The first Agricultural show held in Ghana took place in Accra on the 21st and 22nd November, 1905. From 1911 an attempt was made by the Department of Agriculture to encourage school leavers to take up farming. School gardens were considered as the means of achieving this objective. Classes were organized at all the agri- cultural stations for school teachers and their students. Free issue of tools, plants, seeds, publications, and SDumor, E. E. K., 0p. cit. 6La Anyane, 8., 0p. cit., p. 2. advice from the Department of Agriculture were given to registered schools. From 1920 to 1946 greater emphasis in extension work was laid on agricultural education and committees. La Anyane observed that a development in the organization of production and agricultural extension was the setting up of model farms in the central, Ashanti and Northern Regions devised to encourage the chiefs to pay greater attention to farming in their communities.7 The widespread development of the cocoa industry necessitated the expansion of extension work in this field. By 1917 twenty-eight local instructors (extension officers) were trained to work with cocoa farmers in Southern Ghana and Ashanti. In 1927, District Agricultural Committees were formed as advisory bodies and a move was made to extend the system to village agricultural societies. The village agricultural societies revived the idea of unit farms, combining growing of food crops and cash crops with the keeping of livestock to demonstrate the possibility of a farming plan which could replace shifting cultivation. The most successful extension program organized by the Extension Service was the scheme to control the spread of swollen shoot disease and capsids on cocoa. The swollen shoot campaign based on research work by the 7La Anyane, 8., op. cit., p. 3. Ministry of Agriculture and the then West African Cocoa Research Institute, met with considerable opposition from farmers at first due to cutting of infected cocoa trees. The later success of the scheme owed much to the efficient way the extension service handled and dealt with the situ- ation. New methods of production were demonstrated on a number of cocoa stations, new plots were established throughout the cocoa producing areas and farmers were educated on how to mix and spray insecticides in the con- trol of capsids. It is clear from what has been said so far that the small-scale efforts made during the colonial period or pre—independence period were directed towards the improve- ment and increased production of cash cr0ps. Food pro- duction was neglected. It was therefore no surprise that "by 1948-49 food prices rose sharply and the food price index showed a rise of 45 percent. Between 1950 and 1951 there was a further increase of 25 percent."8 Though imports of wheat, rose from 5,053 tons to 21,987 tons and 10,000 tons of rice and 24,170 tons of maize were imported, the annual report of the Department of Agriculture showed that "some 70,000 tons of cereal equivalent were still needed to feed the population."9 8Johnston, Staple Food Economics of Western Tropi- cal Africa. Stanford University Press, Second Ed1t1on, 1963, pp. 5-6. 9Annual Report, Department of Agriculture, 1949-1950. Dumor points out in his paper that The only visible attempt at food crop extension in the face of shortage in urban food supplies and steep increases in food prices, was the appointment in 1949, of a Food Production Commissioner to coordinate an extension campaign to ensure the self-sufficiency of the country in food stuffs. In addition to this, 25 District Agricultural Committees were formed and their duty was to appoint and direct Food Advisors who will maintain liaison with the farmers. 0 Dumor observed that though all efforts were being made to increase food production, no attempts were made to provide institutional framework in which to carry out extension plans. The Colonial Department of Agriculture neglected a very important tool for the promotion, improvement and development of the country's agriculture--the Agricultural Extension Service. Nothing sums up the attitude of the Colonial Department of Agriculture better than the following: Gold Coast Agriculture is not sound. The quality of produce is not good, the system of marketing is bad, and the soil is neglected. New crops and new methods are not adopted readily enough or quickly enough by the farmers. There can be no real improvement until the farmers organize themselves into agricultural c00peratives, and learn how to handle and finance their farms, and their industries. Until then, agri- cultural instruction is largely a waste of time and money. 10Dumor, E. E. K., "Development of Agricultural Extension: A Search for Strategy." A paper delivered at the International Seminar on Socio-Economic Problems of Rural Development at the University of Cape Coast, Ghana, 5th January 1976. 11Department of Agriculture, Gold Coast Farmer, No. 2, June, 1932, p. 25. 10 The post independence period saw the move towards the for- mation of a strong and unified extension service to educate the farmers in the production of not only cash crops but also food crOps. Between 1958 and 1961 an Extension Commissioner was appointed to carry on the following duties: 1. Serve as a focal point for Extension planning programme direction and reporting. Serve as coordinator and programme supervisor to Extension Officers. Coordinate the work of the several Divisions in Extension. Make recommendations to the Chief Cocoa Officer, Chief Agricultural Officer and Chief Fisheries Officer regarding staff movements and requirements. Keep the Permanent Secretary and the Division Chiefs informed on Extension activities and sub- mit all prOposals which require financial and administrative support for the Regional Extension Officers for approval. Prepare plans and proposals on in-service training in the regions. The commissioner was to work with the Head Office staff under the Chief Agricultural Officer and with the field staff after consultations with Divisional Heads. Dumor observed that the Extension Commissioner had no 11 staff, no vote and no clear-cut authorization or procedural policy to follow. There was no administrative directive to Heads of Divisions and Extension Commissioner with regards to line of authority. This anomaly was later cor- rected. The Department of Agriculture was abolished in 1959 and four divisions created under a Minister in a Ministry of Agriculture. Under the advice of F.A.O. and United States of America agricultural experts the General Agri— culture Services Division was made responsible for agri- cultural extension work. In the later part of 1962 the four divisions under the Minister were abolished "because they were not meeting 12 The failure of the the food needs of the country." Divisions could be attributed to the general lack of administrative competence coupled with weak organizational structure as well as political and social problems. Continuous political pressure on the entire agri— cultural scene in the country led to the establishment of the United Ghana Farmers Cooperative Council (U.G.F.C.C.) which took over the section of the General Agricultural Services Division charged with extension work. Dumor observed that the rationale behind the takeover was that individual farmers scattered all over the country could not be effectively helped when one considered the financial 12Dumor, E. E. K., Op. Cit. 12 and manpower requirements. Cooperative extension work in which an extension officer supervised the farm operations of cooperators would appear an easier approach to the enormous agricultural problem. The extension services was therefore to carry out the following functions: 1. To assist cooperative individual and settlement farmers in planning and directing their farm operations on modern lines, e.g., correct spacing, seed dressing, rotation of crops, fertilizer application, insecticides, etc. 2. To lead cooperative individual and settlement farmers to make use of loans-in-kind services, which the U.G.F.C.C. gives to farmers, e.g., lending of tractors and farm machinery, supply of loan, of fertilizers, insecticides, seeds, etc. 3. Establish nurseries for the propagation of improved planting materials like rubber and oil palm seeds imported for planting and distribution of seedlings to farmers. 4. To supervise the F.A.O. Fertilizer Trials. To enable it to carry out these functions, the extension or production unit was supported by machine and tractor stations in the various dis- tricts, fertilizer disisibution, marketing and storage organizations. Because of the political situation in the country, it was obvious that those who enjoyed the fruits of the scanty extension services were those farmers who supported govern- ment policies and political activities. It should be noted that the U.G.F.C.C. which was also charged with organizing farmers into cooperatives lacked trained extension personnel. A separate Extension Division came into being by a Cabinet decision in August 1964 but it was not before January 1965 that a nucleus staff was assembled and posted throughout the country. However, there were no agricultural l3Dumor, E. E. K., op. cit. 13 extension centres from which to operate, neither were there facilities for any of the numerous technical inno— vations which must be brought to the farmers. Even offices where staff could plan and organize their programs were lacking. Added to these was the lack of transport which restricted the movement of extension workers and made it difficult if not impossible for them to reach as many farmers as was needed. Soon after the change of government in 1966 by a Military Coup, the Division of crop production was estab- lished. This division was made up of Extension Services, Seed Multiplication, Farm Mechanization, Plant Protection and Quarantine and Stores Units. Extension work had to be done by the Crop Production Officers. There were the Regional Offices manned by Regional Crop Production Officers and forty District Offices manned by trained Extension Officers throughout the country. The districts were further divided into a number of sub-districts each manned by a Technical Officer. (See page 14 for Map of Ghana showing the present Agricultural Extension Districts.) On the performance of the Crop Production Division, Dumor has this to say. There appeared to be lack of effective coordination between the various units and the regional officer. Evidence indicates that this lack of coordination was due to the fact that the Divisional Agricultural Officers preferred to refer matters concerning their divisions directly to their heads in Accra rather than taking instructions from the regional officers. The regional officer had very little control and knowledge 14 AALERIGU 0 “REM“! I swmm ‘ I l emso ' '1 \~q ‘ V‘ 'l \ (“I \L l IEKNAI WIAWSO o ESTER I ASANKRANCUA AGRICULTURAL EXTENSION DISTRICTS. GHANA 15 of what others were doing and in fact it was only administrative matters which received his attention. He had no control over the estimates for each head of unit in Accra controlled votes for divisions at the regional level. Furthermore, the regional officer did not really have an establishment of his own and invariably had to depend on the District officers for the provision of certain services. 4 As far as extension work during the post inde- pendence period is concerned, Dumor observed that It was more of a proliferation of a series of pro- grammes. Extension policies and programmes during this period appeared much more fragmented to such a degree that it was extremely difficult for the Extension Service to monitor the areas in which pro- gress is being made. In any case, the compound effect of these programmes seems to suggest a neglect of the small scale holders which they were meant to help. 5 Nothing can explain the present organization of the Ministry of Agriculture more clearly than the second paragraph of the Memorandum on the 1975-76 Estimates of Consolidated Fund Expenditure under Heads of Departments controlled by the Ministry of Agriculture: With increasing emphasis on rapid and orderly development of all aspects of agriculture it has become necessary towards the end of the 1974-75 financial year to carry out a further reorganization of the Ministry by creating six specialized depart- ments. The six departments of Agriculture: Animal Husbandry, Veterinary Services, Fisheries, Irrigation, and Agricultural Mechanization and Transport are each headed by a Director at the national level. At the regional level each Department has its regional head who is responsible to the national head on professional matters. The Principal Secretary's Office coordinates the activities of these six departments at the national level. In this reorganization the Planning Division and the Publicity and Information Unit have been transferred to the Principal Secretary's office to 14 15 Ibid. Ibid. 16 facilitate their servicing all the departments effectively. Under the new arrangement the Extension Service is put under the General Agriculture Department which has been charged with the responsibility of formulating and directing policies which would ensure the optimum utili- zation of the country's natural resources for increased production of food to feed the nation and adequate raw materials for use by the agro-based industries. These policies would also promote the diversification and increase of exports as additional sources of foreign exchange earnings. Purpose of the Study The primary purpose of this study was to identify the pre-service professional development needs of Agricul- tural Extension Officers/Technical Officers in Ghana as reflected by the reaction of (l) the Technical Officers themselVes; (2) Senior Technical Officers (Supervisors of the Technical Officers) and (3) Faculties of Agricul- tural Training Colleges to competency areas of training identified as important to the preparation of Extension Officers for extension work. 16Ghana: The Annual Estimates for 1976-77. Part I. The Consolidated Fund. Vol. II. Agriculture: Budget Division Ministry of Finance Accra, July 1975, p. l. 17 Need for the Study An effective extension program should take into account the competency of the extension personnel running the program. With this in mind, it appears reasonable to expect that training programs designed to prepare extension officers to be proficient, effective and competent in extension work would need to be based on identified train- ing needs of the extension officers. From information gathered on training needs, training programs that would take into account the actual needs of the extension officers could be planned. This can be done by working on the basic assumption that more effective agricultural extension officer training programs could be planned if more knowl- edge were made available by experienced practicing extension officers on their training needs. This study is aimed at identifying extension officer pre-service training needs as perceived by practicing extension officers. Briefly, the need for this study may be summarized as follows: 1. There is a need to identify in a formalized way the pre-service training needs of agricultural extension officers in Ghana. If agricultural extension officers are to be competent and effective in their work, there should be guidelines based on facts rather than on Opinions for establishing their training needs. 18 There is the need to produce efficient and com- petent agricultural extension officers to help the Ghananian farmers improve their farming methods and increase their productivity. The need for well-trained agricultural extension personnel is recognized by the Ministry of Agri- culture. This is indicated by the establishment of short in-service training courses at the University of Ghana for extension officers, standardization of curriculum of the three agricul- tural training colleges in the country and the appointment of a committee to look into and recom- mend improvements that can be made in the standard- ized curriculum of the agricultural training colleges. Objectives of the Study The objectives of the study were: TO obtain opinions of Agricultural Extension Officers on whether Technical Officers being pre- pared for extension work need training in the identified competency areas. To obtain Agricultural Extension Officers reaction on the degree of importance of each of the com- petency areas in the training programs, the degree of competence possessed in competency areas by 19 Technical Officers already engaged in extension work and where the competency was acquired. To obtain the opinion of Senior Technical Officers (Supervisors of Technical Officers) on: a. The degree of importance of each of the identified competency areas in the training program of Technical Officers. The degree of competence possessed by technical Officers under their supervision. The need for the training of technical Officers in the identified competency areas; and Where the technical officers should acquire the competencies. To obtain the opinions of Faculty members of the Agricultural Training Colleges on: a. The degree of importance of each of the com- petency areas in the training program of technical officers. The need for the training of technical Officers in the competency areas; and Where the technical Officers should acquire the competencies. To develop recommendations relating to professional pre-service training needs based upon the findings of this study. 20 Hypotheses The following hypotheses were tested in the study: I. Within Population Hypotheses A. The College Population 1. There is no difference between college groups in mean response for any of the nine competency areas in: a. the perceived need for training in each competency area b. when training should occur in each competency area c. the perceived importance of each com- petency area. B. The Technical Officer Population 1. There is no difference between Technical Officer college groups in mean response for any of the nine competency areas in: a. the perceived need for training in each competency area b. the degree of competence possessed in each competency area c. where training occurred in each com- petency area d. the perceived importance of each com- petency area. 2. There is no difference between tenure groups in: 21 the perceived need for training in each competency area the degree of competence possessed in each competency area where training occurred in each com— petency area the perceived importance of each com- petency area. 3. There is no difference between regions in: a. the perceived need for training in each competency area the degree of competence possessed in each competency area where training occurred in each com- petency area the perceived importance of each com- petency area. II. Between Population Hypotheses A. There is no difference between the three popu- lations (faculty of Agricultural Colleges, Senior Technical Officers and Technical Officers) in: 1. the perceived need for training in each competency area 2. the degree of competence possessed in each competency area (two populations-- 22 Technical Officers and Senior Technical Officers) 3. where training should occur in each com- petency area (the three populations) 4. the perceived importance of each com- petency area (the three populations). Assumptions This study was based on the assumptions that: 1. Agricultural extension Officers in Ghana could be made more effective by sound pre-service training in technical subject matter, extension service organization and administration, human development, educational process, social systems, program planning and development, communication, effective thinking, and in research and evaluation tech- niques. 2. Practicing agricultural extension Officers, their supervisors and faculty of the agricultural train- ing colleges in Ghana are capable of providing useful information on pre-service professional development needs of agricultural extension officers in Ghana. 43. Data collected in this study on the pre-service professional development needs of extension Officers could be used as a basis for constructing 23 training programs or courses in the Agricultural Training Colleges in Ghana. Limitations This study was limited to an attempt to identify the pre-service training needs essential to effective per- formance of agricultural technical officers engaged in extension work in Ghana. The focus Of the study was on those competency areas considered to be essential for successful entry into extension work. The study did not attempt to evaluate the present training programs in the Agricultural Training Colleges in Ghana and did not attempt to evaluate the present government policies. The study was limited to descriptions of the policies of the Ghana Government as regards to agricultural development, roles of the agricultural extension service, pre-service training programs of Agricultural Training Colleges and competency areas identified by agricultural extension Officers, extension supervisors and faculty of agricultural training colleges as being important to be included in pre-service training programs. Definition of Terms 1. Agricultural Extension Officer (Technical Officer): refers to one who has responsibility for agri- cultural extension programs Or projects in a sub-district or part of a district in Ghana. Technical Officers are 24 products of agricultural training colleges. They form the grassroots extension staff. They work directly with the farmer and are of special interest in this study. 2. Extension Supervisor: refers to one who has responsibility for agricultural extension programs or pro- jects in an administrative district in Ghana. The term covers Senior Technical Officers and agricultural officers. Senior Technical Officers are usually holders of diplomas in agriculture from universities. Senior Technical Officers supervise the technical officers who conduct extension pro- grams and projects with farmers and their families. In this study the term supervisor refers specifically to senior technical officers. 3. Professional Training Needs: refers to lack of knowledge, skill, and attitudes in an extension officer which prevents him from satisfactorily performing his job or interferes with the full development of his full potential in preparing for greater responsibility. 4. Pre-Service Training: refers to the training and experience provided prior to appointment as an exten— sion officer; the purpose of the training is to assist the individual in becoming as proficient as possible prior to employment. 5. Agricultural Training Colleges: refers to institutions administered and controlled by the Training and Manpower Division of the Ministry of Agriculture and 25 are responsible for the intermediate level training to provide the large number of technical officers required in all aspects Of agriculture, including the extension services. 6. Competency Area: refers to the functions in the role of agricultural extension officer as specified in this study. An example of a competency area is the function of "program planning." 7. Competency: refers to the behavioral character- istics of knowledge, skills, attitudes, and judgement generally required for the successful performance of a task specified in this study. "How to involve '1ay' peOple in program development" is an example of a com- petency in the general competency area of program planning. 8. Tenure: refers to the length of service of agricultural extension officers in the Ghana Agricultural Extension Service. 9. Primary School: refers to a school usually including the first six grades but included grades seven to ten in pre—independent Ghana. 10. Primary School Leaving Certificate: refers to a certificate awarded to a pupil who passed primary grade ten examination in pre-independent Ghana. 11. Secondary School: refers to a school inter- mediate between elementary school and college or university. 26 A secondary school usually offers general, technical, vocational or college/university preparatory courses. 12. Secondary School Certificate: refers to a certificate awarded by the West African Examinations Council to a candidate who passes the secondary school leaving certificate examination. 13. General Certificate of Education (G.C.E.): refers to certificate awarded to a candidate on a subject basis at Ordinary, Advanced and Special levels. The examinations are organized by eight examination boards in Britain. 