Compares three models of agriculture in universities: (1) the current rigid departmentalized model; (2) the integrative university with cross-disciplinary linkages and information exchange with farmers; and (3) the active learning university with students and faculty integrated in the farming environment and two-way flow of knowledge and…

A Nigerian study compared 141 male and 72 female farmers supervised by male extension agents and 22 male and 93 female farmers supervised by female agents. Women supervised by female agents had more access to extension services, higher knowledge, and greater satisfaction than women working with male agents. (SK)

A study of group extension activities found differences in achievement of outcomes depending on group type. Interdependent, structured, and interpersonal interaction groups differed in terms of factors contributing to or hindering successful outcomes. (SK)

Indigenous social networks of Ethiopian farmers participate in seed exchange based on mutual interdependence and trust. A government-imposed extension program must validate the role of local seed systems in developing a national seed industry. (SK)

Interviews with 79 South African farmers in arid regions showed that their conservation practices were influenced by such human factors as needs, perceptions, and knowledge. Direct influence on adoption behaviors was recommended to encourage sustainable agriculture practices. (SK)

Agricultural extension is grappling with concerns about the future role of the public sector. Public-private partnerships may combine the advantages of both sectors. However, privatization may also lead to commercialization and marginalization of small-scale farmers. (SK)

Discrepancies between farmers' and farm management advisors' perceptions of the advisory relationship were used to build a system of co-monitoring support. The system attempts to maintain a common frame of reference and includes periodic reexamination of the advisor's role in the problem-solving process. (SK)

Participant observations, interviews, and questionnaires verified the success of a co-learning approach in which soil nitrogen workshops were developed cooperatively by extension agents, researchers, and farmers. Key factors were facilitation of group inquiry and tailoring of technical information to the socioeconomic context. (SK)

Participants in an international agriculture extension workshop rated the following as critical subjects to study regarding farmers' use of the Internet: technical problems, user benefits, drawbacks, and accessibility. Ways to improve effective use in agriculture were identified. (SK)

Studies of Australian farmers show they prefer to seek information rather than participate in training for several reasons: (1) independence; (2) familiarity with contextual learning; (3) lack of confidence; (4) preference for information from known sources; and (5) fear of exposure to new knowledge or skills. Enabling farmers to control their own…

Trends in farming and farm household incomes in Ireland are presented in the context of global competitiveness. Addresses the issue of extension's dilemma in providing fee-based service while relying on public monies. (SK)

British census and survey data show that at least one-third to one-half of farmers have further or higher education qualifications. Better-educated farmers tend to use more information sources, perceive a need for change, and be receptive to training and responsive to economic demands. (SK)

When agricultural innovations are not adopted, there is often a gap between what people know they ought to do and what they do. Extension practice needs to expand from technology transfer. The knowledge systems approach is useful in dealing with the introduction of innovation in increasingly complex and uncertain situations. (SK)

A learner-centered extension approach was used to develop visual materials to teach Ghanian farmers about weed control. The method was inexpensive, easy to transport, and suitable for a low-literate audience. Evaluation revealed the need to train extension staff in use of the materials. (SK)

Observations of and discussions with four Scottish farmers showed that learning processes were more effective than classic planning processes in dealing with change in farm management. Their stages of learning resembled stages of the strategic planning process. (SK)