Wyniki wyszukiwania

Autor	Solomon Adesoji, Banji Adisa, Abiodun Agboola, Adedayo Ajayi, Dorcas Alabi, Julius Ayinde, Olanike Deji, Olajide Filusi, Toyin Ojo, Oladimeji Oladele, Aanuoluwapo Opayinka
Tytuł	Participatory Development of Demand-Driven Curriculum for Career-Ready E-Extension Services in Nigeria
Title	Participatory Development of Demand-Driven Curriculum for Career-Ready E-Extension Services in Nigeria
Słowa kluczowe	participatory curriculum, career- ready, e- extension services, stakeholders, Nigeria
Key words	participatory curriculum, career- ready, e- extension services, stakeholders, Nigeria
Abstrakt	This paper described and contextualized participatory development of demand-driven curriculum for career-ready e-extension services in Nigeria as introduced by the Sasakawa Africa Fund for Extension Education. The stages of participatory development were participatory need assessment, participatory stakeholders’ workshop and validation among 124 stakeholders selected as key informants in relation to agricultural extension training, delivery, end users and policy makers. The stakeholders were grouped as follows: community leaders and policy makers; extension agencies / organisations / institutions / employers; farmers; input suppliers / marketers / agro-based traders / other value actors; and potential candidate groups. Stakeholder meetings were held separately with different groups three times, and then a combined meeting took place. The aggregated major decisions/consensus were subjected to content analysis using ATLAS.ti. The validation process included reading of each agreed decision to all participants, then participants indicated their agreement or otherwise, which led to either rejection or acceptance of the decision. This paper concludes that participatory curriculum development has enhanced the stakeholders to identify areas of demand-driven training in response to community needs. The stakeholders preferred more online than face-to-face training. The major perceived advantages of e-extension were reduced risk, time and cost effectiveness while infrastructural and human challenges were the perceived challenges that could possibly hinder the smooth running of e extension.
Abstract	This paper described and contextualized participatory development of demand-driven curriculum for career-ready e-extension services in Nigeria as introduced by the Sasakawa Africa Fund for Extension Education. The stages of participatory development were participatory need assessment, participatory stakeholders’ workshop and validation among 124 stakeholders selected as key informants in relation to agricultural extension training, delivery, end users and policy makers. The stakeholders were grouped as follows: community leaders and policy makers; extension agencies / organisations / institutions / employers; farmers; input suppliers / marketers / agro-based traders / other value actors; and potential candidate groups. Stakeholder meetings were held separately with different groups three times, and then a combined meeting took place. The aggregated major decisions/consensus were subjected to content analysis using ATLAS.ti. The validation process included reading of each agreed decision to all participants, then participants indicated their agreement or otherwise, which led to either rejection or acceptance of the decision. This paper concludes that participatory curriculum development has enhanced the stakeholders to identify areas of demand-driven training in response to community needs. The stakeholders preferred more online than face-to-face training. The major perceived advantages of e-extension were reduced risk, time and cost effectiveness while infrastructural and human challenges were the perceived challenges that could possibly hinder the smooth running of e extension.
Cytowanie	Adesoji S., Adisa B., Agboola A., Ajayi A., Alabi D., Ayinde J., Deji O., Filusi O., Ojo T., Oladele O., Opayinka A. (2021) Participatory Development of Demand-Driven Curriculum for Career-Ready E-Extension Services in Nigeria.Zeszyty Naukowe SGGW w Warszawie - Problemy Rolnictwa Światowego, t. 21(36), z. 3: 14-23
HTML	wersja html
Pełny tekst	PRS_2021_T21(36)_n3_s14.pdf

Autor	Timothy Isle, Andre Mostert
Tytuł	On motivation and enterprise education – ensuring manageable goals and objectives
Title
Słowa kluczowe
Key words	motivation, entrepreneurial, student enterprise, enterprise education, curriculum development, utility maximization, intrinsic motivation, extrinsic motivation, risk taking,managerial ability, business ideas, enterprise education outcomes
Abstrakt
Abstract	There is growing recognition that the standard approach to motivation, referred to as Motivation 2.0 is not necessary adequate for assessing the contemporary drivers for students and budding entrepreneurs. Some have argued that the concept of goal setting may act as much as an inhibitor as a motivator. This perspective on goal setting can, prima facie, be very relevant to the entrepreneurial educator. In this research exercise the contemporary thinking on motivation and motivational approached will be explored and applied to the development of entrepreneurial education curriculum development and pedagogic structures. Those entrusted with the nurturing and development of any innate entrepreneurial potential must ensure that the teaching and learning environment is dynamic and as individualized as possible. Key to any individualized delivery mechanism is a coherent understanding of motivational factors and activities. Effective curriculum development for entrepreneurial training demands an integrated understanding of motivators which must be driven extracurricular, while enterprise education continues to become embedded in educational delivery structures. This paper addresses these demands and acts as a primer for how this could be achieved.
Cytowanie	Isle T., Mostert A.
HTML	wersja html
Pełny tekst	AMME_2015_n1_s53.pdf