14. City and Guilds: refers to the certificate awarded by City and Guilds of London Institute to candi- dates of technical institutes, colleges or schools who pass the Institute's technical examinations. CHAPTER II REVIEW OF LITERATURE This chapter describes the National Agricultural Policies of Ghana as they affect Agricultural Manpower training, the Agricultural Training Colleges in Ghana, and their Entry Requirements, gives a summary of the research studies and literature related to the identification of professional pre-service training needs of Agricultural Extension Officers in Ghana. Many of the Extension research studies on training needs were reviewed and only relevant aspects were included in this report. Various books, committee reports and government documents related to the tOpic under investigation were reviewed and relevant information gathered were included. National Agricultural Policies Like many developing countries agriculture in Ghana is expected to do many things. Agriculture is expected to supply the food and raw materials of agricultural origin need to keep pace with an increasing population and per capita demand. Agriculture is expected as efficiency improves, to release blocks of workers for industrial and other nonfarm employment. Agriculture is expected to supply substantial amount of foreign exchange and domestic revenue or capital for financing necessary govern- mental activities, servicing Of foreign debt, and 27 28 actual nonfarm investment. Agriculture is expected to supply a growing market for the manufacturing and service industries both in terms of an increased per capita purchases of consumer goods among farm peOple. Finally, agriculture is increasingly expected to be sufficiently productive to supply food and the natural raw materials at prices which will assist in controlling inflation. In order for agriculture to satisfy these demands, it is important for the government to have a national agricul- tural policy to guide the farming population in achieving these expectations. Such a policy should necessarily make provision for the training of agricultural extension per- sonnel who are responsible for the education of farmers. In other words, the government should have a sound agri- cultural extension manpower development and training policy. The haphazard organization of the extension service discussed earlier in this chapter might have been due to a lack of well defined agricultural education policy. On Agricultural policy (which should include education and training) in Ghana, Professor La Anyane observed that the Ministry of Agriculture had no written statement of its policy since the one put out by its colonial predecessor in 1950/51. "The Ministry has grOped in the dark in muddled confusion without any prolonged leadership of a Minister or Commissioner and under the inevitable 17La Anyane, 8., "Issues in Agricultural Policy," Background to Agricultural Policy in Ghana. Proceedings 5? a Seminar organized by the Faculty of Agriculture, University of Ghana. Legon 1969, p. 8. 29 misguided control of administrators with no professional knowledge."18 Part of what La Anyane said some seven years ago is still true today-—the constant and too frequent change of Ministers/Commissioners of Agriculture and reorganiza- tion of the Ministry still continues. Mettrick observed that It has been a tendency among Ghananians in the past, perhaps particularly at top political/administrative level, to assume that, if only right administrative structure could be found, agricultural develOpment would occur. Consequently there has been almost con- tinuous change in administrative structure since Independence. What is required now is a period of stability in which individuals can become effective. 19 It seems Mettrick's useful suggestion was not accepted, as continuous change in the administrative structure of the Ministry is still the order of the day. Agricultural education plays an important role in agricultural development, it should therefore be given a prominent place in the national agricultural policy. La Anyane noted that the country had been engaged in agri- cultural research and training for nearly a century yet no outstanding improvement appeared in farmers farming methods and practices. Two reasons given for this were 18La Anyane, 8., Op. cit., p. 22. 19Mettrick, H., Policies and Institutions in Ghananian Agriculture. First Report of the University of Reading/University of Ghana Legon Joint Research Project in Village Development, South East Ghana Development Study No. 9, 1971, p. 103. 30 that: (1) It was likely that only a few of the researches and training schemes yielded results which could make any significant impact on the farmers, and (2) a mass of research results was available but agricultural extension Officers were not successful in introducing them through extension programs to the farmers.20 La Anyane further observed that both research and training had lagged behind the needs of the country's agriculture, because we had not built upon the past, but had instead Opened up, in almost every decade, entirely new areas of research unrelated to past work and endeavour and current needs. He suggested that research and training would have to be closely related to the needs of the country.21 Education and training of technicians or middle-grade men to support the work of the professional men in research and extension was of vital importance. The agricultural structure of the country would be infinitely strengthened if its mid-section was strength- ened, namely technician grades. La Anyane suggested that Research and training must inextricably become a part of the overall programs for economic development of this country. They must aim to provide food of the right nutritive quality that will feed the popu- lation adequately and leave behind a surplus foreign exchange earning export. They must also make possible 20 21La Anyane, 5., Op. cit., p. 18. 31 an abundance of agricultural raw materials required to2 supply the many factories which are being established. 2 It is obvious that if agriculture is to have a well directed and effective training policy, the manpower requirements over a long period of time must be deter- mined. Mettrick observed that this should have been the case but Unfortunately, there has been so much change in the industry over the last few years and the uncertainties are still so great that it has not proved feasible to prepare a manpower plan. Divisions prepare short-run projections of their manpower requirements, but these are only of two years duration shorter than some of the training courses.2 The present government of the Supreme Military Council came to power on January 13, 1972, and introduced an economic policy Of Self Reliance and an agricultural policy "Operation Feed Yourself" in which farmers were asked to produce more to feed the country and for export and nonfarmers to make backyard gardens to supplement the efforts of the farmers. In the Guideline for the Five-Year Development Plan, 1975-1980, published in Accra on 9th of January, 1975, General I. K. Acheampong, Head of State, and Chair- man Of the Supreme Military Council stated under the General Plan Policies that "Given the present structure 22La Anyane, 8., Op. cit., p. 18. 23Mettrick, H., Op. cit., p. 52. 32 of and constraints in the economy, in order to attain sus- tained growth, top priority, will be given to those pro- grammes and projects that will make minimum demand on the balance of payments and significant contribution to our foreign exchange earnings."24 Projects and programs to. be undertaken would be those that would: (1) Increase the export of the country--those that would minimize the constraining effect Of the balance Of payments. (2) Promote the greatest linkage between agricultural and industry-~agro-based industry that would derive inputs from the agricultural sector and manufactur- ing products that would supply the necessary back- stopping services like fertilizers and other inputs for the agricultural sector thereby minimizing the import of requirements of those sectors. (3) Require low capital inputs and preferably labour intensive--wherever they were economically and technically feasible.25 The Supreme Military Council hOped that through the mobilization of farmers, existing and contemplated indus- trial establishments, financial institutions, the coop- eratives, educational institutions, public and private 24Republic Of Ghana, Guidelines for the Five-Year DevelOpment Plan 1975-80, January 1975, Accra, Ghana. 25Republic of Ghana, Guidelines, Op. cit., p. 4. 33 institutions, backyard garden projects of individuals in the Government's Agricultural Policy of "Operation Feed Yourself," the following national goals would be achieved. (1) Production of enough food to feed the pOpulation; (2) Production Of enough raw materials for existing and contemplated agro-based industries; and (3) The diversification and increase in the sources of earnings of foreign exchange.26 The Guidelines did not specifically mention the training of agricultural extension personnel but a strategy for the DevelOpment of Manpower Resources in general was dealt with. The government recognized that rapid "skill" formation is a pre-condition and prerequisite of economic growth. There was therefore the need to spell out clearly the long-term aims and instruments for development of man- power resources. Three broad guidelines for manpower development were listed. These were: (1) Identification of areas seriously handicapped, owing to shortages Of strategic manpower. (2) Initiation of measures for development and training of strategic manpower; and (3) Formulation of policies and instruments for rational U l I O I 27 and eff1c1ent ut1l1zation of manpower resources. 26Republic of Ghana, Guidelines, op. cit., p. 13. 27Republic of Ghana, Guidelines, op. cit., p. 34. 34 In order to implement the manpower development strategy the following major steps were to be taken: (1) Systematic and scientific assessment of current and future manpower requirements and resources of development planning, and identification of training needs. (2) Establishment of an order of priority for drawing up, and development of various training programmes, on phased basis. (3) Determination of the role of different types of training programmes, viz. apprenticeship training, on-the-job training, up-grading training, accelerated training, etc. (4) Need for training and retraining of employed manpower. (5) Adoption of progressive policy of Ghanianization in all important fields to achieve complete "Self- reliance." (6) Adoption Of appropriate salary and wage policy to ensure the supply of the requisite manpower with skills needed for rapid economic development. (7) Specific incentives and facilities to employing establishments to organize and conduct their own training programmes. (8) Rationalization of existing staffing pyramid which shows a higher ratio Of professional to technicians and lower ratio of technicians to craftsmen. (9) Improvement of the qualitative aspects of voca- tional and technical training programmes, and (10) Need to broaden the scope, coverage, and contents of the existing training programmes.2 The foregoing evidence clearly shows that there was for a long period of time no written agricultural policy in Ghana. It is however quite evident now, that there is a trend toward the formulation of a sound agricultural policy as shown by Supreme Military Council's Five-Year Develop- ment Plan. Additional attention needs to be given to the area of agricultural personnel (especially technical staff) 28Republic of Ghana, Guidelines for the Five-Year Development Plan, 1975—80, January, 1975, Accra, Ghana. 35 training to insure that the national extension programmes are effectively carried out. Agricultural Colleges in Ghana Agricultural Education below University level of training in Ghana, is the responsibility of the Division of Manpower and Training under the General Agriculture Department of the Ministry of Agriculture. This Division is headed by one of the Deputy Directors of Agriculture. Cabinet 1. The functions of the Division as approved by in 1964 are: To collect all data and manpower requirements of the various branches of the Ministry as well as allied fields for use in the Ministry. To give a full guidance to the work of all the educational institutions that are under the Ministry of Agriculture, and to liaise with the Universities in matters effecting the education and training of agriculturists and with the Ministry of Education in deciding the agricultural content of educational institutions under its administration. To establish and organize pre-service and in- service courses designed to meet essential needs of various professional, and technical Officers, farmers and farm workers. 36 4. To distribute graduates from educational institu- tions to agricultural organizations.29 The Manpower and Training Division now runs three Agricultural Training Colleges located at Kwadaso in the Ashanti Region, Nyankpala in the Northern Region and Ohawu in the Volta Region. (See page 37 for Map of Ghana showing the location of the colleges.) It also runs six Farm Institutes located at Ejura in the Ashanti Region, Adidome in the Volta Region, Wenchi in the Brong Ahafo Region, Asuansi in the Central Region, Damongo in the Northern Region and Navrongo in the Upper Region. Kwadaso Agricultural College This is the Oldest Agricultural Training School of the Ministry of Agriculture. It was first established in 1922 at Sunyani in the Brong Ahafo Region to train youths for an agricultural life and to give a regular supply of trained junior staff for the Forestry Department and fihe Department of Agriculture. In 1932 the school moved into Cadbury Hall, a building in Kumasi put up by Messrs Cadbury and Fry Limited-~a cocoa buying and manufacturing company. The Training centre was closed in 1940 due to the outbreak Of the Second WOrld War and was re-Opened at Cadbury Hall in October 1946 after the 29Ministry of Agriculture Training and Manpower Division, Ministry of Agriculture Training Schools for Staff, Workers and Farmers, Accra, Ghana, 1965, p. 7. 37 3' 2' r 0' ‘1 I r F?“ ~ A ”’1 rag," v-v —— .— v' '9." JA‘. .ve. .‘ I" J I I u I- r c a f :- ,~~./’A'IT k. R E 6 ' o u’,/ ‘V” “ 0‘. I/‘\L " \u! [I q o? I . 2 ,> I I I ;_ ,5 i ”4” S g ,1 x i J i ) QMK'ALA 2.“- i N 0 R T N E R N R E G I O N X I .I ‘ fir‘ ! o' '\. I) - !‘\ f‘ ‘ F.“ . ‘.‘\ ',"’ \‘i I I, <. ‘ ‘\ I r’ / l “o l \_ - t r T I I I “‘9 ~ I" 7’ ’7 . I ! \s‘ 1"! T“ ’1’ ‘\,\ ___'( \‘v‘ 3 I to) ‘\~P’ “ (I, \« f I 0' .¥ Tv‘ \‘ < ( I ‘ I, I R 0 II 0 A N 3 O T r - f A F O \ r' s ' I a s o I o a ‘II 4 - .‘ ’IA‘ ’¢~~_,-- ‘1 , I ' (‘UII—q I ‘~"'" \‘ W \ I I \\ \sv", \\ t‘ . I ‘ ‘Tbfi I ‘-‘\ ‘ MO I L) ,1 A s u A. u r l ¥---,--....; I J NJ‘ ---" ) ' 1 - l (0’ \b". I n I— ’1‘ ; 7} 7. . > ‘1 e c I o u f < ' S a“ \ K 'W <‘ 2 "‘ "‘- S ”Tm ’) I a \ ‘4}... I/tasrtnu ,- R \. " a“ f, \ ° .""\.. £1 2:? 5 n s o u o n :‘J z Ix. w t ‘ h \3 (I. 8 1 I II N x‘ .M LI, :33 comm \ \g‘ ' I # . ‘ a z o I o u ‘\ Vflwqx N'TI ‘ " a“. t \4- - ’ $°° I H I ‘%‘~-’ ACCP‘ ‘u L4 \‘c“' 1 I '2 ‘ c t u r T A I. a I I. a e c o a K x) I GHANA a -~«I [IL/- “'-=-—==-—-—————’° '° ’° '° ‘°" ' // ‘7'. L; :I' I‘ 0' T AGRICULTURAL TRAINING COLLEGES o 38 war to train staff for the Department of Agriculture. The Forestry Department by then had opened its own training school in Synyani. Due to extensions to the residential areas and the building of sawmills near and around Cadbury Hall, it became impossible for the school to expand to meet the growing demands for trained personnel for the Department of Agriculture. A new Training centre was therefore planned and built at Kwadaso six miles southwest of Kumasi. The new college was officially opened in December 1952. It is a three year college and now admits about a hundred students a year. Nyankpala Agricultural College This school started in 1915 by the Department of Agri- culture for boys who passed the Primary School Leaving Certi- ficate to enable them to enter the Department of Agriculture in the Northern Territories as Improvers. The training was entirely practical. Recruits for the school were later on from 1928 to 1936 sent to Cadbury Hall, Kumasi for training. Graduates from the school were appointed by the Department of Agriculture as Junior Assistant Overseers. The recruitment and appointment of agricultural staff was taken over by the Native Authorities in their various areas in 1938, but the Department of Agriculture remained responsible for the training of agricultural personnel. Courses were also held at Tamale and Zuarungu 39 Agricultural Stations. The courses held at these stations were also practical in scope with very little theoretical training. The standard of entry was lowered and boys with as little as three years primary education were accepted for training. "Although some excellent Native Authority Agricultural Instructors were trained by this system, it became clear that sooner or later special train- ing staff would have to be allocated to training alone and that when this happened, Primary School Leaving Certifi- cate should be the minimum entry standard."30 After the Second World War the Tamale Training Centre was opened and training on the other agricultural stations ceased. Due to the policy of siting Agricultural Training Centres on major agricultural stations, the Training Centre was moved from Tamale to new buildings on the Central Agricultural Station at Nyankpala in 1953. Between 1953 and 1964 a Three-Year Agricultural Instructors' Course was run and those who qualified from this course and worked in the field for a period of four to ten years, were sent back to the centre for a year promotion course to qualify as Agricultural Assistants. The Centre was renamed "Nyankpala Agricultural College" in 1968. The objectives of the college as stated in the College Information Booklet are as follows: 30Ministry of Agriculture Training and Manpower Division, Nyankpala Agricultural College, Information, 1969. 40 The college stands for improving the lot of the peasant farmer. The aim is achieved through: (a) Training the type of person who will be in a position to help the farmer to produce more. (b) Training a cadre of agricultural technicians who can provide the essential link between scien- tific research and the Operatives in the field-— all grades of farmers. (c) Preparing technicians for the various production wings of the Ministry of Agriculture and other agricultural agencies. (d) Offering adult farmer courses direct to the farmers. Ohawu Agricultural College The School was one of the mechanization training centres established in the country under joint Technical Aid Agreements between the Governments of Ghana and the United States of America to train staff in all aspects of the use of farm machinery, as a pre-requisite for a large scale mechanized food production drive in the country. The school produced operators of tractors and other farm machinery, workshop personnel for repair duties, in-service training for all grades (both Senior and Junior agricultural staff) and short courses for adult farmers in various aspects of crop husbandry. Under the United States of America and the Ghana Government Technical Aid Agreements which established the training centre, the Ghana Government provided the build- ings, and Ghananian staff, and the United States Government provided almost all the equipment plus three advisors in Bllbid. 41 the fields of farm mechanics, farm shopwork and farm management. The advisory staff helped to manage the centre until trained Ghananians took over. The school was raised to the college status in 1968. It owes its present position in the Agricultural Training College Program to the recognition of the need in the Ministry of Agriculture for the substantial numbers of staff who not only know how to maintain the operate, but also understand the incorporation of mechanization into agricultural practices. The school accommodates 100 stu- dents. In its Guidelines to Planning, the Training and Manpower Division has this to say about the Ohawu Agricul- tural College. The School is making a transition from its former role of training young people as farmers for the Workers Brigade, Young Farmers' League, the Farm Settlement, etc. to that of supplying the Ministry with Technical Officers well trained and equipped in the field of Agricultural Mechanization. Our experi- ence so far is that, it appears the Ministry has not got the capacity to employ all the graduates from Ohawu and use them effectively. Mechanization Division for instance, prefers to employ straight Artisans-and Mechanics to such graduates. On the other hand, those who have gone to Divisions like Animal Husbandry at Amrahia where a lot of highly sophisticated agricul- tural equipment is utilized have received recommendation. Because of the present limited use of these graduates, it is recommended that the recruitment be based on the City and Guilds Intermediate level certificate, G.C.E. "0" level and Departmental Employees gho have had a one-year pre-entry work in Nyankpala.3 32Ministry of Agriculture Training and Manpower Division, Guidelines to Planning, 1971, p. 5. 42 It was also recommended that students who showed interest in mechanization during their two-year study in the three colleges would have their third year at Ohawu. Entry Requirements to Agricul- tural Colleges Since the establishment of the Agricultural Training Centres, conditions have changed in the country's agricultural policies and these have affected the set-up in the centres. The entry requirements differed from centre to centre. At Kwadaso Agricultural Training College, the entry requirement which had hitherto been the Primary School Leaving or Standard Seven Leaving Certifi- cate or three Years' Secondary School education had to give way to the London Matriculation or the Cambridge School Certificate. School Certificate failures were sometimes admitted under certain conditions. At Nyankpala Training Centre boys who passed the Primary School Leaving Certifi- cate examination were admitted. This requirement was later on lowered and boys with three years primary school education were admitted. The Ohawu Training Centre had as its entry require- ment candidates with the Primary School Leaving Certifi- cate. The requirement was later on changed to those candidates with City and Guilds Certificates because the school was to lay emphasis on farm mechanization instead of general agriculture. The problem of standardizing entry requirements for the three colleges was discussed in 1972 43 Manpower Division of the Ministry of Agriculture stated the problem as follows: At present the entry requirements for the three col- leges vary significantly. Kwadaso admits only school certificate and G.C.E. holders. Ohawu has been rev training Departmental Employees for upgrading to the Technical Officer cadre. Departmental Employees who come to Nyankpala Agricultural College for upgrading are, in the main, people who have not had a secondary school education. This makes it difficult, if not impossible, to mix them with Secondary School leavggs who have had about five years of Science Subjects. The committee of the Training and Manpower Division sug- gested a solution to the problem and recommended that Since a standardized curriculum is sought for the three colleges, departmental employees who wish to enter any of the colleges for upgrading must neces- sarily attend a one-year course in basic sciences comprising Chemistry, Biology, Physics, Mathematics, and English Language, as a pre-entry requirement for the two-year residential programme. It is further recommended that admission to the one—year preparatory course which should be organized at the Kwadaso Agri- cultural College--should be by competitive examination; and that all Departmental employees of the sub-technical cadre with a minimum of five year superior service will, upon recommendation of their Heads of Departmegfi/ Division qualify to participate in the examinations. The problem of mixing School Certificate, City Guilds and Departmental Employee Candidates in the Colleges was also discussed. Ohawu Agricultural College was the only college accepting City and Guilds Candidates. This 33Ministry of Agriculture-—Training and Manpower Division, Proposed Standardized/Harmonized Curriculum for Certificate Level Training in Agricultural Colleges Con- ducted by the Training and Manpower Division--Ministry of Agriculture, 1972, p. 3. 34Ibid., p. 3. 