THE EFFECT OF TRAINING ON EXTENSION WORKERS’ PERFORMANCE: 
A CASE STUDY OF FRONT LINE STAFF IN THE SUHIJM KRABOA- 
COALTAR AND WEST AKIM DISTRICTS IN THE EASTERN REGION OF
GHANA
BY
JOHN NKETIA GYENFTE
A THESE! SUBMITTED TO THE DEPARTMENT OF AGRICULTURAL 
EXTENSION, UNIVERSITY OF GHANA, LEGON 
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE
OF
MASTER OF PHILOSOPHY (M.PIIEL.)
AGRICULTURAL EXTENSION
DEPARTMENT OF AGRICULTURAL EXTENSION 
UNIVERSITY OF GHANA 
LEGON, ACCRA
JUNE 1998
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Q 35?587
S B ^ L f .  5 ZrZ
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DECLARATION
I hereby declare that the work presented in this thesis was carried out by myself and has 
never in any part or whole been presented to any other university for the award of a 
degree.
 1 0 1 0 . 1
DR. OWURAKU SAKYI-DAWSON 
( SUPERVISOR)
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DEDICATION
Dedicated to Felicia, Enoch and Andrew.
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ACKNOWLEDGEMENTS
I wish to express my sincere gratitude to the Almighty God for His love, guidance and 
protection throughout this work. My sincere thanks go to my supervisor, Dr. Owuraku 
Sakyi-Dawson, for his guidance, suggestions, and constructive scrutiny. Indeed I have 
learnt a lot under his supervision. I wish to record my indebtedness to other lecturers of 
the Department of Agricultural Extension for their great concern from the beginning to 
the end of this work. I also wish to thank my colleague M. Phil, students especially 
Messrs. J. Kusi- Boama and W.M.Wiafe for their encouragement and support. Mrs. 
Emily R. Akotia also deserves a pat on the shoulder for always coming to my aid 
whenever I faced a problem with the computer.
I wish to place on record my appreciation to Sasakawa African Association (SAA) for the 
financial support they gave me during the study. A special place of honour and 
gratefulness is due Dr. Deola Naibakelao, the African Resident Representative of S.A. A , 
for his great concern during this programme. My employer, Ministry of Food and 
Agriculture (MOFA) deserves commendation for granting me study leave. My sincere 
thanks to the Front Line Staff and fanners of Suhum Kraboa Coaltar and West Akim 
Districts for making it possible for me to collect the data for this research. My special 
thanks go to Ms Beatrice Manko and Mr. Asamoah, all typists, for the pains they went 
through in typing portions of this work.
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Thank you to Felicia, my dear wife and Enoch and Andrew, my kids for your prayer and 
support. Finally I want to thank all friends who contributed directly or indirectly towards 
this work. May the Lord richly bless you.
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ABSTRACT
Despite concerted effort at improving the extension delivery in Ghana, the performance 
of the Front Line Staff of the Ministry of Food and Agriculture’s Extension Services has 
been lower than expected. It is expected that among others, appropriate training will 
enhance their performance. However it is not clear what the nature and content of such 
training should be. The study therefore was to find out whether the content of training 
provided to the extension workers affected their performance and if so which content is 
likely to enhance performance. The study was guided by the assumption that farmers 
have needs, some of which are their training needs. That for the extension workers to be 
able to provide appropriate training to farmers, they should be trained in those needs. 
This is likely to enhance extension worker performance.
A survey was conducted in the Suhum Kraboa-Coaltar and West Akim districts of the 
Eastern Region of Ghana using a checklist and survey questionnaire to collect 
information from the FLS and their farmers. Data collected included the content of 
training FLS have received, needs of farmers and the nature and content of messages 
farmers have received from their FLS, and their adoption behaviour.
It was found that there was no difference between the farmers of FLS who have received 
wide and those with narrow knowledge with regard to adoption. However , farmers 
tended to adopt technologies in which the Front Line Staff received adequate training 
Personal characteristics such as educational background, total farmland available, and 
purpose of farming are important factors affecting adoption patterns. The findings
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indicate that the span of knowledge received by the FLS during training is not an 
important determinant of adoption behaviour of fanners, rather it is important that Front 
Line Staff are provided wit in-depth training in activities that farmers are engaged in.
It is concluded that training in a wide range of subjects without going into details would 
not enhance adoption. This is critical, especially in the Training and Visit (T&V) 
management system where there is regular training. Such training should aim not only to 
increase span but in addition the content should be detailed. Personal characteristics such 
as educational background, access to land and purpose of farming are likely to be 
important basis of demarcating recommendation domains for extension messages.
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Table of Contents
Page
Declaration E
Dedication ^
Acknowledgment IV
Abstract VI
Table of Contents VIII
List of Tables XVH
List of Figures XXIV
List of Appendices XXV
List of Acronyms XXVI
Chapter One
Background 1
1.0 Introduction 1
1.1 Role of agriculture in Ghana 1
1.2 Role of agricultural extension in Ghana 4
1.3 Experiences from the various extension approaches 6
1.4 Research Problem g
1.5 Main Research Question 9
1.5.1 Specific Research Question 9
1.6 General Objective 9
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1.6.1 Specific Objectives 9
1.7 Theoretical framework 10
1.8 Research hypothesis 10
1.9 Significance of the research 12
1.10 Definition of concepts 12
Chapter Two
Literature review: Training and performance of agricultural workers 15
2.0 Introduction 15
2.1 Importance of training 15
2.2 Different perspectives on worker job performance 16
2.3 Factors which affect workers’job performance 17
2.4 Justification for training as an important area likely to highly 19
affect job performance
2.5 Evidence on training content and worker job performance 20
2.6 Role of the Front Line Staff as change agent 22
2.7 Competencies required for extension workers to perform task 24
2.8 Types of training. 29
2.9 Types of In-service training 31
2.10 Training of Agricultural workers in Ghana 33
2.11 Needs of farmers 37
2.12 Problems associated with providing training 40
2.13 Adoption of innovation 42
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2.14 Summary 43
Chapter Three
Methodology 46
3.0 Introduction. 46
3.1 Population for the study 46
3.2 Sample selection and sample size 46
3.3 Data collection 47
3.4 Data collection process 50
3.5 Problems encountered on the field 51
3.6 Data Analysis 51
Chapter Four
The Study Area 53
4.0 Introduction 53
4.1 Demography and Agro-climatology 53
4.2 Calendar of farming activities 56
4.2.1 Types of crops grown and animals reared 56
4.3 Farming enterprises farmers indicated they needed technical messages on 60
4.4 Extension methods and channels of communication preferred by fanners 61
4.5 Forum to discuss farmers’ needs 62
4.6 Summary 62
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Chapter Five
Nature and content of training and span of knowledge of Front Line Staff 64
5.0 Introduction 64
5.1 Personal characteristics of Front Line Staff 64
5.1.1 Age 65
5.1.2 Gender 65
5.1.3 Marital status 66
5.1.4 Agricultural college attended 66
5.1.5 Year of completion of agricultural college 67
5.1.6 Number of years in operational area 69
5.1.7 Number of years with extension department. 69
5.1.8 Number of years as Front Line Staff 70
5.2 Subject areas in which FLS have trained 70
5.2.1 Crop production. 71
5.2.2 Livestock production. 71
5.2.3 Extension methods. 71
5.2.4 Other subject areas 72
5 3  FLS attendance of in-service training 73
5.3.1 FLS who attend in-service training and reasons why some did not 73 
attend
5.3.2 In-service training topics 74
5.3.3 Adequacy of in-service training 76
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5.4 Induction training 77
5.4.1 Number of ELS who had induction training 77
5.4.2 Content of induction training 78
5.4.3 Importance of induction training 78
5.5 Higher In-service training 79
5.6 Perception ofFLS on extent of training received in the various 81
agricultural areas
5.7 Classification ofFLS into having wide or narrow span of knowledge 82
5.8 Relationship between number of types of training and level of knowledge 85
ofFLS have received
5.8.1 Relationship between attendance of higher institution and span of 85
knowledge of Front Line Staff
5.8.2 Relationship between attendance of monthly in-service training 86
and span of knowledge of Front Line Staff have received
5.8.3 Relationship between attendance of induction training and level 87
of knowledge of Front Line Staff have received
5.9 Relationship between some personal characteristics and level 88
of knowledge of Front Line Staff
5.9.1 Relationship between gender ofFLS and level of knowledge 88 
received
5.9.2 Relationship between marital status ofFLS and level of 88 
knowledge received
5.9.3 Relationship between year of completion of agricultural college 89
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and level of knowledge FLS have received.
5.9.4 Relationship between number of years in operational area and 89
level of knowledge FLS have received
5.10 Summary 90
Chapter Six
Determinants of span of farmers’ knowledge 94
6.0 Introduction. 94
6.1 Personal and socio-economic characteristics of farmers. 94
6.1.1 Gender of farmers 95
6.1.2 Age of farmers 95
6.1.3 Educational background 96
6.1.4 Source of farm labour 96
6.1.5 Size of extra household labour available to farmers 97
6.1.6 Total farmland available to fanners 98
6.1.7 Total land owned by farmers 98
6.1.8 Fanning experience 99
6.1.9 Purpose of farming 99
6.2 Extension contact 100
6.2.1 Frequency of contact 100
6.2.2 Extension methods used by Front Line Staff 101
6.3 Farmers’ span of knowledge 101
6.3.1 Farmers’ knowledge on technological package for crop 101
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production
6.3.2 Farmers’ knowledge on technological package for post-harvest
6.3.3 Farmers’ knowledge on technological package for agro-forestry 
practice
6.3.4 Farmers’ knowledge on technological package for livestock 
production
6.3.5 Fanners’ knowledge on technological package for fish fanning
6.3.6 Farmers’ knowledge on technological package on WIAD 
activities
6.3.7 Farmers’ knowledge on formation of farmer groups
6.3.8 Farmers’ knowledge on technological package on business 
planning
6.3.9 Farmers’ knowledge in technological package on non-traditional 
farming
6.3.10 Overall level of knowledge of farmers
6.3.11 Distribution of fanners working with Front Line Staff with 
training covering a wide or narrow span of knowledge
6.3.12 Relationship between frequency of visits by FLS and fanners 
overall level of knowledge
6.3.13 Relationship between number of types of extension methods used 
by FLS to contact them and overall level of knowledge of farmers
6.3.14 Relationship between farmers of FLS with wide or narrow span 
of knowledge and overall level of knowledge of fanners
102
103
103
104
105
105
106
106
107
108
108
109
110
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6.3.15 Relationship between farmers working with FLS with wide or 
narrow span of knowledge and frequency of contact with FLS
6.3.16 Relationship between farmers working with FLS with wide or 
narrow span of knowledge and extension methods used by FLS 
to contact them
6.4 Summary
Chapter Seven
Performance of the Front Line Staff
7.0 Introduction
7.1 Adoption of technologies delivered to farmers
7.1.1 Adoption of package on crop production technology
7.1.2 Adoption of package on post-harvest technology.
7.1.3 Adoption of package on agro-forestry
7.1.4 Adoption of package on livestock technology.
7.1.5 Adoption of on fish farming technology.
7.1.6 Adoption of package on WIAD activities.
7.1.7 Adoption of package on group formation
7.1.8 Adoption of package on business planning.
7.1.9 Adoption of package on non-traditional fanning enterprise
7.1.10 Summary of the adoption pattern for the various agricultural
enterprises
7.1.11 Overall adoption pattern of farmers.
111 
111
112
114
114
114
114
115
115
116 
116 
117
117
118 
118 
118
120
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7.2 R elationship  between extension contact and overall adoption pattern 120
of farmers
7.2.1 Relationship between frequency of visits by FLS to fanners and 120
overall adoption pattern of fanners
7.2.2 Relationship between number of types of extension methods used 121
and overall adoption pattern of fanners
7.3 Relationship between farmers ofFLS with wide or narrow span of 122
knowledge and overall adoption pattern
7.4 Relationship between farmers with wide or narrow span of knowledge 123
and overall adoption pattern of fanners
7.5 Relationship between some personal characteristics and overall 123
adoption pattern of farmers
7.5.1 Relationship between gender of farmers and overall adoption 124
pattern
7.5.2 Relationship between age of farmers and overall adoption pattern 124
7.5.3 Relationship between educational background of fanners and 125
overall adoption pattern
7.5.4 Relationship between source of farm labour of fanners and their 126
overall adoption pattern
7.5.5 Relationship between size of extra household labour and overall 126
adoption pattern
7.5.6 Relationship between total farmland available to farmers and 127
overall adoption pattern
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7.5.7 Relationship between total land owned by fanners and overall 128 
adoption pattern
7.5.8 Relationship between purpose of farming and overall adoption 128 
pattern
7.6 Summary 129
Chapter Eight
Summary of Discussion, Conclusions and Recommendations 131
8.0 Introduction. 131
8.1 Training needs of fanners 132
8.2 Training received by the Front Line Staff 133
8.3 Determinants of span of farmers’ knowledge 138
8.4 Performance of the Front Line Staff 139
8.5 Conclusion 143
8.6 Recommendation 147
References 149
Appendices 158
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Table 2.1 Topics for monthly training session -1995 35
Table 2.2 Topics for monthly training session -1996 36
Table 3.1 Main concepts, information required, sources of 48
information and data collection techniques 
Table 5.1 Age distribution of Front Line Staff 65
Table 5.2 Gender distribution of Front Line Staff 65
Table 5.3 Marital status of Front Line Staff 66
Table 5.4 Agricultural college attended by FLS 67
Table 5.5 Year of completion of agricultural college by FLS 67
Table 5.6 No. of years in operational area 69
Table 5.7 Number of years with the Extension Department 70
Table 5.8 Number of years as Front Line Staff 70
Table 5.9 Nature and source(s) of training Front Line Staff have 72
received
Table 5.10 FLS reasons for attending and not attending in-service 73
training under NAEP 
Table 5.11 In-service training topics mentioned by FLS for 1995 74
Table 5.12 In-service training topics mentioned by FLS for 1996 75
Table 5.13 FLS reasons why in-service training is adequate 76
Table 5.14 FLS reasons why in-service training is inadequate 77
Table 5.15 FLS given induction training 77
List of Tables Page
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Table 5.16 Contents of induction training 78
Table 5.17 FLS view on the importance of induction training 78
Table 5.18 FLS reasons why induction training is important 79
Table 5.19 Front Line Staff who have attended higher institution 80
Table 5.20 Courses taken at higher institution 80
Table 5.21 Content of courses taken at higher institution 81
Table 5.22 FLS perception on the extent of training received in 82
various agricultural areas 
Table 5.23 Classification of FLS into wide and narrow span of 84
knowledge
Table 5.24 Number of types of training and level of knowledge 85
FLS have received
Table 5.25 Attendance of higher institution and level of 86
knowledge Front Line Staff have received 
Table 5.26 Attendance of monthly in-service training and level of 87
knowledge FLS have received 
Table 5.27 Attendance of induction training and level of 87
knowledge FLS have received 
Table 5.28 Gender of FLS and level of knowledge 88
Front Line Staff have received 
Table 5.29 Marital status of FLS and level of knowledge received 89
Table 5.30 Year of completion of agricultural college and level 89
of knowledge of FLS have received
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90
95
96
96
97
97
98
99
99
100
100
101
102
102
103
104
104
105
106
106
107
Number of years in operational area and level of 
knowledge Front Line Staff have received 
Gender distribution of farmers 
Age distribution of farmers 
Educational background of farmers 
Source of farm labor
Size of extra household labor available to farmers 
Total farmland available to farmers 
Categories of land ownership 
Farming experience of fanners 
Farmers purpose of fanning 
Frequency of contact from Front Line Staff 
Extension methods used by Front Line Staff 
Level of knowledge of fanners in crop production 
Level of knowledge of farmers in post harvest 
Level of knowledge of farmers in agro-forestry package 
Level of knowledge of farmers in livestock production 
Level of knowledge of fanners in fish farming 
Level of knowledge of fanners in WIAD activities 
Level of knowledge of farmers in group formation 
Level of knowledge of fanners in business planning 
Level of knowledge of fanners in non-traditional 
fanning enterprise
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107
108
109
110
110
111
112
115
115
116
116
117
117
117
118
Overall level of knowledge of farmers
Farmers working with ELS with wide or narrow span
of knowledge
Frequency of visits by FLS and overall level of 
knowledge of farmers
Number of types of extension methods used and overall 
level of knowledge of fanners 
Fanners ofFLS with wide or narrow span of 
knowledge and overall level of knowledge of fanners 
Relationship between fanners ofFLS with wide or 
narrow span knowledge and frequency of contact 
with FLS
Fanners of FLS with wide or nanow span of 
knowledge and number of extension methods used by 
FLS to contact them
Adoption pattern of crop production technology 
Adoption pattern of post-harvest technology 
Adoption pattern of agro -forestry technology 
Adoption pattern of livestock technology 
Adoption pattern of fish fanning 
Adoption pattern of WIAD activities 
Adoption pattern of group formation 
Adoption pattern of business planning
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Table 7.9
Table 7.10
Table 7.11 
Table 7.12
Table 7.13
Table 7.14
Table 7.15
Table 7.16 
Table 7.17 
Table 7.18
Table 7.19
Table 7.20
Table 7.21
Adoption pattern of package for non-traditional 
fanning
Summary of the adoption pattern for the various 
fanning enterprises 
Overall adoption pattern of farmers 
Frequency of visits by FLS and overall adoption 
pattern of farmers
Farmers contacted through different extension methods 
and overall pattern of adoption of technologies 
Farmers of FLS with wide or narrow span of 
knowledge by overall adoption pattern of fanners 
Farmers with wide or nanow range of knowledge and 
overall pattern of adoption of technologies 
Gender and overall adoption pattern of farmers 
Age and overall adoption pattern of farmers 
Educational background and overall adoption of 
pattern farmers
Source of farm labour and overall adoption pattern of 
farmers
Size of household labour available and overall 
adoption pattern of formers 
Total farmland available to formers and overall 
adoption pattern
118
119
120 
121
122
122
123
124
125
125
126 
127 
127
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Table 7.22 Land ownership and overall adoption pattern of 128
farmers
Table 7.23 Purpose of farming and overall adoption pattern 129
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List of figures
Figure 1.1
Figure 4.1 
Figure 4.2 
Figure 4.3 
Figure 5.1
Figure 5.2
Figure 8.1
Page
Theoretical framework for analysing relationship between 11
extension workers’ training and performance
Map of Eastern Region showing the study area 54
Time of planting of some major crops in the study area 57
Field activities carried out in the study area 58
Map of Ghana showing the location of the agricultural 68
colleges
Agricultural subject areas Front Line Staff have received 84
training in
Relationship between span of knowledge of Front Line 146
Staff in farmers extension needs, extension contact and 
personal characteristics of farmers on the adoption pattern 
of fanners
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Appendix 1 Interview checklist for farmers 158
Appendix 2 Interview questionnaire for fanners 159
Appendix 3 Interview questionnaire for the Front Line Staff 164
List of appendices
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LIST OF ACRONYMS
AEA Agricultural Extension Agent
ASRP Agricultural Sector Rehabilitation Project
BMTRM Bi-Monthly Technical Review Meeting
CIDA Canadian International Development Agency
DAES Department of Agricultural Extension Services
FLS Front Line Staff
FAO Food and Agriculture Organisation
GDP Gross Domestic Product
GTZ Deutsche Geselleschaft Fuer Technische Zusammenarbeit
IFAD International Fund for Agricultural Development
IMF International Monetary Fund
ISSER Institute of Statistical, Social and Economic Research
MTADP Medium Term Agricultural Development Plan
MOFA Ministry of Food and Agriculture
NAEP National Agricultural Extension Project
NGO Non Governmental Organisation
OFY Operation Feed Yourself
PPMED Policy Planning Monitoring and Evaluation Department
SAA Sasakawa African Association
SPSS Statistical Package for the Social Scientist
SMS Subject Matter Specialist
T&V Training and Visit
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UGFCC
URADEP
VORADEP
United Ghana Fanners’ Co-operative Council 
Upper Region Agricultural Development Project 
Volta Region Agricultural Development Project
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CHAPTER ONE
BACKGROUND
1.0 Introduction
The chapter on the background to this study-the effect of training on extension 
workers’ performance, describes the role agriculture plays in the development of 
Ghana’s economy, the role that agricultural extension has played, the different 
extension approaches up to date in Ghana and the experiences that have been 
derived from the various extension approaches. This is followed by the research 
problem, research question, objective, theoretical framework, research hypothesis 
for the study and the definition of concepts used in the research.
1.1 Role of agriculture in Ghana
The role that agriculture plays in the economy of Ghana is significant. The pre­
eminence that agriculture enjoys in the economy makes it mandatory that its 
development should receive the highest attention in the planning strategy. 
Agriculture used to contribute about 50% of the gross domestic product and employs 
about 85% of the total population. Its contribution to the foreign exchange earnings 
of the country was about 62%. Agriculture also produces 62% of the industrial raw 
materials for the country’s agro-based industries (PPMED,1991). Because of this 
many appropriate policy objectives and programmes have been put in place in the 
following areas:- crops, other than cocoa, cocoa, livestock, fisheries, mechanisation 
and irrigation.
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Analysis of production levels of major food crops such as cereals, starchy staples, 
pulses, nuts, oil seed, vegetables, fruits, industrial crops and now non-txaditional 
export crops, show that growth and development of the agricultural sector of the 
economy have been relatively slow ( World Bank, 1992). The factors which have 
contributed to slow pace of growth and development of the agriculture sector are 
improper land tenure system, poor land preparation and cultivation, lack of 
infrastructural facilities such as access road, storage facilities, distribution and 
marketing, non-availability of watering facilities for all year fanning, lack of 
agricultural manpower, lack of agricultural credit, inadequate agricultural research 
and dissemination of its result and last but not the least inadequate inputs and 
extension services.
