Abstract

In sub-Saharan Africa approximately 125,000 extension workers hold either certificates or diplomas. Only about 25,000 hold degrees from universities. Many start their careers in extension with a weak understanding of agricultural science and the strategies to transfer education to farmers.

This study assessed the Sasakawa Africa Fund for Extension Education (SAFE) program regarding the perceived job competence of mid-career extension staff that completed the SAFE initiated BS agricultural extension degree at the University of Cape Coast, Ghana. Also assessed were the perceptions of extension staff supervisors regarding the job competence of their extension staff. University of Cape Coast extension faculty perceptions regarding the SAFE program was also investigated.

A descriptive research method was used. The study revealed that 42 extension staff and their supervisors gave a high ranking to program implementation, followed by a “good” ranking to program planning, maintaining professionalism, and teaching. Twenty-two extension staff assessed without their supervisors also ranked program implementation highest. These results suggest that extension staff and supervisors view program implementation and program planning competence to be of great significance to the extension service in Ghana as-well-as clientele served. Extension staff increased their level of confidence and understanding in applying various job requirements as a result of attending the SAFE BS extension degree program. University faculty participating in the study indicated the SAFE program had strengthened the department’s outreach initiative, adaptation of research, and teaching methods which resulted in a more diverse curriculum delivery mode. Faculty indicated an improved field experience for both faculty and extension staff.

Keywords: Africa, Extension Education, Professional Development

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