44 was found to be due to the fact that Ohawu was meant to specialize in Farm Mechanization and to train in routine shopwork and tractor maintenance, and repair operations. It was observed that since there seemed to be no clear-cut policy and/or scheme of service for the graduates of the Ohawu programme, it could be concluded that institution of this training ran contrary to the activities of the Mechanization and Transport Division which was supposed to utilize the skills of the graduates from the Ohawu Agri- cultural College. To solve the problem, the Committee had this to say: It has been observed that the background of the City and Guilds candidates in Agriculture at the time of entry is often more detailed than the average G.C.E. (General Certificate of Education) candidate. It is the opinion of the committee that in standardizing the curricular, this differentiation in the two-year residential programme is unjustifiable. It is, there- fore, recommended that Departmental employees who had passed the one-year basic Science course, and holders of G.C.E. and City and Guilds (Agricultural Engineers) Certificates should be accepted in all the Agricultural Colleges for training that, based on student interest preference, those who wish to specialize in Farm Mechanization can do their Third Year field training at Ohawu Agricultural College. Similarly, students who are desirous of specializing in Animal Husbandry practices may be sent to the Nyankpala Agricultural College for the Third Year in lieu of the Field Experience Programme. The committee's recommendations were accepted by the Ministry of Agriculture, Training and Manpower Division and with effect from 1973, the Entry Requirement for all the three Agricultural Colleges became one of the following: 351bid., p. 4. 45 (a) General Certificate of Education (Ordinary Level) with at least passes in English Language, Ele- mentary Mathematics, General Science of Agricul— tural Science. (b) West African School Certificate with passes in English Language, Elementary Mathematics, General Science or Agricultural Science. (c) Intermediate City and Guilds Certificate with emphasis in Agricultural Engineering (Mechanics). (d) Departmental Employees with a minimum of five years satisfactory service, and who pass com- petitive examination organized by the Training and Manpower Division. The Departmental employees will be required to undergo a year's Basic Science Course at Kwadaso Agricultural College. For advertisement for candidates see Appendix A. Pre—Service Training Programs of Agricultural Colleges The course at all the three Agricultural Training Colleges in Ghana are of three years duration. Students spend the first two years in residence. The third year training which is aimed at acquainting the students with practical experience and the duties of a Technical Officer is Spent in the field with various divisions under the Ministry of Agriculture. Departmental employees who already possess practical field experience spend all the 46 three years in residence. The first in the Basic Sciences, and the last two years are spent in one of the colleges taking the actual First and Second Year Courses. The Third year practical experience program has come under criticism in recent times. Watkins and Mends observed that The Third year of practical training consisted in many cases of sending the trainee to his post in the field to learn while engaged in carrying on the job, and without the supervision he needs to remedy his mistakes. The result was that the Third year of learning provided little practical training for the student in such cases. The curriculum standardization and evaluation Committee of Agricultural Colleges found that the Third Year Learners who were posted to various stations and organizations to undergo the Third year practical experience training were often neglected. As many of the students have never worked in the field until they entered college, the com- mittee recommended that "In view of the discontinuance of the pre—entry field experience programme, and as a means of affording the students an opportunity to appreciate real agricultural problems, the Chief Agricultural Training 36Watkins, M. 0., and Mends, Horatio, Manpower and Training, Ministry of Agriculture, Ghana, A Study of the Organization, Manpower Development and Training of the MiniStry of Agriculture, 1973, p. 86. 47 Officer should seriously explore the possibilities of re-introducing the second year sandwich course."37 Review of Past Training Programs Until 1973, the three Agricultural Training 'Colleges were using different syllabuses--they differed in content and in scope. It should be noted, however, that Nyankpala Agricultural College Course followed closely that of Kwadaso Agricultural College but all details that would not be understood by the post elementary school candidate were eliminated. The curriculum was about forty percent practical and sixty percent theoretical. Ohawu Agricultural College offered courses in General Agriculture with emphasis on Mechanization; four months supervisory course for Farm Managers and others in charge of large scale farms and four monthly courses for Agricultural mechanics and fitters. A summary of the Kwadaso Agricultural College Syllabus (until 1973) for the two residential years was as follows: First Year 1. Crop Production including Agricultural Botany 2. Soil Science 3. Crop Protection 37Ministry of Agriculture, Ghana, The curriculum Standardization Committee, Agricultural Colleges--Training and Manpower Division, 1972, p. 5. 4. 5. 6. 7. 8. 9. 48 Animal Production Agricultural Economics Farm Mechanization Field Experimentation Surveying Meteorology. Second Year 1. 2. 3. 4. 5. 6. 7. Crop Production Soil Science CrOp Protection Animal Production Applied Agricultural Economics and Farm Management Agricultural Mechanization Field Experimentation Surveying Extension Education Extension Education was offered only in the Second Year and the following areas were listed under the general heading Extension Education: 1. 2. Extension philosophy, objects and principles. Social problems likely to confront extension workers. Reaching and influencing farmers (a) Establishing human relations (b) Getting the desired change, on farmers own terms and at their own pace. (c) Inculcating the idea of self help. 49 4. Executing Programs (a) Encouraging villagers to cooperate and partici— pate willingly and fully in all phases of the implementation of farming programs. (b) The part played by the extension worker in the whole process. (c) Exhaustive use of local resources, both human and material. 5. Training in Extension Teaching Methods (a) steps in teaching. (b) Methods in teaching--individua1, group, and mass media approaches. (c) Use of visual aids. (d) Identifying, training and using local Chief farmers. 6. Code of conduct of village extension workers. 7. Convincing farmers to adOpt improved agricultural methods.38 Review of Present Training Programs In 1972 a report prepared by a committee of the Training and Manpower Division of the Ministry recommended a unified curricula for the three Agricultural Training 38Training and Manpower Division, Ministry of Agriculture, Ministry of Agriculture Training Schools for Staff, Workers and Farmers, Accra, Ghana, 1965, pp. 19-40. 50 Colleges in the country. The rationale behind the decision was stated as follows: On assumption of office in February 1972, the present Chief Agricultural Training Officer realized that although Ghana has had significant experience with agricultural education and training at the nondegree level, the trend of national affairs ascribed new demands to be fulfilled. Since contemporary Ghana is undergoing important adjustment in its basic political, social and economic environment, the time is ripe for both short-range and concurrent initiatives to produce changes that could have lasting effect on the long term develOpment of the Technical personnel of the Ministry and of the whole country. This, it is believed, can best be achieved through a local-based unified curricula of the three staff training colleges of the Division. 9 The committee observed that the approach in the past had been one of proliferating the levels, types and kinds of education and training in response to specific training needs. It became obvious that Ghana could not afford to continue such proliferation. The time has come when a more conscious and conscientious effort must be made to integrate the institutional and curriculum com- ponents of the three agricultural colleges into a system which: (1) Provides for greater flexibility in response to changing demands for different levels and kinds of skills; 39Ministry of Agriculture, Ghana, The curriculum standardization committee, Agricultural Colleges--Training and Manpower Division, 1972, p. 1. 51 (2) Facilitates mobility of trained manpower especially with regard to improving the ability to transfer agricultural skills from one job to another; and (3) Establishes a continuity of purpose that enables graduates of all the agricultural colleges to advance in their training up to the University level within limits of their aspirations and abilities; and as compatible with requirements for trained manpower at various levels of agricultural skills development as possible. The recommendation for a unified curriculum was accepted and each college was to be encouraged to review curriculum trends in adjusting contents to environmental conditions, local needs and interdisciplinary approach and related subjects. The curriculum standardization committee's report presented in 1972, was accepted and with effect from 1973, the three colleges started using a unified syllabus. In the new syllabus, objectives, related student activities were clearly stated. This was an improvement on the old syllabus. A summary of the standardized and harmonized syllabus for the two residential years is found in Appendix B. 52 Review of Research Studies Agricultural extension plays a very important role in agricultural and rural development of a country. The abilities of farmers and the decisions they make about their farming Operations are crucial to the rate of agri- cultural development. Programs designed to facilitate farmer education are an important phase of education for agricultural development. Such programs might have the following characteristics: "Farmer education based on the principles of going to farmers where they are; farmers present interest and needs; respecting the fact that farmers are adults; unit of instruction for teaching and learning being new or changed practice; Opportunities for farmers to try out new methods taught; technically sound and economically profitable new or changed practice and encouragement to experiment is 'extension education.”4o Part of the function of extension education is to make farmers aware of alternatives--the difficult methods for carrying on their farming operations. For extension to do this successfully, extension officers should know of these alternatives. Extension's role in agriculture is to get mass acceptance of improved agricultural methods. This results 4oMosher, A. T., Getting Agriculture Moving: Essentials for Development and’Modernization. Published for the Agricultural Development Council. 53 in increased production with improved standards of living. Extension, therefore, helps in: (1) Increasing yields for unit of land and livestock. (2) Increasing farmer's income, resulting in improved standard of living of rural population. (3) Increasing the amount of exportable agricultural products, thus generating much needed foreign exchange. (4) Increasing savings and providing public revenue which could stimulate general economic develOpment of the country; and (5) Contributing to national socio-economic develop- ment by providing enlightened and progressive rural population. Studies done in some of the African countries tend to show that one of the major factors responsible for the slow develOpment in agriculture is the ineffectiveness and inefficiency of the agricultural extension services in these countries. Brown, in his study of the Adoption of Improved Agricultural Practices in the Atebubu and Lawra Districts of Ghana, stated that "The extension service in Ghana has not lived up to expectation which was generally 41 held for it." Brown went on to say that "They have not 41Brown, C. K., "Adoption of Improved Agricultural Practices in the Atebubu and Lawra Districts of Ghana," Ghana Journal of Sociology, Vol. 8, No. 1, July 1974. 54 only failed to pass on information to the farmers about the introduction of a new crop or seed, but they have also failed to fulfill their role of giving advice on everyday problems which the farmers might encounter in their daily "42 It is true that one cannot activities on the farm. teach what one does not know. What are the causes of the failures stated by Brown? Is the pre-service training providing the necessary competencies needed by the extension officers? In a paper presented at a Worksh0p on Agricul— tural Extension in Ujaman Village DevelOpment in Tanzania, Freyhold observed that the possibility of the agricultural advisor (extension officer) meeting the demands of helping farmers to increase their agricultural production through the use of modern techniques and tools depended among other factors the adequacy of the extension service's organiza- tion and the adequacy of the extension officer's own training for the task given him. He further observed that The organization of the advisory service is inadequate-- the concepts, organization, philosophy, programming, function, and methods of extension are generally not understood by the entire extension organization, or if they are, are not implemented. Even worse for the advisory service is the fact that the advisor is generally of low technical competence and dog? not have enough research materials to work with. 421bid. 43Freyhold, Von K., The Role of Agricultural Extension in Ujaman Village Development. Papers and Proceedings of a Workshop on Agricultural Extension in Ujaman Village Development, Morogoro, Tanzania, 22-27 September 1975. 55 Freyhold noted that extension officers during their train- ing learn what he called "blanket recommendations" which they did not learn to experiment within the context of local peasants' experience in order to convert them to recommendations applicable to the specific ecological con- dition of their work place. He ended his observation by pointing to the advisors lack of accountability, contrary class interests, nonidentification with peasant aspirations, poor training, and even lack of adequate knowledge. On personnel training and staff development in Agricultural Extension, Maunder quoted Paul Leagans as saying at a National Extension Seminar held in Khartoum, Sudan, April 1974, that Economic and Social growth among village people--in any nation depends on the ability to build an adequate staff properly trained professional people to manage the rural development enterprise. Maunder himself observed that shortage of adequately trained per- sonnel limits the effectiveness of extension services in many countries. The nature of extension education, like any pro- fession, calls for special knowledge, skills, under- standing and attitudes. Knowledge of technical subject matter in agriculture and home economics; practical skill in applying technology on farming and living, skill in teaching farmers and villagers; an under- standing of the human relationships in society in which teaching is carried on, of the people, their customs, values and attitudes toward change; and a 56 belief in the ability of rural people to dixelop and carry out programs for their own benefits. The important part pre-service training plays in making it possible for agricultural extension officers to acquire these skills for their future effective performance in the field cannot be overemphasized. Obibuaku points out that "the ability of an extension worker to guide farmers from awareness to sustained adOption of farm prac- tices is dependent on his training and experience in agri- 45 If this is true, are culture and extension methods." the Ghananian Agricultural Extension Officers taken through training programs and other related experiences that ade- quately prepare them for their extension jobs? In their report Watkins and Mends mentioned the inadequate training 'for extension work as reflected in the need for more tech- nical knowledge and ability in the use of extension methods and techniques.. The reporters noted a concern expressed by the Assistant Directors of Agriculture that the extension officers lacked the skill and knowledge of how to carry out the program planning process with the farmers. To correct this, Watkins and Mends suggested "in-service training for 44Maunder, A. H., Agricultural Extension. A Reference Manual. Human Resources and Institution Division, F.A.O., Rome, p. 219. 45Obibuaku, L. 0., Education and Training in the Nigerian Agricultural Extension Service. Journal of Administration Overseas, Vol. XIV, No. 2, April 1975, p. 114, H.M.S.O., London. 57 the existing extension officers and better preparation at the Training Colleges for those being trained."46 It is the considered opinion of some writers that extension officers in many developing countries are poorly trained. Obibuaku observed that The predominance of poorly-trained extension staff probably arises from the mistaken notion that extension work is simple and anyone can do it, or perhaps from the misconception of extension work as the provision of services only. But if it is realized that the principal function of extension is education--the education of the farmer, then the nee37for proper staff training would be better appreciated. What should the curriculum of the agricultural extension officer training colleges contain in order to adequately prepare the students for effective extension work? Obibuaku suggests that "members of the extension staff are required to work under conditions in which a policy aimed at total rural transformation is brought into focus, must be adequately equipped not only with knowledge of general agriculture, but must have some knowledge also of sociology, psychology, rural organization, leadership qualities, village survey methods and human relations."48 46Watkins and Mends, Manpower and Training, Ministry of Agriculture, Ghana, A Study of the Organiza- tion, Manpower DevelOpment and Training of the Ministry of Agriculture, 1973, p. 79. 47Obibuaku, L. O., op. cit., p. 114. 480bibuaku, L. 0., op. cit., p. 118. 58 Maunder feels that all extension workers require special knowledge or competence in a number of broad areas. While each employee has special training needs according to his own job requirements, knowledge and understanding is needed by all in the following areas. Technical Subject Matter in agriculture and home economics is the chief commodity extension has to offer people. There is no substitute for sound technical train- ing. As Paul Leagans says: "To undertake to teach what one does not know is to invite failure from the start."49 An extension worker must have thorough basic knowledge of technical information appropriate to his job and must keep abreast of current material. To do this he must know reliable sources of information. Furthermore, he must understand how subject matter relates to problems of farming and living. Extension Service Organization and Operation. Every extension worker needs to know the objectives of the service, understand its organization, be familiar with its policies and understand office management, business pro- cedures, personnel responsibilities and qualifications at all levels. 49Leagans, Paul J., "Criteria for an Effective National Policy for Training an Extension Staff," a paper presented at Khartoum, Sudan, April 1964, to participants in the National Extension Seminar. 59 Human DevelOpment. He requires understanding of human development processes, behavior patterns, group dynamics, group interactions, and skills in human relations. His success depends to a large extent upon the relation- ship he develops and maintains wi-h farmers and villagers, local leaders, his colleagues in the extension service, and with officials of other agencies and services. Program Development. Developing, executing and evaluating educational programs in cooperation with local people is the basic function of field extension workers. All extension personnel must understand the processes involved in order to make their respective contributions. The Educational Process involves the principles of learning, the learning process, how to motivate people and the methods and techniques of teaching. Social System. To work effectively with his people, an extension worker needs to understand basic social organization including reference groups (family, church, community, power structures, how to identify local culture, social, economic, etc.) how to identify and develop leaders, group and social action processes. Communication. The ability to communicate effec- tively can be developed and improved. It involves speak- ing, writing, counseling, demonstrating and the use of group and mass methods. 60 Research and Evaluation. Extension personnel need to be able to measure the effectiveness of programs and the methods used, to understand the experimental approach and to assist people in evaluating their own efforts.50 Research studies and committee reports have iden- tified training needs of agricultural extension agents in the United States of America. It is interesting to note the similarity in the recommendations of the committee reports and the research findings on extension agent training needs. In 1948, a joint committee representing the United States Department of Agriculture and the Association of Land Grant Colleges made the following recommendations: "Formal education for extension workers should be such as to develop rigorous critical thinking and balance of action. Broad programs of study without undue specialization are best adapted to attaining these needs."51 As to the pro- gram content of pre-service education for extension agents, the joint committee suggested: 1. That the first emphasis be placed on technical courses in agriculture and home economics. 50Maunder, A. H., Agricultural Extension. A Reference Manual, Human Resources and Institution Division, F.A.O., Rome, pp. 209-220. 51The Subcommittee on Pre-Service Training of the Land Grant College Committee on Pre-Service and Graduate Training for Extension Workers. An Undergraduate for Extension Work: A Planning Guide, 1954. 61 That courses in Chemistry, Biology, Physics, Economics, Sociology, Education, Psychology, and the Humanities be included. That the curriculum contain courses in communi- cations. That the Social Sciences should also be included. That it would be well to provide courses in extension education methods; and That laboratory experience in the field, under the direction of resident extension personnel, has the possibilities of becoming an important educa— tional procedure. The United States Senate Committee on Pre-Service and Graduate Training for Extension Workers held the view that the Undergraduate training should be broad and flex- ible but suggested the following core of courses, with approximate percentage of the curriculum which they should occupy, as a general guide for curriculum develOp- ment or for counseling with students interested in study- ing for extension work: 1. Basic work in the major fields of subject matter agriculture and home economics--35 percent; Basic work in the Natural Sciences--Biological and Physical such as Chemistry, Botany, Bacteri- ology, Physics and Mathematics--20 percent; include: 1. 62 Basic work in the Humanities such as English, Literature, History, PhilOSOphy, Art, Music, and Communication--15 percent; Basic work in Social Sciences such as Education, Economics, Psychology, Sociology, Political Science and Anthropology--10 percent; Basic work for professional preparation such as extension education, extension methods, and laboratory courses in country agent work, Sociology and Communication--10 percent; 52 Elective-—10 percent. The Extension Organization and Policy Committee's Subcommittee on the Training of Extension Personnel also suggested an undergraduate pre-service training program. There is no vast difference between its recommendations and those of the joint committee and the Senate Committee. The Extension Organization and Policy Subcommittee sug- gested (without allocating percentage of the curriculum they should occupy) that the training program should Basic work in major fields of subject matter in agriculture and home economics; 52The Senate Committee on Pre-Service and Graduate Training for Extension Workers. Undergraduate Training for Prospective Extension Workers (Washington, D.C.: Extension Service, U.S.D.A.). 