The challenges of extension education and training in Nigeria are inherent in the nature and characteristics of the extensionist themselves, the trainers, training needs and the ability of the training institutions and agencies to develop and deliver appropriate training programmes relevant to the system (Issa et al., 17 2010). [...] The changes in mission of agricultural research institutions were reported to be little and mainly driven by the changing needs and demands of the target beneficiaries, the policy shifts by the government, and the challenges of climate change and environmental sustainability. [...] The mission of the extension institutions has evolved in the past 5 to 10 years in response to the changing needs and demands of the farmers and the society, the policy shifts by the government, and the challenges of climate change and environmental sustainability. [...] The extension institutions foresee a lot of changes in the near future based on the new policy of the current administration, the need to cater for the rural people, and the emerging issues of climate change and smart agriculture. [...] The innovation system of agricultural extension institutions in Nigeria faces several challenges, such as: • low funding, which affects the availability and quality of the extension services and the resources and facilities for the extension agents; • poor linkage, which reduces the coordination and communication among the extension agents, the researchers, the farmers, and other stakeholders, and.
- Pages
- 68
- Published in
- Ghana
Table of Contents
- _Hlk165272102 46
- _Hlk165326187 58
- List of Acronyms and Abbreviations 4
- ACKNOWLEDGEMENT 6
- Chapter 1 Introduction 9
- Chapter 2: Insights from Existing Literature and Data 10
- Chapter 3 Methods and Sampling 16
- 3.1. Mapping of AREE institutions 16
- Description of agricultural research institutions studied 16
- 3.2 Interviews with key stakeholders of AREE institutions 17
- 3.3. Survey of staff from AREE institutions 17
- 3.4. Survey with students from ATVET institutions 18
- Chapter 4 Results 19
- 4.1. Mapping 19
- 4.2. Staff survey 19
- 4.2.1. Staff characteristics and motivation 19
- 4.2.2. Professional networks 25
- 4.2.3. Perceptions of challenges in the agricultural sector, mission of organisation, and sustainability aspects 28
- 4.2.4. Digitalization 33
- 4.2.5. Work environment 34
- 4.3. Students Survey 40
- 4.3.1. Student Characteristics and Motivation 40
- 4.3.2 Perceptions of challenges in the agricultural sector 43
- 4.4. Qualitative insights from interviews with managers 51
- 4.4.1. Overall mission and changes in mission 51
- 4.4.2. Innovation system 53
- 4.4.3. Staff and Sustainability Aspects 57
- Chapter 5 Discussion and policy recommendations 60
- References 66
- Figure 1: Agricultural research spending in million 2011 Purchasing Power Parities (PPP) dollars, 2000-2014 10
- Figure 2: Agricultural research intensity ratios, 2000-2014 11
- Figure 3: FTE agricultural researchers, 2000-2014 12
- Figure 4: The Refils Model 13
- Figure 4 shows the map of Nigeria with the study states (Kano, Kaduna, Oyo and Osun) mapped out. 19
- Figure 5: Map of Nigeria showing the study state 19
- Figure 5: Gender distribution of students 40
- Figure 6: Age distribution of students 40
- Figure 7: Origin (home base) of students (Rural vs. Urban) 41