Successive governments have used different strategies and policies in an attempt to 
improve the performance of the agricultural sector. In 1972, the ‘Operation Feed 
Yourself (OFY) policy was launched aimed at improving the agricultural sector. 
Essilfie-Conduah (1991) indicated that the OFY achieved a first season success only. 
In 1990, because of the government’s long term objectives for the agricultural sector, 
the Medium Term Agricultural Development Plan (MTADP) was formulated with 
the assistance of the World Bank (Ministry of Agriculture, 1991to address food 
security, higher unemployment and low incomes in rural areas, regional unbalanced 
growth and the contribution of the sector to GDP, foreign exchange earnings and 
government revenue.
The strategy was predicted on the premises that the Ghanaian fanners will respond 
to suitable incentives to increase production of both cash and food crops. The
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strategy for the promotion of growth of crops was based on increasing productivity 
using improved technology through the use of improved varieties and crop 
protection measures while maintaining soil fertility through fertiliser use and soil 
conserving cultural practices. The irrigation strategy focused on the development of 
small-scale and micro-scale schemes, improved management of flood plains and an 
optimum use of existing irrigation facilities. Emphasis was given to the 
implementation and management of the schemes by the fanners themselves by 
establishing fanners’ groups and training them in soil and water management and in 
agronomic practices for irrigated crops.
In the livestock sector, the strategy was based on improving productivity through 
improved animal health, nutrition and water supplies and in the long term, breed 
improvement The focus of action under the strategy would be the livestock owner. 
Crossbreeding to improve the potential of local breeds has been undertaken by using 
breeds from the sub-region. However, the programme has so far benefited a limited 
number of farmers primarily due to lack of breeding stock and effective extension 
work to increase fanners’ awareness. Farmers would be trained in rearing improved 
breeds and the use of animal traction. In the fisheries sector, emphasis would be on 
the development of inland fisheries, both on the Volta Lake and in aquaculture 
(Ministry of Agriculture, 1991).
But the agriculture sector as indicated by PPMED(1991) shows that it is dominated 
by small-scale farmers who constitute about 85% of the fanning population and 
whose holdings, scattered over any agricultural area, do not often exceed two 
hectares per farm family. These small scale fanners, most of whom are illiterates,
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will not ordinarily have access to research findings and technical innovations. 
Therefore a strategy to strengthen agricultural support services including research 
and extension (Government of Ghana, 1977, Ministiy of Agriculture, 1991, World 
Bank, 1992) is one of the means which most farmers will have access to technical 
information necessary to enhance the performance of the agricultural sector. Reitsma 
and Kleinpenning (1989) indicated that development which has occurred in the rich 
countries during the past few centuries clearly demonstrate the tremendous 
importance of productive agricultural sector and a reasonably prosperous rural 
population. What then makes the development of the extension sector veiy 
important?
1.2 Role of agricultural extension in Ghana
Different authors for example Maunder (1973) and FAO (1984a) have given various 
definitions for extension. However Radhakrishna and Yoder (1988) defined 
agricultural extension as one of the largest problem-solving, nonformal educational 
systems in the world and has long been regarded as a vehicle for agricultural 
development in many nations of the ‘Third World’. The major goal of agricultural 
extension has been to provide the practical knowledge, skills and technology needed 
by rural people to improve their quality of life and subsequently increase the 
economic viability of their nation.
Agricultural extension started as far back as 1920 (Twum-Barima, 1977) in the Gold 
Coast. Although the primary interest was initially on export crops (notably oil palm, 
rubber and cocoa) greater emphasis was given later to food crops and livestock. This 
led to the establishment of the Department of Agricultural Extension Services
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(DAES) in the Ministry of Agriculture in 1987 to consolidate all non-cocoa public 
agricultural extension messages to the farmer through one agent. This was aimed at 
removing the kind of confusion the fanners found themselves in through the many 
visits they received from the different agricultural workers and which was found to 
be counter productive to agricultural development.
Agricultural extension was part of the activities of church missionaries and foreign 
owned companies interested in the production of export crops. Since independence, 
Ghana has experimented with various approaches of agricultural extension under the 
co-operative movements, church related development schemes and several donor 
assisted projects. The United Ghana Fanner’s Co-operative Council (UGFCC) 
started to provide extension service in the early 1960’s. The more recent and 
prominent experiences are the extension programmes initiated under the World 
Bank assisted Upper Region Agricultural Development Project (URADEP) during 
1976-84, Volta Region Agricultural Development Project (VORADEP) during 1982- 
88 and the Agricultural Services Rehabilitation Project (ASRP), on-going since 
1987, the Global 2000, which is supported by a Japanese Non-Governmental 
Organisation since 1986, and the CIDA assisted Grains and Legumes Development 
Project, on-going since 1981.
Moreover there have been regional rural development projects which have a 
substantial extension component e.g. the UNDP/FAO assisted Integrated 
Agricultural Development programme at Mampong in Ashanti Region during 1986- 
1989, the GTZ assisted Ghanaian-German Agricultural Development Project
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(ongoing since the early 1970’s) and the IFAD assisted Small holder Rehabilitation 
and Development Programme, ongoing since 1988, both in the Northern Region.
1.3 Experiences from the varions extension approaches
The World Bank funded URADEP and VORADEP succeeded in introducing the 
Training and Visit ( T&V )  system. Many farmers benefited from regular visits of 
extension, however they could not adopt the extension recommendations as they did 
not have the needed resources to purchase inputs particularly fertiliser, which was 
the key component Under the Sasakawa Global 2000 project, maize yields increased 
significantly and in most cases yields more than doubled. The number of 
participating fanners increased rapidly from 40 in 1986 to 20,000 in 1988 and by 
1989 it had increased to 85,000 (World Bank,1992). However the problem of loan 
repayment and other non-extension functions deviated the extension officers from 
their main extension activities. Notwithstanding these various agricultural policies 
and extension strategies put in place to enhance the performance of the agricultural 
sector, the level of modem agricultural technology adopted by farmers in Ghana is 
low (World Bank, 1992).
The net result is that agriculture has lost its lead in the Ghanaian economy and thus 
the services sector has become the largest sector of the economy with a share of 
48.4% of GDP, followed by the agricultural sector with 40.6% of GDP and industry 
with 14.2% GDP ( ISSER, 1997). Among the various reasons assigned for the poor 
level of adoption of technology by fanners in Ghana is the weak extension system 
with poor training leading to poor capacity to diagnose fanners needs (World Bank, 
1992). To overcome these constraints, the World Bank in collaboration with the
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Government of Ghana initiated the National Agricultural Extension Project (NAEP) 
in 1993. Among others the Front Line extension staff who are in direct contact with 
the farmers are given regular monthly training on specific topics on which they also 
go to train their farmers. The poor performance of agriculture suggest that the 
expected impact of the regular training of the FLS on their performance is not being 
achieved, thus requiring critical investigation.
The efforts to improve the agricultural sector has been tremendous. International 
donors like the World Bank, IMF and Non Governmental Organisations (NGO’s) as 
well as the Government of Ghana have continuously supported training component 
for the extension worker. Under National Agricultural Extension Project (NAEP), 
the Ministry of Food and Agriculture organises various courses of training for the 
Subject Matter Specialist (SMS’s) and the Front Line Staff (FLS) who are now 
called Agricultural Extension Agents (AEA’s) at systematic and definite times. This 
training schedule covers all the Bimonthly Technical Review Meetings (BMIRM’s), 
Agricultural Extension Agents Monthly Training sessions and Subject Matter 
Specialist (SMS’s) Centre Workshops for the year. The BMTRM is the main activity 
of in-service training for the Subject Matter Specialists (SMS’s) and also regular 
meeting point between Researchers, SMS’s and Extension Workers. It always 
precedes training ofFLS at monthly training.
It is useful at preparing the SMS with relevant knowledge and methodology for the 
execution of the training activities. Resource persons are invited from the Research 
Institutions and Universities to take the SMS through recent methods and 
technologies to be imparted to FLS and subsequently the farmers. These meetings
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are held once in every two (2) months and last for two (2) days. The Monthly 
Training Meeting is the main period of in-service training for the FLS by SMS’s and 
Extension Workers. During these meetings the SMS’s review the rate of adoption of 
recommended practices by fanners and problems from the field. They discuss 
recommended practices for the major crops, livestock, fisheries and select for each 
recommendation, few impact points on which the FLS’s should focus the fanners’ 
attention. The meetings are held on a fixed day every month and last for a day.
The observation that, the performance of the agricultural sector, is far from 
expected, raises questions as to whether the increases in the number of training given 
to extension workers per se enhances performance of the extension workers. And 
whether the nature and content are not equally important. This is the focus of the 
study.
1.4 Research problem
Extension workers’ performance as observed is lower than expected (World Bank, 
1992). Various ways have been provided to enhance performance. Among these, is 
the provision of training to farmers based on their needs. To be able to do this, 
extension workers may have to be trained in identifying farmers’ needs. The training 
that FLS get is likely to enable them train farmers appropriately based on their needs. 
It can be expected that when this happens the performance of the extension worker 
is likely to be higher. To what extent is this so?
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1.5 Main research question
Does the content of training provided to the extension workers affect their 
performance. And if so which content is likely to enhance extension worker 
performance?
1.5.1 Specific research questions
1. What are the training needs of farmers the FLS work with in the study area?
2. What are the contents of the training received by the ELS at the pre-service, 
induction, and in-service periods?
3. What are the nature and content of training farmers have received from the FLS?
4. What is the relationship between content of training FLS received and their 
performance as indicated by the adoption levels of their fanners?
1.6 General objectives
The overall objective of this study is to determine the nature and content of 
extension training (pre-service, induction, in-service) and the extent to which it has 
enhanced the performance of Front Line Staff in the study area.
1.6.1 Specific objectives
1. To determine farmers training needs in the area of technical messages and 
activities.
2. To find out the contents of the training programmes received by the Front Line 
Staff at the pre-service, induction and in-service periods.
3. To identify the nature and content of training farmers have received from the 
Front Line Staff.
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4. To determine the relationship between the content of extension workers’ training 
and the adoption levels of their farmers.
1.7 Theoretical framework
Farmers have training needs. In order for extension workers to provide appropriate 
extension programmes to their farmers, the extension workers should also have 
received training which addresses the extension needs of their fanners. When 
extension workers have been trained in these needs, they are likely to provide 
extension messages to farmers which are appropriate to their needs. The likelihood 
is that there will be higher levels of adoption of extension messages. The framework 
is shown diagramatically in Figure 1.1
1.8 Research hypothesis
i. Training that different Front Line Staff (FLS) have received addresses farmers’ 
extension needs for technical messages to different extent
ii. The content of programmes that extension workers give to farmers is positively 
related to the content of training the FLS have received.
iii. Performance of the Front Line Staff as indicated by adoption level of their 
farmers is positively related to the extent that the training they received 
address the extension needs of their fanners.
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FIG. 1.1: THEORETICAL FRAMEWORK FOR ANALYSING RELATIONSHIP 
BETWEEN EXTENSION WORKERS’ TRAINING AND PERFORMANCE
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1.9 Significance of the research
It is envisaged that the findings and conclusions of this research will help identify 
areas of training required by the Front Line Staff that will help meet the extension 
needs of the fanners and thereby enhance the performance of the Front Line Staff in 
the field. The information will help extension administrators, supervisors, Subject 
Matter Specialist and Training Officers to upgrade the existing training programmes, 
especially in-service training programmes to enable the Front Line Staff meet the 
needs of their fanners.
1.10 Definition of concepts 
Training
The systematic development of attitude, knowledge and skill behaviour pattern 
required by the FLS during the pre-service, in-service and induction training sessions 
in order to perform their task adequately.
Farmers’ Need
The messages on technologies and innovations required, and the means ( methods 
and channels ) through which the messages are sent to them.
Performance of Front Line Staff
Performance of the Front Line Staff is measured by the pattern or level of adoption 
( i. e. full adoption, partial adoption and non adoption) of innovations by farmers.
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Front Line Staff
This is the agricultural extension worker who is trained to impart technology to 
farmers. They are also called agricultural extension agents and more often than not 
they are known as FLS.
Knowledge
Information learned and remembered by FLS through training.
Attitude
It is the feeling of like, dislike, attraction, repulsion, interest, or apathy by the Front 
Line Staff towards other people (i.e. fanners), objects, situations or ideas.
Skill
The level of proficiency attained in carrying out extension duties in a consistent way 
by the Front Line Staff.
Various aspects are examined in subsequent chapters. In Chapter Two literature on 
training of the agriculture worker in general is reviewed by looking at the types of 
training, the roles expected of them and the competencies required of them to 
perform these roles. It outlines the type of training given to the agricultural workers 
in Ghana. There is also a brief information on factors that affect adoption of 
innovation and problems of training. In chapter Three, the methodology for the 
research, specifically, the population for the study, data collection instruments 
techniques and procedures, and data analysis are described
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Chapter Four describes the background to the study area and the training needs of 
farmers. Chapter Five identifies and describes the nature and content of training the 
Front Line Staff have received in the area of crops, livestock, extension and other 
areas. Chapter Six examines the personal and socio-economic characteristics of the 
fanners who work with the Front Line Staff. It also describes the knowledge of the 
farmers in the various technological packages in agriculture. The relationships 
between categories of fanners and their level of knowledge in various technologies 
presented to them are also shown.
Chapter Seven describes the performance of the Front Line Staff by examining the 
pattern of adoption of their fanners of the various technological packages introduced 
to them by the FLS. It also looks at the relationship between some personal and 
socio-economic characteristics of fanners and adoption for various packages in 
agriculture. Finally Chapter Eight summarises the discussions on training needs of 
the fanners in the study area, training received by the Front Line Staff at both the 
pre-service and in-service training sessions, the nature and content of training 
fanners have received and knowledge levels of farmers in the various technological 
packages presented by the FLS. It also gives the conclusions and outlines 
recommendations from the research.
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CHAPTER TWO
LITERATURE REVIEW: TRAINING AND PERFORMANCE OF 
AGRICULTURAL WORKERS
2.0 Introduction
This chapter looks at the importance of training. It also shows the various 
perspectives on workers’ job performance, factors which affect workers’ job 
performance and the justification for training as an important area likely to highly 
affect job performance. The nature of training received by the ELS, the role of the 
ELS and competencies they required to perform their work are also discussed.
2.1 Importance of training
Modem farming has brought with it new technologies and innovations for formers to 
apply and improve their farming practices. Some of these innovations are planting in 
rows, use of new varieties of crops and livestock, use of fertiliser, post harvest 
practices and ago-forestry to mention a few. In Ghana the bulk of the population who 
are formers, live in the rural areas. They are usually not in close contact with any 
educational institution and are likely to remain without education, training or 
information needed for improvement in their living conditions.
Knowledge tends to accumulate in research centres, laboratories, official documents 
and government reports. Even though Stavis (1979) indicated that farmers get 
information from friends, relatives, skilled local farmers, merchants and salesmen
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etc.. He (Stavis, 1979) called this information network a ‘spontaneous extension 
system’ and was quick to say that efforts should be made to find how formal 
extension can make a crucial initial input and take advantages of the ‘spontaneous 
extension system’. This concluding remark of Stavis points to the importance of 
agricultural extension in agricultural development.
Agunga (1994) proposed that extension is best-suited to facilitate the development 
process and to play a key role in development. But the fact cannot be denied that 
other agricultural support services like the research, input sellers, and banks also 
contribute to agricultural development. Agricultural extension service serves as a 
link between fanners and the other support services. The unique position of the 
extension service makes it imperative that their staff are trained with the right 
knowledge, skills and attitudes to cope with their herculean task of linking fanners 
to the other stakeholders in agriculture. In conclusion, the nature of the needs of the 
farming population necessitates an agricultural extension service whose workers are 
well trained. It is believed that if they are appropriately trained, their performance 
will be enhanced.
2.2 Different perspective on worker job performance
“It may be difficult for me to determine if  you are effective at your job, 
however I can tell if  you are at work on time, if you look busy, if  you are 
pleasant and agreeable, or if  you respect authority. While these 
characteristics may or may not have a relationship to performance per se. So 
what we often find in organisations is the use of one or more proxies for 
performance” (Robbins, 1978 in Torrington and Weightman, 1985:232).
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As a result of the difficulty in measuring performance in real terms, performance is 
measured by proxy (Torrington and Weightman, 1985). Therefore the way of 
measuring performance will be different for different organisations. An appropriate 
measure of performance of the agricultural extension worker will be the number of 
innovations farmers will adopt This is in agreement with World Bank’s (1992) 
indicator of performance of the agricultural sector. But performance as has been 
seen from the various perspective will not just come from the vacuum. Certain 
factors which will be discussed in the following section have to be considered before 
their achievement. What then are these factors?.
2.3 Factors which affect workers job performance
No two people in an organisation can be said to have the same qualities. They may 
differ in age, sex, educational status, marital status, etc.. However in any 
organisation, there are such different individuals who operate together. Schneider 
(1976) indicated that organisations recruit and select people on the basis of their 
estimated potential to achieve certain desired levels of performance. Industrial 
psychologists have for years attempted to predict individual characteristics which 
best predict performance on the job. While these attempts have been somewhat 
successful, the correlation between individual characteristics and performance 
criteria have at best been moderate, while the relationship between individual 
characteristics and more ultimate organisational performance criteria is often non­
existence. Hackman & Lawler (1971) indicated that in a steel mill, the individual 
needs, abilities, and skills to increase productivity by 32% were present all along, but 
organisational arrangements to allow this potential to be unleashed were not
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The importance of organisational arrangements in eliciting full human potential 
probably increases with the complexity of the task and the required co-ordination. 
For the notion of individual/organisation fits to be operationally useful, a social 
system model of organisation must at least specify which individual characteristics 
are important for a manager to examine and take into account in attempts to improve 
organisations. McGregor (1967) indicated that it is often useful to distinguish 
between the “can do’ or ability components of performance and the ‘will do’ or 
motivational components of performance. Some managers tend to emphasise one 
component to the exclusion of the other, thus missing the fact that performance is a 
function of an interaction between abilities and motivation.
McGregor (1967) conceptualized the relationship as follows: P=MxA, where P = 
performance, M =motivation, and A =abilities. Motivation could be in the form of 
good remuneration, end of year bonuses, and other logistic support Many people 
leave their work for another because of good motivation expected. Observed 
evidence replete in this country as to workers changing job on motivational factors, 
e.g. civil servants always leave for private organisations and non-governmental 
organisations. Evidence from literature also shows that the Automotive Industries 
Council (1990) finds that ‘work motivation directly affects productivity and
quality (employee) motivation appears to be at least as important as skill in
improving productivity’. Business Council of Australia (1986) indicated that 
whatever the natural resources, the financial capital, the technology or the skills that 
can be brought together to support economic and business productivity, there 
remains another element, that of ‘the interest, commitment and overall motivation 
of the workforce’.
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In summaryJ motivation of workers has an important effect on their performance, 
however the ability of the workers cannot be left out if performance is to be 
enhanced Beer (1980) wrote that it seems rather clear that individuals do differ in 
abilities and skills and that these differences limit their capacity to respond to 
various situations. Differences in ability seem to fall into three primary categories; 
physical abilities, mental abilities and interpersonal skills. Obviously, the required 
mix of these three dimensions and their various sub-components together with 
experience and education, will differ for each job. Notwithstanding the differences 
in need for training for the different workers, training per se serves as an important 
component in any organisation. Nobody was bom a teacher, nurse, tailor, 
agricultural extension worker, or a pilot but they all have come by their profession 
through training.
2.4 Justification for training as an important area likely to highly affect job 
performance
From the discussion so far, even though personal characteristics, motivation and 
ability affect performance of workers, there was ample evidence that relationship 
between personal characteristics and performance is often non-existent There can 
also be variations in the kind of motivation given to workers in different 
organisations and in the end will or may not affect performance. However without 
training no organisation can function well. Changes in the types of machines used in 
various organisations over time requires that workers are given training to matrh 
these changes if  the performance of the organisation is to be sustained or enhanced. 
In such situation, no matter the kind of motivation given, if  appropriate training is 
not given, performance of workers in the organisation is likely to decline.
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In this same vein, because fanners now live in a dynamic society, have their needs 
changing as they are moving from the subsistence type of fanning to the 
medium/large scale level of farming and are shifting from the cultivation/rearing of 
the old varieties/breeds to the new ones as well as export oriented crops which come 
with attendant problems of pest and diseases, then change in the training of the Front 
Line Staff should be anticipated.
Beer (1980) showed that there are four organisational components which must be 
congruent: people, organisational process, organisational structure, and
organisational environment (which include the customers) implying that any change 
in the customers taste, affects the other factors. Taking a cue from this, it means that 
if there is a need for change in the lives of fanners as a result of technological 
changes, then there should also be a correspondent change in the knowledge, 
attitudes and skills of the agricultural extension worker to be able to adjust to the 
change in fanners. Since the measure of performance of the agricultural extension 
worker was based on farmers’ adoption of technological innovations brought to them 
by the agricultural worker, then it is believed that if the training of agricultural 
extension workers are based on the training content of farmers’ needs, there is the 
likelihood of enhancing the performance of the agricultural extension workers.
2.5 Evidence on training content and worker job performance
Training of agricultural extension workers becomes more and more important if  they 
are to be effective and efficient Good training has become an essential aid to good 
management by teaching the individual employee what is the best method in his own 
interest and in the interest of his working group, and also by giving him confidence
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that everything is being done to make his task as simple, yet as effective as possible. 
The complaint by fanners about their lack of contact with extension staff of the 
Ministry of Agriculture, and the lack of information about the supply of vital 
agricultural inputs such as seeds, fertilisers and hand tools they urgently need for 
their fanning activities triggered the conduct of an in-service training programme 
for the extension staff of the Ministry of agriculture in 1973 ( Bortei-Doku, 1984).