63 Basic work in the Natural Sciences such as Chemistry, Botany, Biology, and Physics; Basic work in Social Sciences such as History, Economics, Sociology, etc.; Tool subjects as public speaking, use of radio, discussion and conference methods, parliamentary procedure, etc.; Training in rural education or forces affecting 53 rural life. In a "Planning Guide," the Land Grant Subcommittee on Pre-Service and Graduate Training for Extension Workers made specific recommendations for undergraduate training in four subject matter areas. These are: 1. The Natural Sciences and technical subject matter that colleges provide for prospective extension workers. (a) A core of courses which introduces the student to the basic natural sciences and to the major phases of agricultural and home economics. (b) Additional work beyond the core in one or two areas of subject matter, with considerable proficiency in one area. 53Subcommittee on the Training of Extension Personnel of the Extension Organization and Policy Com- mittee, 1948 Report (Washington, D.C.: Extension Service, U.SooDvo) o 64 (c) Some work in agricultural policy, in farm management, in agricultural economics or marketing could well be included in the preparation for home economic agents to con- tribute to their perspective of the total problem of rural families. Likewise, some work in home economics, such as family life, nutrition, or home management, could well be included in the preparation of agricultural agents so that they would develOp a greater understanding and appreciation of the prob- lems involved in satisfying home and family living. Social Sciences: The Subcommittee developed a list of desirable outcomes to be gained through social science study. For balanced study within the Social Sciences the prospective extension worker should gain: (a) An understanding of the basic beliefs in the (b) American way of life, philosophy of our form of government and of education. An understanding of world history, interde- pendence of the different peoples of the world and the individual responsibility for fostering international understanding and peace. (C) (d) (e) (f) (g) (h) (i) (j) 65 An understanding of American community life, cultural mores, develOpmental processes in stimulating leadership. An understanding of the educational processes-- how people learn. An understanding of the psychological and social basis of human relations--how individ— uals and groups behave as they do; the develop- ment tasks of youth, the skills needed in working with peOple. A knowledge of and skill with human relation- ships, and a belief in the educational process. An understanding of the economic forces as they affect a public policy. An ability to understand and analyze the essentials of an economic or social problem and to appreciate its implications in relation to the life and work of a technologist. An interest and active participation in com- munity activities as an informed and respon- sible citizen helping to solve the social, economic and political problems of one's community, state and nation. An understanding of the farm and home as an operating unit. 66 (k) Skills in the use of advisory and interviewing (l) (m) techniques. A familiarity with reliable sources of impor- tant information about rural peOple, economic conditions and major forces affecting rural life and of the interdependence of rural and urban people. A knowledge of community services in health, welfare and education and how to use them. The Humanities-~the subcommittee beliefed that the study in the Humanities should help to develop: (a) (b) An appreciation of cultural interests lying outside the fields of science and technology. Ability to participate to some extent in some form of creative activity, etc. Communications--Steps in the specific areas of communications should help to develOp: (a) (b) An understanding of the philosophy of com- munication. Skills in the means of communication, including listening, reading, writing, speaking and demonstrating. (c) Ability in analytical thinking, interpreting information and in solving problems. 67 (d) Appreciation of the responsibility for accu- racy in communications; judgement in selecting sources of information. (e) Recognition of communication resources within a community, the possibilities of each, and knowledge of how to use each. (f) Ability to process information and get it ready for communication.54 McCormick in his study on the Analysis of Training 55 mentioned nine Needs of County Extension Agents in Ohio, areas in which extension agents needed competence. The nine areas were identified by a National Task Force on In-Service Training. The areas were: 1. Understanding Social Systems A. Leadership--Identification and Development. B. Group Processes and Social Action (decision- making). 2. Program Development A. Determination of Problem Identification. B. Teaching Methods, Plan of Work, Management of Time and Energy. C. Evaluation. 54An Undergraduate Education Program for Extension Work, op. cit. 55McCormick, R. W., An Analysis of Training Needs _O_f County Extension Agents in Ohio. Ph.D. Dissertation, 1959, University of Wisconsin. 68 3. Understanding Human DevelOpment A. Human Relations. B. Counseling. 4. Organization and Administration of Extension A. Extension Organization and Policy. B. Office Management. C. Recruitment and Selection of Personnel. 5. The Educational Process A. Principles of Learning. B. Teaching-Learning Process. C. Educational Philosophy. D. Adult Education Programs. 6. Communication A. Public Relations. B. Professional Contribution. 7. Effective Thinking A. Critical Thinking. B. Creative Thinking. 8. Research and Evaluation A. Interpretation. B. Action Research. 9. Technical Knowledge The list of competencies identified by the National Task Force is almost identical to that develOped by Leagans. Leagans identified the following areas of professional abilities needed by extension agents. 69 Understanding the change process. Knowledge of technology. Planning for change. Clarifying objectives and goals. Understanding the relationship between theory and application. Providing learning experiences and learning situ- ations. Skill in organizing people. Skill in counseling and guidance. Ability to effectively executive the teaching-- 56 Communication process. In a summary of nine Extension studies on factors that should be considered in planning pre-service and in- service training programs in Extension carried out in 1953 by Frutchesy for the Office of Naval Research, Department of Navy, nine factors were identified that should be con- sidered in training. They were: 1. additional work in the Social Science area. Continued effort in agricultural subject matter. Organization of people. Formulating, clarifying, and stating objectives. 56Leagans, Paul J., Professional Abilities Needed by Extension Personnel to Meet Challenges in the Decade Ahead. Paper presented to the Illinois Extension Staff at its Annual State Conference, Urbana, University of Illinois, October 1965. 70 5. Program Planning procedure. 6. Organization and administration of personnel. 7. Communication. 8. Understanding people and human behavior. 9. Human relations.57 The type of training given to agricultural extension officers is important because the success of agricultural projects depends on the skills and effectiveness of the extension officers put in charge of the projects. It is unfortunate that agricultural extension training programs have been less than satisfactory--this is due to the fact that training programs are not based upon an adequate analysis of what kind of training is really demanded or required by the trainees. Williams observed that "the most complex problem facing administrators responsible for the training of extension workers is to identify the basic subject matter 58 It is fields necessary for effective extension work." the opinion of Williams that "training programs are some- times established without sufficient analysis and 57Frutchesy, Fred P., Differential Characteristics of the Most Effective and Less Effective Teachers. A summary report of nine studies made for the Office of Naval Research, Department of the Navy (Washington: Federal Extension Service, 1953). 58Williams, S. K. Taiwo, Training Agricultural Extension Officers, Extension, Food and Agriculture Organization of the United Nations, Rome, 1970, p. 4. 71 planning."59 The need for determining training needs in a more formalized way cannot be ignored if training programs are to be effective. According to Williams agricultural extension officer training should cover these basic areas: 1. Understanding of technical subjects related to agriculture; 2. Theory and principles Of the teaching-learning process--methods of effectively reaching people with information and of motivating them to use it; 3. Study of customs, values and attitudes of the people concerned; 4. Understanding Of research techniques, the habit of searching for basic facts; 5. Principles and methods of administration and supervision. In addition to the five areas, Williams suggested four other areas which in his Opinion, are necessary if a good professional training program is to be developed. 6. Understanding of the history, administrative pro- cedure and policies Of the extension organization to which the Officers are attached; knowledge of the various agencies and services supporting the extension programs; 59Williams, S. K. Taiwo, op. cit., p. 4. 72 Awareness Of national plans for develOpment Of extension work; Encouragement of extension Officers to plan pro- grams, organize and evaluate, and to use more sophisticated means of communication, as in com- municating the results Of research for example; Help for individual officers at whatever level to 60 advance professionally. Several methods have been used by researchers in identifying or determining training needs of workers. McGee and Thayer identified three methods that can be effectively used in determining training needs. 1. Organization analysis. This determines where within the organization training emphasis should be placed. It focuses on the study of the entire organization, its Objectives, its resources and their allocation. Operations analysis. This determines the contents Of training in terms of what an employee must do to perform a job effectively. The focus is on the task, not the man. Man analysis. This emphasizes the individual employee, determining the skills, knowledge and 60Williams, S. K. Taiwo, Op. cit., pp. 4-5. 73 attitudes which he must develOp if he is to perform his work.61 The three methods are very closely related and a combination of the three was used in this study to identify the training needs Of agricultural extension Officers in Ghana. Summary A good deal of work had been done over the years in the United States of America, Canada, Nigeria and Tanzania to identify training needs of agricultural extension Officers. The studies identified training areas of (1) extension organization and administration, (2) human development, (3) educational process; (4) social systems, (5) program planning and develOpment, (6) communication, (7) effective thinking, (8) technical subject matter, and (9) research and evaluation as areas agricultural extension Officers should have training in if they were to be effective change agents. It is evident from the literature review that pre-service training programs for agricultural extension officers in agriculturally develOped countries like the United States and Canada contained the nine identified training areas. The Ghananian pre-service training program on the other hand had only four of the nine areas--extension organization and administration, social systems, educational process and 61McGee, William, and Thayer, Paul, Training in Business and Industry (New York: John Wiley and Sons, 1961. 74 program planning and develOpment. Did the absence of the remaining five areas in the training program a factor relating to the poor job performance of the Ghananian agri- cultural extension Officer as indicated in the literature review? Serious efforts were being made by the government of Ghana to help the small-scale farmers (who are responsible for the production Of food for the nation) to improve their farming methods. This was being done through agricultural improvement programs and projects. It was the view Of the writer that the programs and projects would be successful if only they were manned by qualified and well trained agricultural extension Officers. The literature review pointed out that the agri— cultural extension officer training programs in Ghana are not effective and that a study should be done to identify training needs of the Ghananian agricultural extension officers. The findings of the study might be used in improving the pre-service and in-service training programs for the agricultural extension Officers. CHAPTER III METHODOLOGY Development of Questionnaire A survey instrument was decided to be the most logical method of collecting the data. Questionnaires used in studies done to determine training needs of extension 62 63 and Bouchard64 were used agents by McCormick, Price, as a basis for producing a usable instrument for this study. The following nine competency areas were used in the questionnaire: 1. Extension Organization and Administration. 2. Human Development: developmental processes of people, group interaction principles, etc. 62McCormick, R. W., "An Analysis Of Training Needs Of Country Agents in Ohio." Ph.D. Dissertation, University Of Wisconsin, 1959. 63Price, R. K., "An Analysis Of Educational Needs of Arkansas Extension Agents." Ph.D. Dissertation, Univer- sity of Wisconsin, Madison, 1959. 64Bouchard, A. J., "Training Needs of County Agricultural Extension Agents in Quebec, Canada." Ph.D. Dissertation, Ohio State University, 1966. 75 76 3. The Educational Process: principles of learning, teaching methods, philOSOphy Of education, etc. 4. Social Systems: family, community, school, church groups, special interest groups, farmer organi- zations, etc. 5. Program Planning and DevelOpment. 6. Communication: basic communication, individual, group and mass media, etc. 7. Effective Thinking: problem solving method, decision making based on critical analysis, etc. 8. Technical Knowledge: Subject matter in agricul- ture. 9. Research and Evaluation: principles of research and evaluation, methods of utilizing research findings, etc. Items in the competency areas were constructed to fit Ghananian terminology. Three questionnaires containing identical items, but soliciting different responses, from the three respon- dent groups were used. See Appendices C, D and E for samples Of questionnaires. Three reactions were required from Technical Officers and Senior Technical Officers on each Of the nine competency areas. These reactions are identified here as sections of the questionnaire. Section I.--Technical Officers and Senior Technical Officers were asked to indicate whether in their Opinion 77 competency in the items were Needed or Not Needed by beginning technical Officers employed as agricultural extension officers in the Ministry Of Agriculture. Section II.--Technical Officers were asked to indicate the degree of competence they (technical Officers) possessed in the items on a 1 to 5 scale--"l" representing a low degree of competence and "5" a high degree of com- petence possessed. Senior technical Officers were asked to indicate using the same scale, the degree of competence possessed by technical Officers (engaged in extension duties) working under them (senior technical Officers). See Appendix C for Technical Officers Questionnaire. Section III.--Technica1 Officers were asked to indicate when the competencies were acquired-—"Before College," "In College," or "After College." Senior Technical Officers on the other hand were asked to indicate when in their opinion technical Officers should acquire the competencies, "Before College," "In College," or "After College." See Appendix D for Senior Technical Officers Questionnaire. The Faculty Of Agricultural Colleges had the nine competency areas divided into two sections. Section I.--Faculty Members were asked to indicate whether in their opinion beginning technical officers 78 engaged in extension work-—Needed or Not Needed competency in the nine areas. Section II.--Faculty Members were asked to indicate when in their opinion competency in the areas should be acquired--"Before College," "In College," or "After College." All the respondents--Technica1 Officers, Senior Technical Officers, and Faculty Members were asked to check the nine competency areas based on their feelings as to whether the areas are Very Important, Important or Not Important to be included in the pre-service training pro- gram for extension Officers. See Appendix E for Faculty Members Questionnaire. Respondents The target population of this study about which generalizations are made was made up of the following: (1) A sample from Agricultural Extension Officers (technical Officers) stratified by Regions and by years of service (tenure). The two stratifica- tions were proportionately sampled. (2) A random sample Of 55.5 percent of the total population of Senior Technical Officers in the eight regions covered, and (3) All the Faculty of the three agricultural colleges in Ghana. 79 Respondents in the study were therefore limited to technical Officers, senior technical Officers, and faculty Of agricultural colleges. Thirty technical Officer respondents randomly selected from each of the eight regions were made up as follows: ten with tenure between 2-5 years; ten with tenure between 6-9 years and ten with tenure of 10 years and above. The total Technical Officer respondents was 240 out of a population Of 480 (see Table l). Forty-eight senior technical Officers were randomly selected and interviewed out of a pOpulation of eighty- four. The total population of 24 faculty members Of the three agricultural colleges were included in the study. In all 312 respondents were interviewed out of a population of 588. Table 2 shows the distribution Of Potential Population and the Actual Population included in this study. Pre-Test of theguestionnaire The questionnaire was pre-tested on thirty technical Officers admitted to the University of Ghana in October 1975 to take a two-year National Diploma in Agriculture Course. Prior to their admission, these technical Officers worked in the field as agricultural extension Officers for not less than three years. Since these students have practical field experience in extension work, the writer felt that it was possible to obtain an adequate pre-test which would 80 Table l.--Technica1 Officer Respondents by Region and Tenure. Regions Tenure 2-5 years 6-9 years 10 years & above Total Brong Ahafo 10 10 10 30 Eastern 10 10 10 30 Volta 10 10 10 30 Central 10 10 10 30 Western 10 10 10 30 Greater Accra 10 10 10 30 Ashanti 10 10 10 30 Northern 10 10 10 30 Total 80 80 80 240 Table 2.--Potential Population and Actual Population Of Respondents. Position Potential Actual Percentage of POpulation Population Potential Population Technical Officers 480 240 50 Senior Technical 84 48 55.5 Officers Faculty Agricultural 24 24 100 Colleges Total 588 312 53 81 provide an estimate of reliability and validity of the questionnaire. Based upon the result Of the pre-test some items in the technical subject matter area were rephrased. Reliability of Questionnaire from Sample Data Item Homogeneity Reliability was used to determine to what extent the items in the scale measure the same underlying construct for the set Of respondents. Hoyt's Analysis of Variance method was used to estimate the reliability Of the measuring instrument. The formula used was: MS subjects - MS subject x Item MS subjects Reliability = In the above formula MS denotes Mean Squares of subjects. The reliability of items is affected by (l) the nature of the items (do they refer to the same construct), (2) the number Of items (the more the items the better), and (3) the number Of subjects (the more the subjects the better).65 Table 3 shows the reliability coefficient of items used in the research questionnaire. In testing the reliability we found that certain items were constant among the subjects studied. Because item homogeneity statistics will not calculate in the 65Hoyt, C. J., "Test Reliability Estimated by Analysis of Variance,” Psychometrika, 1941, 6, 153-160. 82 Hmv he. HOV mm. HOV mm. m u maoua no .02 wand mocouomaou uo oucnuuomaH Hm. On. AOL on. AOHO mm. HOHO om. HOHO vm. .OHO v0. AOHO Om. HOH. mm. OH a nfiouH mo .02 nouuwmom HONO mm. vav Oh. .mav mm. HOMO vO. Hmmv no. HOMO om. HOMO mm. HOMO mm. an n mamuH u0 .02 «33.85. 835.08. HOV mm. Amy mm. How am. HOV mm. Amy «m. Ame vs. HOV vm. HOV VO. m u msouH no .02 mcchHze O>Huoouum HOHO mm. HOHO hm. Any mm. HOH. vm. HOHV mm. HOHO we. HOV me. AOHO mm. OH l usuuu no .02 OOHUMOHcssEOO HNHO mm. HNHV mm. HO. HO. HNHO mm. HNHO mm. HwHO mm. HwHO om. HNHO mm. NH n pecan no .02 ucosmOHo>0o can ochcuHm amumoum HOHV mm. HOHO mm. HOV om. HOHO mm. HOHV Hm. HOHO he. HOH. mm. Hey hm. OH n «souH «0 .oz maounam HOHOOm AOHO mm. HOHO mm. .59 on. HOHO mm. HOHO mm. HOHO Hm. HOHV On. HOV vm. OH 0 madam u0 .02 mmououm HocOHunoscm .OHO om. HOHO mm. any we. HOHO mm. HOHV No. HOHV OO. HOHO vnH HOV cm. OH u nfiuuH mo .02 . ucuamoHo>oo cuss: Am. an. .m. mm. HMO mo. Hwy on. Hwy pm. Hwy mm. Hwy me. Any mm. m I «EOUH no .02 3333833 OS... cOHuONchmuo concouxm smut wocwuomaou co>Hu HMHMMMWWM mchHOHa vo>Hooom HMMMWHWWM Ocacamub co>H0 mchHaua OHSWcHGHHua an vommommom new mooz uH coax an powwommom new cooz onsMchwwua HOu @002 In momma coaumosa OH gm :3 oocouomsoo mocouomsou OH cm :3 we I z mmm a z v~ n z coHuanmom HOOHuuo HOOchoos uOHcom coHUMHsmom woowuuo HOOchOOB :OHuaHsmom oooHHou .ouao «Hmadm Bonn ouHuccoHunosa no uuHHHndHHu¢II.n oHnda 83 present Of constant variables, all such items were elimi- nated in order to calculate item homogeneity. Table 4 shows the list of variables eliminated. In general the coefficients of reliability shown in Table 4 seemed quite satisfactory when the limited number of items and subjects in each scale (especially in the faculty of Agricultural Colleges and Senior Technical Officer populations) is considered. Collection Of Data Data for this study were collected in Ghana by the writer from January 2 to May 18, 1976. Soon after the writer arrived in Ghana, he held a meeting with the Director of Agriculture, Ministry Of Agriculture to brief him on the study. An official letter was sent to the Commissioner for Agriculture asking for permission to interview tech- nical Officers, senior technical Officers, and faculty of the three agricultural colleges under the Ministry of Agriculture. Permission was granted and letters were sent from the Director of Agriculture to all the nine regional agricultural Officers and the Officers-in—Charge of the three agricultural colleges asking them to give the writer all the assistance he might need with regard to his study (see Appendix F). Data collection was started in the first week of January, 1976. 84 ucmEQOHm>mQ m .m .N van mchcmHm Emumoum m .H mEmummm HOHOom m .m .m mmmooum HOGOHDOOOOM m .m .N ucmEQOHm>mQ cmesm mumOHmmo cOHumuuchHEOm Ocm Hmowcnoma o .m .m .N .H OOHumNHcmmuo cowmcmuxm mafichHu How Ommz Hoflcmm vm omUmH30cM HOOHGQOOB cm>Hm on OHsosm m GOHHOOHGOEEOO mchHmuu conz mm .hm .Hm .Om .MH .e .m .e .N mmomHzoce HmoHcsome m .n .m meumwm HmHOOm m mmmooum HchHOOOOOm m ucmEmon>mo cmEdm mommHHOU cowumuuchHEOm 0cm HousuHsowumd m COHDMNHOOOHO cOHmcwuxm mchHmuu now mez mo muHsomm OmumcHEHHm mEmuH mmufi mocmummsou mama cowumoso cOHumHsmom .OOHOCHEHHM mmHQMHHm> wHHmccoHummso mo wuHHHanHmmlu.v OHQMB 85 em .mm .mH .GH .HH .OH .m .m .m .4 mm .em .mm .mm .wm .mm .Hm .mm .em .4 m .5 .m noncommm mmUmH3ocx HMOHGSOOB noncommm mmUmH3ocM HOOchomB mmpmH3ocx HOOHGQOOB OOHHOOHGDEEOU momma wocmummfioo mo mocmuuomEH cm>Hm on OHsonm mcHGHMHu cmnz muoowmmo Hmowcnowu an Ommmmmmom wocmummeoo OoumcHEHHm mEmuH comm wocmuomfioo mama cowummso COHumHsmom .UmscHHGOUII.¢ mHnma 86 The writer visited eight out of the nine regions with two research assistants and administered the question- naires. Respondents completed the questionnaires after the purpose of the study and the items under the nine com- petency areas were explained and their OOOperation sought. Respondents were only requested to check the appropriate column indicating their response. The study was designed to cover all the nine regions Of Ghana (see map on page 86 showing the nine regions) but due to official governmental activities involving technical Officers and senior technical Officers in the Upper Region during the period of data collection, the Upper Region was not covered by the survey. This will not have any adverse effect on the findings Of this study because the Northern Region which shares a common boundary and runs the same agricultural extension programs with the Upper Region was included in the study. It should be noted that the two regions also share common farming conditions, methods, and farm practices. It is the Opinion of the writer that there would be no significant difference between Officers in the Northern and Upper Regions in their reactions to items in the questionnaire. Analysis Of Data Data collected were coded and key-punched onto computer cards and analyzed utilizing the CDC 6500 computer at the Michigan State University. —Fr___t : 2. . L <7 L I I' __ __ :-:Vm._ “% r =. ’.' + .Ur .v. d, i u v r t I .fih‘” 5 ( ’1. r "" Wr- ‘ I I o I o ,II‘V’ v'“ '5. 