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The purpose of this study was to determine the training needs of extension agents in Uganda to lead successful education programs on genetically engineered (GE) crops. This was a descriptive survey research study conducted online with public agricultural extension agents in the eastern agro-ecological zone of Uganda. This study used Borich’s method to identify training needs. A survey instrument was designed to determine extension agents’ perceived importance and proficiency of 60 competencies organized under the eight Public Issues Education (PIE) framework competency constructs. The survey received 58 usable responses comprising an 83% response rate. All eight PIE competency constructs were perceived by the extension agents to be important. This study identified additional four competencies important for PIE in addition to the eight competencies in the model. Agents’ greatest training needs were creating partnerships and designing GE education programs. The lowest training needs were creating an environment of professionalism and managing conflicts. The findings indicate the importance of training extension agents on how to engage with farmers in new ways to educate them on GE technology. This study provides implications for determining the training needs of extension agents in PIE such as educating farmers on GE technology.
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This content will become publicly available on July 7, 2026
Revisiting the Role of Agricultural Extension as a Technology Transfer Model: Insights from Students’ Reflections
Agricultural extension plays a crucial role in transferring agricultural technologies, with extension agents as key facilitators. In the U.S., these extension agents receive training through agricultural extension education programs offered by various universities and a bachelor’s degree is used as a required minimum qualification. On the other hand, in developing countries, an associate degree offered by community colleges is enough for one to serve as an agricultural extension agent. In all these programs, regardless of the requirements for minimum qualification, there is an increased focus on training the aspiring extension agents as technology transfer facilitators or agents. The focus of extension programs and methods significantly shapes students’ perceptions of the role of agricultural extension. This study sought to examine students’ perceptions of the role of agricultural extension in delivering extension services. A qualitative content analysis approach was utilized to analyze the perceptions of 22 students from Iowa State University. The results show a shift from the traditional, linear top-down approach to a more engaging, participatory model emphasizing human development. The participants noted the need to incorporate farmer knowledge and experiences in agricultural technology design and development, fostering collaborative innovation and focusing on the specific needs of individual farmers. Importantly, this manuscript is not intended as a critical review of the U.S. Cooperative Extension system but rather as a reflection of the participants’ global perspectives on extension. While we acknowledge that these perspectives may not be universally applicable across all countries, the insights provided valuable information on students’ perceptions of extension.
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- Award ID(s):
- 2316481
- PAR ID:
- 10644013
- Publisher / Repository:
- The American Association for Agricultural Education
- Date Published:
- Journal Name:
- Journal of Agricultural Education
- Volume:
- 66
- Issue:
- 3
- ISSN:
- 1042-0541
- Page Range / eLocation ID:
- 5
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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