In evaluating the project, he, ( Bortei-Doku, 1984) indicated that there was no doubt 
that the training did a great deal of good in improving the morale of the field staff 
and in putting new life into their work. He further remarked that notwithstanding the 
amounts spent, the expenditure was well worth improvement seen in the 
performance of extension officers in the field.
Training is best seen as an incentive to the employees and such an incentive can 
enhance organisational commitment, team effort, customer relations etc. However, 
on the “pure” individual level without encroaching upon an organisational impact, 
innate incentives can be realised through training. For example, the right skills and 
knowledge can mean job transferability, job promotion, job enhancement and greater 
job interest. The individual benefits would emphasise the growth in human 
capacities through die effective use of skills and abilities at work which, in turn, 
would give greater social relevance to the nature of the job in the community at 
large. Enhanced productivity and profitability would be the motivation and spin-off 
expected by the organisation. The result of training is more efficient use of resources 
available (to the Front Line Staff), less waste, better quality services, the
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maintenance of sound customer relationship and higher performance levels 
(Anderson, 1993).
Based on the identified training needs and available training institutions, training in 
management and technical skills offered to a wide range of groups enabled them to 
improve their work performance. Mtunzi, (1990) concluded from his work that 
training is both an incentive and motivation for better job performance. Bhople and 
Patki (1992) also observed no difference in the role expectation of the farmers and 
role performance by fanners. The performance of women coming from poor and 
backward castes with no formal education was highest, as were their training needs. 
To summarise, training based on needs of the target group is likely to enhance 
performance. What kind of training is given to the agricultural extension workers to 
enable them play their role effectively?
2.6 Role of the Front Line Staff as change agents
Havelock and Havelock (1973) analysed the role of the change agent in the change 
process and said regardless of the formal job title and his position, there are four 
primary ways in which a person can act as a change agent: He can be (i.) A Catalyst 
(ii.) A Solution giver (iii.) A Process helper (iv.) A Resource linker
A catalyst
Most of the time people do not want change, they want to keep things the way they 
are even when outsiders know that change is required For that reason, some change 
agents are needed just to overcome this inertia, to prod and pressure the system to be 
less complacent and to start working on its serious problems. The Front T .ina Staff
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(FLS) does not necessarily have answers, but becomes dissatisfied with the way 
th ings are. By making his dissatisfaction known and upsetting the “status quo” he 
energises the problem-solving process.
A solution giver
Many people who want to bring about change have definite ideas about what the 
change should be. They have solutions and they would like others adopt those 
solutions. However, being an effective solution giver involves more than simply 
having solution. You have to know when and how to offer it, and you have to know 
enough about it to help the client adopt to his needs.
A process helper
A critical and often neglected role is that of helper in the processes of problem - 
solving and innovating. Because clients are not experts on the “how to change”, they 
can be greatly helped by people who are skilled in the various stages of problem 
solving. The process helper can provide valuable assistance in:
(a) Showing the client how to recognise and define needs.
(b) Showing the client how to diagnose problems and set objective.
(c) Showing the client how to acquire relevant resources.
(d) Showing the client how to select or create solutions.
(e) Showing the client how to adopt and install solutions.
(f) Showing the client how to evaluate solutions to determine if they are 
satisfying his needs.
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A resource linker
Effective problem-solving requires the bringing together of needs and resources. 
“Resources” can be of many kinds: Financial backing, knowledge and skills in 
diagnosing problems, formulating and adopting solutions and expertise on the 
process of change itself. Resources may also consist of people with time, energy and 
motivation to help. A veiy special and underrated change role is that of the “linker”, 
i.e. the person who brings people together, who helps clients find and make the best 
use of resources inside and outside their own system. In summary, after knowing the 
role that they play, it is important that the competencies that will make them achieve 
these roles are discussed.
2.7 Competencies required for the extension worker to perform task
Although many developing countries have serious shortages of trained personnel in 
the fields related to agriculture, considerable progress has been made during the last 
three decades. By 1983, for example, there were over 400,000 trained agricultural 
personnel in 46 developing countries in Africa (FAO,1984b).
The low levels of productivity in agricultural sectors of many African countries 
together with the rising population necessitate urgent action. Institutions of higher 
agricultural training are responsible for the generation and transmission of technical 
information as well as training of staff Trained staff must have strong academic 
background but practical and relevant orientation should be vigorously pursued. 
Attention should be paid to developing communication skills which at present are 
lacking.
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Furthermore, graduates of higher agricultural institutions must be taught the 
importance of modifying technical information in the light of individual farmers 
circum stances rather than relying on blanket recommendations alone (Gatere, 
1986/87). The number and quality of trained technical and professional personnel in 
agriculture are critical factors. This “human capital” is relatively scarce since 
training takes years to complete and is costly. However, investing in technical and 
professional education has higher multiplier effect when trained personnel are 
properly employed as extension agents, trainers, researchers, programme managers 
and policy makers (Cornwell, Guijt and Welboum 1993; Pretty and Chambers, 1993; 
Scoones and Thompson, 1993).
The poor training of agricultural extension staff has been identified as part of the 
problem of the relative ineffectiveness of much extension in the field, and changes 
in training are seen as part of the answer to this problem. Moreover, changes in our 
understanding of “development” particularly the concept of participation, and of 
learning especially what is called “critical reflection”, have created a need to rethink 
the training of extension workers (Cornwell, Guijt and Welboum 1993; Pretty and 
Chambers, 1993; Scoones and Thompson, 1993).
For training to be effective, relevant and efficient, a proper assessment of needs 
should be established prior to the formulation of a training programme (Singh and 
Gill, 1982). Effective training programmes must use research findings of needs 
assessment and conditions of the environment for the effective and practical learning 
(Smith and Haverkamp, 1977). Mager and Pipe (1970) indicated that training needs 
assessment should be conducted so that only the real performance discrepancies are
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iripntifjpH More and Dutton (1978) indicated that “training needs assessment should 
be conducted within the scope of organisational objectives and based on 
competencies required to perform a task so that the findings could be used as a basis 
of planning for a better operation”.
Rivera and Gustafson (1991) reported that extension must be responsive to be 
effective. To be effective at responding to the needs requires up-to-date skills and 
knowledge. Carter (1973) pointed out that the problem of how to integrate 
behavioural and technological components in extension education programmes was 
still unsolved. The balance between the social and technical aspects of agriculture in 
the training of extension advisers is critical to their success (Hawkins, 1981).
A common belief of many people is that anybody with a knowledge in agriculture 
could impart it to fanners for use. Maunder (1973) however indicated that the 
ability to communicate determines to a very large degree the success or failure of an 
extension worker. MacDonald and Hearle (1984) also wrote that for change agents 
to be effective in their work, they must combine their technical knowledge with 
communication skills. Stevens (1981) indicated that the training needs for extension 
personnel identified by Williams (1977) were as follows: Agricultural technical 
competence, Understanding of the extension service, Human relations, Programme 
planning, Counselling and guidance, Communication principles, teaching and 
techniques, Social structures, Leadership, Social evolution options and processes, 
Principles of work organisation, Administration and supervision and Evaluation 
principles and techniques.
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In another development, Rucks (1981) noted that if  one aim of the extension service 
is to produce farmers and peasants able to manage a farm efficiently, then training of 
extension workers should be aimed at producing those who can keep a few steps 
ahead of the fanners and peasant they are advising. This applies to attitudes, 
knowledge and skills connected with the organisation, administration, and actual 
production of the agricultural enterprise. The training programmes designed to 
produce extension workers must therefore contain the following: (a) Methodologies 
for identifying the problems and resources of a given area through participation of 
the local population, (b) Organisation and action at community level, (c) 
organisation and administration of a farm, (d) Planning and production of a farm, (e) 
Production techniques for the zone’s main agricultural products and (f) Methodology 
for communicating to farmers and peasants.
Rucks (1981) again wrote that the experience in Honduras and £1 Salvador 
shown conclusively that extension workers should have a level of technical 
competence such as would be obtained through completion of a degree or diploma 
course in general agriculture. In addition they should have completed an extension 
course that has as its basic, many or all of the elements listed above. Carter (1983) 
and Maunder (1973) all agree that the extension workers require special knowledge 
or competencies in a number of broad areas to be able to perform their task 
efficiently and effectively. Maunder (1973) identified seven areas of competency 
required by the extension worker apart from the technical subject matter. These are
i.) Extension Service Organisation and operation, ii.) Human Development, iii.) 
Programme Development, iv.) The Education Process, v.) Social system vi.) 
Communication, vii.) Research and Evaluation.
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Technical subject matter
Leagans (1964) says “to undertake to teach what one does not know is to invite 
failure from the start”. An extension worker must have thorough knowledge of the 
technical information appropriate to his job and must keep abreast of current 
materials. To do this he must know reliable sources of information. Furthermore he 
must understand how subject matter relates to problems of farm ing and Irving.
Extension service organisation and operation
Every extension worker needs to know the objectives of the services, understand its 
organisation, be familiar with its policies and understand office management, 
business procedures, personnel responsibilities and qualification at ail level.
Human development
The Front Line Staff required understanding of the human development process, 
behaviour pattern, group dynamics, group interactions and skills in human relations. 
His success depends to a large extent upon the relationships he develops and 
maintains with farmers and villagers, local leaders, his colleagues in the extension 
service and with officials of other agencies or services.
Programme development
Development, executing and evaluating educational programmes in co-operation 
with local people is the basic function of field extension workers. All extension 
personnel must understand the process involved in order to make their respective 
contributions.
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The education process
It involves the principles of learning, the learning process, how to motivate people 
and the methods and techniques of teaching.
Social system
To work effectively with his people an extension worker needs to understand basic 
social organisation including reference groups (family, church community, power 
structure, how to identify local culture, social economic, etc.) how to identify and 
develop leaders, group and social action process.
Communication
The ability to communicate effectively can be developed and improved. It involves 
speaking, writing, counselling, demonstrating and die use of group and mass 
methods.
Research and evaluation
Extension personnel need to be able to measure the effectiveness of programmes and 
methods used to understand the experimental approach and to assist people in 
evaluating their own effort.
2.8 Types of training
Maunder (1973) identified four types of training essential to produce capable field 
extension workers. These include Pre-service Training, In-service Training 
Induction Training, and Graduate Studies.
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This refers to the professional training received prior to appointment to the extension 
service. It includes a certificate in agriculture, diploma in agriculture or bachelor of 
science degree in agriculture or home science.
Induction training
This is the training given to new extension personnel after they have been employed 
and before they are assigned to work in a particular area It is a type of special 
training to prepare them for their particular jobs and to give them understanding of 
what agricultural extension is, its principle, objectives and philosophy, and methods 
of teaching farm people the improved practices recommended by extension service. 
Induction training for all new extension personnel should develop an attitude of 
personnel dedication to the service of rural people. This kind o f training is to 
supplement whatever pre-service training the new personnel may have had.
In-service training
New agricultural technologies leads to continual improvements in crop and animal 
production. Extension agents may receive the best pre-service training, but they still 
need to update their knowledge periodically through in-service training programmes 
Benor and Harrison (1977) expressed the view that “most training efforts are 
concentrated on pre-service training which often is too theoretical and provide little 
opportunity to apply in practice what has been learned”. Furthermore they contended 
that “pre-service training usually seek to cover a whole range or crop and practices... 
few extension agents can remember all these for long”.
Pre-service training
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i. To cope with the constant changes in the problems of fanning in a given 
locality.
ii. To cope with the constant changes in agricultural knowledge, technology and 
farm improvement
iii. To make adjustments to changes in the pattern of behaviour of extension 
beneficiaries.
iv. To learn aspects of extension work not covered during the basic training period 
and to learn about new procedures, approaches, techniques and teaching aids in 
extension work. It will be evident that in-service training has to be conducted for 
different purposes, with different subject matter, for different duration and by 
different trainers.
Graduate studies
After serving for a period in the extension service many extension workers feel the 
need for additional academic training either to improve performance in their present 
positions or to qualify for promotion. Those aspiring to be subject matter specialists 
will take course leading to Master of Science degree in chosen technical field with 
additional extension education. Others will concentrate on the field of extension 
education with most of their courses in social science.
2.9 Types of in-service training
These are some of the alternative forms of in-service training for agricultural 
extension workers.
The purpose of in-service training may be summarised as follows:
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A good example is the fortnightly training sessions in the “Training and Visit” (T & 
V) approach to extension. The sessions are scheduled over a long period of time and 
the subjects to be covered are planned well in advance and follow the sequence of 
farm co-operations in giving a certain crop. Another example is the regular meeting 
held by extension supervisors at the district or provincial level.
Special in-service training
When a country adopts a new agricultural production programme such as agro- 
forestry practices, special in-service training is given practically to all agricultural 
extension agent. In this way they can cope with all the technical and procedural 
requirements of a new Ministry of Agriculture policy and a new extension 
programme.
Co-operative in-service training
This is a co-operative arrangement between the agricultural extension service and 
accredited colleges of agriculture and agricultural research institutions in which the 
institutions conduct in-service training agreed upon for both extension agents and 
subject matter specialist. This kind of in-service training normally takes from one to 
four months depending on the training need. Generally this form of training is 
appropriate for the training of trainers and of subject matter specialist.
Regular in-service training
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In-service training on study leave
This is practised in only few developing countries. Through fellowships, the 
extension staff are given leave from their work to follow a degree programmes or 
other special study. This may be undertaken within the country or abroad. Another 
example is to allow extension staff to take a brief study leave for specially arranged 
course (technical or pedagogical) in accredited training institute.
2.10 Training of agricultural workers in Ghana
The types of training the Front Line Staff is supposed to go through, i.e. pre-service, 
induction and in-service, supplement each level on the training needs of the 
extension workers in the area of competencies that will help them to perform their 
expected roles. Since agriculture is dynamic, one of the avenues for the agricultural 
worker to be abreast with the new technological findings and innovations is through 
the in-service training provided to them.
Before the development and commissioning of the training facilities at Kwadaso 
Agricultural College in Kuxnasi, Agricultural Assistants and Forest Rangers had their 
t raining at Cadbury Hall, also in Kumasi. The candidates for the training centre were 
at first recruited from pupils with Middle School Leaving Certificate. Gradually, 
however, with the general improvement in educational standards the minimum entry 
requirements were raised to a pass in the West African School Certificate or the 
Ordinary Level General Certificate of Education (G.C.E.). Their programme was 
planned to last for three years - a first year of basic sciences, a second year of 
practical attachment to an Agricultural Research Station and a third year at the
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Agricultural Training Centre to do the important aspects of the application of the 
sciences to the principles and practices experienced in the year of attachment.
The faculty of Agriculture of the University College of Gold Coast was established 
at Legon in 1952. By 1955, the University College of Gold Coast, as it was then 
called was the only accredited institution in the country training Agricultural 
Officers. A young Department of Agriculture was also established in the Kumasi 
College of Technology, Art and Science. Even though it suffered serious criticisms 
as to its usefulness, it later came to be the School of Agriculture where courses like 
Animal Husbandry, Agricultural Entomology, Plant Pathology, Arable Crop 
Production and Soil Science were taught (Twum-Barima, 1977).
The Ministry of Agriculture trains its own middle-level extension staff in five post­
secondary agricultural training colleges including one for veterinary science. These 
are Kwadaso Agricultural College in Kumasi, Ejura Agricultural College, Ohawu 
Agricultural College, Nyankpala Agricultural College and Pong Tamale Veterinary 
College. Total admission to all the colleges per year is about 300 and selection is by 
competitive examination. Upon completion of their courses, trainees from the 
colleges are appointed technical officers by the Ministry of Agriculture and some 
para-statal bodies. (Bortei-Doku, 1984).
Professional and sub-professional staff of the Ministry of Agriculture are trained in 
the country’s Universities. These are the University of Ghana, University of Cape 
Coast, Kwame Nkrumah University of Science and Technology and the University 
of Development Studies. Graduates from these universities hold adm inistrative and 
managerial positions in the ministry.
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Notwithstanding these training., in-service training is provided to staff of the Ministry 
to upgrade them on current agricultural technologies and innovation. The in-service 
training takes various forms. There are those which form part of projects as was 
obtained under URADEP, VORADEP and currently National Agricultural Extension 
Project (NAEP) where specified training topics are treated by specialist for the 
knowledge of the Front Line Staff. Some of the training topics treated during the 
past two years i.e. 1995 and 1996 are shown in Tables 2.1 and 2.2 respectively.
TABLE 2.1. TOPICS FOR MONTHLY IN-SERVICE TRAINING SESSION - 1995
MONTH TOPIC ACTION BY
JANUARY Data Collection Forms & Information Flow. MIS OFFICER
FEBRUARY Farm Record Keeping./Extension Communication Skills. MIS OFFICER
MARCH Malnutrition - PEM SMS W.I.A.D.
APRIL Rangeland Management (Agro-forestry). SMS CROPS +
MAY Hygienic Handling of Fish SMS FISHERIES
JUNE Determination of Yield Index/Plantain Production. SMS CROPS
JULY Safe Use of Agro-chemicals SMSPPRS
AUGUST Sugarcane Production SMS CROPS
SEPTEMBER Review of Post Harvest Management of Grains AGRIC. ENG.
OCTOBER Data Collection Forms MIS OFFICER
NOVEMBER Pest & Diseases of Rural Poultry SMS APD
DECEMBER Evaluation & Assessment
+Agro-forestry Unit
Source: Regional Training Officer, Koforidua
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TABLE 2.2; TOPICS FOR M ONTH !-V TN-SERVICE TRAINING SESSIONS -1996
M ONTH TOP IC ACT ION  BY
JANUARY - -
FEBRUARY - -
MARCH Breeding Management in Small Ruminants SMS APD
APRIL Integrated Pest Management of Vegetables SMS PPRSD
MAY Tilapia Culture SMS FISHERIES
JUNE Micro-nutrient Deficiency SMS WIAD
JULY Safe Use of Agro-Chemicals/ 
Extension Communication Skills
SMS PPRS/RTO
AUGUST Nursery Techniques in tree crops (Mangoes and Citrus) SMS CROPS
SEPTEMBER Housing of ruminants and birds SMS APD
OCTOBER Use of appropriate Agro-processing techniques and 
machinery
SMS AESD
NOVEMBER Management of water-borne diseases SMS WIAD
DECEMBER Grasscutter Production SMS APD
Source: Regional Training Officer, Koforidua
The bulk of the agricultural workers who are in direct contact with fanners are 
technical officers who have only gone through the agricultural colleges. Only few 
have University diploma or certificates. However a critical look at the content of the 
curricula (MOFA, 1995) of the agricultural college ( pre-service training) of the 
extension workers shows that not much attention is put on the teaching of 
agricultural extension. Rucks (1981 ), Stevens (1981 ), Carter (1983) and Maunder 
(1973) indicated teaching of agricultural extension to be important, apart from the 
technical subjects. It helps the extension agent to identify fanners training needs and 
train them.
It reveals that the extension worker should be given the opportunity to pursue 
diploma course at the University to upgrade their knowledge in the competencies 
that were not very much covered at the pre-service and induction training periods.
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However since only few get this opportunity, the in-service training conducted 
monthly at the local level should serve the purpose. To make up for the deficiencies, 
in-service training are organised for the Front Line Staff at the district level. This 
will equip the Front Line Staff to be able to perform their role efficiently so that they 
could be able to identify the needs of the fanners.
2.11 Needs of farmers
The needs of a person or a group of persons are the cumulative effect of a host of 
psychological, social, cultural and physiological factors (Boone, 1985). It is for this 
reason that the identified community leaders and their followers need to be 
intensively involved in collaborative identification, assessment and analysis of the 
needs of the community in extension and other development work There are many 
ways by which the extension worker can obtain information about a target 
community needs. Among these approaches are (i) continuing interfacing with 
leaders of the community, (ii) listening (iii) surveys (iv) community studies (v) 
checklists, (vi) questionnaire and (vii) the use of census reports or other 
compilations of pertinent data (Boone, 1985).
Fanners training needs vary from community to community. This is dependent on 
the type of vegetation, rainfall, land tenure system, fanning systems, cropping 
fanning pattern, ready market and educational background.
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Technical messages
Depending on the prevailing  factors, needs of fanners could be determined from the 
following areas; (i) tree crops (ii) food crops (iii) plant protection (iv) cereals (v) 
vegetables (vi) livestock (vii) poultry (viii) Agro forestry (ix) fisheries (x) home 
economics and (xi) other non-traditional farming practices. Their needs will include 
a range of technical knowledge on production, protection, processing and storage of 
crops, livestock and poultiy.
Delivery process
For these technical message to reach farmers effectively, certain methods need to be 
used The available methods include various forms of (i) individual (ii) group and
(iii) mass extension methods.
Individual methods are important because learning is an individual process so that 
although extension agents must use group and mass methods to reach large members 
of people and to stimulate joint action planning and carrying out projects of common 
interest, personal contacts serve many essential purposes. The personal influence of 
the extension worker is a vital force in securing co-operation and participation in 
extension activities and adoption of improved practices on the farm and in the home. 
Individual methods include farm and home visits, office call, telephone calls, 
personal letters and informal contacts (Maunder, 1973).
Group Methods include general meetings, meetings for method demonstrations, 
result demonstrations, farm walk or tours, field days or farmer days at agricultural 
experiment stations. Group methods are especially effective in moving people from
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the interest stage to the trial stage of learning. When the reaction of the majority of 
the group is favourable, the majority of the members may proceed to the adoption 
stage. Group extension methods, effectively arranged and conducted, take full 
advantage of the external and internal forces or group dynamics.
Mass methods include the use of radio, newspapers, magazines, posters, exhibits and 
printed materials to reach large members of people quickly. These methods are 
particularly useful in making large numbers of people aware of new ideas and 
practices or alerting them to sudden emergencies. They serve as an important and 
valuable function in stimulating fanners interest in new ideas.