3 ‘0 [h\ I’ \g l K / I.) l " I O ‘ , .. : ’1’ r 4 1 5 i 4 ,J j 7 .’ ”r""" 5 i 3 .78.“. 1 2’.‘. I } nobtuzuu REGION 1 - ' I f ; i a ,0‘ £, g) L 5- ‘- ‘. z \. J ' h‘ 5 J'\‘\ ' --< 3“: ./ V '7 I ‘ ‘ 0 l I ' O“. “ \ (i I 0‘ ‘ . \ h‘ a ”Q‘ (“I "’? ‘0 I I ! \‘\ ,r/ ‘\ a” \‘\ 4.-) “J (9 I ! to) “V \ WV ‘ ’ I {L J 1 \ “x I ‘ 1 I. f '7 ‘~ ' T O ' I . I i" Ilouo A'naso K; r), . j n I o n o n ‘k “ I . l . ’A ' s p I . i _. . I; ’fifiLn‘ Jr “ " " '1.-- ‘\ \\ \ . SI 9 ‘\.I \i" I ‘k “ \‘\ k .Il - ‘ o ’V -o’ {$. .. ._ -1.-."':'.{.-L --- - . -_- I- _ . .4_’.. __ _ _ “1‘ , . ' .l .. I i 7 I ’i T—“J’ " (.l‘ (1 ‘nsosou ,’ ('1 I ‘ I > / . (” ‘) I .‘ . / ‘\-., ( Kenn! ) , ( . . \_ I ‘ ”\J an 4’ I A 3 T I I N g \\ " HO ‘. \ J ( I x O k. . x. ( ‘.‘h ‘L . . 3 ‘5 H w I s 1 I a n \‘yg‘ y) {L___ . noggin. _~_ _ “4H9 \ ‘vd 4s ” \ 3. l t ‘ 8 O I \‘ V 1“- IL - “I‘d, “ .\°fl \ “"3 "“\CIMTIIAL \ 4' o, ) \Itclou , GHANA j " ~.- g a = I. g D D I’ 1.. r3: I”: r 9* .0 J,“ REGIONS OF GHANA 88 Each content area subtest for each major scale was scored by adding the values for each item response Of times defined as falling within the subtest. Reliability Of each subtest was computed. The hypotheses for differences between groups within populations and between populations were tested with one-way analysis of variance. Tukey post hoc procedures were employed to isolate pairwise differences wherever the omnibus F Ratio was significant at alpha = .05. CHAPTER IV FINDINGS OF THE STUDY This chapter deals with the analysis of data in the order of the hypothesis contained in Chapter I. Each hypothesis is restated to facilitate reader understanding Of the analysis of the data. The chosen alpha level for each hypothesis test was 0.05. Results Of Each Hypothesis Test Null Hypothesis I There is no difference between college groups within college population in mean response for any of the nine competency areas in: l. the perceived need for training for technical Officers in each competency area, 2. when training Of technical Officers should occur in each competency area, and 3. the perceived importance of each competency area in the training program for technical Officers. An analysis Of variance was conducted to test the difference between the three agricultural colleges, (1) Kwadaso, (2) Nyankpala, and (3) Ohawu, within the 89 90 college population for each Of the nine competency areas by three question types (need for training, when training should occur and the importance of the competency areas). In no case was the null hypothesis rejected. The proba- bility Of the differences between the three colleges arising by chance for the 27 tests conducted ranged from .105 to .754 with a mean Of .417 and a standard deviation of .18. A summary of the analysis of variance results is presented in Tables 5, 6, and 7. Observation Of the per item score in the table revealed that faculty of the three agricul- tural colleges--Kwadaso, Nyankpala and Ohawu indicated that beginning technical Officers employed as extension officers need training in the nine competency areas and that the training should take place in the agricultural colleges. On the importance Of the areas to be included in the training program, the faculty of Kwadaso and Ohawu Colleges indicated that the areas Of extension organization and administration, human development, educational process, and social systems were very important; faculty of Nyank- pala College found the areas to be important. The areas of program planning and development and communication were found to be very important by faculty Of Ohawu and impor- tant by faculty of both Kwadaso and Nyankpala Colleges. Nyankpala and Ohawu Colleges found the area of effective thinking very important while faculty of Kwadaso College found the area important. The areas Of technical knowledge 91 8802 u H oooomz uoz u o .oHuom . . . . . . . . . . . . . . coHucan>m ovO Ov HN N nm b mv m Hv mm mm m Ov m mm Om m hm m hm Oh O can noncommm Ohm. hm. H~.~ mm.O~ 5H.OH mm. mm. nO.mm om.h Hm. ~O.mm mo.v vm. O0.0m OOOOHSOCM Hmochooa OOH. OO.H H~.~ mH.v ~H.O Oo. OO.H OO.m Hh. hm. mh.m mo.n om. 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OOHumuuchHand use mmv OO5 mNN N mO O VN m mO N ON N mM OH OM N MM N OO OH mm N OM N GO OH coHumuHcmOuo cOanOuxm Ouoom OHOOO ouoom Ououm Ouoow ouoom M ~ H CHEUNS =003U8 Om EQUH HQ“ 3““ am EQUH H0“ 3““ am 5UH Hum 33 muumnzm O m mu .m: m: m m m 00: umom 50x59 OOOHHOO HOHOOHOOHHOO OOOHHOO HmusuHOOHuOm «OOHHOU HOHOuHsoHumc sznno .M OHmmxcm5z .N Omuvczz .H .muoud accouomaou ocHz onu cH co>Hu On uHsonm OchHmua conz ou uowmmmm suH3 mmsouu OOOHHOU HooHuuo HOOchooe How mocoHua> no OHO5HO:¢II.OH OHbda 98 ucmuuomaH >um> I N ucmuuomEH I H ucmuuomaH uoz I O "OHOOO MHH. MON.N mNN.N mm5. vOO.H Hv. HN.H Ov. mN.H OO.H OO.H noummmmm OOO. HvH. mNN.N 50H. VNO. 5M. OH.H 0v. OH.H OM. OH.H OOOOHsocx HmoHccoma H.M M.N «MOO. ONO.m mNN.N va. 50m.H vv. mN.H mv. ON.H vm. mv.H OcHHcHnB O>Huommwm OM5. VOM. mNN.N 05N. VOO. Ov. MN.H Vm. HM.H Mm. mN.H cOHOOOHcssEOO . . . . . . . . . . . unmsOngoo can OOH NON N mNN N NNN Nom OM NH H 5M HH H Mm mN H OchcmHm EOHOOHO O5M. O50. mNN.N Hmm. OMm. Ov. OM.H Om. Nv.H mO. mm.H OEOOOOO HOHOOO HNO. O5w. mNN.N ONN. OOH. Mv. OH.H Nm. mN.H 5v. MN.H mmmooum HmcoHumosum NO5. MMN. mNN.N vHM. M50. Om. Om.H MO. OO.H Hm. mm.H ucmsmoHO>OO cuss: . . . . . . . . . . . :OHumuuchHanc can OO5 MON mNN N OvN M5O Hm OM H Hm vN H Ov ON H coHumNHcmOuo concOuxm N H :Hnqu cmmzuwm Hammad ucoucoov mummndm .H .m an m2 O: O m O m O m momma 50cmu&sou OOOHHOU OOOHHOU OOOHHOU HausuHOOHumm HmuOuHOOHHO¢ HOHOOHOOHHOG 930:0 OHmmxcm5z Omovmsx M msouo N macho H macaw .OOOH¢ 5ocoummaou mcHz on» no OocmuuomfiH 0;» cu nommmmm nuHs museum OOOHHOO HOOHOOO HOOHcsome How OOGOHHO> mo mmeHmncII.HH OHQOB 99 comparisons were conducted to test pairwise differences revealing a significant difference between Kwadaso (x = 9.33) and Nyankpala (x = 8.51) agricultural colleges but no significant difference between either Kwadaso or Nyankpala and Ohawu (i = 9.28) agricultural colleges. The question on the degree of importance of the effective thinking competency area yielded an F Of 5.93 which with df = 2,225 was significant at p < .05. Tukey post hoc comparisons conducted to test pairwise differences revealed a significant difference between Kwadaso (x = 1.45) and Nyankpala (x = 1.20) but no significant differ- ence between either Kwadaso or Nyankpala and Ohawu (x = 1.25) agricultural colleges. In no other case was the null hypothesis rejected. The probability of the difference between the three colleges arising by chance for the 34 remaining tests conducted ranged from .147 to .926 with a mean of .522 and a standard deviation of .259. With 36 tests conducted, two tests (36 by .05 = 1.8) are expected to achieve significance by chance. Given that only two tests achieved significance, their replicability is in question. The overwhelming weight of evidence (34 significant tests) suggest that in the overall sense, the null hypothesis of no difference between college groups in the technical officer population as to the need for training, when training should be given, 100 degree of competence possessed and the importance of the nine competency areas was not rejected. Examination of per item scores in Tables 8, 9, 10, and 11 disclosed that Kwadaso, Nyankpala and Ohawu college groups within the technical Officer population indicated that training in all the nine competency areas was needed and that such a training is important and should be given in the agricultural colleges. The respondents in the groups also indicated that their competence in the areas was average . Null Hypothesis III There is no difference between tenure groups within the technical Officer population in mean response for any of the nine competency areas in: (a) the perceived need for training for technical Officers in each competency area, (b) the degree Of competency possessed by technical Officers in each competency area, (c) when training of technical Officers occurred in each competency area, and (d) the perceived importance of each competency area in the training program for technical Officers. An analysis of variance was conducted testing for differ- ence between the three tenure groups: (1) 2-5 years; (2) 6-9 years; and (3) 10 years and above within the technical Officer pOpulation for each of the nine 101 competency areas by four question types: (1) need for training; (2) degree of competence possessed; (3) when training occurred; and (4) importance of the competency areas. In no case was the null hypothesis rejected as far as the perceived need for training in the nine competency areas is concerned. The probability of the differences between tenure groups arising by chance for the nine tests conducted for the need for training in the nine competency areas ranged from .167 to .953. A summary of the analysis of variance on the need for training in the nine competency areas is presented in Table 12. Per item scores in the table indicates that all the three tenure groups--(l) 2-5 years; (2) 6-9 years; and (3) 10 years and above within the technical Officer population saw the need for training in all the nine competency areas. The question on the degree of competence possessed by technical officers in the extension organization and administration competency area yielded an F of 5.34 which with a df = 2,231 was significant at p < .05. Tukey post hoc comparisons conducted to test pairwise differences revealed a significant difference between 2-5 years (i = 25.26), 6-9 years (i = 24.78) and 10 years and above (x = 27.93) tenure groups but no significant difference between 6-9 years and 2-5 years tenure groups. The question on the degree Of competence possessed by technical Officers in the human development competency 102 8632 I H 666062 uoz I o .oHoum coHuusHu>m NO5. NHN. HHN.N NN.H HmN. NO.H Om. Om.N NNm. Nm. He.m mN.H om. vm.m can gouawmum moq. NON. HHN.N mm.HN Hm.mH OH.H mo. OO.NH O5.H mo. HH.NH mm.m no. vv.OH woooHaocx Hoochoma mmm. HO. HHN.N HO.H NN.H Nm.H Na. ON.O HH.H em. ce.m cm.H mm. oN.m occhHna o>Huomuum 50H. om.H HHN.N HH.N Hm.n om.H Nm. HN.N OO.H Nm. Om.m Hv.H mm. Om.m :oHuuoHcsasou NmN. OH.H HHN.N Om.v NH.O 5m.N Nm. Ho.oH mm.H OO. Hm.HH oN.N Ha. HN.HH acmemoHo>wo new vchanm adumoum Hmm. meo. HHN.N ON.H OmH. mN.H Nm. 5H.m mm.H No. HN.N ON.H Hm. ON.O uaoumam HoHoom vow. OvH. HHN.N oN.v HHO. 5m.H Hm. 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H0.N HmN.N O0.005 v0.050N O0.0N Om.m vN.OVH v0.0N MM.M vo.oMH Om.0m Nv.m Nm.mnH OOUOHBOCM Hmochooa mOo. 5M.N HMN.N 0O.o0 m0.va H5.5 0N.M HM.ON OH.O 50.M 00.5N Om.5 mO.N Om.0N OcchHnfi O>Huoowum OON. mm.H HMN.N MN.NO M0.0NH OH.O Om.m Om.mn 5H.O MM.M Om.mm V0.0 ¢¢.m On.¢m . coHuuuHSOEEOU unnamoHo>0O new n.N N.H «0H0. 50.v HnN.N no.0HH 5m.MHm Nm.oH Om.m mO.N¢ 0m.OH vm.M 5o.ov mn.0H mH.N O5.5n OCHSHGHm BduOOHm m N.H «moo. mm.m HnN.N 5o.m0 NN.05m ON.O H0.M HH.0M Oo.m 5N.M m5.NM ov.m OH.N NO.Hn Ofiflumhm HOHOOm M.H H.N «Mvo. mH.n HMN.N 0OO.HO OO.o0N Oe.m mm.M Mm.mM O0.0 ON.M OO.HM H5.0 ON.O 0OINM mmmooum HOCOHHMOOON m.H H.N amoo. 50.v HMN.N m5.55 om.0mm Hm.m vv.m Hv.vM H0.0 o.M O0.0N O0.0 NH.n OH.Hm HOOBQOHO>OQ Guadz OOHumuuchHaud can s I I Q o o o o I o o o o 0 O m H N «moO vn m HMN N OH Hv v0 CNN MN 0 me n mO 5N #0 0 O0 m m5 VN 5m 0 0H m 0N mN COHUQNHCQOHO GOHOCQHXM M N H Ouoom Ououm oncom Ouoom ouoow Ououm OH :00: BO» HO 3 O so» no 3 50» HO 3 aboundm O O HO .me3 Oman Om H m mm m H m «a OO H N am 00: umom 50359 Ho>ond a mHOONIOHO M Hmummw OImO N HmumoaImIN. H .uuout Mucouumaoo OcHz onu OH OHOOHuuo HOOHOOOOB an uoauoumom oocmuwmaoo uo oouOOO on» Ou uOOOmOm OOH: mmsouu madame umonuo HOOHOOOOB How oucaHud> mo mHOOHocaII.MH oHnua 106 examination of the graphic illustration in Figure 1, dis- closed that technical Officers with over ten years experi- ence in the field have higher degree of competence than those with 2-5 years and 6-9 years field experience in the areas of extension organization and administration, human development, educational process, social systems, program planning and development and research and evaluation. There was no significant difference in the degree of com- petence possessed by the three tenure groups of technical Officers in the areas Of communication, effective thinking, and technical subject matter. On the whole, respondents in all the three tenure groups indicated that they possessed an average degree of competence in the nine competency areas. The question on when training was received by technical Officers in the nine competency areas, three areas--effective thinking, technical knowledge and research--yielded significant differences. The question on when training was received in the effective thinking competency area yielded an F Of 3.73 which with a df = 2,231 was significant at p < .05. Tukey post hoc comparisons conducted to test pairwise differences revealed a significant difference between 6-9 years (i = 20.90) and 10 years and above (i = 86.80) tenure groups but no significant difference between either 2-5 107 —I H F m>0m< oz< mm> OH MQDOKO wm>MIN _n50m0 , — e — — _ H — H a H — H _ H .% H H _ H H I— H mwmmmmmmm awwmo 1 1 1 1 1 Um zm QZ< IUm>02¥ JFUmuuw 205540.232 ZOO FZNEQOJN>MD QZ< OZ_ZZm 1:108 mmmUOma I220. 5mo 23231 ZOF<¢5W_Z_ZO< oz< ZOF8< OZ< mm>OF mm> OIw mm; DIN HI I f m H H MQDOOO _ W _ QDOKO TI” I'm-IF 120-I 110 - 100 — H _ w 1 _ o 8 d — d m 60—- 50— 4 4o— 1— w m H — H — H m m 0 maOOm zm 02.4 I Um_._. 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NW 0 a J Om ‘MUQ‘. on: uuoa_hix:h n! ax on» on o accun .o n a :15 ~ noucouu .u .Idou¢ hucouooloo use: IA» no oucouuonlu on» 0» doomoou an“) auscuu ceaolx nouquuo unaucauoa uOu ouccauqa no nunsuuctns.o~ vague 119 revealing a significant difference between Brong Ahafo Region (i = 10.93) and Northern Region (i = 12.93), but neither Brong Ahafo nor Northern Regions were significantly different from Greater Accra (i = 10.42), Ashanti (§ = 10.48), Western (i = 10.85), Central (i = 11.63), Volta (i = 11.23) and Eastern (i = 11.25) regions. The question on the need for training in the effective thinking competency area yielded an F of 2.40 which with a df = 7,226 was significant at p < .05. Tukey post hoc comparisons were conducted to test pairwise differences revealing a significant difference between Ashanti Region (i = 9.03) and Northern Region (§ = 11.17) but neither Ashanti nor Northern Regions were significantly different from Greater Accra (i = 10.03), Western (E = 10.38), Central (i = 9.63), Volta (i = 9.70), Brong Ahafo (i = 9.33) and Eastern (i = 9.57) Regions. The question on the degree of competence possessed by technical officers in the effective thinking competency area yielded an F of 2.94 which with a df = 7,226 was significant at p < .05. Tukey post hoc comparisons were conducted to test pairwise differences revealing a signifi- cant difference between Ashanti Region (i = 31.69) and . Northern Region (i = 24.47), between Ashanti and Greater Accra (i = 24.97) but neither Ashanti, Northern nor Greater Accra Regions were significantly different from Western (i = 30.24), Central (i = 28.11), Volta (i = 120 27.43), Brong Ahafo (i = 28.03) and Eastern (i = 27.71) Regions. The question on when training occurred in the communication competency area yielded an F of 2.57 which with a df = 7,226 was significant at p < .05. Tukey post hoc comparisons were conducted to test pairwise differences revealing a significant difference between Brong Ahafo Region (i = 22.27) and Northern Region (i = 25.43) but neither Brong Ahafo nor Northern Regions were significantly different from Greater Accra (i = 23.77), Ashanti (i = 23.27), Western (i = 25.10), Central (i = 23.30), Volta (i = 23.03) and Eastern (i = 23.38) Regions. The question on when training occurred in the effective thinking competency area yielded an F of 2.43 which with a df = 7,226 was significant at p < .05. Tukey post hoc comparisons conducted to test pairwise differences revealed a significant difference between Volta Region (§ = 20.40) and Northern Region (i = 24.00) but neither Volta nor Northern Regions were significantly different from Eastern (§ = 21.00), Central (i = 21.30), Brong Ahafo (i = 21.30), Ashanti (i = 21.38), Western (i = 21.76), and Greater Accra (i = 21.81) Regions. The question on the degree of importance of the human development competency area yielded an F of 2.60 which with a df = 7,226 was significant at p < .05. Tukey post hoc comparisons conducted to test pairwise differences 121 revealed a significant difference between Central Region (i = 1.30) and Ashanti Region (i = 1.53), Volta (i = 1.67) and Greater Accra (i = 1.68) Regions. The question on the degree of importance of the program planning and development competency area yielded an F of 2.39 which with a df = 7,226 was significant at p < .05. Tukey post hoc comparisons conducted to test pairwise differences revealed a significant difference between Central Region (i = 1.04) and Greater Accra Region (§ = 1.42), but neither Central nor Greater Accra Regions differ significantly from Volta (§ = 1.07), Northern (i = 1.07), Brong Ahafo (i = 1.13), Ashanti (2 = 1.24), Western (i = 1.24) and Eastern (i = 1.25) Regions. A representation of the difference between regional groups of technical officers in their perceived need for training in the nine competency areas is shown in Figure 4. Observation of the graphic illustration and the per item scores in Table 16 revealed that all respondents in the eight regions indicated that the program of training for technical officers should include all the nine areas. However, respondents in the Ashanti and the Central regions felt the need for more training in the human development area and respondents in the Western and Northern Region felt the need for more training in the effective thinking area. The per item scores in Table 17 and the graphic illustration in Figure 5 disclosed that respondents in 122 V meOE .wUZNFNQZOU wZ_Z NI» 2_ 02_Z_m V ”.3010 20.0mm mMUEmO JUzmhwm200 I 0 u w Q U m ( i (9 'L ) SNOI938 zmyhmg mekm ...ozmpmazoo “.0 ._.w_.._ < mO.“. mhlfih w0Uzmkwn:200 wz.2 NI... 2_ owmmwmmOn. mozwhmmzou “.0 mmewo mIk ZO Amzmv wnSOmO 20.0wm meEuO JUzwhwn=200 _ I 0 u w o U m < F N 538033 NVBW M 901L SNOI938 E Z 1 V 2m wI kmOZ 2 m w hwd‘w Ou 44¢...sz ZmMme>> _._.ZUzwhwn=200 no km: < mommhIVmeuai wwm "NFOZ 124 Ashanti, Western, Central, Volta, Brong Ahafo and Eastern regions indicated that they possessed an average degree of competence in all the nine competency areas. Respondents in the Greater Accra and Northern regions indicated that they possessed an average degree of competence in all the areas except in the effective thinking area where they indicated a below average degree of competence. As shown in Figure 6 and Table 18 all respondents in the eight regions indicated that they had training in the nine competency areas in an agricultural college except respondents in the Northern Region who had their training in communication and effective thinking areas after college. The per item scores as reported in Table 19 and the graphic presentation in Figure 7 on the importance of the nine competency areas revealed that respondents in Greater Accra, Ashanti and Volta regions found the area of human development very important and respondents in Greater Accra and Ashanti regions found the area of social systems very important to be included in the pre-service training program for technical officers. All the other competency areas were found to be important by the remaining six regional groups. Null Hypothesis V There is no difference between the three popula- tions of (1) faculty of agricultural colleges, (2) senior 125 o mmamgn. .mUzwhw1200 mz_z th Z. zw>_0 mm 043015 02.27:: ZMIB ZO Amzdmz QDOKO >mv mnSOmmu 20.0wm mmUEuO JUzmhmm $.00 _ I 0 h. , w 0 U m < E 538035 NVBW SNOIS 38 (B‘L) 2mm: hag ZmMPmfi Ouozmpmazoo ma “.0 EH... < «Oumhlfihm0Uzm...wn:200 mZ_Z th no wUZ= NIH ZO Amzmv mQDOmG ZO_0mm mmnzuuo ..._UZNPNQZOU w . I 0 u D U m < o w 3 V ~.N x .1 0 U 3 “.5 o. F «a w.— 919523.... a o; zamEmOz m m 25.5%. k m. m; 0.14:... 020%. m ) «50> m .. .~ .25sz v r 235mg n c «a :52? m 4504 «35.5 F . a _- 4 . mM O Z< I Um:.0mn_um 202.40.232200 FZNSEOJm>mO 024 032ij Zwo 2.3.431 ZQkoo new «mm. mo.H «on N oo.o Ho.o mm.H no. oo.aa ma.~ no. NN.HH mm.N no. ~H.HH monocoao aunoono and. 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(030m hzm2&04m>mo Z4 m 0» 00 304 H "mamom . . . . . . . . . . ceauuago>m 08 09m 0 0m Av Hmm H mm mm mm hmvn em 5 mm w pH Nm om m ma m mv am can nuumwmom 09 09m 0 Hm.mh Hm~.H oo.mon hm.ahmom mn.va mv.~ nn.wm ov.m~ vv.n vm.VMa ovpoa3osx Huoficnooa 09 06m 0 om.nm HmN.H no.5m mm.mmom mm.o mm.H om.oH vm.h mo.m om.h~ mcfixcwna 0>auoouum 09 09m 000. nv.ma «mN.H No.mm cm.moaa mo.aa mm.N Hm.mm no.m mv.m m¢.vn cofiucoacsssoo . . . . . . . . . . . ucosmoHo>wo can 09 09w mac no G How a va vma on men mm ma mm m mm mm v0 0H mm n ma ov unaccuam EcumOum 09 Ohm moo. Na.v ~m~.~ ov.ms om.on No.0H no.n mh.om mm.m mn.m vm.mm maoumxm Hcfloom 0? 09m oao. mn.o HmN.H no.mm Ho.hnm N>.o mm.N No.m~ NH.m vm.m nv.mm mmoooum accofiumoscm 08 Ohm mmo. om.v Hm~.~ mo.vm vs.hsm mn.o hm.m mo.m~ vo.m H~.n hh.~m uc05m0a0>0o cuss: . . . . . . . . . . . newucuumfiswand 0:0 mac co m HmN a on me ma mma Nm n o m mo vN oo o vm m mm mN coduuuACdmuo coflmcouxm cuoum ouoom oucom ououw n N a agave: cwo3u0m om swan now 3am am souH mom 30m mummndm a m up .m! m: m m 00: unoo soxsa .oem. .09. nouwuuo Hmowcsooa newcmm noogmmo googcrooa .mmou4 accouomaoo meaz 0;» ca muoowuuo Houaszuoa an commommom oucouomaoo no oouuon on» 0» uowmmmm suds 0:0«uoasmom nooauwo Hmowccowe u0acom can uoowuuo acowcnooa new ooccaun> mo mwmxaochI.- manna 143 populations, but no significant difference between technical officer and college (i = 1.50) pOpulations. The question on the importance of the educational process competency area yielded an F of 167.80 which with a df = 2,304 was significant at p < .05. Tukey post hoc comparisons conducted to test pairwise differences showed a significant difference between the technical officer population I§ = 1.22) and the senior technica1 officer population (i = 2.98) but no significant difference between technical officer and college (i = 1.25) populations. The question on the importance of social systems competency area yielded an F of 19.64 which with a df = 2,304 was significant at p < .05. Tukey post hoc com- parisons conducted to test pairwise differences revealed a significant difference between college population (i = 1.29) and senior technica1 officer population (i = 2.10) but no significant difference between college and technical officer (i = 1.48) populations. The question on the importance of the program planning and development competency area yielded an F of 3.68 which with a df = 2,304 was significant at p < .05. Tukey post hoc comparisons conducted to test pairwise differences showed a significant difference between the senior technica1 officer population (i = 1.00) and the technical officer population (i = 1.18) but no significant 144 difference between either senior technica1 officer or technical officer and college (i = 1.12) populations. The question on the importance of the communication competency area yielded an F of 150.96 which with a df = 2,304 was significant at p < .05. Tukey post hoc compari- sons conducted to test pairwise differences revealed a significant difference between the college population (i 1.12) and the senior technica1 officer population (§ 3.04) but no significant difference between college and technical officer (i = 1.26) populations. The question on the importance of the effective thinking competency area yielded an F of 45.25 which with a df = 2,304 was significant at p < .05. Tukey post hoc comparisons conducted to test pairwise differences revealed a significant difference between college population (i = 1.29) and senior technica1 officer population (§ = 2.10) populations but no significant difference between college and technical officer (i = 1.36) populations. The question on the importance of the technical knowledge competency area yielded an F of 5.53 which with a df = 2,304 was significant at p < .05. Tukey post hoc comparisons conducted to test pairwise differences revealed a significant difference between senior technica1 officers population (i = 1.00) and college population (i = 1.29) but no significant difference between college and technical officer (2 = 1.17) populations. 