Perceived competency levels and training needs of agricultural extension agents in communication methods and teaching aid in the Greater Accra Region of Ghana

Abstract

The need to improve upon the performance of the extension worker and hence agricultural productivity is evidenced by the number 0 f national agricultural extension programmes held tried since Ghana gained independence in 1957. One of the drawbacks of these programmes is that the long-term desired outcome of improving agricultural productivity has never been met. Recent studies have identified incompetence of staff as a major cause of the poor performance of organizations. This study was, therefore, conducted to determine the present competency levels and training needed in agricultural communication methods and teaching aids of extension agents in the Greater Accra Region as perceived by themselves. Communication methods generally used to communicate with their clients were also examined. Self-administered validated questionnaires targeted at the agents were used to collect data. Data analysis was done using Statistical Package for Social Sciences (SPSS). Statistical analysis used included descriptive, Pearson correlated techniques "and Analysis of Variance (ANOVA). The results indicated that about 70.2% of the respondents were males. The mean age of AEAs studied was forty-one years. Eighty-two AEAs representing 67.8% of the respondents' posses the basic educational requirement; ie General Agricultural Certificate. The mean communication skill of the AEAs was twelve (11. 7) with the majority (64%) having over nine years experience in communication skills. The survey revealed that a majority of about 64% had over nine years experience in communication skills, representing a mean of 11.7. The number of training courses attended was found to be irregular with majority of the AEAs representing 33.9% attending only two training courses with only 0.8% of the AEAs studied had the highest training courses of twenty- four. However, their perceived competency level in planning, implementing and evaluating extension teaching aids was found to be good, they needed a higher level of training in implementing and evaluating extension teaching aids. It was recommended that AEAs competency level in extension communication methods and extension teaching aids should be frequently assessed so that the discrepancy between what knowledge they have achieved, and what they have acquired can be ascertained. This invariably will improve upon their competency level in planning, implementing and evaluating both communication methods and extension teaching aids.