Channels of communications i.e visual, spoken and written are used to package the 
messages through the various methods to fanners. “Seeing is believing” is an axiom 
of extension education. Picture writing is an ancient form of communication, 
pictures, chart, diagrams, exhibits and posters perform vital communication 
functions in most advanced society. Visual and oral channels are about the only ones 
for extension workers to serve illiterate people.
Spoken channels are useful for all types of extension methods such as farm and 
home visits, office calls, meeting of all kinds, radio, and television and telephone 
calls. Except for radio and television, they allow two-way communication, which is 
a big advantage. Lack of understanding can be detected and cleared up on the spot 
Not only words but gestures and expressions of both speaker and listener contribute 
to clear communication.
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Written communication is indispensable in the day-to-day operation of any 
organisation, including extension service. Technical information and instructions 
must be distributed to the staff. Records and reports must be prepared, kept available 
for use and submitted to superiors. The public must be kept informed of activities 
and accomplishments. Written communication has greater status and carries more 
authority than oral communication (Maunder,1973).
To enhance the effectiveness of extension services, the training of the Front Line 
Staff should be such that they will be able to diagnose farmers problems and provide 
the required solutions as messages, using the appropriate extension methods and 
channels of communication.
2.12 Problems associated with providing training
Havelock and Havelock (1973) indicated that in considering any sort of training of 
training activity, the issue of goals is paramount. They suggested that designs, 
strategies, and procedures are useless unless they are developed for worthwhile 
ends. Four areas, (a) breadth of goals, ( b) relationship of training to Ihe on-going 
life history of the trainee, (c) psychological wholeness, and (d) transferability are 
considered relevant.
Breadth of goals
Havelock and Havelock (1973) indicated that experts differ in their specification of 
the optimum breadth of goals that is appropriate for training. While some say we 
train only on specific skills or learnings, allowing the trainee to fit them into his life 
and work, others argue just as strongly that it should be building new roles which
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include not only sets of skills but the necessaiy trappings of status, identity, and 
social support. Still others feel that it should remake total organizations, train 
members in “families” and reshape the structure and institutional arrangements so 
that they are truly self-running system.
Relationship of training to the on-going life history of the trainee
Any training is designed to change something about the person being trained. It 
should be able to provide entirely new attitudes, knowledge or skills inputs that are 
largely unique and original as far as the trainee is concerned. It must also provide 
reinforcement or additional support for attitudes, knowledge and skills already 
possessed by the trainee as well as eradicate or redirect already existing attitudes, 
knowledge, or skills which are deemed to be growth-inhibiting.
Psychological wholeness
Psychologists and trainers differ in their judgements of which of three psychological 
components is more important in training and teaming. Nevertheless it has been 
convenient to make a distinction between “behaviour” i.e. overt and observable 
physical acts; “cognition” i.e. veibalizable thoughts that seem to be associated with 
various behaviours, and “affect”, the feelings of pleasing calm, excitement, anxiety, 
pain, etc. that seem to be associated with either cognition or the behaviour. It is 
legitimate for a trainer to choose from among these three, however the trainer who 
wishes to produce learning which is wholely integrated in the psychological make up 
of the person would probably be advised to work on all three.
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Transferability
Training implies the implanting of attitudes, knowledge and skills into the trainees 
for some good purpose or a combination of good purpose. Training programme 
designers have difficulty in defining and subsequently measuring outcomes? 
Whether the training has make the trainee a better person, helped him to appreciate, 
understand, or act more fully in some aspect of life.
2.13 Adoption of Innovation
In the past, it had been assumed that, all innovations are equivalent units of analysis. 
Rogers (1995) indicates that this assumption is a gross over-simplification but that 
there are certain characteristics of innovations that help explain their different rate of 
adoption These are (i.) relative advantage, (ii) compatibility, (iii.) complexity,
(iv.) trialability, and (v.) observabilty.
Relative advantage
This is the degree to which an innovation is perceived as better than the idea it 
supersedes. The greater the perceived relative advantage of an innovation, the more 
rapid its rate of adoption is going to be.
Compatibility
This is the degree to which an innovation is perceived as being consistent with the 
existing values, past experiences, and needs of potential adopters. An idea that is not 
compatible with the prevalent values and norms of a social system will not be 
adopted as rapidly as an innovation that is compatible.
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Complexity
It is the degree to which an innovation is perceived as difficult to understand and 
use. New ideas that are simpler to understand will be adopted more rapidly than 
innovations that require the adopter to develop new skills and understanding.
Trialability
This is the degree to which an innovation may be experimented with on a limited 
basis. New ideas that can be tried on the instalment plan will generally be adopted 
more quickly than innovations that are not divisible.
Observability
This the degree to which the results of an innovation are visible to others. The easier 
it is for individuals to see the results of an innovation, the more likely they are to
Line Staff of the Ministry of Food and Agriculture. This is to ensure that needs of 
fanners are met and by so doing improve the performance of the Front Line Staff. 
Evidence from the literature suggests that it is very difficult to measure performance, 
however certain characteristics could be used as proxy to measure it (Robbins, 
1978). It is in this vein that the performance of the FLS is measured by the adoption 
behaviour of their fanners.
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Industrial Psychologists have for years attempted to predict industrial characteristics 
(i.e. sex, age, educational status, marital status etc.) which best predict performance 
on the job. The correlation between individual characteristics and performance have 
at best been moderate (Schneider,1976). McGregor, (1967) indicated that 
performance has an ability and motivational components which must go together. 
Putting emphasis on one will affect performance in the negative direction. It is also 
found that no matter the type of motivation given to staff, they cannot meet the 
changes in their clients if  they are not given adequate training. Bortei-Doku (1984) 
indicated in his work that training did a great deal in improving the morale of the 
field staff and put new life into the work of extension workers.
Anderson (1993) indicated that training is an incentive to employees and results in 
more efficient use of resources. Mtunzi (1990) also concluded from his work that 
training is both an incentive and motivation for better job performance.
The FLS are trained to perform some roles. Havelock and Havelock (1973) indicated 
that FLS have four main roles i.e. a catalyst, a solution giver, a process helper and a 
resource linker, to play as a change agent. And for them to perform these roles they 
are required to have some competencies. Maunder (1973) identified seven 
competencies. These are knowledge about the extension service organisation and 
operations, human development, programme development, the educational process, 
social system, communication and research and evaluation. These could be obtained 
through training at the pre-service, in-service, induction and graduate studies.
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As the needs of fanners continue to change, there is the need for a correspondent 
training of the FLS especially during the in-service training sessions. In Ghana, the 
technical staff of the Ministry of Food and Agriculture are trained in the agricultural 
colleges namely Kwadaso, Nyankpala, Ohawu, Ejura, and Pong Tamale Agricultural 
Colleges. The professional staff are however trained in the country’s three 
universities which are University of Ghana, University of Cape Coast and University 
of Development Studies.
Under die National Agricultural Extension Project (NAEP), the FLS are trained 
every month on the problems and needs of farmers in their operational areas by 
Subject Matter Specialist. Fanners could have needs for messages on tree crops, 
food crops, plant protection, cereals, vegetables, livestock and poultry, fisheries, 
home economics and non-traditional fanning. They also have need as to the kind of 
extension methods and channels of communication to be used to present messages to 
them ( Maunder, 1973).
Havelock and Havelock (1973) indicated that training experts find it difficult to 
agree on the extent to which training should go. The areas are the breadth of goals, 
relationship of training to the on-going life history of the trainee, psychological 
wholeness, and transferability.
Rogers(1995) also indicated that in general, innovations that are perceived by 
receivers as having greater relative advantage, compatibility, trialability, 
observability and less complexity will be adopted more rapidly than other 
innovations.
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CHAPTER THREE
METHODOLOGY
3.0 Introduction
This chapter describes the population for the study, how the sample was selected and the 
sample size used. It also identifies the methodological context of the main concepts of 
the study, the data collection process and how the data collected was analysed
3.1 Population for the study
The population for the study comprised of all Front Line Staff of the Department of 
Agricultural Extension Services of the Ministry of Food and Agriculture and farmers who 
work with the Front Line Staff in the Suhum Kraboa-Coaltar and West Akim districts of 
the Eastern Region of Ghana. There were a total of twenty-five Front Line Staff and an 
estimated farmer population of about 296,073 for this study.
3.2 Sample selection and sample size
The entire population of extension workers, consisting of twenty-five (25) Front Line 
Staff made up of twenty (20) males and five (5) females was used. Five (5) of them had 
attended University and had obtained diplomas in different courses. The remaining 
twenty (20) have certificate in general agriculture from the various agricultural colleges 
in Ghana. The sample size for farmers was one hundred and twenty (120) maHt» up of 95 
males and 25 females. Because five of the Front Line Staff indicated they had just been 
posted to their operational areas and therefore did not know the farmers in their
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operational areas, the farmers were selected by simple random sampling method from 
those who work with the rem aining twenty Front Line Staff in twenty operational areas. 
Fanners who attended the meeting called by the FLS in the twenty operational areas were 
interviewed as groups thus giving twenty (20) fanner group interviews from the study 
area. Six (6) farmers were selected by simple random sampling method and interviewed 
in each operational area.
3.3 Data collection
Interview questionnaires were developed for both the FLS and fanners. Open-ended and 
close-ended questions were both employed in the development of the questionnaire. An 
interview checklist was also developed for the group of fanners in the communities. A 
summary of the nature of information or type of information required for addressing the 
research question, sources of information and data collection technique(s) used are 
contained in Table 3.1
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TABLE 3.1: MAIN CONCEPTS, INFORMATION REQUIRED, SOURCES OF INFORMATION, 
AND DATA COLLECTION TECHNIQUES ________________ __________________
MAIN CONCEPTS
INFORMATION
REQUIRED
SOURCES OF 
INFORMATION
DATA COLLECTION 
TECHNIQUE
FARMERS TRAINING 
NEEDS
- Enterprises which 
farmers undertake
- Extension methods 
preferred
-Farmers 
- Fanner groups
-Interview
questionnaire
-Checklist
CONTENT OF ELS 
TRAINING AT PRE­
SERVICE, INDUCTION 
AND IN-SERVICE
- Enterprises and 
methods in which FLS 
received training in at 
different level of 
training
- Front Line Staff 
-Documents
-Interview
questionnaire
CONTENT OF 
EXTENSION 
ACTIVITIES 
FARMERS HAVE 
PARTICIPATED AND 
METHODS USED
- Enterprises in which 
farmers received 
information and the 
medium used
-Fanners - Interview 
questionnaire
PERFORMANCE OF 
EXTENSION WORKERS
- Pattern of adoption of 
innovations
-Farmers - Survey Analysis of 
questionnaire
Based on the scheme in Table 3.1, the various data collection instruments were 
developed to facilitate the use of the different indicated techniques.
Interview checklist for community
An interview checklist was developed to obtain information on the farming activities of 
the fanners in the communities. It was also used to determine the extension method(s) 
and channels of communications) to be used by the FLS. See Appendix 1.
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Questionnaire for farmers
This was divided into two parts. The first part sought information on the personal and 
socio-economic characteristics of the respondent farmers whilst the second part sought 
information on how they have adopted the various technological packages introduced to 
them to determine the performance of the Front Line Staff. See Appendix 2.
Questionnaire for the Front Line Staff
The first part of the questionnaire was designed to obtain information on the personal 
characteristics of the respondent Front Line Staff of the Ministiy of Agriculture. The 
second part was designed to find the content of training provided to the Front Line Staff 
at the pre-service, induction and in-service periods. See Appendix 3.
Pre-testing
The questionnaires were pre-tested in the New Juaben district of the Eastern Region. The 
sample size, which consisted of ten (10) Front Line Staff made up of six (6) males and 
four (4) females were interviewed. Fanners of the FLS who were met in their homes or 
farms in the three operational areas namely Kojo Tenten, Akwadum and Wawase, were 
interviewed for the pre-testing. In all sixteen (16) farmers made up of fifteen (15) males 
and one (1) female were interviewed. The responses from the pre-testing were used to 
modify the data collection instruments.
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Seminar
Before going to the field the researcher presented the study topic at a seminar. Present at 
the seminar were lecturers and students who criticised and made valuable suggestions. 
These suggestions were taken and used to modify the questionnaires finally.
3.4 Data collection process
Through the assistance of the District Agricultural Extension Officers, a meeting of all 
Front Line Staff was organised at the district capitals i.e. Suhum and Asamankese for 
Suhum Kraboa-Coaltar and West Akim respectively. The Front Line Staff were briefed 
on the objective of the research and the questionnaires explained to than to enable them 
give meaningful responses to the questions. The meeting also sought to inform the Front 
Line Staff about the visiting schedule to their operational areas. On the scheduled day of 
visit, fanners in each operational area who attended the meeting called by the Front Line 
Staff, were interviewed as groups to find their needs. Through the aid of the checklist, 
questions were posed to the farmers and after thorough discussions, die consensus views 
were recorded as the community's response.
After the group meeting, individual fanners were selected by simple random sampling 
method from the total number of farmers present by picking from a box containing pieces 
of papers. The selected fanners were interviewed individually and their responses 
recorded. The questionnaire for the FLS was given to the them to fill on the day of visit 
to their operational areas. Necessary clarifications were given to them on any part of the
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questionnaire. Completed questionnaires were collected after they had been left with the 
Front Line Staff for about two (2) days.
3.5 Problems encountered on the field
The data collection period i. e. 28 April to 17th June 1997 coincided with the fanning 
period of the study areas. Fanners left early in the morning for their farms and returned 
very late in the evening. In view of that, the researcher had to get up as early as possible 
to be able to get to the operational areas and meet them before they leave for their farms. 
The District Extension Officers forgot to inform the Front Line Staff who were not at the 
general meeting about the scheduled dates of visits to their operational areas. For that 
reason, there were a number of occasions community meetings and individual formers 
interviews could not come on as originally scheduled because the Front Line Staff 
concerned were not aware and so did not inform the community. Such meetings had to be 
re-scheduled. It was also found that all the FLS worked mostly with male fanners.
3.6 Data analysis
The data for both the FLS and farmers were carefully examined to find out whether all 
the questions had been answered properly and how far they were accurate, consistent and 
appropriate. A summary of all the responses from the questionnaires were recorded and a 
coding scheme prepared out of it. The coding scheme was used to code the responses. 
The data collected from the Front Line Staff and individual fanners were analysed using 
the Statistical Package for the Social Sciences (SPSS Inc. 1989-1993). Frequencies and 
percentages were used to describe the data.
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To find out whether different categories of respondents have markedly higher or lower 
percentage compared to the mean for the sample, the following was used: (1) if the total 
row percentage was between 0 and 33.3%, then the percentage for different respondents 
was considered markedly higher if any of the percentages in the other columns for that 
row is equal to or higher than twice the total or mean percentage. If any of the 
percentages in the other columns for that row is equal to or lower than half the total or 
mean percentage, this indicates a markedly lower percentage. (2) Similarly if  the total 
row percentage is between 33.4 and 66.7% the factor is 1.5 and if the total row 
percentage is between 66.8 and 100%, the factor is 1.25. ( Sakyi-Dawson, personal 
communication, 10th January, 1997). Chi-square was used to test for significant 
differences between variables at the 0.05, alpha level. Cell Chi-square values were then 
used to determined which cells contributed much of the significance (Levin and Fox, 
1988). Tschuprow’s T, estimated by the formular T= V%2/N(df) where N= sample size, 
and (df)=degrees of freedom was estimated to standardise y? values to make them 
comparable where necessary.
With the checklist for the community interview, the responses were summarised to 
obtain the training needs of the farmers the Front Line Staff work with. Seasonal 
calendars of activities of fanners such as time of planting certain important crops in the 
study area were also drawn.
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CHAPTER FOUR
THE STUDY AREA
4.0 Introduction
This chapter gives a brief summary of the study area. It shows the type of farming 
systems being practised, the crops and animals predominantly grown and reared as well 
as the land tenure situation obtained in the study area. It also shows the calendar of 
activities and gives an insight into the farming activities farmers needed technical 
messages as well as the extension methods and channels of communication they prefer to 
be used by the FLS.
4.1 Demography and Agro-climatology
Eastern Region is located in the southern portion of the Republic of Ghana. It lies 
between longitude 0°30” east and 1°30” west and latitude 5°30” north and 7°22 north.
The region is bounded in the north-east by Brong Ahafo, east by Volta Region, south east 
by Greater Accra Region, south-west by Central Region and west and north-west by 
Ashanti Regioa There are 15 districts, which include Suhum Kraboa-Coaltar and West 
Akim districts (see Figure 4.1) where the actual data for the study was collected The 
total land area of the region is 19,320sq.km which make up 8.1% of the total area of 
Ghana. The total population of the region by 1984 census was 1,696,483.
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Figure 4.1 Map of Eastern Region showing the study area
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The main soil type in all the districts except Kwahu North (Afram Plains) is Forest 
Ochrosol and Forest Lithosol. Savannah Ochrosol occurs mainly in Kwahu North and 
part of Yilo-Krobo, Manya and Asuogyaman districts with patches of Forest Rubrisols in 
the New Juaben and East Akim districts. The topography of the region is generally 
undulating with large stretch of flat land in the Afram Plains.
The region can be divided into three main vegetation zones as (a) Semi-deciduous 
rainforest covering the southern and central portions of the region (b) Savannah 
transitional zone covering the northern parts behind the Kwahu Scarp and (c) Coastal 
savannah covering the eastern fringes behind the Akwapim Range.
A number of forest reserves are located in the region
DISTRICT LOCATION OF FOREST RESERVE
Brim South Pra Annan, Essen Epam, Esuboni and Oboyaw
Kwaebibirem Esuensa, Aiyaola, Bediako, Jmamang ^Cajease
New Juaben Atewa Range
Kwahu North Worobong South
Kwahu South Worobong South
Akwapim South Spawsu
Manya Krobo Yongwa
Asuogyaman Yogaga and Aboben Hill
The rainfall distribution shows an extended bi-modal rainy season occurring in the forest 
zone while a uni-modal rainy season occurs in the savannah zone. Annual rainfall ranges
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between 1500mm to 2000mm and 900mm to 13000mm in the forest and savannah zones 
respectively. Humidity is fairly moderate. Major rivers found in the region are Afram, 
Densu, Birim, Pra and Volta.
Suhum Kraboa-Coaltar and West Akim districts, have a land tenure system comprising of 
stool and family lands, lease hold, and share cropping (i.e. Abunu and Abusa). The 
predominant farming systems are land rotation, mixed cropping, crop rotation, inter­
cropping and mixed fanning (crops and animals). Cropping fanning pattern are mainly 
shifting cultivation, one year cropping, two to three year fallow and crop rotation. The 
major crops grown in the two districts are maize, plantain, cassava, vegetables(garden 
eggs, tomatoes, pepper, okro), oil palm, cocoyam and citrus whilst the major anim als 
reared are poultry, sheep and goats.
4.2 Calendar of farming activities
This shows the definite dates when certain operations are to be carried out A knowledge 
of it will help in the identification of specific needs of farmers and thus lead to
grown
by farmers. Different combinations of crops are grown on farmers’ farms. The crops 
grown include maize, cassava, vegetable, plantain, oil palm, citrus, cocoyam, yam, 
pineapple, sugarcane, rice, teak, in that order of importance. It was however found that in
appropriate training of the FLS
4.2.1 Types of crops grown and animals reared
The farming system of the study area had significant effect on the types of cr<
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all the communities, maize, cassava vegetables and plantain formed part of almost all 
combination of crops they grow on their farms, indicating these are the important crops. 
This is confirmed by Figure 4.2.
Figure 4.2 Time of planting of some major crops in the study area
"rrrav;
ruvB3jK<ii>JU-ii/nVliOWiSti:.:;:: ■'■ ■ - },y •ii:
jK: i»i»>*<<T34'»s.KK.: _-ri ^
I herbbydd
clc at iv - :■re1; frww
Citrus
Maize
Source: Field survey, 1997
The animals reared included fowls, sheep, goats, pigs, ducks, rabbits, turkeys and cattle 
in that order of importance. It was found that every farmers had at least fowls, sheep and 
goats in the house.
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The responses of fanners in the study area showed that they are involved in a number of 
field activities. These included (i) land clearing (ii) land preparation (iii) weeding (iv) 
burning (v) preparation of yam mounds (vi) staking of yam (vii) fertilizer application as 
can be seen in Fig.4.3
Figure 4.3 Field activities carried out in the study area
Mound
Weed-
clearing
Source: Field survey 1997
(i) Land clearing - This activity was predominantly carried out during the months of 
January to April and July to October.
(ii) Land preparation - It also followed the same pattern as land clearing. Serious land 
preparation begins from January to April and from July to October. These two activities 
are carried out in anticipation of rainfall in the study area. There are two rainy season
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which occurred from March to June and September to November for the major and 
minor seasons respectively.
(iii) Weeding - Weeding under farms are carried out from January to June and July to 
November.
(iv) Burning of farms: - This field activity begins from January through to April during 
the major season. It is also done in July till October or November.
(v) Yam mound preparation - Mound preparation was carried out during the months of 
February, March and April. Planting of yam sets/heads began with the onset of the rain 
around March. The yams were staked from March to April.
(VI) Fertilizer application: - It was found out that fertilizer application was carried out 
almost throughout the year. This was because farmers used fertilizer on maize as well as 
vegetables which are cultivated between the two rainy seasons
Maize and cassava are grown mainly from January to May and August to October. 
Vegetables are cultivated throughout the year. The decline from July to August was due 
to the break for clearing land. Plantain and yam are mostly cropped around March 
through July. Oil Palm and citrus were also cropped from May to July whilst cowpea 
was also cropped between June and July.
Farmers do not follow any pattern of activity in the area of animal production. They 
obtain animals as and when it is necessary for them. They do not follow any routine 
treatment schedule for the animals. They call on the veterinary officer when the need 
arises.