145 The question on the importance of the research and evaluation competency area yielded an F of 50.77 which with a df = 2,304 was significant at p < .05. Tukey post hoc comparisons conducted to test pairwise differences revealed a significant difference between the technical officer population (§ = 1.37) and the senior technica1 officer population (i = 2.83) but no significant difference between the technical officer and the college (§ = 1.58) popula- tions. The hypothesis of no difference between college, senior technica1 officer, and technical officer populations in their perceived degree of importance of the nine com- petency areas was rejected and the alternative hypothesis of difference between the pOpulation was accepted. The probability of the differences between the three popula- tions arising by chance for the nine tests conducted ranged from .000 to .026. As shown in Figure 11 and in Table 23 faculty of agricultural colleges and technical officers indicated that all the nine competency areas were important to be included in the training program for beginning technica1 officers. Senior technica1 officers on the other hand indicated that the areas of extension organization and administration, educational process, social systems, communication, effective thinking and research and evaluation were very important and the areas of human development, program 146 m 1H” «OkmvmeEuO I.w 02< IUm>OZx J.... Umuum ZO....wo 02< 02.224...“ 2m I.<.UOm mmmUOmn. I.m0 Z<2 DI ZO_._.uo> I N 053005 I a ucouuodaH 002 I o "oaoom A8 0 0 0 O O O O o o O coaumgfing 09m .09 .000 up on «OM.N em N0 N0 MN H mm N om cm H Nb mm a can anaconda a8 0 0 Q o 0 O o o o O m .09 08m tvoo mm m vom N ma mm o 00 H ow NH a No mN H 0 00H3OGM Accessoma 09m .AMW coco. mN.mv won.N mN. Nm.HH Nv. OH.N Hm. mm.H mm. mN.H mcwxcflna m>wuommum 09m .AWW coco. mm.oma vom.N mv. ov.mo NH.H wo.m Nm. mN.H 0m. NH.H cowumowcsEEoo 8 QB o o s 0 o o o o o 0 0 “:0a0Hm>8 2” AGO .oam aoNo mm m «on N ma 50 AN 00 a he ma H vm NH H mcwcccum acumoum 09m .AWW «ooo. vw.mH com.N mv. mN.N an. OH.N mp. me.a 0v. mN.H mamumam Hawoom 09m mm“ «ooo. Om.NmH vam.N hm. HH.N@ mo.H mm.N mv. mN.H cv. mN.H mmoooum HMCONumoscm .Amw 09m «ooo. NN.HN vom.N 0N. mo.m o OO.H mm. mm.H Hm. Om.H ucosmoao>00 008:: ”8 O O h o I O o o o o O cowamuumflcg ”5 09m .09 «coo mm vv vom N MN Nv 0H 0m 00 N av mN H mm 00 H coflucuwccmuo cowmcouxm n N . H canvas 009.500 .060: ”Ewan—OO. muomndm m .m up w: m: m m m m m m 000.3 accouomaoo .oemv nooguuo .09. .gooc uwoauuo Hmoacnowa so gnome omoaaou nowcwm H a .mcwu< Nocouomaoo mafiz an» no oosauuomau osu ou uuwmmum saw: 0:0wucasmom Hoowuuo acowsnooe Meadow can Hoowuuo Hmuacnuoa .mmoaaoo no muasocm you cocoaum> no mwmhaocm N om an m 000050 >0 pwuowmxm awnssz oog mo coo ucoogmgcogn om grace umumuuucH pmuoonmm mwmwnuomxm N 0m 5 pmuooflmx mwmcnuomxm N on N youmuousu pmuomnmm mflmocuomxm N mm AH umumuouch pmuomnom mflmwcuomum o N .uoumucuCH. couooflom memonuomss m m .uoumuouch pouooflum mwmwguom>= m o pouowmmm uoz mwmmnuomhm m o cocooflom uoz mflmwnuom>m a cognac >0 moccoauqcmwm m>0asua on cocoomxm hm 0 44808 mcmud wocoummsou no moccuuomfim pommwmmom mocwuwmeou cw>wu mm oasonm mcficwcua 00:3 msflcwmua now 0002 mumou * ofim * mumou a mam * mummu * uam a sodoom mummy * mam * wwmaaoo mummy a mam * muscms mummy t mam ‘ mcowumdsmom m comwucmsou oncogene Havacnowe newcmm mumoflwmo Hmowszooa «moaaou .mmmonuom>= pouommmm hamsoausmm ocHuMCNEAHm now on:& scamauonI.vN manna 150 There was in general a high correlation in when training in the nine competency areas should be offered between tenure groups, college groups and regional groups within the technical officers population; between the three college groups and the senior technica1 officer group. Respondents felt that training in the nine competency areas should be given in agricultural colleges. Technical officers of the three tenure groups, three college groups and eight regional groups felt they possessed an average degree of competence in the nine competency areas. Senior technica1 officers felt that technical officers working under their supervision possessed below average degree of competence in effective thinking, technica1 subject matter and research and evaluation competency areas. There was in general a high correlation in the perceived importance of the nine competency areas in the training program for technical officers between tenure groups, college groups and regional groups within the technical officer population; between the three college groups and the senior technica1 officer population. Respondents felt that the nine competency areas were important to be included in technical officer training program. CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Summary of Findings The general purpose of this study was to deter- mine the pre—service training needs of agricultural extension officers (technica1 officers) in Ghana as reflected by the reaction of (1) extension officers in the field, (2) senior technica1 officers under whom the exten- sion officers work, and (3) the faculty of the three agri- cultural colleges responsible for the training of extension officers. The study was designed to include the following nine competency areas identified through a review of litera- ture as areas in which agricultural extension officers should possess competence. The areas were: 1. Extension organization and administration. 2. Human development. 3. Educational process. 4. Social systems. 5. Program planning and development. 6. Communication. 7. Effective thinking. 151 152 8. Technical knowledge. 9. Research and evaluation. The nine competency areas of the questionnaire were divided into four sections. Section I.--Respondents were asked to indicate as to whether beginning extension officers nggg_to or not need to possess competence in the nine competency areas. Section II.--Technical officer respondents were asked to indicate the degree of com- petence they possessed in the nine competency areas. Technical officers could indicate their degree of com— petence on a five-point scale--"1" being low degree of competence and "5" being high degree of competence pos- sessed. Section III.--Respondents were asked to indicate their opinion on when training in the nine competency areas should be given to technical officers. They could indicate whether it should be given before college, in college or after college. Section IV dealt with the degree of impor- tance of the areas to the effectiveness of an extension officer. Respondents were asked to indicate their opinion of the degree of importance as very important, important or not important. Three basic assumptions relative to the pre-service training needs of agricultural extension officers in Ghana were made. These were: 1. that agricultural extension officers in Ghana could be made more effective by sound 153 pre-service training in the nine competency areas; that practicing agricultural extension officers, their supervisors and faculty of the three agri- cultural colleges in Ghana were capable of pro- viding useful information on pre-service training needs of agricultural extension officers in Ghana; and that the findings of this study could be used as a basis for curriculum reform in the agricultural colleges in Ghana. It is the considered view of the writer that it was neces- sary to point out the limitations of the study. 1. The study was limited to an attempt to identify the pre-service training needs essential for a successful extension officer. The focus of the study was on nine competency areas considered to be essential to an extension officer for a successful entry into extension work. The study did not attempt to evaluate the present pre-service training programs in the agricultural colleges in Ghana and did not attempt to evaluate the present government policies on agricultural personnel training. 154 4. The study was limited to descriptions of the Ghana Government agricultural policies, pre-service training programs of the agricultural training colleges in Ghana and competency areas identified by practicing agricultural extension officers, their supervisors and faculty of agricultural colleges as being important to be included in pre- service training progress for agricultural exten- sion officers. The data for this study was obtained from 240 tech- nical officers which were fifty percent of technical officer population in the eight regions covered in Ghana, 48 senior technical officers which were fifty five percent of senior technica1 officer population in the eight regions and the total population of 24 faculty members of the three agricultural colleges in Ghana. Questionnaires based upon nine competency areas identified through the review of literature related to the training needs of agricultural extension officers were constructed and administered by the writer and two research assistants. Data collected for the study were coded and key- punched onto computer cards and analyzed. Each content area subtest for each major scale was scored by adding the values for each item response of items defined as falling within the subtest. The hypotheses for differences 155 within technical officer groups--tenure, college attended and region of work within faculty of agricultural colleges group--Kwadaso, Nyankpala and Ohawu; and hypotheses for differences between technical officer, senior technical officer and faculty of agricultural college populations were tested with one-way analysis of variance. Tukey post hoc procedures were used to isolate pairwise differences wherever the omnibus F Ratio was significant at alpha = .05. Pre-Service Training Needs of Ghananian Agricultural Extension Officers Comparisons made between agricultural extension officer tenure groups, college attended groups and regional groups in the need for training in the nine competency areas revealed that the pre-service training program for agricultural extension officers in Ghana should include the areas of extension organization and administration, human development, educational process, social systems, program planning and development, communication, effective thinking, technical subject matter and research and evalu- ation. The extension officers indicated that the nine competency areas were important to the overall effective- ness of extension officers and that they received their training in the areas in the agricultural colleges. 156 Extension supervisors and faculty of the three agricultural colleges in Ghana also indicated the need for training of extension officers in the nine areas. They also rated the areas as important and indicated that the greater part of training in the areas should be given at the agricultural colleges. Extension Officers by Tenure Groups The data were analyzed according to the three tenure groups (1) 2-5 years, (2) 6-9 years, and (3) 10 years and above. All the groups indicated that beginning agricultural extension officers need to possess com- petence in the nine competency areas. The 10 years plus group indicated a high degree of competence in the nine areas and the 2-5 years and 6-9 years groups indicated an average degree of competence in the areas. All the groups indicated that they had training in the areas in agricul- tural colleges. The 2-5 years and 10 years plus groups rated the areas of extension organization and administra- tion, human development, educational process, social systems, program planning and development, communication, effective thinking and technical knowledge as very impor- tant to the effectiveness of an agricultural extension officer. The 6-9 years group rated all the nine areas as important. 157 Extension Officers by College Groups Data were analyzed according to the three agricul- tural colleges attended by extension officers. The three colleges (1) Kwadaso, (2) Nyankpala, and (3) Ohawu are responsible for the training of agricultural extension officers in Ghana. All groups indicated that beginning extension officers need to have competence in the nine areas; that respondents in the groups possessed an average degree of competence in the areas; and that training in the areas was received in the three agricultural colleges. The three groups also rated the nine areas as important to the overall effectiveness of an agricultural extension officer. Extension Officers by Regional Groups Data were analyzed according to the eight regions covered by the study. The regions were (1) Greater Accra, (2) Ashanti, (3) Western, (4) Central, (5) Volta, (6) Brong Ahafo, (7) Eastern, and (8) Northern. All the groups indicated that beginning agricultural extension officers need to possess competence in the nine competency areas. Extension officers working in Ashanti, Western and Eastern Regions indicated that they possessed a high degree of competence in the nine areas. Extension officers in Greater Accra, Central, Volta, Brong Ahafo and Northern 158 regions indicated that they possessed an average degree of competence in the nine areas of training. Extension officers in all the eight regional groups indicated that they received training in the nine areas in agricultural colleges. Extension officers in Greater Accra, Ashanti and Volta regions rated the areas of human development, social systems and research and evaluation as very important and the other six areas as important to be included in the pre-service training program for agricultural extension officers. The remaining five regional groups indicated that the nine areas were important to be included in the pre-service training program. Senior Technical Officers Senior technica1 officers indicated that beginning technica1 officers need to be competent in the nine com- petency areas. They also indicated that the nine areas were important to be included in pre—service training pro- gram for extension officers. Training in the areas should be the responsibility of the agricultural colleges. The senior technical officers indicated that technical officers who worked under them possessed below average degree of competence in some of the nine training areas. Faculty of Agricultural College Groups Data were analyzed according to the three faculty groups: (1) Kwadaso, (2) Nyankpala, and (3) Ohawu. The 159 three faculty groups indicated that beginning extension officers need to be competent in the nine areas of training and that such a training should be given by the agricul- tural colleges. Kwadaso and Ohawu faculty groups found the areas of extension organization and administration, human develOpment, educational process and social systems very important; Nyankpala faculty group on the other hand found these areas important to be included in the pre-service training program for extension officers. The areas of technical knowledge, research and evaluation were found by Kwadaso and Nyankpala to be very important. The other competency areas of program planning and development, communication and effective thinking were found to be important by all the three faculty groups. Conclusions 1. When faculty of agricultural college groups were compared, there was a general agreement that it was important for a beginning agricultural extension officer to be competent in the nine competency areas; that the nine areas should be included in the pre—service training program and that training in the areas should be the responsibility of the agricultural colleges. 2. When agricultural extension officers were compared by college groups, there was the indication that the competency areas were important, that extension 160 officers need to have knowledge about them and that the competence possessed in the areas was acquired at the agricultural colleges. When the Opinions of agricultural extension officers were compared by tenure groups, there was the general agreement that the nine competency areas were important to be included in the pre- service training program; that beginning extension officers need to have competence in the areas and that the competence possessed in the areas by serving extension officers was acquired at the agricultural colleges. The lO-year tenure group indicated a higher degree of competence in the nine competency areas over the 2-5 years and 6-9 years tenure groups. This difference could be attributed to the longer length of service and field experience of the respondents in the lO-year group. This seemed to indicate that the longer the length of service and the more the field experience acquired, the more an extension officer felt he was competent in extension work. When agricultural extension officers were compared by regions, there was the general agreement that beginning agricultural extension officers need to have competence in the nine competency areas and that the areas need to be included in the pre- service training program for prospective 161 agricultural extension officers. The higher degree of competence in the nine competency areas indicated by reSpondents in Ashanti, Western and Eastern regions over respondents in the other regions, could be attributed to differences in the degree of field experience acquired by respondents in the various regions. The regional differences shown in the degree of importance and the degree of competence extension officers possessed in the nine competency areas should be considered when in-service training programs are being drawn for serving agricultural extension officers. Senior technica1 officers indicated that the nine competency areas were important to be included in the pre-service training programs for agricultural extension officers. They also indicated that exten- sion officers need training in the areas and that such a training should be the responsibility of the agricultural colleges. In the Opinion of the senior technical officers, extension officers working under them had a below average degree of competence in the competency areas. This led me to believe that serving extension officers need training in the nine competency areas through in- service. 162 When the three populations (1) agricultural exten- sion officers, (2) agriculture extension super- visors, and (3) faculty of the three agricultural colleges were compared there was a disagreement in respect to the need for extension officer training in the areas of effective thinking, technical subject matter and research and evaluation. There were also differences on when training should be given in the areas of effective thinking, technical subject matter, social systems and program planning and development. The three pOpulations also differed in the perceived degree of importance of the areas of extension organization and administra- tion, educational process, social systems, communi- cation, effective thinking, technical subject matter, human development and research and evalua- tion. The differences between the groups showed that though they were all involved in extension work, they could not agree on the type of training that should be given to prospective agricultural exten- sion officers and those already engaged in extension work. The findings of this study should enable all the groups involved in extension work to come together to deve10p a more compatible training program for agricultural extension officers. 163 7. Findings reported in this study closely paralleled those found in previous studies on the training needs of agricultural extension officers in the United States, Canada, Nigeria, and Tanzania. This might be due to the fact that agricultural extension means the same thing wherever it is practiced-- helping the farmer improve his farming methods and thereby increasing his production and income. The findings indicated that if agricultural extension was to achieve its goal of getting mass acceptance of improved agricultural methods for increased production, then agricultural extension officers in charge of farmer education required Special know- ledge of competence in the broad training areas of (1) extension organization and administration, (2) human development, (3) educational process, (4) social systems, (5) program planning and development, (6) communication, (7) effective thinking, (8) technical subject matter, and (9) research and evaluation. If agricultural production is to keep pace with population increase in Ghana as it is in the United States, then extension officers should be given the type of training that would enable them to work more effectively with the farmers. 164 Recommendations 1. The pre-service training program for agricultural extension officers in Ghana should be reviewed in light of the findings of this study. There should be constant assessment of what extension officers are taught in relation to what they are expected to do after training. Extension training should not be a once and for all exercise. Extension should keep in line with change. This means there must be a provision for a continuous in-service training. Intensive in- service training is a necessity for extension officers now working in the field. This will help improve their competence in the competency areas identified in this study. In-service training should be provided to all agricultural extension officers in all the nine competency areas, more specifically in the areas of research and evaluation, effective thinking, human development and technical subject matter. There is need for induction training for beginning agricultural extension officers. Induction train- ing should give them a clear understanding of agri- cultural extension policies, objectives and philosophy. This training should be considered as a supplement to what the extension officers have 16S learned in the agricultural colleges. The induction training programs should be systematic and well organized so as to arouse the interest of serving extension officers. As extension does not only bring about techno- logical change but also social and attitudinal changes in rural people, prospective candidates must have rural background or farming experience and must exhibit the ability to identify themselves with the aspirations of the rural people. Training in the social sciences and human development are necessary. Research should be conducted to determine the effects of the following on-the-job performance of the Ghananian agricultural extension officer: (1) transportation, (2) opportunity for further studies, (3) salaries, and (4) promotion and other conditions of service. A training policy for the training of agricultural extension personnel should be established by the Ministry of Agriculture. The policy making body should set training goals, develop facilities for training, see to the financing of training programs and see to it that continuous evaluation of train- ing programs is carried out. {I’g{f.IJJ 10. 166 Agricultural colleges should be made efficient by staffing them with qualified faculty capable of teaching the identified competency areas effectively. As the effective functioning of an organization like the Ghana Agricultural Extension Service depends upon well-trained personnel at all levels in the organization, research should be conducted for the purpose of identifying training needs of extension supervisors and administrators. This study was limited to the training needs of agri- cultural extension officers. APPENDICES APPENDIX A APPENDIX A MINISTRY OF AGRICULTURE Vacancies for Learner Technical Officers (Agriculture) Kwadaso, Nyankpala and Ohawu Agricultural Colleges Applications are invited from suitably qualified persons to undergo a three-year course of training begin- ning February 1, 1977 at the Agricultural Colleges at Kwadaso, Nyankpala and Ohawu. 2. QUALIFICATIONS: Candidates must: (a) (b) (c) (d) (e) be citizens of Ghana be between the ages of 18 and 25 years and possess the West African School Certificate or a General Certificate of Education at Ordinary Level with passes in five subjects, including English Language, Elementary Mathematics and either General Science or Agricultural Science, or possess the Intermediate City and Guilds Certificate in Agricultural Mechanics candidates for the June 1976 GCE or West African School Certificate Examination may apply on producing satisfactory evidence that they have entered for the examination in the required subjects. 167 168 Preference will be given to candidates who at the time of selection are qualified under paragraph 2 (c & d) above. A limited number of vacancies exist at Kwadaso Agricultural College for female learners who will, in addition to agriculture, take courses in Home Science. 3. Suitable applicants who will be selected after an examination and interview will qualify for entry to the Agricultural Colleges.” Candidates selected for training must have a certificate of fitness from a Government Medical Officer before accepted for training. 4. ALLOWANCES: Learners will be paid allowances at the follow- ing rates: lst Year 948.00 per annum 2nd Year 984.00 per annum 3rd Year 1020.00 per annum 5. Furnished accommodation and services are pro- vided at the colleges at a low charge. Learners are also required to pay for the cost of messing. 6. BOND: Learners will be bonded for 500.00 to complete the course and to serve for five years in any subsequent appointment in the Ministry of Agriculture. 7. Learners who successfully complete the course will be eligible for appointment as Technical Officer (Agriculture) on the salary scale R. 35, 42, i.e. 1428 x 48 -- 1620: 1788 x 60 -- 2028 PROSPECTS: Technical Officer (Agriculture) has prospects of promotion to the grade of Senior Technical Officer R. 47, 52 ( 2,100 -- 2,808.00 p.a.), Principal Technical Officer R. 57, 62 (2,904.00 -- 3,864.00 p.a.) and Chief Technical Officer R. 67, 72, 74 ( 3,984 -- 5,520.00 p.a.). 