ABSTRACT

Purpose

Enhancing the relevance of rural extension services requires aligning extension education to the roles, tasks, activities and competencies of smallholder farmers. The objective of this study is to follow up on previous competence studies and to construct a validated competence framework.

Design/Methodology/Approach

Competence frameworks are generally being used to articulate performance requirements for certain jobs or professions. Whereas most competence frameworks display generic competencies and long lists of tasks, this study combines generic competencies, behavioural aspects, and content specifications of the job fields. The competence framework was empirically validated through workshops, focus-group discussions, and surveys involving 76 participants from stakeholder groups.

Findings

The results reveal nine roles: 1. Learner, 2. Manager, 3. Communicator, 4. Co-operator, 5. Professional, 6. Innovator, 7. Entrepreneur, 8. Planner, and 9. Producer. Furthermore, six job fields are defined, based on the content of the farmers' jobs: 1. Pre-planting, 2. During-planting, 3. After-planting, 4. During-harvesting, 5. Post-harvesting, and 6. Facilitating all farming activities. Combining the roles and the job fields results in the identification of 23 tasks and 25 competencies.

Practical implications

The competence framework validated in this study can serve as a starting point for extension workers to develop courses, training programs, and interactions with smallholder farmers.

Theoretical implications

The study demonstrates a research approach involving the contextualization of competencies, rendering them meaningful for improving rural innovation and the productivity of smallholder farming.

Originality/Value

The integrated approach used to develop the competence framework can be applied in any other context, and result in a comprehensive understanding of the respective job/profession.

中文翻译：

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开发和验证提高小农生产力的能力框架：埃塞俄比亚的案例研究

摘要

目的

提高农村推广服务的相关性需要将推广教育与小农的角色、任务、活动和能力相结合。本研究的目的是跟进以前的能力研究并构建一个经过验证的能力框架。

设计/方法论/方法

能力框架通常用于阐明某些工作或专业的绩效要求。尽管大多数能力框架显示通用能力和长长的任务列表，但本研究结合了通用能力、行为方面和工作领域的内容规范。通过研讨会、焦点小组讨论和涉及来自利益相关者团体的 76 名参与者的调查，能力框架得到了实证验证。

发现

结果揭示了九个角色：1. 学习者，2. 经理，3. 沟通者，4. 合作者，5. 专业人士，6. 创新者，7. 企业家，8. 计划者和 9. 生产者。此外，根据农民的工作内容，定义了六个工作领域：1. 种植前，2. 种植中，3. 种植后，4. 收获中，5. 收获后，和 6 . 促进所有农业活动。结合角色和工作领域可以确定 23 项任务和 25 项能力。

实际影响

本研究中验证的能力框架可以作为推广人员开发课程、培训计划以及与小农互动的起点。

理论意义

该研究展示了一种涉及能力情境化的研究方法，使其对改善农村创新和小农农业生产力具有重要意义。

原创性/价值

用于开发能力框架的综合方法可以应用于任何其他环境，并导致对相应工作/专业的全面了解。