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4.3 Farming enterprises farmers indicated they needed technical messages 
Fanners in the communities agreed that for them to be able to increase their production 
to improve on their standard of living, they needed technical messages on the cultivation 
of maize, cassava, vegetables, plantain, oil palm, citrus, cocoyam, yam, pineapple, 
sugarcane, rice, black pepper, teak, cowpea, groundnut and mango. Animals farmers 
needed technical messages on poultry, sheep, goats, pigs, ducks, rabbits, turkey, cattle 
and fish fanning.
There is no doubt that fanners have other needs in agriculture which are yet to be 
addressed by the extension officers. Fanners expressed deep interest in having technical 
knowledge on snail production, mushroom cultivation and bee-keeping. Next on the list 
of fanners needs are knowledge on the cultivation of citrus and oil palm. They needed 
more knowledge on how to nurse, transplant, protect against diseases and pest, storage 
and process fruits. Again farmers expressed the desire to have adequate knowledge on the 
production of pawpaw, cocoyam, pineapple, cashew and vegetables. Other areas like yam 
minisett technology, split corm techniques of plantain, storage of maize, detection of 
diseases of plants, and how to use chemicals e.g. how to apply weedicides on their farms, 
were of concern to fanners. The knowledge on agro-forestry practices was not left out by 
fanners. In the area of animal production, fanners expressed the desire to have 
knowledge on rabbit rearing, fish fanning and detection and treatment of diseases of 
sheep, goats and cattle.
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4.4 Extension methods and channels of communication preferred by farmers
All farmers in the communities indicated their preference for group approach to be used 
by the Front Line Staff to reach them with technical messages. They believe that through 
the group approach, messages could be spread quickly to other fanners whilst at the same 
time they could share common problems and find solutions to them. Apart from the 
group approach, farmers agreed that the Front Line Staff should follow up on the 
individual fanners both at the home and on the farm to find out whether whatever 
practice(s) he had taught them was being practised correctly by farmers. Mass method 
was not popular with fanners. This is so because most farmers do not have time to listen 
to the radio or do not even have access.
When asked which channels of communication they would prefer to be used by the Front 
Line Staff, most fanners gladly opted for “spoken” as their first preference. The reasons 
being that it offered them the opportunity to interact with the Front Line Staff, express 
their views and ask questions to clarify any misunderstanding about any message given. 
“Spoken and visual” was the next channel of communication preferred by farmers. They 
are of the view that learning would be enhanced if pictures or samples are shown to 
them. Most fanners are not in favour of the use of “written” as a channel of 
communication. They see it as that for the literate, who even find it difficult sometimes 
to interpret and use information presented through that means. They, fanners , being 
mostly illiterate or having lower education would find it very difficult to understand 
giving through such means.
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Farmers in all the twenty communities showed their preference for demonstration to be 
used by the Front Line Staff to clarify technical messages. Their reasons were that 
through demonstration, they would be able to practice whatever messages/innovations 
brought by the Front Line Staff. For example, through demonstration, they could practice 
and understand how area fertilizer is applied to crops.
4.5 Forum to discuss farmers’ needs
When the question was put to farmers as to whether they have had opportunity to discuss 
their needs with extension officers, most of them in all the communities visited said that 
no such forum have been held before. Other responses like “have had such meeting 
before”, “have had such forum on about three occasions”, “held one about six years ago”, 
confirmed what the majority have said. This indicates that the FLS hardly organises fora 
at which farmers’ needs are discussed.
4.6 Summary
The study area, Suhum Kraboa/Coaltar and West Akim districts, is part of the Eastern 
region of Ghana. It has a bi-modal rainy season with a land tenure system comprising of 
stool lands, lease hold, and share cropping. The predominant crops grown are maize, 
cassava, plantain, vegetables(garden eggs, tomatoes, pepper, okro), cocoyam, oil palm, 
and citrus whilst poultry, sheep and goats are the major animals reared.
The response of farmers from the interview indicated that the needs of farmers consisted 
of their having technical knowledge in crop production-i.e the cultivation of maize,
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cassava, plantain, vegetables, oil palm, citrus, cocoyam, pineapple, sugarcane, rice, black 
pepper, groundnut, mango, the cultivation of teak, detection of diseases of plants, and 
how to use chemical like weedicides. In animal production and other fanning enterprises, 
the needs identified included the production, detection and treatment of diseases in 
poultiy, sheep, goats, pigs, cattle, rabbits, ducks, snail farming, fish fanning, mushroom 
production and bee-keeping.
The farmers expressed the need for the Front Line Staff to reach them with messages 
mainly through group methods by using mostly spoken and visual channels of 
communication.
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CHAPTER FIVE
NATURE AND CONTENTS OF TRAINING AND SPAN OF KNOWLEDGE OF
FRONT LINE STAFF(FLS)
5.0 Introduction
From the previous chapter, the needs of fanners in the study areas were identified. It is 
hypothesized that where these needs are addressed by training, the training or messages 
that extension workers give their fanners are likely to better address the farmers’ needs. 
This chapter thus focuses on the nature and content of the training provided to the Front 
Line Staff during their in-service, pre-service and induction training activities and the 
level (span) of knowledge of the FLS. In addition, it examines some personal 
characteristics of the Front Line Staff and relationship between some personal 
characteristics and their level of knowledge.
5.1 Personal characteristics of Front Line Staff
A knowledge of the personal characteristics of the FLS gives an idea about the kind of 
people they are. The characteristics considered are age, gender, marital status, 
agricultural college attended, year of completion of agricultural college, and number of 
years in operational area.
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5.1.1 Age
Table 5.1 shows that majority (80.0%) of the Front Line Staff interviewed are relatively 
young (20-39 years) while the remaining five (20.0%) are relatively older (40-59 years). 
This result shows that 80% of the Front Line Staff are going to work for a long period 
with the Ministry of Food and Agriculture. They will have a great deal of experience and 
knowledge about agricultural technologies and innovations as a result of the numerous 
in-service training they will go through.
Table 5.1 Age distribution of Front Line Staff
Age of Front Line Staff Frequency Percent
Relatively Young (20-39) years 20 80.0
Relatively Old (40-59 )years 5 20.0
Total 25 100.0
Source: Field survey 1997
5.1.2 Gender
Table 5.2 shows that out of the twenty five Front Line Staff interviewed, twenty (80.0%) 
are males and the remaining (20.0%) are females. The more male FLS found could be 
attributed to the nature of the work which involves a lot of trekking since women 
normally will like to work at places where they will be indoors.
Table 5.2 Gender distribution of Front Line Staff
Gender Frequency Percent
Male 20 80.0
Female 5 20.0
Total 25 100.0
Source: Field survey 1997
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5.1.3 Marital status
Regarding marital status, 76.0% of the respondents indicated they are married. Six 
(24.0%) are either single widowed or divorced as shown in Table 5.3. Because a greater 
percentage of the Front Line Staff are married, farmers who work with diem will see 
them as being responsible people in the society. This will make the farmers respect and 
listen to the advice the FLS will give them. This could likely lead to higher adoption of 
technologies by fanners.
Table 5.3 Marital status of Front Line Staff
Marital Status Frequency Percent
Married 19 76.0
Smgle/Widowed/Divorced 6 24.0
Total 25 100.0
Source: Field survey 1997
5.1.4 Agricultural college attended
Table 5.4 shows that 56.0% of the Front Line Staff attended Kwadaso Agricultural 
College, 16.0% attended Ejura Agricultural College, 20.0% attended Ohawu while the 
rem aining (8.0%) had their pre-service education at Nyankpala Agricultural College. 
Figure 5.1 shows the locations of the colleges on die map of Ghana. The result indicates 
that more of the FLS had their training at Kwadaso Agricultural College. The reasons that 
could be assigned is the fact that the school is the oldest and the only agricultural college 
in the country for some time before the establishment of the others.
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Table 5
Agricultural College attended Frequency Percent
Kwadaso 14 56.0
Ejura 4 16.0
Ohawu 5 20.0
Nyankpala 2 8.0
Total 25 100.0
Source:Field survey 1997 
5.1.5 Year of completion of agricultural college
With regard to the year of completion of their pre-service training at the agricultural 
colleges, majority (72.0%) of them were found in the 1981-1991 year group when an 
initial ten year groups were used. A regrouping was done to find those Front Line Staff 
trained before the establishment of the Department of Agricultural Extension Services 
(i.e. Up to 1987) and those trained after the establishment of the department (1988-1997). 
Table 5.5 shows that fourteen (56.0%) of the Front Line Staff had their pre-service 
training before the establishment of the department while eleven (44.0%) were trained 
after its establishment. This indicates that more than half of the FLS have worked for 
over ten years with the Ministty of Agriculture and as such have a lot of experience in the 
work. The result suggests that since a greater percentage of the FLS received their pre­
service training some ten years ago, it is important that they are given in-service training 
on new agricultural technologies and innovations.
5.5 Year of completion o ' agricultural college )y Front Line Staff
Year of Completion Frequency Percent
Up to 1987 14 56.0
1988 -1997 11 44.0
Total 25 100.0
Source: Field survey 1997
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5.1.6 Number of years in operational area
Table 5.6 shows that 28.0% of the Front Line Staff have worked in their operational area 
between 1-3 years. The majority (72.0%) have however worked for more than four years 
in their operational area which gives an indication that most of the Front Line Staff are 
likely to know the environment and the farmers they are working with well. The 
continuous interaction of farmers will enable the FLS have a fair view of the problems of 
their farmers as well as the resources available. This will help them to make 
recommendations based on farmers’ circumstances.
Year in operational area Frequency Percent
1-3 years 7 28.0
4 years + 18 72.0
Total 25 100.0
Source: Field survey 1997
5.1.7 Number of years with extension department
Table 5.7 shows that 16.0% of the Front Line Staff have worked with the Extension 
Department for between 1-4 years, while 84.0% have also worked for 5 or more years. 
The result indicates that the FLS have gone through a lot of in-service training sessions 
that have equipped them to be able to handle farmers’ problems on the field.
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Figure 5.1
Kev
Map of Ghana showing the locations of the Agricultural Colleges
No
1
2
3
4
School
Pong Tamale 
Nyankpala 
Ejura 
Kwadaso
District
SaveluguNanton 
TolonlCumbungu 
Ejura Sekyedumase 
Kumasi Metropolitan Authority
Ohawu Ketu
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No. Of years with 
Extension Department
Frequency Percent
1 -4years 4 16.0
5 -9  years 10 40.0
10 years+ 11 44.0
Total 25 100.0
Source: Field survey 1997 
5.1.8 Numbers of years as Front Line Staff
As to the number of years as a Front Line Staff, 28.0% indicated that they have been 
Front Line Staff between 1-4 years, 36.0% each also showed that they have been Front 
Line Staff between 5-9 years and 10 years or more respectively as shown in Table 5.8. 
Together, with the high proportion of the FLS who have worked in the Department of 
Agricultural Extension Services for five years or more, 72% of the FLS have worked in 
that capacity for five or more years suggest that most of them are experienced enough to 
be able to work effectively.
Table 5.8______ Number of years as Front Line Staff____________________________
Years as Front Line Staff Frequency Percent
1 -4years 7 28.0
5 - 9 years 9 36.0
10 years + 9 36.0
Total 25 100.0
Source: Field survey 1997 
5.2 Subject Areas in which FLS have been trained
The subject areas considered include crop production, livestock production, extension 
methods and other subject areas.
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5.2.1 Crop production
Table 5.9 shows that all the twenty-five Front Line Staff have received training on Crop 
production. Twelve percent (12.0%) of them indicated their source of training to be at 
only the pre-service i.e. agricultural colleges, while 88.0% have had training at both pre- 
service and in-service periods. There is however nobody who had his source of training 
only during in-service periods.
5.2.2 Livestock production
Table 5.9 shows that all the Front Line Staff indicated again that they have received 
training on livestock production. Majority (84.0%) of them indicated they received their 
training at both the pre-service and in-service periods, while 16.0% showed their source 
of training to be from only the pre-service period. There is however no one who received 
training on livestock production only during the in-service periods.
5.2.3 Extension methods
Table 5.9 shows that 96.0% of the Front Line Staff have training in extension methods 
and only one (4.0%) indicated he has not received any training whatsoever. Sixteen 
percent (16.0%) indicated the source of their training from only the agricultural colleges, 
8.0% from in-service training only and the majority (72.)%) of the Front Line Staff 
indicated both pre-service and in-service periods as their sources of training in extension 
methods.
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Table 5.9 Nature and source(s) of training Front Line Staff have received. N =25*
TRAINING AREAS
No Training 
Received
Pre-
Service
In-
Service
Pre-Service and 
In-Service
Crop Production 0.0 12.0 0.0 88.0
Livestock Production 0.0 16.0 0.0 84.0
Extension Teaching Methods 4.0 16.0 8.0 72.0
Fish Fanning 8.0 0.0 88.0 4.0
Agroforestry 16.0 4.0 72.0 8.0
WIAD Activities 8.0 4.0 76.0 12.
Post Harvest Technology 0.0 4.0 68.0 28.0
Mushroom Production 76.0 4.0 20.0 0.0
Snail Production 60.0 0.0 40.0 0.0
Beekeeping 80.0 8.0 12.0 0.0
Adoption Process 64.0 12.0 20.0 4.0
Barriers to Communication 60.0 28.0 8.0 4.0
Non- Verbal Communication 76.0 4.0 8.0 12.0
Characteristics of Innovation 80.0 4.0 8.0 8.0
Channels of Communication 60.0 12.0 20.0 8.0
Communication Principles 32.0 8.0 24.0 36.0
Teaching Aids 28.0 32.0 16.0 24.0
Programme Planning 32.0 4.0 48.0 16.0
Source: Field survey-1997 * N*100 percent due to multiple responses
5.2.4 O ther subject areas
Table 5.9 shows that majority of the Front Line Staff received training in the following 
areas, fish fanning (88.0%), Agroforestry (72.0%), WIAD activities (76.0%) and Post 
Harvest Technology (68.0%), only during the in-service periods. A greater percentage of 
the Front Line Staff have not received any training in the following areas; mushroom 
production (76.0%), Snail production (60.0%). Beekeeping (80.0%), Adoption Process 
(64.0%), Barriers to Communication (60.0%), Non-verbal communication (76.0%),
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Characteristics of Innovation (80.0%), and Channels of Communication (60.0%). With 
regard to training in areas like Communication Principles, Teaching Aids, and 
Programme Planning, at least seven people each (28.0%) indicated they have not 
received any training.
SJ FLS attendance of Ih-service Training
This shows the number of FLS who attended in-service training, reasons why some did 
not attend, in-service training topics treated and adequacy of in-service training
5.3.1 FLS who attended in-service training and reasons why some did not attend
Table 5.10 shows that twenty-three (92%) of the Front Line Staff indicated they have 
attended in-service training during the last two years i.e. 1995 and 1996. Only two FLS 
did not attend since they were by then at school. The high percentage of FLS who 
attended in-service training suggests that they are receiving the necessary training that 
will equip them to meet the needs of farmers. This is so since it is at the in-service 
training sessions that farmers’ problems are discussed and solutions given.
able 5.10 FLS reasons for attending and not attending In-Service training under NAEP
Item Frequency Percent
FLS who attend In-Service Training
Yes 23 92.0
No 2 8.0
Total 25 100.0
Reasons for not attending
Was at School 2 100.0
Source: Field survey-1997
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5.3.2 In-service training topics
Concerning the topics treated during monthly training sessions in 1995, each Front Line 
Staff mentioned combination of topics but for the purpose of this work each topic was 
therefore treated singly to determine the number of Front Line Staff who mentioned it in 
all their combinations. Table 5.11 shows that 91.3 % of the Front Line Staff mentioned 
Agro-forestry which is followed by Weaning and Weaning food (87.0%) and Safe use 
and handling of Agro-chemicals (87.0%). Topics like Post harvest handling of Fish 
(82.6%), Farm record keeping (78.3%), Plantain Production (73.9%) and Sugarcane 
Production (69.6%) follow in that order.
Table 5.11 In-service training topics mentioned by FLS for 1995 N = 23*
Training Topics Treated Frequency Percent
Agro-forestry 21 91.3
Weaning and Weaning food 20 87.3
Safe use and handling of agro-chemicals 20 87.0
Post harvest handling of fish 19 82.6
Farm Record Keeping 18 78.3
Plantain Production 17 73.9
Sugarcane Production 16 69.6
Post Harvest Management of Grain 15 65.2
How to raise healthy birds 10 43.5
Larger Grain Borer 7 30.4
The Narrow Crib 6 26.1
Data Collection and Information flow 6 26.1
Determination of Yield 2 8.7
Review of Post harvest Management 2 8.7
Programme Planning 1 4.3
Rural Water Sanitation 1 4.3
Dry and Wet Season of Farm animals 1 4.3
Integrated Pest Management 1 4.3
Evaluation and Assessment 1 4.3
Source: Field survey-1997 * N *100 percent due to multiple responses
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Table 5.12 shows distribution of topics indicated to have been treated in 1996. It shows 
that 95.6% of the Front Line Staff mentioned Micro-nutrient deficiency in all their 
combination. It is followed by Breeding management in small ruminants (91.3%), 
Nursery techniques in tree crops (91.3%) and Integrated Pest Management (86.9%). 
How to calibrate sprayers (82.6%), Housing of ruminants (78.3%) and Tilapia Culture 
(73.9%) follows in that order. Other topics also follow as shown in Table 5.12
Table 5.12 In-service training topics mentioned by FLS for 1996 N = 23*
Training Topics Frequency Percent
Micro-nutrient deficiency 22 95.6
Breeding Management in Small Ruminants 21 91.3
Nursery Techniques in Tree crops 21 91.9
Integrated pest Management 20 86.9
Howto calibrate Sprayers 19 82.9
Housing of Ruminants 18 78.3
Tilapia Culture 17 73.9
Participatory Rural Approach 4 17.4
Management and Vegetative propagation of plantation crops 4 17.4
Extension Methodology 2 8.7
Cocoyam Preservation 2 8.7
Field Problems 1 4.3
Farm Budgeting 1 4.3
Waste Management 1 4.3
Pest and disease control of rural poultry 1 4.3
Safe use of agro-chemicals 1 4.3
Programme Planning 1 4.3
Source: Field survey-1997 * N*100 percent due to multiple responses
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Table 5.13. indicates that 40% ofFLS think the training is adequate because it equips 
them to impart appropriate technologies to farmers. For other reasons, 20% also indicated 
the training is adequate because the subjects treated were relevant to solve problems 
associated with crops and livestock for maximum yield while another 20% said it was 
adequate because it was conducted monthly. The remaining 20% of the FLS think the 
teachers taught as if they were on the field.
5.3.3 Adequacy of in-service training
Table 5.13 FLS reasons why in-service training is at equate
Adequacy of training Frequency Percent
FLS who say training is not adequate 15 60.0
FLS who say training is adequate 10 40.0
Reasons why training is adequate Frequency Percent
It equips ELS to impart appropriate technologies to farmers 4 40.0
Subject treated are relevant to solve problems Associated with crops 
and livestock
2 20.0
Teachers teach as if on the field 2 20.0
Because it is done monthly 2 20.0
Total 10 100.0
Source:Field survey-1997
Various reasons were given in Table 5.14 for the inadequacy of the in-service. Forty 
percent indicated that the in-service training given is inadequate because the time frame 
in which it is conducted does not give room for a comprehensive treatment of topics and 
conduct of practical. The concern of another 26.7% is on the lack of practical training on 
topics treated.
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Table 5. 14 FLS reasons why in-service training is inadequate
Reasons Frequency Percent
All areas of crops and livestock not covered 2 13.3
Content do not cover practical lessons 4 26.7
Time limit/No practicals 6 40.0
No covered some subjects of importance 2 13.3
Time limit/irrelevant topics 1 6.7
Total 15 100.0
Source:Field survey-1997 
5.4 Induction training
The areas covered include the number of FLS who received the training, its contents and 
importance to the FLS
5.4.1 Number of FLS who had induction training
Table 5.15 shows that 76.0% of the respondents indicated they were not given induction 
training when first employed. Twenty-four percent however said they were given 
induction training when first employed, thus indicating that induction training Iras not 
been practised much by the DAES in Ghana.
Table 5.15_____ Front Line Staff given induction training
FLS given Induction Training Frequency Percent
Yes 6 24.0
No 19 76.0
Total 25 100.0
Source: Field survey-1997
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5.4.2 Contents of induction training
Table 5.16 shows that 4.0% each of the Front Line Staff indicated they had training in (i) 
duties of the Front Line Staff, Train ing  and Visit of the FLS and Extension methodology, 
(ii) Management of resources in the farm and home (iii) how to go about extension work 
(iv) Practical training at livestock and poultry farms in the Eastern Region and (vi) how 
to extend agricultural technology to women farmers.
Table 5.16 Contents of induction training
Content of Induction Training Frequency Percent
No. Training 19 76.0
Duties of ELS, T&V of FLS, Extension Methodology 1 4.0
Management of resources in the farm and home 1 4.0
Practical Training at Livestock & Poultry farms in Eastern. Region 1 4.0
How to go about extension work 1 4.0
How to extend agriculture technology to women fanners 1 4.0
History of Extension 1 4.0
Total 25 100.0
Source: Field Survey-1997
5.43 Importance of induction training
Table 5.17 shows that twenty-one (84.0%) of the respondents answered in the 
affirmative, while four (16.0%) also indicated they could not tell.
Table 5.17_____ FLS view on the importance of induction training
Is Induction Training Important Frequency Percent
Cannot Tell 4 16.0
Yes 21 84.0
Total 25 100.0
Source: Field survey-1997
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Sixty percent of the Front Line Staff indicated that induction training gives insight into 
the work the Front Line Staff is going to do in the field while 8.0% also said induction 
training helps them to efficiently address problems on the field. Other reasons given are 
shown in Table 5.18. There was however one (4.0%) respondent who said he could not 
comment since he has not attended one before. Thus, although most of the FLS have not 
had induction training, most of them see it as important because of the insight it is likely 
to give on their job.