169' 8. METHOD OF APPLICATION: Official application forms can be obtained on request from the DIRECTOR OF AGRICULTURE, P.O. BOX M.37, ACCRA. Completed application forms accompanied by (a) two passport size photographs (b) self-addressed envelope affixed with 7p stamp (c) an examination fee of FOUR CEDIS ( 4.00) POSTAL/MONEY ORDER which should be CROSSED and made payable to West African Examinations Council must be despatched by registered post to reach the DIRECTOR OF AGRICULTURE, P. O. Box M.37, ACCRA not later than 6th APRIL, 1976. Applicants must write their name and address at the back of the postal or money order. Appli- cations which are not accompanied by Postal/Money orders will be ignored. NO LATE APPLICATIONS WILL BE CONSIDERED Director of Agriculture APPENDIX B A SUMMARY OF THE STANDARDIZED AND HARMONIZED SYLLABUS FOR AGRICULTURAL COLLEGES IN GHANA APPENDIX B A SUMMARY OF THE STANDARDIZED AND HARMONIZED SYLLABUS FOR AGRICULTURAL COLLEGES IN GHANA First Year Botany Objectives of the Botany course are that students after the course should be able to: 1. 6. Understand the processes involved in plant growth. Apply plant growth processes in cr0p production. Understand nutrient needs of crops and the effect they have on plant growth. Provide crop nutrient needs through application of manures and fertilizers. Select the right type of soil for a vegetable garden. Understand the essence of budding and grafting. The items under Botany are: (a) Introduction to Botany (b) The Plant Kingdom (c) The Plant Body 170 (d) (e) (f) (g) 171 The Root, Stem, Leaf, Flower, Seeds, and Fruits Propagation of Plants Layout of Garden and Nursery Establishment of Lawns and Hedges Crop Protection The crop protection course has the following objectives. Students should be able after the course to: 1. Have a basic idea about insect class and its place in the animal kingdom. Appreciate the economic importance of insects and other diseases of crops. Identify harmful insects and how to control them. Identify symptoms of diseases on plants and to determine kind of disease. Items to be treated under Crop Protection are: (a) (b) (c) (d) (e) (f) (9) (h) (i) General introduction to plant diseases. Causes of plant diseases. The study of nematodes. Inanimate causes of diseases. General characteristics of a typical insect. Classification of insects. Methods of Pest Control. Insecticides, fungicides, nematicides--fumigants and weedkillers. Weeds and weed control. 172 Animal Husbandry Objectives--Students after the course should have ability to: 6. Identify the functions of the principal systems. Classify nutrients and their uses to the animal body. Determine causes of diseases. Treat simple fractures and snake bite. Apply knowledge in breeding in the selection of animals. Start a livestock farming project. Course items: (a) (b) (C) (d) (e) (f) (g) (h) (i) (:1) Definition and aim of livestock keeping. Factors to consider in establishing a livestock enterprise. Ecological and sociological factors which affect livestock production in Ghana and West Africa in general. Nutrition of livestock. Elementary anatomy and physiology. Principles of Genetics and Animal Breeding. Embryology--Development of Birds and Mammals. Health: diseases and their causes. Preventive Medicine. First Aid Principles. 173 Soil Science Objectives--Students after the course should have the ability to: 1. 2. Identify different types of rocks. Understand the basic principles underlying the weathering of rocks. Understand the relationship between plants and animals. Identify the agents of soil formation. Understand the relationship between plants and soils. Recognize the effect of soil PH on plant growth. Recognize the importance of soil microbes. Describe the various layers in a soil profile. Classify soils of Ghana. Course Items: (a) (b) (c) (d) (e) (f) (g) The importance of soil in agriculture. Rocks. Primary and secondary minerals. Weathering of rocks. Soils--properties, structure, and texture, temperature, PH, etc. Plants and their relationship to soils. Soil microbes; soil organic matter, soil survey and soil profile and sampling. 174 Meteorology Objectives: 1. Students to become familiar with agricultural meteorological instruments and learn the working principles of the instruments. Students to know the importance of the weather records to agriculture. Course Item: (a) (b) (C) (d) (e) The importance of meteorology to agriculture. Types of meteorological instruments. Recording readings in the note book. Meteorology and Civil Aviation. The World Meteorological Association--aims and objectives. Agricultural Surveying Objectives--Students should have the ability to: 1. Make accurate measurements by using the chain. Read the Prismatic compass correctly. Construct right angles with the chain. Identify and solve problems in chain surveying. Read maps and interpret them correctly. Course Items 3 (a) (b) (c) Measurement and calculation of areas. Instruments used in chain surveying. Compass Survey, Magnetic Variation, and Deviation; Bearing. (d) 175 Levelling instruments and their uses. Agricultural Economics Objectives--Students should have the ability to: 1. 2. 5. Identify the factors of production. Combine these factors to yield a reasonable margin of profit. Recognize the problems associated with marketing. Identify demand supply curves and assign reasons for them. Understand the concept of elasticity. Course Items: (a) (b) (C) (d) (e) (f) (g) (h) Introduction to agricultural economics--Definition, scope, money, and currencies. Factors of production--land, labour, etc. Production, function, and the law of diminishing returns. Cost analysis. Risks and Uncertainties. Demand and supply. Development of a market economy. International Trade. Agricultural Machinery Objectives--After the course students should have the ability to: 1. Calculate areas. 7. Course (a) (b) (C) (d) (e) (f) (g) (h) (i) (j) (k) (1) 176 Metals. Workshop hand tools. Paints. Wood Working Tools. Materials and welding. Farm Power. Internal combustion engines. Engine Power Transmission. Second Year Syllabus Select the right type of tool for particular job. Select, handle, and use tools correctly. Identify farm tools. Recognize and identify the fundamental principles involved in machines. Construct simple farm structures. Identify parts of simple machines, etc. Items: Review of areas, temperature, and heat. Electricity--magnetism and conduction of elec- tricity. Mechanics. ’ Simple Machines. The objectives of courses in the second year are almost the same as those of the first year except those of Agricultural Extension--Extension Education is not offered in the first year. 177 Crop Production and Protection Course Items: 1. Climate and vegetation of Ghana. 2. Crops--their general botany, climatic and soil requirements, prepagation, diseases and pest control, weed control, harvesting, and marketing. 3. Crops to be treated--maize, rice, guinea corn, millet, yam, cassava, cowpeas, etc. (food crops, cash crops). Animal Husbandry Course Items: 1. The importance of Poultry Industry. 2. Poultry Industry in Ghana. 3. Some common breeds of Poultry. 4. Systems of poultry keeping. 5. Incubation--principles and practice. 6. Breeding, rearing, housing, and management of poultry. 7. Record keeping. 8. Common diseases of poultry, causes, symptoms, and control measures. 9. Castration--reasons and methods. 10. Artificial Insemination. 11. Numbering of farm animals. 12. 13. 14. 15. 16. 178 Pig Husbandry--prospects and limitations in Ghana, common breeds, housing, management, common diseases and their control. Cattle Husbandry--breeds, calving and calf rearing, housing, and management, common diseases and their control. Sheep and Goats Husbandry--Breeds, breeding, and management; common diseases and their control. Rabbit raising--Housing, Breeding Methods, feeding and management. Pasture Management and Development. Soil Science Course Items: 1. 2. Soil classification—-emphasis on Ghana soils. Plant Nutrition--micro and macro elements in the soil. Nutrient deficiency sumptoms. Fertilizers--types, application and effects on plants. Traditional maintenance of soil fertility in Ghana--1and rotation, shifting cultivation, fallow periods, etc. Methods of improving soil fertility. Improvement of physical condition of soil. Soil erosion-—effects and control. Soil and water conservation. 10. 11. 179 Dam construction. Irrigation--principles and practice, site selection, construction, etc. Agricultural Surveyigg Course Items: 1. 2. The meaning and scope of farm management. Traverses--open and close; plotting. Obstacles in chain surveying and field surveying. Compass surveying--picket compass, prismatic compass. Levelling and levelling instruments. Booking levels. Contouring. Farm Management Course Items: 1. The meaning and scope of farm management. Principles of farm planning and budgeting. Selecting the farm enterprise. Farm planning and lay-out. Farm records and accounts. Farm budgeting. Farm records analysis. Labour utilization in farm business. Risks and uncertainties in farm business. C00peratives and Credit Unions. 180 Agricultural Machinery Course Items: 1. 9. 10. A short history agricultural mechanization in Ghana. Operating and maintaining tractors. General introduction to agricultural implements-- types and their uses. Studying individual implements--ploughs, barrows, cultivators, etc. Trouble shooting and tuning-up. Field Practices--using the necessary implements for the initial farming operations. Harvesting and processing equipments. Organizing and maintaining a farm workshOp. Managing a simple farm sh0p. Problems of mechanization in Ghana. The Log Book and how to keep it. Agricultural Extension Objectives: After the course, students should have the ability to: 1. 2. 3. 4. 5. Recognize farmers problems and offer advice. Make on the spot decisions. Conduct demonstrations. Communicate effectively with rural folk. Determine which method of communication to use in any given situation. 10. 11. 181 Use common visual aids. Write short, clear and concise instructions, letters, reports, hand-outs, newspaper stories and circular letters. Organize farmers. Select local leaders, organize farmers' meetings and agricultural shows. Plan intelligent and appropriate extension pro- grammes for rural peOple. Evaluate rural programmes. In order to achieve these objectives, the following items will be covered: 1. Definition and scope of extension education. (a) Organization of extension work in Ghana; other countries. Extension Principles: (a) Philosophy (b) Policy (c) Objectives. Extension as an educational process. (a) Teaching and learning (b) Communication (0) Diffusion Extension Teaching Methods (a) Individual method (b) Group Method and 182 (c) Mass Method (d) The Use of Audio Visual Aids. 5. Social and cultural factors in Extension (a) Social structure (b) Culture of the society (0) Barriers to change 6. Working with People (a) Personal attitude (b) Working with local leaders (c) Farm Clubs and Cooperatives (d) Public Relations 7. Planning and evaluating Extension Programmes (a) The need for planning (b) The planning process (c) Steps in planning (d) Annual plan of work and calendar (e) Evaluation 8. Additional considerations in planning extension programmes. (a) Programmes for rural women (b) Programmes for young people (c) Programmes for adults (d) The role of farm institutes Students are expected to do these related activities for practical experience. 183 Examine pamphlets, newspaper articles and posters use in extension projects. Field extension staff to be invited to give talk on their field work. Participation of students in debates and symposiums. Visit to agricultural shows to see how the shows are organized. Use of simple visual aids. Attending cooperative meetings to see how farmers c00peratives are organized and run. 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“monsommHo 197 Below is a suggested list of Areas of Training in which it might be desirable for Extension Officers (T.O.'s) to be trained before taking up extension duties. Please check the column which indicates most accurately your reaction to each of the following Nine Areas of Training as to whether they are VERY IMPORTANT, IMPORTANT, NOT IMPORTANT to be included in the Pre-Service Training Program of Extension Officers (T.O.'s). Very Nat AREA or TRAINING Imam Important Important Extension Organization and Administration Human Development: developmental processes of people, group inter- actiongprinciples The Education Process: principles of learning, teaching methods and philosophy of education Social Systems: family, community, school, church groups, special interest groups, farmer organi- zations Program Planning and Development Communication: basic communication, individual, group and mass media Effective Thinking: problem solving method, decision making based on critical analysis Technical Knowledge: Subject matter in agriculture Research and Evaluation: principles of research and evaluation, methods of utilizing research findings On the preceding pages you have indicated the importance of some areas of Extension Officer (T.O.'s) Pre-Service Training. Perhaps there are some additional areas that were not listed in which you feel a need for Extension Officer Pre-Service Training. If this is the case, please write the area(s) below. APPENDIX D SENIOR TECHNICAL OFFICERS mumum unflamwo m “away ocm mcoflumum nouwwwmm HMHDHHdOHHmt mo moauwaflnflmcommwu can chAuoccm wcu mo mcwucmumumpcd c« .m ucwaw acme wowmmo ca moucvmo Ioum vcm moamflocfinm mo mcflocmumuwocs cm .n Hwowuwo cowmcwuxo wnu mo meUMHfinHmcommwu 0cm mowucv we» no mcwpcmumuwccn cm .9 00H>Hmm coamcmuxm HonouHsOAHmm manna on» :M mmflofiaom mcfiumflxm mo omuma30cx t .m moa>uwm codmcmuxm amucuacofluwd macaw on» GM woumH35H0m mum mmHOHHom 30: Mo mcwchumumucc Gd .v meHcm no we woa>uwm coemcmuxm amusuaso uwum< mcmzu map 30: mo mcwvcmumuwvcs ed .m coemcwuxm mo acmomoawcm on» mo mcwucmumuwvcs :4 .N cofimcwuxm we came: wcu HO O oma3ocx m .H wmmHHoo wmoaaoo OWMWHOU Hound cH mucuwm m v m m 33ng mm commmmmom cmoowz onemmemHszE 92¢ onecNHzcomo onmzmsxm moaocmuwmfioo caconm cmnz wucmummaoo uoz Uwoowz . mo omumoo .Ummmmmmom mucouwmfioo mo woumov swan a mucomonmmu =m: 0cm oommommom wocwuwmeoo no common 30H m mucwmonmon =H= "maoz .wmeHoo Hound Ho omoaaoo cH .mmmdaoo wuowwmlluouflcvom on canonm mwwocouwmfioo on» cowcwmo H50» cw con3 mumowwcw Oman “50% Moon: mcfixuo3 mwausc coflmcouxm cw commmcm muooaumo HMUchoma an pommwmmom oucoumm I600 mo woumwu «oucuacuwum< mo auumwcflz map as mHm0fiumo cowmcmuxm mm oohoamao whoowwwo Hmowccooa mcflccwmon an ooommc no: no com: wocmuomfioo no coflumoouom “com wumuwocH "monBOmmHa mMWUHth A¢UHZ$UHB mOHzmm D Nanmmm< 198 199 ucw oao>op uaamcowuo cfluowwwm muouomu on» «o mcflocwumuwpcc cg .oa ‘4»... .. Jxmmmwoumw new we vo>umm camomm 0:» mo monam> 0cm mwcflaoom on» mumofimcoo umcu rho: cofimcwuxm ou nomoummm cm moaw>ou 0» 30m .m cwaomccoo o>duowuwo cw mm Magoo» was moamfiocwum mnu mo wmvmazocx m .m uoH>mnmn w>Hmmou m you chmmou wnu mo mcflwcmumuwvcs at .h mafia ca manom camuuwo m>mc mamowm an: no mcfincmuwuoocs cc .m 0H om a pawn moddm> can moosufluum on» no omcoa3ocx c .m wamoum mo Moa>mson on» cfiuommmm muOUOMM Una mo mcHucmumHmwcn cm .v anamNMMMIIII wow cow: was coHuchOUmn now now: 0:» mm zoom ~wamoom mo mo>fiuv HmowmoH Iono>mm oemmn on» no mcavcmumuovcs cc .m mmwuflawnm mflcmuoomma :30 m.wco mon>wp 0» so: .N mucoomoaoum mo mfioanoum on» no ocepcmumuopcc cm .H ommaaoo mmoaaoo mmoaaoo uwuuc :H muowwm Mllmwruw‘ m pmmmmmwom wouwsvoé mm wocwummaoo wwwocoummfioo Uflsosm cmn3_ mo wwnmoo noummz uoz vmpmoz BZNZQOAW>MQ z¢£Dm .vommmmmom monouwmaoo mo ouumoo saw: a mucommummu gm: can wmmmmmmom oocmuomaoo mo owummu 30H m mucomuumou :H: .msoz .ONMHHOU Hound HO mmeHOU :H .mmmmmmwlmmmmmmlluouwcvom on paconm mowocwuomEOU on» coflcwmo Mao» cw c033 mumofiwcw omHm “50> nova: mcwxuo3 wwwuac cowmcouxm ca ummmmco muwoaumo Hmuwcnowe an commommom oocouom Isoo mo moumou “mucuasoaumc no anumflcwz men cw wuoowwmo cofimcmuxm mm cohoamso muooammo Hmowcnoma unaccwmon an.mmmmmmlmmm Ho cow: oucouomeou mo cowumoouom know ouuowwcH "monBommHa 200 OH 00 wum>HuOE Cu 30: :fipGMUmuwoco .OH . L” cflcumma uo mwfluowcu HmoamoHosohmm on» NO mcflccmumumvca .m mao>fluowwmw «Hoe muocuoe mascommu om: ou 30: .m muacwm cacommu ca monsooo Ioum 6cm moamfiocwum on» we wmooazocx .h mmficumoa ou amouwucfl mo cowumHou wsu mcflpcmumuwocp .w ,.-_.. r,_.._rL.-_. L-~ cficumma ou coflumeuowcfl nouume uoanSm mo mmwcacmomd now How cows 0:» cwo3uon mflcmcowumamu on» mcfiwcmumuoucn .m momcwm Moo : sousu “Haws 0cm doom .mmmv 0>fioouom o3 vans on mcflcumwa mo cowumHou on» mcflpcmumuwoco .v cacumoa ou wocofium o no coaumawu ecu wcwwcmumuwwcb .m mmooou cficumwa wcu ou wwumHmu mm mwocoummufip Hmsww>fivcfi mo mEoHQOHm on» no mcfivcmumuouco .N Gamma 0H 00 30: cfivcmumumuco mmoHHoo Hound wmmHHoo CH womaaoo OHOwwm m v m N mwflocwummsoo nacoam conz omuHchc om Ummmmmmom mucwummfioo mo owumoo cowowz uoz wonwwz mmmUOMm AdZOHBflUDQm no m .vonmommom mucouwmfioo mumop amen m mucmmwumou =m= wen 60mmwmmom mocwuomfioo mo wmuoov 30H m mucomwumwu =H= "meoz .omwaaoo Hound Ho omeHou cH .mummmMMImmmmmmlIowuflcvom on Uaaonm mowocwuomfioo on» coHcho Moo» cw co£3 oumowvcfi Oman “50» “one: mcfixnoa mowucw scamcmuxm cw vmmmmcm mum0flmuo Hmowccooa ha wommwmmom oocmuwm taco mo mmumou “ououacownm< mo unumficwz van ca mumuawmo concmuxm mm cmhoamao muoowwwo Hmuwccowa mcwccflmon xn.mmmmmmlmmm Ho poo: mucouwm500 mo cowummonmm H50» ouo0flccH "mammmmmmmm 201 coflmcouxm on» on coaumaou uwocu can uoHuUmflo ocu ca mowocomm oedncm mso«um> momomusm mmsoum onoom ocu cH oMHH mawsom co wocam> HMflUOm Ou oocmumoooo on» GM Hocooa =Hoauomcfi= c“ museum mcofluo> on» no oocovcomop cuouumm m v m N H CH MEMBmwm A¢HUOm wouflsvoc om oocouomsoo moflocouomfioo oasonm cons pouooz ooumoa u oz cocooz .oommommom oocouomaoo mo ooumov can: u mucomoumou :m: pom commommom oucouom900 mo oouooo 30H m mucomonmou :A: H302 .3 3% .wmmmwmmlmmmmmmlncouwsvoo on vaconm mowocouomeoo on» co«cwmo Hoo> cw cosz oumowucw Oman “50> Houcc mcwxnoz mowuco cowmcouxm ca comomco muoowmuo Hmowccooa an commomoom oocouom 1800 no ooumon “oucuflouwumt mo auumwcwz onu cw muoowwmo GOflmcouxm mo oouonso muoowuuo Houwcnooa mcwccwmon an.mmmmmmlmmm Ho coo: oocouomaoo mo cowumoouom use» ouoowvcH umonaommHn 202 mcoaumo Iflcceaoo ou Ammooum 0cm mcoauonwcomuo .huwcosaoo on» .hafiaom onuv maoumwm HMHOOo mo coauoaou on» no ucaocoumuoncs .oa owoaaou omoaaoo omoaaoo v m m H uoumfl cH ouomom Aconcaucoov nacwo o commommom o o . do . a m oocouomaou o no 2 oooooz mzmamwm naHOOm oowocouomeoo waaonm cosa uoz mo ooumoo 203 0U 30: .m on 30: on» ocfiahouop pco coauocuwm uowuu Imflo on» mfioHnoum hwwucoofl ou 30m Edumoumv casumcuam uowuumfiv onu mo m 0» 30m Eoumoum o> Cu 30: . cuflz oacmmm wacocm nooflmmo coflmcouxo ct m v m N H CH BZMZQQHN>NQ DZG OZHZZdAm Edmuomm wouwcvom om mowocouomsoo vacozm cosz oocouomfioo ooumon uwuwwz uo cosmoz z .vomoommom oocouomaoo mo ooumov saw: o mucomoumou gm: 0cm Uommommom oucouomaoo mo ooumoo 30H m mucomoumou =H: “maoz .omoHHoo Hound no omoHHoo :H .mmmmwmmlmmmmmquuouHsvoo on UHsonm moHocouomEou on» coHcho uco> cH con: ouooHucH OMHM “50h Mona: mcwxuoa mowuco concouxm cw comomco muoowmmo Hoowcnooa an commommom oocouom 1500 Mo ooumou «oucuH50Humd no anomacHz oz» ca muooamwo coflmcovxm mo oohonao muoowumo Hmowcsooa mcwcchoQ ma.mmmmmmlmmm Ho.mmmmmm oocouomfioo mo coHumoouom use» ouooHUcH "monBUmmHo 204 ucoEMOHo>oc Edumoum ca mumfiHmHoomm om: on 30: .NH mgH HM.H OH 006:.” mwhfimvwo loud conumssm>m gcelwsnsn= on 30: .HH cmHm smumoum coamcouxo uoauumwp on» on xuos mo GMHm Hocowuoc on» ouMHoH on 30: .OH ommaeoo mmmaaou omoaaoo m v m N H Hound cH ouomom fill Aconcaucoov voHHsvod om moHocouomEoo oHsoam cos: commommom oocouomsoo mo ooumoo wowooz cwuwmz Bzmzmoqm>ma Dz¢ 02HZZ¢AA EdeOMm ll.“ 1"- I'lll 111’ 1‘1 205 muHmH> show o>au0ouwo uosocoo ea 30: coHumoHGSEEoo GOMmcouxm CH >Ho>Hu0owwo msmmumouonm own 0» 30: .m cHnuoou ca mUHm Hmcmfl> own on 30: .m meucmeonumm 6cm MHo>Hu0owuo Omeu om: Cu 30: .h moHowuum mBoc o>fluuomwo ouHu3 on 30m .0 mummmwu o>wuoouwo one»: 0» 30: .m hHo>Hu0ouwo muHQcho om: 0cm moHo>oo 0» 30m .v monoommm oandm o>fluoommo uo>HHo© 0cm oummoum on 30: .m cofiumoficcsaoo poo mommooou sou coosuon mflnmcofluoHou ocu ocfiucmumuoocs .N coHuo0Hc55E00 mo monwocHHm oflmon on» mcaocoumuoocb .H mmoHHoo omoHHoo omoHHou uoum< cH oHOMom m v m N er commommom moneduHZDzzoo voHHsU0¢ om oocouomfioo voUooz vooooz moflocouomaou oHsocm cogs uoz mo ooumoo .vommommom oocouomsoo mo ooumoo amHn o mucomoumou =m= can voomommom oocouomfioo mo oouoou 30H m mucomoumou =H= "msoz .omoHHoo Hound no omoHHoo cH .omoHHoo ouOmomIIUouwsvoo on chosm mofiocouomfioo on» coficfimo use» ca cons oumoflmcw omHm “30» Moon: mcwxuos moHucc concouxm cH oomowco muoowuwo Hmowcnooa an commomoom oucouom I500 mo oouooo «oH=UH50HHm¢ mo hhumwcwz on» :H muoowmmo cowmcouxm mm cohonEo muoowwwo Houwcnooe mcflccamon kn cowooc uoc no coo: oocouomfioo no cOHumoouom Mao» ouoowvcH "mZOHBUHMHQ 206 muoou mdwunfixo 50H“ muHsmou oucuam oHnonoum mcwuofiooum 5H Hoowmuo coanouxm ocu mo oHou onu mo unaccoumnocco cs .0 Ixmcaxcwcu o>Huoou0 Ho oonwocHHm onu mo omUoHsocx a .m xuo: concouxm cw noooummw ucH>Hom 5oHnoum onu on: on 30m mmdoum‘concouxm 5H mcchHsu o>Huoommo mchoHo>oo uom mocvwcnoou mo omvoH3ocx a .m mmoooum mcwxcHnu on» co mucoum oucmmoum mo u0oumo on» no mcwocmumuoocc ca .m mmoooumimcchch onu co moHn mo nooumo on» no mcwocoumuovcc cc unexcnnu o>nuommum cw cocuoa socH>H0m 5oHnoum: ocu mo omc onu mo mcwocououoocc c< omououmlmcwxcwcu on» cam Acono mauouv omocmcMH coosuon cowuoaou on» no unaccoumuovcc ca Imchomoou HoowmoH mo oomooooum onu mo mcHocoumuoucs :4 omeHou omoHHou omoHHou uoumd cH ouOuom v m N oomoommom moaococwmwmv0¢ MM co oocou gnu . u 0 0H cm :3 mo ooumoo 38oz uoz 8802 UZHMZHEB N>H90mhmm .uommommom oocouom5oo mo oouooc saw: a oucomoumou gm: new commommom oocouom5oo mo ooumov 30H m mucomoumou =H: ”msoz .omoHHoo Houu¢ Ho wmoHHoo cH .omoHHoo ouomomIIoouHcvoo on caconm mowocouomsoo on» coHcho Meow 5H cog3 ouoowocH omHo “50> Mops: mcwxuos moHuco concouxm cw oommmco muo0wwmo Hooficcooa he commoomom oocouom I560 mo ooumop «ousuHcowumt mo muumacwz onu cw muooammo concouxm no womon5o nuo0wmmo Hm0wc£0o9 mchchon Na pooooc uoc no coo: o0couom500 mo cowumoouom Moo» ouooHch umonBUmmHn 207 anoconmcc an: pcm Hmsncc .MH cOnumunonxo can coHuo>nowcoo umonOM mo omooH3ocx .NH conumonwnucoon ofio: pcm mcncovnom .ommomocoq .HH mo monaom mcnnomonm pom mcwuooHHoo .N WNOHO IImCOHunnusc 5H monocononwow mcHNHcmooom .m mmono umo>non uconowwnw mo ommnouw Mo omvoHBOGM .h mwuccoo on» cn csonm muono coaaoo umoa ocu mo monuonnm> umon 0cm co>onm5n no omoonocx .m soap own on 30: pcm mnoHan voox .m WEOUm m COHUNUON 0H0 MO 0 UOH3OCM .V mmono an momoomnp mo ucosuoonu poo mHmocmeo .m m ono uconowuno co muoomcn mo Honucou mmono no monk» aconomuno mcnum>nuaco mo muocuoz .H omoHHou omoHHoo omoHHou N nouns :H mnemom e m umnn500< om commommom cocooz mooquozn Aaonzmome oocouomfioo Uopooz monocouomfioo anonm cons uoz mo oonmon no oonmop .oommommom oocouomaoo can: 0 mucomonmon gm: can commommom oucouomfioo mo oonmoo 30H m mucomonmon =H= "msoz .omoHHoo nouw< no omoHHoo cH .mmmmwmmIMHMMMMIIvonHsvoo on chonm monocouomaoo on» cowcnmo n50» 5H con: ouoonucn omHo «so» nova: ucwxno3 monucu concouxm :H oooomco mnoonmuo Hmowcnooa Na vommommom oocouom I500 mo oonwov “onsanonnmd we anumwcnz onu on mnoonuwo cOMmcouxm mm cohonfio mnoonmmo Hooncnooa ocnccnmon hn.mmmmmmlmmm no poo: oocouomfioo mo coHumoonom n90» oumonvcH ”mmmmmmmmmm 208 on ooxxoon anon mo oEoum m .vm cwccon Eon onm cHEnom .mm canuosoonm Enow mo mumoo uconowwno mcncnsnouoa .Nm pounce enmn we» ansmnnnmumm nsonoH Hoscofi mo own ucononwwm .om uHuono Honsuacown o no o UoHBOGM GOHUMEOmGOO H0063 NO 0 @0H3OGVH conuonwcosoofi Enow mo mo muco> Icmmnu can momouco>vo .mom: .mvooz .hN mcncnnsn can nmmcnsoma monocHocHIImcnnoocnmcm HoncuHconnmc .mN mos anon cannon no o ponoGM .mN snow ocu co mnonnanunom oncomno nocuo no mumomaoo mcwnomonm .VN mucosonficvon noNNHnunom no omcoHsocM .ON conuo>noocoo omeuHHB mo omvoHsocM .mH 305w HonsUHconnmm now mHmsncm mcnmocn 0cm mcn3onm .mcnnmmonm .mH wHMEHco mo cowuoucoEHHo 0cm cowuwnusz .bH mcnvoonn Hmancm usonm omuoH3ocx Honocow .oH M00uwo>na mo mommomno wo ucoaumonu can mnmocmono .mH gooumo>HH co mounmmnm mo Honucoo .vH omoHHou ImmoHHoo omoHHoo noumd cH onomom LO v m N H nonnsvod om monocouomsoo oHcocw cogs oommommomIlJ oocouomsoo mo oonmoo umwmmz UOZ cwwmwz Aposcnucoov MUQMA3OZM AdUHszMB .209 muosoonmlsnmm msOnnM> mcnmvch .mm ucosomocoa anon .mm snow m on mumOOImcHumnomo monoooom .hm menom owmnoomm co onoHnom no mmooocm no mnouoow mo mamaaona .om Imqnuonnma nunsunsonnum new woos .mm omoHHou omoHHoo mmoHHou nouns 5H onOMom v m N Aconcaucoov wonncvoé om commonmom oooooz mwamqsozu mNUHzmoma monocouomsou oHaocm conz oocouom5ou uoz powooz mo oonmoo 210 mcofimofinsm conmomon mo om: noon onu oxme Cu 303 .OH coHuoenomcn nonmomon ocsom cwmuno on onon3 no omponocx a .m onoum Spa? mEoHnon cH>Hom cn nonoomon mo oHon ocu mcnvcmumnoocb .w mo0H>ov ho>n5m ommmnmkmoHo>oU on 30: .n cOnum0c®m cenmcouxm an monocum coHuoch>o now cmHmow ocu mo mcnwcoumnoocc Gd .0 uonnumnp ndow‘cn onoom ocu mcn lumnmmm coc3 mmcnocnm nonoomon acanmmm now monsoooonm ocu mo omoonocx a .m wmoHocHEnou nonmomon mo onucmumnoocs at condomwn mo muHcmon on» uonmnoucn ou 30: .m Axnoz conmcouxo an pooflonm uOHHmv somonmmm HmucoEHnomxo osu on: 6» 30m .N memnmonm wo muHsmon mCHanooE now moonuofi no monopooonm wo omvonocx m .H omoHHoo omoHHoo oMMHHou v m N nouwd CH onowom Uommommom onBNDA¢>m 02¢ mom¢mmmm monocoowmwwwoAN MM co oocouomEoo oomwmz cocooz . u o UH cm :3 mo oonmoo mo oonmoo guns n mucomonmon =m= Uco commommom oocouomfioo mo oonmoo 30H m mucomonmon =H: .oommommom oocouomfioo El .omoHHOU nouwt no omoHHoo cH .NNMHMMMImmmMMMIIvonnswuo on uHsonm monocouomfioo on» cencnmo nso> cw cocB ouoowucn omHm “50» noon: mcwxno3 monucu cowmcouxm ca uomomco mnoonmmo Hmoncnooa >3 wommomwom oocouom I560 no oonmoo monsuHsonnmd mo NnUmncHz ocu 5H mnoonmmo conmcouxm mo UoNOHQBo mnoonmmo Hmoncnooa mcnccnmon >n.mmmmmmlmmm no coo: oocouomeoo no cowumoonom n=o> oumonch "mmmmmwmmmm '211 Below is a suggested list of Areas of Training in which it might be desirable for Extension Officers (T.O.'s) to be trained before taking up extension duties. Please check the column which indicates most accurately your reaction to each of the following Nine Areas of Training as to whether they are VERY IMPORTANT, IMPORTANT, NOT IMPORTANT to be included in the Pre-Service Training Program of Extension Officers (T.O.'s). I Very ' Not AREA OF TRAINING Important ImPOrtant Important Extension Organization and Administration Human Development: developmental processes of peOple, group inter- actiongprinciples The Education Process: principles of learning, teaching methods and philosophy of education Social Systems: family, community, school, church groups, special interest groups, farmer , organizations ‘ Program Planning and Development Communication: basic communication, individual, group and mass media Effective Thinking: problem solving method, decision making based on 3 critical analysis Technical Knowledge: Subject matter in agriculture Research and Evaluation: principles of research and evaluation, methods of utilizing research findings the..