Prospect For Developing School Based Extension Support System In The Central Region Of Ghana

Abstract

The study \vas a survey conducted two phases in six randomly selected districts of the Central Region of Ghana to detennine the prospect for developing an extension support system that is based in junior secondary schools (JSS) and senior secondary schools (SSS) The first phase \vas to find the perceived need and required conditions and inputs for an extension support systenl in JSS and SSS. The second phase \vas to detenn ine the presence or absence, and the strengths or weaknesses of the required conditions and inputs perceived by respondents in the first phase to have influence on the school based extension support system. Probability salnpling techniques were used to select a sample size of 442 respondents comprising agricultural extension agents (AEAs), agricultural science teachers (ASTs) and headlnasters in SSS and JSS, district agricultural developlnent officers (OOOs) and fanners. Data collecting instrunlent was validated questionnaires (and structured intervie\v for illiterate farmers). Data were analysed using percent frequencies, relative frequencies and Ineans. The prospect for school based extension support systeln (SBESS) was detennined by SWOC and force field analyses. Findings revealed a wide age range alnong fanners. Educational qualifications of school heads and agricultural science teachers were quite high, as required by the policy of the Ininistry of education and Sports. However, allnost all the AEAs were educated only up to the certificate level. Fanners had very low levels of fonnal education. Result showed an itnportant need for an extension support systeln in the Central Region. Prospect for SI3ESS was perceived as high, but higher in the JSS than SSS. This could be attributed to closeness of the JSS to the fanners' as a iii result of it being community based. Agricultural science teachers, AEAs, students and fanners were considered as relevant participants of SBESS. School heads and DDOs were considered as supervisors. Major required conditions and inputs for SBESS were; available time, perceptions, attitudes and motivation of relevant participants; their cOlnpetency levels and education and cooperation alllong theln; availability and quality of students' agricultural club, fann and fann equipnlent in the schools, and favourable curricular, adlninistrative and policy environments. Over 38.0% of JSS in the study did not have school fanns, but 36.7 percent had farms that were suitable for SBESS. All the SSS had school farnls, but only 23.80/0 of the fanns were considered as suitable for SBESS SWOC analysis revealed that the strongest driving forces for SBESS were high level of motivation mnong the relevant participants, good cooperation spirit between AEAs and ASTs (especially in the JSS), favourable attitudes of relevant participants, and favourable policy environment. The strongest restraining forces were: low level of education among fanners, inadequate supervision of agricultural activities in the schools, inadequate funding of school agricultural activities, and non-existence of active students' agricultural club in schools. Force field analysis revealed positive prospect for SBESS in both JSS and SSS, but higher in the JSS. The prospect can be improved by overcoming the Inajor restraining forces