Reasons Frequency Percent
No reasons given 3 12.0
Caimot comment on as I have not attended one before 1 4.0
Gives insight into work you are going to do 15 60.0
Helps FLS to efficiently address problems on the field 2 8.0
Gives insight of the regulation of the department 1 4.0
Refreshes the mind of the newly employed FLS 1 4.0
Gives insight into work, strengthens and encourages FLS 1 4.0
New improved technologies are taught 1 4.0
Total 25 100.0
5.5 Higher In-service Education ^ ^
Table 5.19 shows that a greater percentage (80.0%) of the Front Line Staff have not 
attended any higher institution. Only five of them (20.0%) have attended the University. 
This result indicates that the FLS have not upgraded their knowledge on other 
competencies which were not available to them during their pre-service training.
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Table 5.19 Front Line Staff who have attended higher institution
FLS attending higher institution Frequency Percent
None 20 80.0
University/Polytechnic 5 20.0
Total 25 100.0
Source: Field survey-1997
Table 5.20 shows the type of courses pursued by the Front Line Staff at the University. 
Eight percent (8.0%) pursued a Diploma in General Agriculture course, 4.0% each 
undertook Diploma courses in Post Harvest, Farm Management and Extension and 
Higher National Diploma in Agriculture respectively. Eighly percent of the Front Line 
Staff have not attended any higher institution.
Table 5.20 Courses taken at higher institution
Course Taken Frequency Percent
FLS who have not attended higher institution 20 80.0
Dip. Post Harvest 1 4.0
Dip. Farm Management 1 4.0
Higher National Diploma ( Agriculture.) 1 4.0
Dip. General Agriculture 2 8.0
Total 25 100.0
Source: Field survey-1997
Table 5.21 shows that the course content for two Front Line Staff was almost the same. 
Apart from surveying which was not studied by one of the FLS, the two had training in 
Crops Science, Animal Science, Agricultural Extension, Agriculture Economics, Soil 
Science and Agriculture Mechanisation at the University. Other Front Line Staff studied 
a combination of Crop Science/Agricultural Extension/Agriculture Economics (4.0%),
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Agriculture Extension (4.0%) and Preservation of durable (4.0%) at the University. It was 
however found that almost all the Front Line Staff studied Agricultural Extension. This 
suggest that the courses studied at the higher institutions included Crops, Animal 
Science, Agricultural Economics and Agricultural Extension.
Table 5.21 Content of courses taken at higher institution
Content of Course Frequency Percent
FLS who have not attended higher institution 20 80.0
Crops/Animals/Extension/Agric. Econs/Soil/Mech. 1 4.0
Crops/Animals/Extension/Agric. Econs/Soil/Mech/Survey 1 4.0
Crops/Ext ension/Agric. Econs. 1 4.0
Agric. Extension 1 4.0
Preservation of durables 1 4.0
Total 25 100.0
Source: Field survey-1997
5.6 Perceptions of FLS on extent of training received in the various agricultural 
areas
Table 5.22 shows that 84% of the Front Line Staff indicated they have received high 
training in crop production while the remaining 16% also said they have average tra in ing  
Even though all the Front Line Staff indicated they have training in livestock production, 
majority (52%) have average training with only 16% indicating they have received high 
training. Thirty-two percent also show they have received little train ing  in  livestock 
production. It could be seen that in areas like fish farming, mushroom production, 
beekeeping and snail production, more than 50% of the Front Line Staff have not 
received any training but more than 50% have received little train ing  in agro-forestry
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(56%) and WIAD activities (52%). However in respect of post harvest technology, 76% 
of the Front Line Staff have average to high training as shown in Table 5.22.
Combining the high and average extent of training in the various agricultural areas gives 
the following ranking in descending order-Crop production, Post harvest technology 
livestock production and WIAD activities. Areas where the Front Line Staff have 
received least training are Bee-keeping, Snail production, Mushroom production, Fish 
farming, and Agro-forestry.
Table 5.22 FLS perceptions on the extent of training received in the various
Perceptions of training 
received in the 
various agricultural areas
None Little Average High Ranking
Crop Production 0.0 0.0 16.0 84.0 1
Post Harvest Technology 0.0 24.0 60.0 16.0 2
Livestock Production 0.0 32.0 52.0 16.0 3
WIAD Activities 0.0 52.0 32.0 8.0 4
Agro Forestry 24.0 56.0 16.0 0.0 5
Fish Fanning 72.0 20.0 8.0 0.0 6
Mushroom Production 92.0 4.0 4.0 0.0 7
Snail Production 56.0 44.0 0.0 0.0 8
Beekeeping 76.0 24.0 0.0 0.0 9
Source: Field survey-1997
5.7 Classification of FLS into having wide or narrow span of knowledge
An eighteen - tier training areas (Table 5.9) was initially used to classify Front Line Staff 
into those with wide and narrow span of knowledge depending on the number of areas 
they have received training in. It turned out that almost each Front Line Staff stood alone
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rendering the classification ineffective. To overcome this, the areas where the Front Line 
Staff have received train ing  were categorised into four, namely crop production, 
livestock production, Extension Methods and “Others”. The “Others” comprise of 
knowledge in Fish farming, Agroforestry, WIAD activities, Post harvest technology, 
Mushroom Production, Snail Production, Beekeeping, Adoption Process, Barriers to 
Communication, Non verbal Communication, Characteristics of Innovation, Channels of 
Communication, Communication Principles, Teaching Aids and Programme Planning.
Based on the assumption that the number of areas FLS have received training in is likely 
to be an indicator of the span of knowledge they have, all the Front Line Staff have 
knowledge in Crop Production, Livestock Production and Extension Methods. Therefore, 
for a Front Line Staff to be classified as having wide span of knowledge, they should 
have knowledge in more than five areas of “Others” in addition to crop production, 
livestock and extension teaching methods. Five was used because it is a third of the 
components of the training areas. On the other hand a Front Line Staff is classified as 
having narrow span of knowledge if he has less than five of “Others” in addition to crop 
production, livestock and extension methods.
Using the four-tier training areas, Figure 5.2 shows that eighteen (72%) Front Line Staff 
are classified as having wide span of knowledge while seven (28%) of them have narrow 
span of knowledge. This is further represented in Table 5.23.
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Table 5.23 Classification of FLS into wide and narrow span of knowledge
Classification Frequency Percent
Wide span of knowledge 18 72.0
Narrow span of knowledge 7 28.0
Total 25 100.0
Source: Field survey-1997
FIG.5.2 AGRICULTURAL SUBJECT AREAS FRONT LINE STAFF HAVE 
RECEIVED TRAINING
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5.8 Relationship between types of training and level of knowledge FLS 
indicated have received
Table 5.24 shows that there is no statistically significant relationship (x2 =2.76, df=2, 
p=0.25) between types of training received by Front Line Staff and the level of 
knowledge they have received. The result shows no difference in FLS who have training 
at only Agricultural College; both Agricultural College and monthly in-service training; 
and Agricultural College, monthly in-service training and University. The expectation is 
that the level of knowledge of the FLS will increase with increase in the types of training. 
The reasons that could be assigned for this result is that there is no difference in the 
content of training given to the FLS at these levels which is mostly on crop production, 
livestock production and agricultural extension leaving other areas.
Table 5.24 Types of training and level of knowledge FLS have received
Level of
knowledge ofFLS
Types of training Total
One Two Three
n % n % n % n %
Wide span 0 0.0 14 73.7 4 80.0 18 72.0
Narrow span 1 100.0 5 26.3 1 20.0 7 28.0
Total 1 100.0 19 100.0 5 100.0 25 100.0
X2 = 2.76, df =2, 0.2 <p<0.3 (NS)
5.8.1 Relationship between attendance of higher institution and span of 
knowledge of Front Line Staff
Table 5.25 shows that markedly higher percentage of those who attended higher 
institutions had narrow span of knowledge, whilst markedly lower percentage of the 
same had wider span of knowledge, however the relationship is only marginally
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statistically significant^2 =3.17, df=l, p=0.07). This seem to suggest that higher 
education did not necessary lead to wider span of knowledge.
Table 5.25 Attendance of higher institution and level of knowledge Front Line Staff have 
received
Level of knowledge 
ofFLS
Attendance of higher institution Total
n
Not attended 
% n
University/Poly
% n %
Wide span 16 80.0 2 40.0 18 72.0
Narrow span 4 20.0 3 60.0 7 28.0
Total 20 100.0 5 100.0 25 100.0
X2 = 3.17, d f  = 1, .09 <p<0.1(MS)
5.8.2 Relationship between attendance of monthly in-service training and level of 
knowledge Front Line Staff have received
Table 5.26 shows that markedly lower percentage of FLS who attend monthly in-service 
training have relatively narrow range of knowledge whereas markedly higher percentage 
of FLS who did not attend in-service training have relatively wide range of knowledge. 
Chi-square analysis shows that there is statistically significant relationship (x2=5.59, 
df=l, p=0.018) between attendance of monthly in-service training and level of 
knowledge of die FLS. FLS who have not attended monthly in-service training and 
having narrow range of knowledge contributed more than half of the significance 
difference. This result indicates that Front Line Staff who attended monthly in-service 
training have wide range of knowledge. This could be attributed to the fact that it was 
during these sessions where farmers’ needs were discussed.
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Table 5.26 Attendance of monthly in-service training and level of knowledge FLS have 
received ______________ _
Level of knowledge 
of FLS
Attendance of monthly in-service training Total
n
Yes
% n
No
% n %
Wide span 18 78.3 0 0.0 18 72.0
Narrow span 5 21.7 2 100.0 7 28.0
Total 23 100.0 2 100.0 25 100.0
X2 = 5.59, df = 1, p<0.05
5.83 Relationship between attendance of induction training and level of 
knowledge FLS have received
Table 5.27 shows that there is no statistically significant relationship (x2 =0.11, df=l, 
p=0.74) between attendance of induction training and level of knowledge FLS have 
received. This indicates that notwithstanding the advantages induction training gives to 
Front Line Staff, it does not in any way affect their level of knowledge. The reasons that 
could be assigned for this is that content of the induction training did not dwell on needs 
of fanners as compared to what was taught during the in-service training sessions.
Table 5.27 Attendance of induction training and level of knowledge FLS have receive<
Level of knowledge FLS attendance of induction training Total
ofFLS Yes No
n % n % n %
Wide span 4 66.7 14 73.7 18 72.0
Narrow span 2 33.3 5 26.3 7 28.0
Total 6 100.0 19 100.0 25 100.0
X2 = 0.11, df = 1, 0.7<p<0.8 (NS)
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5.9 Relationship between some personal characteristics and level of 
knowledge of the Front Line Staff
This an attempt to find out whether different characteristics ofFLS have effect on their 
knowledge.
5.9.1 Relationship between gender of FLS and level of knowledge received
Table 5.28 shows that there is no statistically significant relationship (%2=0.45, df=l, 
p=0.5) between gender of Front Line Staff and the level of knowledge they have 
received. The result shows both male and female FLS have the same ability to learn 
whatever is taught during training sessions.
Table 5.28______ Gender ofFLS and level of knowledge received
Level of knowledge Gender ofFLS Total
ofFLS Male
n %
Female
n % n %
Wide span 15 75.0 3 60.0 18 72.0
Narrow span 5 25.0 2 40.0 7 28.0
Total 20 100.0 5 100.0 25 100.0
X2 = 0.45, d f=1, 0.5<p<0.7 ( NS )
5.9.2 Relationship between marital status of FLS and level of knowledge received
Table 5.29 shows that there is no statistically significant relationship (x2=0.11, df=l, 
p=0.74) between marital status of Front Line Staff and the level of knowledge they have 
received.
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Table 5.29 Marital status of FLS and level of knowledge received
Level of knowledge 
ofFLS
Marital status ofFLS Total
n
Married
%
Single/divorced 
n % n %
Wide span 14 73.7 4 66.7 18 72.0
Narrow span 5 26.3 2 33.3 7 28.0
Total 19 100.0 6 100.0 25 100.0
X2=0.11, d f= l, 0 .7 <p<0.8(NS)
5.9.3 Relationship between year of completion of agricultural college and level of 
knowledge FLS have received
Table 5.30 shows that there is no statistically significant relationship (%2=0.68, df=l, 
p=0.41) between year of completion of agricultural college by FLS and the level of 
knowledge they have received.
Table 5.30 Year of completion of agricultural college and level of knowledge FLS have 
received
Level of knowledge Year of completion of agric. college Total
ofFLS Up to 1987 1998-1997
n % n % n %
Wide 11 78.6 7 63.6 18 72.0
Narrow 3 21.4 4 36.4 7 28.0
Total 14 100.0 11 100.0 25 100.0
X2 = 0.68, d f= l, 0.3<p<0.5(NS)
5.9.4 Relationship between number of years in operational area and level of 
knowledge FLS have received
Table 5.31 shows that markedly higher percentage of FLS who have been in their 
operational areas between 1-3 years have narrow range of knowledge whereas markedly
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lower percentage of FLS who have been in their operational areas for more than four 
years, have narrow range of knowledge. Chi-square analysis shows that there is statistical 
significant relationship (x2 =4.09, df=l, p=0.04) between number of years FLS have been 
in operational areas and their level of knowledge. FLS who have worked in their 
operational areas 1-3 years and have narrow range of knowledge contributed about half 
of the significance. This result indicates that Front Line Staff who have worked in their 
operational areas for longer years tended to have wider range of knowledge. This is 
because FLS become familiar with their environment. They also become aware of 
farmers’ problems which are sent to the fortnight meetings for discussions and solutions 
to them. This will enable them have wider span of knowledge of farmers’ needs.
Table 5.31 Number of years in operational area and level of knowledge Front Line Staff 
have received
Level of knowledge Number of years in operational area Total
ofFLS 1-3 years More than 3 years
n % n % n %
Wide span 3 42.9 15 83.3 18 72.0
Narrow span 4 57.1 3 16.7 7 28.0
Total 7 100.0 18 100.0 25 100.0
X2 =4.09, d f=  1, p<0.05
5.10 Summary
Majority of the Front Line Staff (FLS) were relatively young between the ages of 20-39 
years (80%) and were males (98%) who are married (76%), attended Kwadaso 
Agricultural college (56%) and completed agricultural college on or before 1987 (56%). 
It was also observed that majority of them have spent four or more years in their 
operational areas(72%) and have worked with the Extension Department for ten or more
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years (44%). Equal percentage (36%) of them have worked as Front Line Staff between 
5-9 years and 10 or more years.
Majority (70%) of the Front Line Staff have received training at both the pre-service and 
in-service in crop production, livestock production and extension teaching methods. 
Majority (60%) however had no training in mushroom production, snail production, bee­
keeping, aspects of extension delivery-adoption process, barriers to communication, non­
verbal communication, channels of communication and characteristics of innovation 
However more than 60% FLS received training in fish fanning, WIAD activities, agro­
forestry and post harvest technology only during in-service training periods.
Ninety-two percent of the FLS attended the monthly in-service training during the 
1995/1996 training programmes where a wide range of topics were treated. However 
60% of the them described the training to be inadequate. The critical reasons given were 
that the duration for each training session was short and no practical training was 
provided to them. Few (20%) of die Front Line Staff had the opportunity to attend a 
higher institution i.e. University, where they received training in crops, animal science, 
agricultural extension and agricultural economics.
It was observed that even though the Front Line Staff realised that going through 
induction training will give them insight of the job they will be doing, the Department of 
Agricultural Extension Services have not been conducting it for some time. Out of the 
twenty-five Front Line Staff interviewed, nineteen (76%) have not participated in it
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However evidence from the study showed that there was no statistical significant 
differences between the level of knowledge of Front Line Staff who were given induction 
training and those who were not given. This evidence suggest that induction training is 
not all that important as far as the level of knowledge of the Front Line Staff is 
concerned.
The recall of the FLS on training they have received in the various agricultural areas 
showed that they received high training in crops, post harvest technology, and livestock 
production in that descending order. But in areas like Snail production, Beekeeping, 
Mushroom production, Fish farming and WIAD activities, they received little or no 
training. Based on the span of knowledge of the Front Line Staff, 72% were classified as 
having wide span of knowledge while 28% were of narrow span of knowledge.
The relationship between types of training, personal and socio-economic characteristics 
of the Front Line Staff and their span of knowledge on the extension training needs of the 
farmers showed that attendance of in-service training, the number of years in operational 
area, all had statistical significant effect on the level of knowledge of the Front Line 
Staff. This indicates the importance of these. Front Line Staff (FLS) who attended 
monthly in-service training or stayed in their operational areas for four or more years 
tended to have wide span of knowledge in agricultural activities that the formers are 
engaged in. This is because most of the new/innovative agricultural activity areas such as 
snail and mushroom farming etc. tended to be taught at the in-service training levels 
rather than the pre-service and induction training levels.
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Currently the curricula of schools (where pre-service training is provided) where the FLS 
attended do not offer t raining  in such subjects. Also the longer one has stayed in a place, 
the longer the likelihood of attending more in-service training relevant to the area. It is 
imperative that FLS are transferred less frequently. Regular in-service training provides 
important opportunity for FLS to receive training in a wider span of enterprise areas, 
which are needed by the farmers they serve. The number of types of training, attendance 
of induction training, gender, marital status were found not to be important determinants 
of span of knowledge on needs of the fanners that extension workers have received. Thus 
indicating that personal characteristics, and some types of training are not key to 
improving the span of knowledge of extension workers.
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CHAPTER SIX
DETERMINANTS OF SPAN OF FARMERS’ KNOWLEDGE
6.0 Introduction
The previous section sought to unearth the nature and contents of training the Front 
Line Staff have received at the pre-service, induction and in-service training periods. 
It is hypothesized that when the agricultural extension workers are trained in the 
contents of the extension training needs of fanners, they are likely to provide 
training to farmers that will address the needs of the fanners. This chapter shows 
from the fanners point of view the nature and content of extension programmes they 
have participated in and the methods of delivery used by the Front Line Staff. The 
focus will be on the knowledge of fanners in some technological packages and the 
methods and channels of communication used by the Front Line Staff to present 
technical messages to them. It also shows the categories of fanners depending on 
the kind of FLS they work with and identifies any relationship between these 
categories of farmers and their knowledge in the different technological packages. It 
however first describes some personal and socio-economic characteristics of the 
fanners.
6.1 Personal and socio-economic characteristics of fanners
This is determined to find out the kind of farmers that FLS are working in the study 
area. The characteristics considered are gender, age, educational background, source
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of farm labour, size of extra household labour, total farmland available to farmers, 
total land owned by farmers, farming experience and purpose of farming.
6.1.1 Gender of farmers
Table 6.1 shows that out of total of 120 farmers interviewed ninety-four (78.3%) are 
males while twenty-six (21.7%) are females. This result shows clearly the 
relationship between FLS and the different sexes. Because a greater percentage of 
the FLS were males, they tended to relate more with male farmers.
Table 6.1 Gender distribution of fanners
Sex Frequency Percent
Male 94 78.3
Female 26 21.7
Total 120 100.0
Source :17ield  survey-1997
6.1.2 Age of farmers
Table 6.2 shows that more than two-thirds (75.8%) of the farmers are among 20-49 
year age group while the remaining 24.2% are 50 years or more. Whilst many people 
have the opinion that most of our fanners are aged, the result of this study suggests a 
youthful farmer population therefore giving an indication that the youth are going 
into fanning. It shows that if appropriate technologies and the necessary incentives 
are given to farmers, they will be motivated to adopt technical messages given by 
FLS to improve their standard of living.
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Age of formers Frequency Percent
20 - 49 years (Young) 91 75.8
50yrs and above (Old) 29 24.2
Total 120 100.0
Source: Field survey-1997
6.1.3 Educational background
Table 6.3 shows that majority (83.3%)of the farmers interviewed have not attended 
school before or have low education which comprise of farmers who have completed 
middle school or junior Secondary School. There are only 16.7% of them who have 
higher education i.e. have O’ or A’ Level certificates. Because a greater percentage 
of formers have low or no education, it suggests that FLS should use appropriate 
extension methods and channel of communication to disseminate information to 
them. Individual or group methods and use of spoken and visual channels of 
communications would be preferred by farmers (Maunder, 1973).
Table 6.3 Educational background of fanners
Educational background Frequency Percent
No schooling /low education 100 83.3
High education 20 16.7
Total 120 100.0
Source: Field survey-1997
6.1.4 Source of farm labour
Three categories of farm labour source were identified. Nineteen formers(15.8%) 
indicated they do not hire any labour on their farms but either do the work 
themselves, or get help from the nuclear family members and friends. More than 
50% of the fanners indicated they rely on family members as well as hired labour for
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their fanning activities. There are however another 30.8% of the fanners who said 
they rely on family members, hired labour and friends to work on their farms as 
shown in Table 6.4. The proportion of the farmers who use nuclear family labour is 
rather high. The result shows that nuclear family labour is an important component 
of farming in the study area. Its absence have led more farmers to resort to hired 
labour.
Table 6.4 Source of farm labour
Farm Labour Source Frequency Percent
Selfi'Family/Friend 19 15.8
Family/Hired 64 53.4
Family/Hired/Friends 37 30.8
Total 120 100.0
Source: Field survey-1997
6.1.5 Size of extra household labour available to farmers
Table 6.5 shows that majority( 63.3%) of farmers have very few (0-3) household 
labour helping on their farms while 36.7% of the fanners have access to between 
four to twelve people from their household. The low nuclear family labour 
necessitated the use of extended family labour. However, high proportion of farmers 
(63.3%) have few household labour available to them. This could account for the 
high level of labour hire to some extent.