- I ! On the preceding pages you have indicated the importance of some areas of Extension Officer (T.O.'s) Pre-Service Training. Perhaps there are some additional areas that were not listed in which you feel a need for Extension Officer Pre-Service Training. If this is the case, please write the area(s) below. APPENDIX E FACULTY OF AGRICULTURAL COLLEGES -4” —....———1 _ i w annum umnamnoomm neon» new mconumum nonmomom HonouHo0Hnm< mo -c -db— —--- .-. moHuannnmcommon can weenuocSM osu no monocoumnooco cm .m , ucoaomocos oonmmo M _ cw monsoooonm oco monHocHnm mo monocoumnoocc cc .5 _ noowmmo c0nmcouxo onu mo monuannHmcommon Ugo monuao on» no monocoumnoocs c< .m o0n>nom coHocouxm HonouaconnmN «coco ocu on mononHom manumwxo no omooH3ocx c .m o0w>nom c0nmcouxm HoncuHconnm¢ madam onu cw ooumHsEnom ono moHOHHom 36: mo unaccoumnooco cm .v pouncmmno on o0n>nom cOHmcouxm HonsuHconnmm moose on» 36: mo monocoumnooco ed .m conmcouxm no unmomOanm osu mo monocoumnoocc ad .N conmcouxm no nmoumns man no masonsoax a .n omoHHou omoHHoo omoHHoo noumd cH onomom confisW0¢ om mowucouomfioo mHoonm cona OOUOOZ uoz UoUooz conuonumncfisdm Ugo coauouflcomno concouxm .omoHHou noumd .omoHHoo cH .omoHHoo onomomIIoonncvoo on oHdocm monocouomeoo onu cos3 oumowocn can onsuHsownmN mo anumncwz oz» cn mnoonmwo 50nmcouxm mo oomonfio mnoonumo Ho0Hc£0oB ocnccwmon an pooooc no: no popooc oocouomeoo mo coHumoonom ncoa oumowocH “ocowu0onno mmOMAAOU AdMDBADUHmwfi ho NBHDU¢Q m xHszmm¢ 212 213 ,rrrs ucommoHo>op >unHocomnom mcnuuowwo mnouoow oz» mo mcnvcoumnoncs 5< .OH -_._I,_.._V amnmonm on» NA Uo>nom onoom ocu no moch> can mwanoow osu mnoowm Icoo umcu xnoz conmcouxm ou nooonmmm cm moHo>oc on 36: .m anomcsoo o>nuoommo cw mocvncnoou oco monnocnnm on» no omooHsocx d .m non>o£on o>nmmonmmo now mcomoon on» no acnvcmumnoucc at .h omnH on mHoom cnnunoo o>mc onoom >23 mo monocoumnoocs ad .0 onomm mo non>o£on onu monuoomwm mnouomm onu Mo NanoCMUmnovcs cc .v wunndoom now poo: pcm conuncmooon new vooc ocu mo coco .onoom mo mo>nno HmonmoHocommm unmmn on» no manocmumnoocc c< .m omoHHou \monHoo mmoHHoo nouud :H onowom connmwo¢ om monocouomaoo oHsoam cons wovooz #02 8082 BszmQHm>mo ZHUOE OH 30: CHUCMHmHQUGD .OH mcncnooa mo monnoocu HmoanHoc0>mm ocu mo monocoumnoocb .m NHo>nu0owwo onoE moocuos casooou om: on 36: muaowa cnnomou cw moncuooonm poo monnocnnm on» no omvoH3ocM .e cncnmoH ou umonoucn no conumHon on» Gnocmumnooca .o . __. _ ,__. .~‘\__4.__. mcncnooH ou conuoanomcn nouuME noonndm mo mmocstomo can now woo: onu coozuon QHSchHuoHon on» monocoumnooco .m mommwm n50 n connu o3 umcz ou mcncnmoH Anooc new Hoou .oomv o>no0n mo cenuoHon ocu manccmumnocca .v mcncnmoH on ooconnomxo mo cOHumHon on» monocoumnooca .m mmooon cncnmoa nmson>nucn no ocu on wouoHon mo mooconommwo mEoHnonm onu Mo menuCMUmnoch .N cnmoH on oo 36: anvcmumnoocb .H ONUHHOU nouns an wonnmmoa om omoHHoo amonnoo onowom monocouomeou onoocm cos: wocmoz uoz UUUTUZ . mmmuomm AdZOHBdUDDm .omoHHoo nouufi .mwvHHoo 5H .monHoo onOMomIIoonncvoo on oHsonm monocouomfioo on» con: oumowufin 0cm onauHoonnmd no anumncn: on» on mnoonmuo cowwcouxm mm oo>0Hm5o mnoonuuo Hmonccoos mcwccnvon an cocoon no: no uouooc oocouomEou mo cowumoonom n30» ouuonUcH uncoHuoonHo 215 moon»o0n555500 o» Ammsonm woo mGOH»oNncomno .>»nc=5500 oz» .anaon oz»v mfio»m>w Hon00m no con»oHon oz» no mcnwzo»mnooco .OH _ I» o0H>nom conmco»xm M m oz» 0» acn»oHon nnoz» oco »0nn»mno oz» cn monocomo _ . onstm moonno> oz» no momomnom oz» no mzflzco»mnooco .m i IImNNNMWI an mHosun>n©cn no wc0n»0ono»cn oz» no mcnoco»mnoocb .m onnH Honon on mc0n»onncowno anon no mc0n»0zsn oz» mcnozo»mnozca .n mc0n»ou Incomno can mmsonv anon onoom >z3 no wznozo»mnowzb .0 33.53 mm» 5 83 3555 no moaHo> Honoom ucnmcozu no »0onno oz» no mcnwzo»mnoocb .m »onn»mno _ oz» an mnzmnowooH Nnn»cown 0» 3oz no omUoH3OGM .v “ moon»0on 3oz no ooco» oooo oz» an nooooa :Hosnoncn: oz» no oHon oz» no manozo»mnooco .m »0nn»mnw oz» an mmmmmmfimmmmmmMHmmmflllll no oocoocomoono»cn no cno»»om oz» no manoco»mnooco .N »onn»mno oz» an coH»onncomno >»nz=5500 oz» no mcwvzo»mnozss .H mmmmwoo omoHHoo omoHHoo no»n¢ 5H onOnom Illllllmmmmmmoz om popooz mzmsmwm AzHUOm monoco»omfiou oHsozm cozB »oz oooooz .omoHHoo no»n¢ .omoHHoo cH .omoHHoo ononoMIIvonnsvoo oz oHcozm monoco»om560 oz» coz3 o»o0nocn can ona»H50nnmz no an»mncn= oz» an mnoonnno canwco»xm mo uohonao mnoonnno Hoonczooa manqcnmoz an cocoon »oc no oooooc ooco»om500 no con»moonom n50» o»o0nwcH anOn»0onnn 216 »coE oHo>oo Eon on an m»mHHon0o m om: 0» 30: .NH mcon Eonmmnm o»cn monsoooonm c0n»ocHo>o :cnIoHnoz= o» 30: .HH coH Eon n :onmco»xo »0Hn»ch oz» 0» zno3 no Gon Hocon»oc oz» o»oHon 0» 30m .OH Eonmonm »0nn»mno oz» no mo>n»0onzo oGHEno»oo 0» 36m .0 Eonmonm conmco»xm oEn»I coH o oHo>ow 0» 30m mEononm no m»nn0nn oz» oannouoo oco c0n»oc»nm »0nn»mno oz» cn mEononm ann»coow o» 36: .n mnoz»o oco mnoonE oo»»n5500 Eonmonmv cOn»oc»nm »0nn»mno oz» no mcnoco»mnoocs m.onoom moHo>on 0» 30m .0 »co 0Ho>oo Eon on on oH oo = oH= o>Ho>zn 6» 3oz .m moo»»H5500 snacoH Eon on z»H3 oEsmmo deozm noonnno conmco»xo oz» oHon oz» no mcHwGo»mnoozc dz .¢ Eonmonm zenmco»xo omoHHn> ouncomno 0» 30: .m mmmmonm cenmco»xo con pzo ouncomno >Ho>w»0onno o» 30: .N »0nn»mno oocmnmmo cn can»os»nm Hons»H50nnmo oz» onaHoco o» 36: .H omoHHoo omoHHoo omoHHoo no c one o IIIIMMMIIMMflmmWI o n m o 002 BZmZmOHmme 92¢ wZsz¢Am dewomm n . a m o o ooowoz monoco»omEoo oHsozm :oz: »02 .omoHHoo no»n< .omoHHoo cH .omonaoo ononoMIIoonnsvoo oz oHsozm monoco»om500 oz» coz3 o»o0nocn oco ono»Hconnm¢ no an»mncnz oz» on mnoonnno cOHmGo»xm mo nononao mnoonnno Hoonczoos ucnccnmoz an oooooc »oc no wouooc oocouomEoo no can»mo0nom noon ouoonncn uncon»0onno 217 m»nmn> Enon o>n»0onno »0:cc00 0» 36m .OH cOn»o0nc:EEOU cenmco»xm cn wzo>n»0onno mzmonwo»ozm om: 0» 36: .m ocnzooo» c» mcno Hocmn> om: 0» 30: .m NH»con0nnno cco NHo>n»0onno Oncon om: 0» 30m .5 . moHon»no m3oc o>n»0onno o»nn3 6» 30: .w m»nomon o>n»0onno o»nn3 o» 30: .m NHo>nuoonno m»nznzxo omc cco moHo>oc 0» 30: .v mozooomm 0Hstm o>n»0onno no>HHoc cco onomonm 0» 30m .m con»o0ncoEEoo cco mommooonm moonm coo3»oz mnzmQOnuoHon oz» mcncco»mnoccs .N cenuoonccEEoo no monnocnnm Unmoz oz» mcncco»mnocc2 .H mmwnnoo nouno cH conn oz om ommeoo omoHHou ononom mowoco»omEoo chozm cozz cocooz uoz oooomz ZOHBflUHZDSSOU .omoHHou no»n¢ .omoHHoo cH .omoHHou onOnomIIconncvoo on cacozm monoco»omaoo oz» coz: o»o0nccn cco onc»Hconnm¢ no Mn»mncn2 oz» on mnoonnno cOnmco»xm mo coNOHmEo onoonnno Hoowczooa monocwmoz uz cocoon »oc no cocooc ooco»om500 no acn»mo0nom n50» o»o0nccH "mc0fi»0onna III I! IIIIII 218 m»0on cn»mnxo Eonn m»Homon ons»5n onozonm mcn»0nconm on noonnno cOnmco»xm oz» no oHon oz» no mcncco»mnoccc co .m mcnxcnz» o>n»oon0 no monwocnnm oz» no omconocx z .m znos conmco»xm on zooonmmo mcn>H0m Eononm oz» own 0» 36: .h w con conmco»xm cn cnxcnz» o>n»0onno mcHQOHo>oc non moSVnczoo» no omconocz m .o mmooon cnzcnz» oz» co masonm oncmmonm no »0onno oz» no mcncco»mnocco co .m mmooonm mcnzcnz» oz» co monz no »0onno oz» no muncco»mnocc5 c< .v mcnzcnz» o>n»0onno cw coz»oE = cn>Hom Eononm= oz» no omc oz» no mcwcco»mnoccc :< .m mmooon cnzcnz» oz» cco Acoms m5no»v omocmcoH coo3»oz cen»oHon oz» no mcncco»mnocc= no .N mcncowoon HoonvoH no mommooonm oz» no mcnccoumnocc: :< .H muonnoo mmwnnoo mmmnnoo nounz cH ononom conn 0c om monoco»omEoo chozm cozz cocooz uoz omommz UZHMZHSB W>H80mmhm .omoHHou no»n¢ .omoHHoo cH .omoHHoo onOnomIIconncvoo oz chozn nonoco»om560 oz» coz: o»o0nccn cco onc»H90nnm¢ no an»mncnz oz» cn wnoownno conmco»xm mo comonso mno0nnno Hounczooa ocnccnmoz ma cocooc »oc no cocooc o0co»om560 no can»mo0nom noon o»o0nccH uncon»0onno 219 eon n con»o>nowcoo Hnom o co cnznoz .NN mnthoco nOn oH Eon Hnom cnzoe .HN son» NHNmo 0» so: can muono »cononnnc nOn m»coEonncvon nouan»non no omcoH3ocM .ON con»o>nomcoo onanan no omcoazocz .mH m3ozm Hons»H50 Innmo non mHoEHco manmccn coo mcn3ozm rmcnnomonm .ma mHoEHco no can»o»coEnHo cco cen»nn»sz .h: zoo»wo>HH no momoomnc no »co5»oon» cco mnmoc one .m: v—OOHWUKVflH CO WQUHMMHM MO HOHHCOU .v... mnccozmsz >n»Hsoo cco Hoenzz .m. con»o»noH xo cco con»o>nomcoo »mon6n no o coH365M cncsn cco cwcccz no o om: cco occh .o. ano»onoon non moommn» »con no monEom mcnnomonm cco mcn»0oHHoo . mmono »mo>noz »cononnnc no o ono»m no o coHsocz Mn»csoo oz» :n czon m on0 COEEOO »mOE oz» no mon»onno> »woz cco co>onm5n no omconocM . 5oz» on: o» Boz cco mnoHan cooz . mEo»m>m con»o»on on0 no o coHsocM mmmno cn momoomnc no »co5»oon» cco mnmocmono . mmono »cononnnc co m»0omcn no Hon»coo . m ono no mo » »cononnnc an»o>n»H50 no mcoz»oz mmeHOU mmoHHOU omoHHoo nouno an ononom g2 mm monoco»omEou chozm cozz cocooz »Oz cocooz WUQmA3OZM AdUHszmB .omoHHou no»n< .omoHHoo cH .omoHHoo ononomIIconncwoo oz chozm monoco»om500 oz» cozz o»o0nccn cco on=»H=0nnm¢ no an»mncnz oz» cn mnoonnno conmco»xm mo coAOHmEo mnoonnno Hoonczooe mcnccnmoz ha cocooc »oc no cocoon ooco»om500 no can»mo0nom noon o»o0nccH uncon»0onno 220 m»05conm anon mDOnno> mcnmcsb .mm US$50 MCME EHMh «MR... Enon o on m»m00 cn»ono o cnoscom .mm mEnon onnnoomm co onoHnon no mmooocm no mno»0on no mnwhHocz an ooxxooz Enon no mEoum m mcnzcon Eonmonm mmwsnom cen»0:con Enon no m»moo »:ononnnc oncnsno»oo ammosn anon on» ansmnnnmumm ncozoa HoocoE no omo »con0nnnm . »ncon0 Honc»H50nn o no o coHBOzM COHHM>H$WGOO HOUM3 MO 0 UQH30€M 50n»onncoz0o5 Enon no momo»co>comnc coo momo»co>co .mow: ~mcooz mcncHnsz cco wnocnzooE acncDHocnIIwcnnoocnmcm Honc»H50Hnm< moE Hnom cncoon no o coa3ocM anon on» :0 mnoNan»non oncomno noz»o no m»momEoo monnomonm .mN omoHHoo zomoHHoo omoHHou . no»n4 . 5H onOnom conndmoz om monoco»omEou cadozm cozz _ cocooz uoz omommz Acoccn»coov HOQWQBOZM A¢UHszMB 221 mc0n»o0nzz= zonoomon no om: »moz oz» ozoE 0» 30: .OH con»o5n0ncn zonoomon chOm cnouzo o» onoz3 no omcoH3ocz z .m onoom‘zuns mEononm mcn>H0m cn zonoomon no oHon oz» mcncco»mnocco .w moon>oc >o>n5m oH Enm 0Ho>oc o» 30: .h cen»o05cm conco»xm cn moncc»m cOn»ozHo>o non cmnmoc oz» no mcnczo»mnoczs co .m »onn»mnc ncox on onoom oz» mcn»mnmmo coz3 m znccnn zonoowon mcanmmo nOn mondcooonm oz» no omcoa3ocz z .m mmoHoanno» zonoomon no cncco»mnocc5 zz zonoomon no m»H:mon oz» »onmno»cn 0» Ben .M xnos cOnmco»xo cn Am»0oflonm »oHnmv zooonmmo Ho»coEHnomxo oz» om: 0» 30m .N [a] Eonmonm no m»adwon mcnncmooE non mcoz»oE no monocooonm no omcoH3ocz m .H m oonHoo .omoHHoo oooHHou M no»n¢ i 5H onOnom I W W . connDM0z om .cocooz ”cocooz m mUM¢mmmm monoco»omEou cacozm cozs . »oz .omoHHOO no»n< .omoHHou cH .omoHHoo ononomIIconnsvoo oz casozm monoco»om500 oz» coz3 o»o0Hccn cco on5»H:0nnmz no an»mncnz oz» cn mnoonnno cowmco»xm mo coNOHmEo mnoonnno Hoonczooa mcnccnmoz >z cocooc »oc no cocooc ooco»omEoo no co»»moonom nsow o»o0nccH umcon»0onnn 222 Below is a suggested list of Areas of Training in which it might be desirable for Extension Officers (T.O.'s) to be trained before taking up extension duties. Please check the column which indicates most accurately your reaction to each of the following Nine Areas of Train- ing as to whether they are VERY IMPORTANT, IMPORTANT, NOT IMPORTANT to be included in the Pre—Service Training Program of Extension Officers (T.O.'s). AREA OF TRAINING Very Important Important Not Important Extension Organization and Administration Human Development: developmental processes of people, group inter- action principles The Education Process: principles of learning, teaching methods and philosophy of education 1...._ .....-4r.. Social Systems: family, community, school, church groups, special interest groups, farmer organi— zations Program Planning and Development Communication: basic communication, individual, group and mass media Effective Thinkipg: problem solving method, decision making b based on critical analysis Technical Knowledge: Subject matter in agriculture Research: principles of research and evaluation, methods of utilizing research findings On the preceding pages you have indicated the importance of some areas of Extension Officer (T.O.'s) Pre-Service Training. Perhaps there are some additional areas that were not listed in which you feel a need for Extension Officer Pre-Service Training. If this is the case, please write the area(s) below. APPENDIX F 111.1 1 ll 1 APPENDIX F Ministry of Agriculture, My Ref. No. D/A. lS/S/TJ P.O. Box M.37, Accra. 10th February, 1976. "PRE-SERVICE PROFESSIONAL DEVELOPMENT NEEDS FOR AGRICULTURAL EXTENSION OFFICERS IN GHANA" Mr. Joe K. Geker, a lecturer in Agricultural Extension at the University of Ghana, Legon, who is now on study leave reading for Ph. D. degree at Michigan State University, East Lansing, Michigan U. S. A., is in Ghana to collect data for his dissertation. 2. The dissertation is "Pre-Service Professional Development Needs for Agricultural Extension Officers in Ghana," Mr. Joe K. Geker will visit the Regions and Agri- cultural Colleges to interview (a) a number of Technical Officers working in the field (b) S.T.O.'s or AgO.'s who supervise T.O.'s in the field (c) members of staff of Agricultural Colleges, 3. You are kindly requested to give Mr. Joe Geker all the assistance he might need with regard to his survey. for: DIRECTOR OF AGRICULTURE (K. A. COLEMAN) DEP. DIRECTOR OF AGRIC. EASTERN REGION 223 REG. REG. AGRIC. AGRIC. AGRIC. AGRIC. AGRIC. AGRIC. AGRIC. AGRIC. OFFICER, OFFICER, OFFICER, OFFICER, OFFICER, OFFICER, OFFICER, OFFICER, 224 ASHANTI REGION. BRONG AHAFO REGION. NORTHERN REGION. UPPER REGION. CENTRAL REGION. WESTERN REGION. VOLTA REGION. GREATER ACCRA REGION. cc: The Officer-in-charge, Kwadaso Agric. College, Kwadaso, Kumasi The Officer-in-charge, Nyankpala Agric. College, Nyankpala The Officer-in-charge, Ohawu Agric. College, Ohawu Mr. Joe K. Geker, University of Ghana, Dept. of Agric. Economy, Faculty of Agriculture, Legon BIBLIOGRAPHY BIBLIOGRAPHY Alcorn, Marvin, and Linley, James. Issuesin Curriculum Development. New York: World Book Company, 1959. Anderson, F. L. An Induction Training Program for Coungy Extension Agents. Ithaca, N.Y.: CorneII’Univer- sity, 1953. Bliss, R. K. The Spirit and Philosophy of Extension Work. Washington: Ep§ilon Sigma Phi, 1952. Bouchard, A. J. "Training Needs of County Agricultural Extension Agents in Quebec, Canada." Ph.D. Dissertation, Ohio State University, 1966. Boyle, Patrick G. The Program Planning Process with Emphasis on Extension. Madison: National Agri- cultural Extension Center, University of Wisconsin, December, 1965. - Bradfield, D. J. Guide to Extension Trainigg. F.A.O. Rome, Italy, 1966. Brown, C. K. "Adoption of Improved Agricultural Practices in the Atebubu and Lawra Districts of Ghana." Journal of Sociology, Vol. 8, No. 1, July, 1974. Byrn, Darcie. Evaluation in Extension. Topeka: H. M. Ives and Sons, Inc., 1959. Chang, C. W. Extension Education for Agricultural and Rural Development. Bangkok, F.A.O. Rome, 1963. Clark, R. C. "Professional Development of Extension Officers." Bulletin of Rural Economics and Sociology 2 (2), 1967. Cook, B. D. "Comparative Analysis of Training Needs of County Agricultural Agents in Texas." Ph.D. Dissertation, University of Wisconsin, 1957. Cushman, Frank. Training Procedure. New York: John Wiley and Sons, 1940. 225 226 Cushman, H. R. "The Need for Agriculturally Trained High-Level Manpower in the South Pacific Region." F.A.O. Rome, 1974. Dumor, E. E. K. "DevelOpment of Agricultural Extension: A Search for Strategy." Paper read at the Inter- national Seminar on Socio-Economic Problems of Rural Development, University of Cape Coast, Ghana, January 5, 1976. F.A.O. Training for Agriculture and Rural Development. Rome, Italy, 1975. F.A.O. Training for Agriculture. Annual Review of Selected Developments. Rome, Italy, 1973. F.A.O. Extension. Review of Selected DevelOpments in Extension and Rural Youth Activities. Rome, Italy, 1971. Freyhold, von K. The Role of Agricultural Extension in Ujamaa Village Development. Papers and Proceed- ings of a WorkshOp on Agricultural Extension in Ujamaa Village Development, Morogoro, Tanzania, 22-27 September 1975. Frutchey, Fred P. Differential Characteristics of the Most Effective and Less Effective Teachers. A summary report of nine studies made for the Office of Naval Research, Department of the Navy. Wash- ington: Federal Extension Service, 1953. Ghana. Guidelines for the Five-Year Development Plan 1975-80. Accra, Ghana, January 1975. Ghana. Ministry of Agriculture, Training and Manpower Division. Nyankpala Agricultural Training College. Information 1969. Ghana. Ministry of Agriculture, Training and Manpower Division. Guidelines to Planning, 1971. Ghana. Ministry of Agriculture, Training and Manpower Division. Standardize/Harmonized Curriculum for Certificate Level Training in Agricultural Colleges Conducted by the Ministry of Agriculture, Training and Manpower Division, Accra, 1972. Ghana. Annual Estimates for 1975-76. Part I. The Con- solidated Fund, Vol. II. Agriculture: Budget Division, Ministry of Finance, Accra, July, 1975. 227 Ghana. Ministry of Agriculture. Ministry of Agriculture Training Schools for Staff, Workers and Farmers. Training and Manpower Division, Accra, 1965. Ghana. Ministry of Agriculture. The Curriculum Standard- ization Committee Report on Agricultural Colleges, 1972. Gold Coast (Ghana). Annual Report. Gold Coast Department of Agriculture. Gold Coast Farmer, No. 2, June, 1932. Johnson, Palmer 0., and Jackson, Robert W. Introduction to Statistical Methods. New York: Prentice-Hall, Inc., 1953. Johnston. Staple Food Economics of Western Tropical Africa, 2nd ed. Stanford University Press, 1963. Kelsey, Lincoln D., and Hearne, Canon C. Cooperative Extension Service. Ithaca, N.Y.: Comstock Print- ing Co., 1955. La Anyane, S. Ghana Agriculture. Oxford University Press, 1963. La Anyane, S. "Issues in Agricultural Policy." Background to Agricultural Policy in Ghana. Proceedings of a Seminar OrganIZed by the Faculty of Agriculture, University of Ghana, Legon, 1969. London Colonial Report. No. 24l--Agricultural Extension and Advisory Work with Special Reference to the Colonies. 1949. London Colonial Report. A Despatch from His Excellency Sir W. Brandford Griffith, K.C.M.G. Governor of the Gold Coast. August, 1888. Leagans, Paul J. "Professional Abilities Needed by Extension Personnel to M-et Challenges in the Decade Ahead." Paper presented to the Illinois Extension Staff at its Annual Conference, Urbana, University of Illinois, October 1965. Leagans, Paul J. "Indian Experience with Training in Extension Education for Community Development." Comparative Extension Publication No. 13. Ithaca, N.Y.: Cornell University, 1961. 228 Leagans, Paul J. Suggestions for Induction Training of Cgunty Extension Workers. Washington: U.S. Federal Extenéibn Service, Circular 417, 1957. Maunder, A. H. Agricultural Extension. A Reference Manual. Human Resources and Institution Division, F.A.O. Rome, 1972. McClymont, G. L. Formal Education and Rural Development. F.A.O. Rome, 1975. McCormick, R. W. "An Analysis of Training Needs of County Extension Agents in Ohio." Ph.D. Dissertation, University of Wisconsin, 1959. McCormick, R. W. "What Should County Agent Know." Agricultural Institute Review of Canada, XV. July-August, 1960. Mettrick, H. Policies and Institutions in Ghananian Agriculture. First Report of the University of Reading/University of Ghana, Legon. Joint Research Project in Village Development, South East Ghana Development Study No. 9, June 1971. Mosher, A. T. Getting Agriculture Moving. Essentials for Development and Modernization, Agriculture Devel- opment Council. Obibuaku, L. 0. "Education and Training in Nigerian Agricultural Extension Service." Journal of Administration Overseas, Vol. XIV, No. 2, April 1975. H.M.S.O., London. Penders, J. M. A. "Training of Extension Workers." Netherlands Journal of Agricultural Science, Vol. 4, 1956. Penders, J. M. A. "Conclusions of the XIth Training Center." Paper read at the International Agricul- tural Center, Wageningen, Holland, August 1963. Penders, J. M. A. Methods and Program Planning in Rural Extension. Wageningen: The International Agri- cultural Center, 1956. Price, R. K. "An Analysis of Educational Needs of Arkansas Extension Agents." Ph.D. Dissertation, University of Wisconsin, Madison, 1959. Rose, Homer C. The Development and Supervision of Training Programs. American Technical Society, 1964. 229 Rummel, J. Francis. An Introduction to Research Procedures in Education. 2nd Ed. New York: Harper and Row, 1964. Sanders, H. C. The Cooperative Extension Service. New Jersey: Prentice-Hall, Inc., 1966. Smith, C. B., and Wilson, M. C. The Agricultural Extension System of the United States. New York: John Wiley and Sons, Inc., 1930. U.S. Federal Government. The Senate Committee on Pre- Service and Graduate Training for Extension Workers: Undergraduate Training for Prospective Extension Workers. Washington, D.C.: Extension Service, U.S.D.A. U.S. Federal Government. Subcommittee on the Training of Extension Personnel of the Extension Organization and Policy Committee, 1948 Report. Washington, D.C.: Extension Service, U.S.D.A. U.S. Federal Extension Service. An In-Service Training Program for Cooperative Extension Personnel. Recommendations of the National Task Force on COOperative Extension In-Service Training. Washington: U.S. Government Printing Office, 1959. U.S. Federal Extension Service. An Undergraduate Education Program for Extension Work, a Planning Guide. Recommendations of the Subcommittee on Pre-Service Training of the Land-Grant College Committee on Pre-Service and Graduate Training for Extension Workers. Washington, D.C.: U.S. Government Printing Office, 1955. U.S. Federal Extension Service. Induction Training for County Extension Agents. Recommendations of the National Task Force on Cooperative Extension In-Service Training. Washington, D.C.: U.S. Government Printing Office, 1959. U.S. Department of Agriculture. A Statement of Scope and Responsibility of the Cooperative Extension Service Today. Washington, D.C.: Federal Extension Service, April, 1958. U.S. Department of Agriculture. Proceedings of the American Association of Land—Grant Colleges and State Universities. Washington, D.C.: 77th Annual Convention, November, 1963. 230 Watkins, M. O., and Mends, Horatio. A Study of the Organization, Manpower Development and Training of the Ministry of Agriculture. Manpower and Training Division of Ministry of Agriculture, Ghana, 1972. CAN STQTE UN V I . LIBRARIES WI! ”lllllmlll ll! IIHIIHIIWIIHIIIII 2253 12931044848 nrcnr “HI :3