Table 6.5 Size of extra household labour available to farmers______
Size of household Labour Frequency Percent
0- 3 ( Low household labour availability) 76 63.3
4-12 (High household labour availability) 44 36.7
Total 120 100.0
Source: Field survey-1997
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6.1.6 Total farmland available to farmers
Table 6.6 shows that out of the 120 farmers interviewed, only four (3.3%) have 
farmland size of above 30 acres available to them for farming. More than half of the 
sample (55.0%) rather have relatively small farmlands between one to five acres 
while 41.7% of the fanners have relatively large farmlands of size between 6-30 
acres. The result suggests that a greater proportion of fanners work on small sizes of 
lands. Since size of land affects adoption of technologies (Feder et al. 1982), certain 
innovations will not be adopted by fanners. It indicates that size of land of farmers 
should be considered before technologies are sent to them.
Table 6.6 Total farmland available to fanners
Farm Land size (acreage) Frequency Percent
Relatively small (<l-5) 66 55.0
Relatively large (6 - 30) 50 41.7
Large (above 30) 4 3.3
Total 120 100.0
Source: Field survey-1997
6.1.7 Total land owned by farmers
Even though size of land available to farmers is important, ownership of land could 
hold the key to adoption. Because of this farmers were categorised into landowners 
and tenants according to how much of the size of the total farmland available to 
them for farming they own. Table 6.7 shows that more than half of the respondents 
(55%) are landowners who own more than 50 % of farmland available to them for 
fanning. The remaining fifty-four farmers who constitute 45% of the sample are 
tenants who own less than 50% of their total farmlands. The result suggests that a 
greater percentage of the farmers are landowners who could take decisions on their 
own concerning innovations.
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Table 6.7 Categories of land ownership
Category of Ownership Frequency Percent
Landowners (51-100%) of farmland 66 55.0
Tenants (0-50%) of farmland 54 45.0
Total 120 100.0
Source: Field survey-1997
6.1.8 Farming experience
Concerning experience in farming, sixty-five (54.2%) farmers indicated they have 
experience ranging from between 1-14 years. The rest (45.8%) also have more than 
14 years farming experience as shown in Table 6.8. ‘Experience is the best teacher’, 
as the adage goes, and so since a higher proportion of the farmers are experienced in 
farming, they will not have much problems in going about their fanning activities. 
Table 6.8 Fanning experience of fanners
No. of years Frequency Percent
Up to 14 years 65 54.2
More than 14 years 55 45.8
Total 120 100.0
Source; Field survey-1997 
6.1.9 Purpose of farming
Table 6.9 shows that almost all the farmers (95.8%) are in farming for both 
subsistence and commercial purposes. There are three (2.5%) formers who indicated 
they are in farming solely for commercial reasons while two (1.7%) also said they 
only form just to feed themselves. The high proportion of formers who farm for both 
subsistence and commercial purposes shows that they have taken fanning as a 
business. This suggests that farmers will adopt appropriate technologies
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disseminated to them in order to obtain the maximum benefit from the piece of land 
available to them.
Table 6.9 Farmers purpose of fanning
Purpose of farming Frequency Percent
Subsistence 2 1.7
Commercial 3 2.5
Subsistence/Commercial 95 95.8
Total 120 100.0
Source :Field survey-1997 
6.2 Extension Contact
This include the frequency of contact and extension methods used by the FLS.
6.2.1 Frequency of contact
Table 6.10 shows that sixty-seven (55.8%) of the farmers indicated they received 
frequent visits from the Front Line Staff while fifteen (12.5%) received infrequent 
visits. There were however twenty-one (17.5%) who hardly received any visit from 
the Front Line Staff. This indicates that over half of the sampled fanners had 
frequent contacts with the FLS. There were seventeen (14.2%) fanners who 
indicated they do not work with the FLS
Table 6.10. Frequency of contact from FLS
Frequency of contact Freq. Percent
Frequent visits (Fortnightly/weekly/daily) 67 55.8
Infrequent visits (Monthly/bi-monthly ) 15 12.5
Rare visits**(>2months/cannot tell) 21 17.5
Do not work with FLS 17 14.2
Total 120 100.0
Source: Field Survey-1997
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6.2.2 Extension methods used by Front Line Staff
Farmers indicated in Table 6.11 that more of the Front Line Staff were using either 
one or two (52.5%) while few use three (33.3%) extension methods to reach out to 
them. Seventeen (14.2%) of them indicated they had not received any message from 
the Front Line Staff as such no method was used on them. It is seen that most of the 
fanners (52.5%) have been contacted using only one or two extension methods.
Table 6.11 Extension metbods used bv FLS
Extension methods used Frequency Percentage
One method/ Two methods 63 52:5
Three methods 40 33.3
Don’t work with FLS 17 14.2
Total 120 100.0
Source: Field Survey-1997
6.3 Farmers’ span of knowledge
The span of knowledge of fanners as a result of their interaction with farmers were 
determined in the area of crop production, post harvest, agro-forestry, livestock 
production, fish fanning, WIAD activities, group formation, business planning and 
non- traditional farming.
6.3.1 Fanners’ knowledge on technological package for crop production
Technological package on crop production comprises of row planting, use of hybrid 
variety, fertilizer application, insecticide/fungicide application, timely weeding, 
timely harvesting, split corm technique of plantain and yam minisett technology. 
Two categories i.e. wide, and narrow were used to determine the level of knowledge 
farmers have in crop production. Farmers who have knowledge in six or more of the
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above were classified to have wide knowledge, while farmers who have knowledge 
in 5 or less were classified as having narrow knowledge. Table 6.12 shows that 60% 
have wide knowledge and 25.8% have narrow knowledge in crop production. Most 
of the fanners (60%) have wide span of knowledge in crop production.
Level of knowledge Frequency Percent
Wide span of knowledge (8-6 items) 72 60.0
Narrow span of knowledge (5-0  items) 31 25.8
Don’t work with FLS 17 14.2
Total 120 100.0
Source: Field survey-1997
6.3.2 Farmers’ knowledge on technological package for post harvest
Three items namely chemical treatment of maize, construction of narrow crib and 
storing of treated maize in narrow cribs are considered under technological package 
on post harvest. Farmers who have knowledge in two to three of the items are 
classified to have wide knowledge while those who have knowledge in only one or 
nothing are classified to have narrow knowledge. Table 6.13 shows that with the 
exception of the seventeen fanners who indicated they did not work with the Front 
Line Staff, 55.8% of the farmers were found to have wide knowledge in post harvest 
technology while the remaining 30% had narrow knowledge. Most of the formers 
(55.8%) have wide span of knowledge in post harvest technology.
Table 6.13 Level of knowledge fanners in post harvest
Level of knowledge Frequency Percent
Wide span of knowledge (3-2 items) 67 55.8
Narrow span of knowledge (1- 0 item) 36 30.0
Don’t work with FLS 17 14.2
Total 120 100.0
Source : Field survey-1997
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6.3.3 Farmers’ knowledge on technological package for agro-forestry practice
This includes farmers’ knowledge in the types of agro-forestry practices, the benefits 
and the types of plants available for the practice. Fanners who had knowledge in two 
or more were classified as having wide knowledge whilst those with knowledge in 
only one or none also classified as having narrow span of knowledge. Table 6.14 
shows that out of the one hundred and twenty (120) farmers interviewed, forty-eight 
(40.0%) of the them have wide knowledge on agro-forestry practice while fifty-five 
(45.8%) other fanners have narrow knowledge in agro-forestry. The remaining 
seventeen (14.2%) do not work with the Front Line Staff. More of the fanners 
(45.8%) have narrow span of knowledge on agro-forestry practices.
Knowledge Level Frequency Percent
Wide span of knowledge (2-3 items) 48 40.0
Narrow span of knowledge (1-0 item) 55 45.8
Don’t work with FLS 17 14.2
Total 120 100.0
Source: Field survey-1997
63.4 Farmers’ knowledge on technological package for livestock production
Technological package on livestock production included the use of improved breeds, 
proper housing of animals, proper feeding, dry season feeding of farm animals, 
proper watering of animals and good sanitation in animal pen. Two categories were 
used. Farmers who had knowledge in five or more of the items were classified to 
have wide knowledge while those with knowledge in four or less were also classified 
to have narrow knowledge. Table 6.15 shows that about half of the farmers (50.8%) 
have wide knowledge in livestock production, and forty-two fanners (35%) have 
nanow knowledge. The remaining farmers (14.2 %) do not work with the Front T ina
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Staff. This indicates that more of the farmers (50.8%) have wide span of knowledge 
in livestock production.
knowledge Level Frequency Percent
Wide span of knowledge (6-5 items) 61 50.8
Narrow span of knowledge (4-0 items) 42 35.0
Don’t work with FLS 17 14.2
Total 120 100.0
Source: Field survey-1997
6.3.5 Farmers’ knowledge on technological package for fish farming
Technological package on fish farming includes site selection, construction of pond, 
stocking, feeding, pond maintenance and harvesting of fishes. Two categories were 
used. Farmers who had knowledge in five or more of the activities were classified 
as having wide span of knowledge, while those with knowledge in four or less were 
classified as having narrow knowledge. Table 6.16 shows that greater percentage 
(71.6%) of farmers have no knowledge in fish farming. Only seventeen (14.2%) 
fanners have wide knowledge in fish fanning while seventeen ( 14.2% ) also 
indicated they do not work with the Front Line Staff. This indicates that farmers in 
the study area have narrow knowledge in fish farming.
)le 6.16 Level of knowledge of farmers in fish fanning
Level of knowledge Frequency Percent
Wide span of knowledge (5-6 items) 17 14.2
Narrow span of knowledge ( 4-0 items) 86 71.6
Don’t work with FLS 17 14.2
Total 120 100.0
Source: Field survey-1997
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6.3.6 Farmers* knowledge in technological package on WIAD activities
Technological package on WIAD activities include soya milk preparation, 
incoiporation of soyabean to dishes, construction of smokeless stove and simple 
methods of preserving vegetables. Two categories, wide and narrow are used. 
Farmers who have knowledge in three or more of the above are considered to have 
wide knowledge while those who have two or less are considered to have narrow 
knowledge. Table 6.17 shorn that only eight farmers (6.7%) have wide span of 
knowledge in WIAD activities. Majority (79.2%) of the farmers however have 
narrow span of knowledge in WIAD activities.
Level of knowledge Frequency Percent
Wide span of knowledge (4 -3 packages) 8 6.6
Narrow span of knowledge (2- 0 packages) 95 79.2
Don’t work with FLS 17 14.2
Total 120 100.0
Source: Field survey-1997
6.3.7 Farmers’ knowledge on formation of farmers groups
Technological package on group formation includes farmers’ knowledge on how 
groups are formed, importance of forming groups and benefits obtained as group 
member. Farmers with knowledge in two or three were classified as having wide 
knowledge while those with knowledge in only one have narrow knowledge.
Table 6.18 shows that a high percentage (81.6%) of the fanners have wide 
knowledge in it. Only five (4.2%) farmers have narrow knowledge.
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e6.18 Level of knowledge of fanners in group:ormation
Level of knowledge Frequency Percent
Wide span of knowledge (2-3items) 98 81.6
Narrow span of knowledge( 0-1 item) 5 4.2
Don’t work with FLS 17 14.2
Total 120 100.0
Source: Field survey-1997
6.3.8 Farmers’ knowledge on technological package in business planning 
Technological package on business planning includes knowledge in planning 
farming activities and farm record keeping. A farmer with knowledge in all the two 
components was classified as having wide knowledge while those with knowledge in 
only one or none had narrow knowledge. Table 6.19 shows that fifty-eight (48.3%) 
of the farmers have wide knowledge while 37.5% have narrow knowledge.
Level of knowledge Frequency Percent
Wide span of knowledge (All 2 items) 58 48.3
Narrow span of knowledge (l-0item) 45 37.5
Don’t work with FLS 17 14.2
Total 120 100.0
Source: Field survey-1997
6.3.9 Farmers’ knowledge in technological package on non-traditional farming
Three items, snail production, mushroom productions and bee-keeping form the 
package on non-traditional farming. Farmers who have knowledge in two or more 
are considered to have wide knowledge while farmers who have knowledge in one 
or none have nanow knowledge in non-traditional farming enterprise. Table 6.20 
shows that majority (77.5%) of the farmers have narrow knowledge while only 8.3% 
have wide knowledge in non-traditional farm ing
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Table 6.20 Level of knowledge of farmers in non-traditional fanning enterprise
Level of knowledge Frequency Percent
Wide span of knowledge (2-3 packages) 10 8.3
Narrow span of knowledge (0-1 package) 93 77.5
Don’t work with FLS 17 14.2
Total 120 100.0
Source: Field survey-1997
6.3.10 Overall level of knowledge of farmers
Information on packages on nine enterprise areas: crops, livestock, agro-forestry 
practices, fish farming, group formation, post harvest, WIAD activities, business 
planning and non-traditional fanning were given to fanners. Based on the number of 
enterprises which farmers have wide knowledge in, farmers who have wide 
knowledge in five or more of these enterprises (i.e. above 50%) were classified as 
having an overall wide span of knowledge whilst those with knowledge in four or 
less were classified as having overall narrow span of knowledge in the packages 
introduced. Table 6.21 shows that 44 fanners which represent 36.7% have an overall 
wide span of knowledge while fifty-nine (49.1%) other fanners have an overall 
narrow span of knowledge. Thus in terms of overall span of knowledge, only 
slightly more than a third of the farmers had wide span of knowledge, the remaining 
had either narrow span or did not work with the Front Line Staff.
Table 6.21 Overall level of knowledge of fanners
Overall level of knowledge. Frequency Percentage
Wide span of knowledge 44 36.7
Narrow span of knowledge 59 49.1
Don’t work with FLS 17 14.2
Total 120 100
Source: Field survey-1997
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6.3.11 Distribution of farmers working with Front Line Staff with training 
covering a wide or narrow span of knowledge
Table 6.22 shows that seventy-seven (74.8%) of the farmers worked with FLS with 
wide span of knowledge while thirty-six (25.2%) of them also worked with FLS of 
narrow span.
Table 6.22 Farmers working with FLS with wide or narrow span of knowledge
Category of FLS Frequency of fanners Percentage
Wide span FLS 77 74.8
Narrow span FLS 26 25.2
Total 103 100.0
Source: Field Survey-1997
6.3.12 Relationship between frequency of visits by FLS and farmers overall 
level of knowledge
Table 6.23 shows that there is statistically significant relationship (x2 =6.48, df=2, 
p<0.05) between frequency of visits by Front Line Staff and fanners overall level of 
knowledge. Markedly lower percentage of farmers who were rarely visited by the 
Front Line Staff had wide knowledge whilst a higher percentage of farmers who 
received frequent visits had wide knowledge. This suggests that the more FLS visit 
farmers with innovations, the greater the chances of fanners having wider span of 
knowledge in their agricultural enterprises.
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ge of fanners
Overall level of 
knowledge of 
fanners
Frequency of visits by FLS Total
Frequent visits 
n %
Infrequent
visits
Rare visits 
n % n %
n %
Wide knowledge. 34 50.7 6 40.0 4 19.05 44 42.7
Nanow knowl. 33 49.3 9 60.0 17 80.95 59 57.3
Total 67 100.0 15 100.0 21 100.0 103 100.0
X2 =6.48, d£=2, p<0.05
6.3.13 Relationship between the number of types of extension methods used by 
FLS to contact them and overall level of knowledge of formers
Table 6.24 shows that there is no statistically significant differences (x2=1.4, df=l, 
0.2<p<0.3) between farmers contacted through different extension methods with 
regards to overall level of Knowledge of farmers. Fanners who were contacted 
through three or more extension methods did not have any advantage in overall span 
of knowledge compared to those contacted through only one or two method(s). Even 
though it was expected that the use of multiplicity of extension methods will 
enhance  the knowledge level of farmers, the result has shown otherwise. This 
indicates that it is not enough to use multiple extension methods on fanners but that 
other issues such as frequency of visit, might be of importance.
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Table 6.24 Number of types of extension methods used and overall level of
Overall level of 
knowledge of 
farmers
No of types of extension methods used. Total
One/two Three methods
methods n %
n % n %
Wide knowledge 24 38.1 20 50.0 44 42.7
Nanow knowl. 39 61.9 20 50.0 59 57.3
Total 63 100.0 40 100.0 103 100.0
%2=1.4, d£=l, 0.2 <p<0.3(NS)
6.3.14 Relationship between farmers of FLS with wide or narrow span of 
knowledge and overall level of knowledge of farmers
Table 6.25 shows no statistically significant relationship (x2=1.22, df=l, 0.2<p<0.3) 
between farmers of FLS with wide or narrow span of knowledge and the overall 
level of knowledge of fanners. Thus indicating that the span of knowledge of the 
FLS is not a determinant of the overall knowledge level of fanners.
Table 6.25 Fanners of FLS with wide or narrow span of knowledge and overall
level of knowledge o: farmers
Overall level of 
knowledge 
of farmers
Fanners of FLS with wide or narrow span 
of knowledge
Total
Wide span 
n %
Nanow span 
n % n %
Wide knowledge 35 45.5 9 34.6 44 42.7
Nanow knowledge 42 54.5 17 65.4 59 57.3
Total 77 100.0 31 100.0 103 100.0
%2=1.22, df=l, 0.2<p<0.3 (NS)
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6.3.15 Relationship between farmers working with FLS with wide or narrow 
span of knowledge and frequency of contactwith FLS
Table 6.26 shows there is no statistically significant differences (%2=3 .57 , df=2, 
0.2<p<0.3) between farmers of FLS with wide or narrow span of knowledge and 
their frequency of contact with Front Line Staff. This shows that the knowledge level 
ofFLS has no influence on the frequency of contact with their fanners.
Table 6.26 Relationship between farmers of FLS with wide or narrow span of 
knowledge and frequency of contact from FLS_______-______ _____ __________
Frequency of 
contact
Farmers ofFLS with wide or narrow span 
of knowledge
Total
n
Wide span 
%
Narrow span 
n % n %
Frequent visits 54 70.1 13 50.0 67 65.0
Infrequent visits 10 13.0 5 19.2 15 14.6
Rare visits 13 16.9 8 30.8 21 20.4
Total 89 100.0 26 100.0 103 100.0
X2 =3.57, d£=2, 0.2<p<0.3 (NS)
6.3.16 Relationship between farmers working with FLS with wide or narrow 
span of knowledge and number of extension methods used by FLS to contact 
them.
Table 6.27 shows no statistically significant differences (x2 =0.26, df=l, 0.5<p<Q.7) 
between fanners of FLS who have wide or narrow span of knowledge and the 
different extension methods used by the Front Line Staff to reach them. Thus 
knowledge of the FLS is not a determinant of the different extension methods used 
to contact their farmers.
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Table 6.27 Fanners ofFLS with wide or nanow span of knowledge and number 
of extension methods used by Front Line Staff to contact them. _____________
Number of extension 
methods used
fanners ofFLS with wide or nanow span 
ofknowledge
Total
n
Wide span 
%
Nanow span 
n % n %
One/two method(s) 46 59.7 17 65.4 63 61.2
Three methods 31 40.3 9 34.6 40 38.8
Total 77 100.0 26 100.0 103 100.0
X2 =0.26, df=l, 0.5<p<0.7(NS)
6.5 Summary
Majority of the fanners interviewed are males and between the ages of 20-49 years. 
Most of them have low education. Many of the farmers (84.2%) use hired labour. 
This appears to be because most of them had few extended family sources of labour 
(63.3%). Most fanners have relatively small acreage of land (1-5 acres ) available to 
them for farming, however most are land owners who own more than 50% of their 
farm lands. Majority of the farmers have farming experience of not more than 14 
years (54.2%), while most of them (95.8%) farm for both subsistence and 
commercial purposes. Majority of the fanners (74.8%) were farmers of FLS with 
wide span of knowledge, while 25.2% were fanners ofFLS having narrow span of 
knowledge in the agricultural activities of their farmers.
The overall level of knowledge of farmers in all the technologies were determined 
Two categories of farmers i.e. those with wide and nanow span of knowledge. A 
lower percentage (36.7%) were found in the wide knowledge category whilst a 
greater percentage (49.1%) were found in the nanow knowledge category.
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Most of them (74.2%) are fanners of FLS who have received wide span of 
knowledge on the agricultural activities that the fanners in the study area are 
engaged in. Most fanners have had frequent extension contact (55.8%), although 
such contacts have been done using only one or two types of extension methods 
(53.5%).There is statistical significant relationship (x2=6.48, df=2,p<0.05) between 
frequency of visit by FLS and the span of knowledge of farmers. There is no 
statistical significant relationship (x2=1.4, df=l, 0.2>p<0.0) between number of 
extension methods used and span of knowledge of farmers. The span of knowledge 
of fanners is not related to the kind of FLS they work with. The span of knowledge 
of FLS has no influence on the frequency with which they contact their farmers and 
the number of extension methods used however fanners’ overall knowledge is 
related to the frequency of contact they receive from the FLS.
In conclusion, the span of knowledge of fanners on their fanning activities is 
determined by the frequency of visit and not the multiplicity of the extension 
methods used to contact them or the span of knowledge of the Front Line Staff they 
work with. Thus, indicating that irrespective of the span of knowledge of the FLS, if 
fanners are not frequently contacted, their span of knowledge will not be improved. 
This suggests that in addition to frequent in-service training for FLS, there is the 
need to equip them to make frequent contacts.
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CHAPTER SEVEN 
PERFORMANCE OF THE FRONT LINE STAFF
7.0 Introduction
The nature and content of training fanners have received is likely to reflect their level 
of knowledge in various technological packages, so also is methods used. Together, 
these two are considered important to enhance awareness and adoption. It is 
hypothesized that if  the training needs of the fanners are met, fanners will adopt the 
technologies. In this chapter, the performance of the Front Line Staff is measured by 
the adoption pattern of their farmers for the various technological packages. The 
adoption pattern is categorized into full adoption, partial adoption and non-adoption of 
the packages. Relationship between the knowledge level of the farmers of extension 
workers (FLS) of different levels of knowledge, and the knowledge level of fanners 
and adoption of the various technological packages is also examined in this chapter.
7.1 Adoption of technologies delivered to farmers
The adoption behaviour of farmers in the following technologies i.e. crop production, 
post harvest, agro-forestry, livestock production, fish fanning, WIAD activities, group 
formation, business planning and non-traditional fanning were determined.
7.1.1 Adoption of package on crop production technology
Table 7.1 shows that just about a third (34.2%) of the fanners fully adopted the 
package on crop production which include row planting, use of hybrid varieties,
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timely weeding, fertilizer application, timely harvesting, split conn technique of 
plantain, use of insecticide/fungicides and yam minisett technology. However, more 
than half of the fanners partially adopted the package. There was no farmer who did 
not adopt any of the package.
Pattern of Adoption Frequency Percent
Full Adoption ( 6-8 of the package) 41 34.1
Partial Adoption ( adopted between 1 and 5 of the package) 62 51.7
Non Adoption (adopted none of the packages) 0 0.0
Don’t work with FLS 17 14.2
TOTAL 120 100.0
Source: Field Survey-1997 
7.1.2 Adoption of package on post harvest technology
Table 7.2 shows that 20% of the farmers adopted fully the package on post harvest 
technology with 35% partially adopting the package while 30.8% did not adopt any 
component of the package.
Pattern of Adoption Frequency Percent
Full Adoption (adopted between 2 and 3 of the packages) 24 20.0
Partial Adoption (adopted only 1 of the packages) 42 35.0
Non Adoption (adopted none of the packages) 37 30.8
Don’t work with FLS 17 14.2
TOTAL 120 100.0
Source: Field Survey 
7.1.3 Adoption of package on agro-forestry
In the area of agro-forestry, majority (75.8%) of the farmers did not adopt the package. 
Only 10% of the fanners adopted the package.
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Table 7.3 Adoption pattern of agro-forestry package.
Pattern of Adoption Frequency Percent
Full adoption (adopted all package) 12 10.0
Non Adoption ( adopted none ) 91 75.8
Don’t work with FLS 17 14.2
TOTAL 120 100.0
Source: Field Survey-1997
7.1.4 Adoption of package on livestock
Table 7.4 shows that fifteen farmers (12.5%) adopted fully the package on livestock 
technology. There are about 40.0 % of the fanners who adopted some of the
components of the package while 33.3% did not adopt any. 
Table 7.4 Adoption pattern of livestock technology.
Pattern of Adoption Frequency Percent
Full Adoption (adopted between 5 and 6 of the packages) 15 12.5
Partial Adoption ( adopted between 1 and 4 of the packages) 48 40.0
Non Adoption (adopted none of the packages) 40 33.3
Don’t work with FLS 17 14.2
TOTAL 120 100.0
Source: Field Survey-1997 
7.1.5 Adoption of package on fish farming technology
Table 7.5 shows that aside the seventeen fanner (14.2%) who do not work with the 
Front Line Staff, all the one hundred and three fanners (85.8%) who work with the 
Front Line Staff did not adopt the technology on fish fanning.
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Pattern of Adoption Frequency Percent
Full Adoption (pond construction to harvesting) 0 0.0
Non Adoption ( did not adopt) 103 85.8
Don’t work with FLS 17 14.2
TOTAL 120 100.0
Source: Field Survey-1997
7.1.6 Adoption of package on WIAD activities
More than half (55.8%) of the fanners interviewed did not adopt the package on 
WIAD activities. There are about 30% who adopted some components of the package, 
however no farmer fully adopted the package as shown in Table 7.6.
Table 7.6 Adoption pattern of WIAD activities.
Pattern of Adoption Frequency Percent
Full Adoption (adopted between 3 and 4 of the packages) 0 0.0
Partial Adoption (adopted 1- 2 of the packages) 36 30.0
Non Adoption (adopted none of the packages) 67 55.8
Don’t work with FLS 17 14.2
TOTAL 120 100.0
Source: Field Survey-1997 
7.1.7 Adoption of package on group formation
Table 7.7 shows that seventy-six (63.3%) of the fanners have knowledge about group 
activities and belong to groups while twenty-seven (22.5%) formers have knowledge 
but are not involved in any group formation-activities.
Table 7.7 Adoption pattern of group formation.
Pattern of Adoption Frequency Percent
Full Adoption ( knowledge to group membership) 76 63.3
Non Adoption (knowledge but not a group member) 27 22.5
Don’t work with FLS 17 14.2
TOTAL 120 100.0
Source: Field Survey-1997
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7.1.8 Adoption of package on business planning
Table 7.8 shows that 33.3% of the farmers fully adopted the package on business 
planning, 24.2 % adopted it partially while 28.3% did not adopt anything.
Pattern of Adoption Frequency Percent
Full Adoption (adopted all 2 packages) 40 33.3
Partial Adoption (adopted only 1 of the packages 29 24.2
Non Adoption (adopted none ) 34 28.3
Don’t work with FLS 17 14.2
TOTAL 120 100.0
Source: Field Survey-1997
7.1.9 Adoption of package on non-traditional farming enterprise
Table 7.9 shows that ninety-nine (82.5%) of the farmers did not adopt any component 
of the package on non-traditional farming enterprise. Four farmers (3.3%) partially 
adopted the package while seventeen farmers (14.2%) do not work with the Front Line 
Staff. No fanner fully adopted the package.
Table 7.9 Adoption pattern of package for non-traditional:arming, enterprise
Pattern of Adoption Frequency Percent
Full Adoption (adopted all 3 packages) 0 0.0
Partial Adoption (adopted 1- 2 of the packages) 4 3.3
Non Adoption (adopted none) 99 82.5
Don’t work with FLS 17 14.2
TOTAL 120 100.0
Source: Field Survey-1997
7.1.10 Summary of the adoption pattern for the various agricultural enterprises
Table 7.10 shows that 63.3% of farmers fully adopted the package on group 
formation. This is ranked first in the full adoption category. It is followed by crop 
technology (34.1%),business planning (33.3%), post harvest technology (20%),
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livestock technology (12.5%), agro-forestry (7.5%) in that order while technologies on 
WIAD activities and non-traditional fanning are ranked last In the partial adoption 
category, crop technology ranked first with 51.7% of the fanners. This is followed by 
livestock (40%), post harvest technology (35%) in that order. Technology on agro­
forestry, fish fanning, and group formation are ranked last.
Mean ranking for the two adoption patterns shows that crop technology ranks highest 
with a mean of 42.9%, followed by group formation, business planning, post harvest 
technology, WIAD activities, agro-forestiy technology, non-traditional fanning and 
fish farming as shown in Table 7. 10. This trend can be attributed to the fact that more 
than half of the fanners have higher knowledge in crop, post harvest technology, 
livestock technology and group formation compared to their knowledge in WIAD 
activities, fish farming, and non-traditional farming. The high knowledge of farmer in 
these technologies are also a reflection of the kind of training the Front Line Staff have 
received. Evidence from the data shows that farmers have high knowledge in 
technologies which Front Line Staff received adequate training in.
Fanning enterprises Full adoption 
% Ranking
Partial adoption 
% Ranking
Mean%
Adoption
Mean
Ranking
Crop Technology 34.1 2 51.7 1 42.9 1
Group Formation 63.3 1 0.0 7 31.7 2
Business Planning 33.3 3 24.2 5 28.7 3
Post harvest Technology 20.0 4 35.0 3 27.5 4
Livestock Technology 12.5 5 40.0 2 26.3 5
WIAD activities 0.0 7 30.0 4 15.0 6
Agro-forestry Technology 10.0 6 0.0 7 5.0 7
Non-Traditional Fanning 0.0 7 3.3 6 1.7 8
Fish-farming Technology 0.0 7 0.0 7 0.0 9
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7.1.11 Overall adoption pattern of farmers
The overall adoption pattern of the technological packages presented to fanners were 
determined using the following criteria. All fanners who adopted five or more of the 
technologies introduced to them were classified as full adopters, those who adopted 
less than five of the technologies were classified as partial adopters while those who 
did not adopt any were classified as non-adopters. Table 7.11 shows that three (2.5%) 
formers folly adopted technologies, while majority, 83.3% of the formers partially 
adopted the technologies. The remaining 14.2% did not work with the FLS.
Table 7.11 Overall adoption pattern of farmers
Overall adoption pattern Frequency Percentage
Full adoption (adopted 5 or more of the technologies) 3 2.5
Partial adoption (adopted less than 5 of the tech) 100 83.3
Do not work with FLS 17 14.2
Total 120 100.0
Source: Field Survey-1997
7.2 Relationship between extension contact and overall adoption pattern of 
farmers
This is determined to show whether there is any relationship between frequency of 
contact, number of types of extension methods used and overall adoption pattern of 
fanners.
7.2.1 Relationship between frequency of contact by FLS to farmers and overall 
adoption pattern of farmers
Table 7.12 shows that there is no statistically significant relationship (x2 =0.73, df=2,
0.5<p<0.7) between frequency of visit by FLS and overall pattern of adoption of 
fanners. Markedly lower percentage of fanners who received in frequent visits from
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the FLS are found in the full adoption category. The result suggests that adoption of 
innovation does not depend on how frequent fanners are visited but other factors also 
play major role.
Table 7.12 Frequency of visits by FLS and overall adoption pattern of fanners
Frequency of visits Total
Overall
adoption pattern 
of fanners
Frequent visits 
n %
Infrequent visits 
n %
Rare visits 
n % n %
Full adoption 2 3.0 0 0.0 1 4.8 3 2.9
Partial adoption 65 97.0 15 100.0 20 95.2 100 97.1
Non adoption 0 0.0 0 0.0 0 0.0 0 0.0
Total 67 100.0 15- 100.0 21 100.0 103 100.0
X2=0.73, df=2, 0.5<p<0.7(NS)
7.2.2 Relationship between number of types extension methods used and overall 
adoption pattern of farmers
Table 7.13 shows that there is statistically significant relationship (x2 =4.63, df=l, 
p<0.05) in the adoption pattern of farmers contacted through number of types of 
extension methods. Markedly lower percentage of fanners contacted through one or 
two extension methods are found in the full adoption category whilst markedly higher 
percentage of fanners who were contacted through the same are found in the partial 
adoption categoiy. This indicates that as the number of types extension methods used 
by FLS increases, fanners tend to adopt more of the technologies disseminated to 
them.
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Table 7.13 Farmers contacted through different extension methods and overall
Overall adoption 
pattern of fanners
Different extension methods used Total
One/two method(s) 
n %
Three methods 
n % n %
Full adoption 0 0.0 63 63.0 63 61.2
Partial adopt 3 100.0 37 37.0 40 38.8
Non adoption 0 0.0 0 0.0 0 0.0
Total 3 100.0 100 100.0 103 100.0
X2 =4.63, df=l, p<0.05
7.3 Relationship between farmers of FLS with wide or narrow span of 
knowledge and overall adoption pattern
Table 7.14 shows that there is relationship between categories of fanners and their 
overall adoption pattern for the technologies introduced by the Front Line Staff. 
Markedly lower percentage of farmers of FLS with wide span of knowledge are found 
in the full adoption category while markedly higher percentage of fanners of FLS with 
nanow span of knowledge are found in the full adoption category. The relationship 
was however marginally statistically significant^2 =2.82, df=l, 0.1<p<0.05). Thus 
indicating that span of knowledge of FLS farmers’ work with does not necessary 
determine the adoption behaviour of farmers.
Table 7.14 Fanners of FLS with wide or nanow span of knowledge and their overall 
adoption pattern ___________________________________ _______________
Overall adoption 
pattern of fanners
Fanners of FLS of different knowledge 
levels
n
Total
%n
High/wide
% n
Low/nanow
%
Full adoption 1 1.3 2 7.7 3 2.9
Partial adoption 76 98.7 24 92.3 100 97.1
Non adoption 0 0.0 0 0.0 0 0.0
Total 77 100.0 26 100.0 103 100.0
X2=2.82, df=2, 0 .l<p<0.05 (MS)
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7.4 Relationship between farmers with wide or narrow span of knowledge of 
farmers and overall adoption pattern of farmers
Table 7.15 shows that there is statistically significant relationship (x2=4.15, df=l, 
p<0.05) between farmers with wide or narrow span of knowledge and their overall 
pattern of adoption. Markedly higher percentage of farmers with wide span of 
knowledge are found in the full adoption category while markedly lower percentage of 
farmers with narrow span of knowledge are found in the full adoption group. Cell Chi- 
square values show that farmers with wide span of knowledge in the full adoption 
category contributed more than a half of the significant difference. This result 
indicates that farmers who have access to wide span of knowledge in various 
agricultural technologies tend to have higher adoption of technologies.
Table 7.15 Level of knowledge of farmers and overall pattern of adoption of farmers
Overall adoption Level of knowledge of formers Total
pattern of farmers Wide span Narrow span
n % n % n %
Full adoption 3 6.8 0 0.0 3 2.9
Partial adoption 41 93.2 59 100.0 100 97.1
Non adoption 0 0.0 0 0.0 0 0.0
Total 44 100.0 59 100.0 103 100.0
X2=4.15, df=l, p<0.05
7.5 Relationship between some personal characteristics and overall adoption 
pattern of farmers
This is to find out whether certain characteristics of farmers have effect on their 
adoption behaviour. The characteristics are gender, age, educational background, 
source of farm labour, size of extra household labour, total farmland, land ownership 
and purpose of farming.
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7.5.1 Relationship between gender of fanners and overall adoption pattern
Table 7.16 shows that there is no statistically significant relationship (x2=0-61, df=l,
0.3<p<0.5) between gender of fanners and overall adoption pattern. Markedly lower 
percentage of female farmers are found to fully adopt technologies. This suggests that 
differences in sex does not affect a farmer’s decision to either adopt or reject a 
technology.
Table 7.16 Gender and overall adoption pattern of farmers
Overall adoption Gender of fanners Total
pattern of farmers
n
Males
% n
Females
% n %
Full adoption 3 3.5 0 0.0 3 2.9
Partial adoption 83 96.5 17 100.0 100 97.1
Non adoption 0 0.0 0 0.0 0 0.0
Total 86 100.0 17 100.0 103 100.0
X2=0.61, df=l, 0.3<p<0.5 (NS)
7.5.2 Relationship between age of farmers and overall adoption pattern
Table 7.17 shows no significant relationship (%2 =0.93, df=l, 0.3<p<0.5) between age 
of fanners and their overall adoption pattern. There was however markedly lower 
percentage of farmers from 50 years and above in the M l adoption category. This 
suggest that age of fanners does not influence their decision either to adopt or reject 
innovations brought to them.
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Table 7.17 Age and overall adoption pattern o f fanners
Overall adoption 
pattern of fanners
Age of farmers(years) Total
n
20-49
% n
50 and above 
% n %
Full adoption 3 3.8 0 0.0 3 2.9
Partial adoption 76 96.2 24 100.0 100 97.1
Non adoption 0 0.0 0 0.0 0 0.0
Total 79 100.0 29 100.0 103 100.0
X2 =0.93, df=l 0.3<p<0. 5 (NS)
7.5.3 Relationship between educational background of farmers and overall 
adoption pattern
Table 7.18 shows statistically significant relationship (x2=4.2, df=l, p<0.05) between 
educational background of fanners and their overall adoption pattern Markedly lower 
percentages of fanners without or with lower education are found in the full adoption 
category whereas markedly higher percentage of fanners with high education are 
found in the full adoption category. This suggests that as the educational background 
of fanners increases, they tend to adopt technologies sent to them by the Front Line 
Staff.
Table 7.18 Educational background and overall adoption pattern of fanners
Overall adoption 
pattern of fanners
Educational background of fanners Total
No/Low schooling 
n %
High education 
n % n %
Full adoption 1 1.2 2 10.0 3 2.9
Partial adoption 82 98.8 18 90.0 100 97.1
Non adoption 0 0.0 0 0.0 0 0.0
Total 83 100.0 20 100.0 103 100.0
X2=4.2, df=l, p<0.05
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7.5.4 Relationship between source of farm labour of farmers and their overall 
adoption pattern
Table 7.19 shows no statistically significant relationship(x2=::0.5, df=2, 0.7<p<0.8) 
between source of farm labour of farmers and overall adoption pattern of farmers. 
This indicates that the kind of farm labour farmers’ use does not influence adoption of 
farmers.
Table 7.19 Source of farm labour and overall adoption pattern of farmers
Source of farm labour Total
Overall adoption 
pattern of farmers
Self/family/friend Family/hired. Family/hired
/friend n %
n % n % n %
Full adoption 0 0.0 2 3.7 1 2.9 3 2.9
Partial adoption 14 100.0 52 96.3 34 97.1 100 97.1
Non adoption 0 0.0 0 0.0 0 0.0 0 0:0
Total 14 100.0 54 100.0 35 100.0 103 100.0
X2=0.5, df=2, 0.7<p<0.8 (NS)
7.5.5 Relationship between size of extra household labour and overall adoption 
pattern
Table 7.20 shows that there is no statistically significant relationship (x2=0.9, df=l,
0.3<p<0.5) between size of extra household labour available to farmers and their 
overall adoption pattern. This indicates that adoption of technologies by farmers does 
not depend on the number of extra household labour available to them.
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Table 7.20 Size of household labour available and overall adoption pattern of 
farmers
Overall adoption of 
fanners
Size of household 
farmers
labour available to Total
n
0-3
% n
4-12
% n %
Full adoption 1 1.6 2 5.0 3 2.9
Partial adoption 62 98.4 38 95.0 100 97.1
Non adoption 0 0.0 0 0.0 0 0.0
Total 63 100.0 40 100.0 103 100.0
X2=0.9, df=l, 0.3<p<0.5(NS)
7.5.6 Relationship between total farmland available to farmers and their overall 
adoption pattern
Table 7.21 shows that there is statistically significant relationship (x2=32.1, df^ =2, 
p<0.05) between total farmland available to fanners and their overall adoption pattern. 
Markedly higher percentage of fanners who have large acreage of land tend to fully 
adopt technologies brought to them whilst markedly lower percentage of fanners who 
have relatively small acreage of land adopted fully the technologies. However, 
markedly lower percentages of fanners with large acreage of farmland are found in the 
partial adoption category. Thus total farmland available to farmers affects the 
adoption behaviour of farmers.
Table 7.21 Total farmland available to farmers and overall adoption pattern
Overall 
adoption 
pattern of 
farmers
Total farmland available to fanners Total
n %
Rel. small 
n %
Rel. large, 
n %
Large
n %
Full adoption 0 0.0 1 2.3 2 50.0 3 2.9
Partial adoption 55 100.0 43 97.7 2 50.0 100 97.1
Non adoption 0 0.0 0 0.0 0 0.0 0 0.0
Total 55 100.0 44 100.0 4 100.0 103 100.0
X2=32.1, df=2, p<0.05
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7.5.7 Relationship between total land owned by fanners and overall adoption 
pattern
Table 7.22 shows that there is no statistically significant relationship (%2=2 -4 , df=l,
0.1<p<0.2) between total land owned by fanners and overall adoption pattern even 
though markedly lower percentage of tenant farmers are found in the full adoption 
category. This shows that adoption of technologies does not depend on whether a 
fanner owns the land or is a tenant
Table 7.22 Land ownership and overall adoption pattern of farmers
Overall adoption 
pattern of farmers
Land ownership Total
Landowners Tenants
n % n % n %
Full adoption 3 5.3 0 0.0 3 2.9
Partial adoption 54 94.7 46 100.0 100 97.1
Non adoption 0 0.0 0 0.0 0 0.0
Total 57 100.0 46 100.0 103 100.0
X2=2.4 df=1 0.1<p<0.2(NS)
7.5.8 Relationship between purpose of farming and overall adoption pattern of 
farmers
Table 7.23 shows that there is statistically significant relationship (x2=9.8, df=2, 
p<0.05) between purpose of farming and overall adoption pattern of fanners. 
Markedly lower percentage of fanners who farm for subsistence purpose are found in 
the full and partial adoption categories. It was found that markedly higher percentage 
of fanners who farm for commercial purpose only are found in the full adoption 
category whilst markedly lower percentage of same are also found in the partial 
adoption category. The result indicates that because of the commercial gains expected 
as a result of the use of improved breeds/varieties of animals and crops, farmers who
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go into fanning for commercial purposes tend to adopt fully technologies delivered to 
them by the FLS.
Table 7.23 Purpose of farming and overall adoption pattern of farmers__________ _
Overall
adoption pattern
Purpose of farmin f Total
n %
Subsistence 
n %
Commercial, 
n %
Subsistence/co 
mmercial 
n %
Full adoption 0 0.0 1 33.3 2 2.02 3 3.0
Partial adopt 1 100.0 2 66.7 97 97.98 100 97.0
Non adoption 0 0.0 0 0.0 0 0.0 0 0.0
Total 1 100.0 3 100.0 99 100.0 103 100.0
X2=9.8, df=2, p<0.05
7.6 Summary
Partial adoption was the dominant pattern of behaviour as about 8 out of every 10 
farmers partially adopted packages disseminated to them There was no statistical 
significant relationship^2 =0.73, df=2, 0.5<p<0.7) between frequency of contact and 
their adoption behaviour. Fanners visited more frequently did not in any way fully or 
partially adopt technologies introduced to them. There was however statistically 
significant relationship (%2=4.63, df=l, p<0.05) between number of extension 
methods used and adoption behaviour of farmers. Farmers who were contacted with 
more number of extension methods tended to fully adopt technologies disseminated to 
them. There was marginal statistically significant relationship (x2 =2.81, df=l,
0.1<p<0.05) between fanners who work with FLS with wide or nanow span of 
knowledge and adoption pattern of fanners. There was also statistically significant 
relationship^2 =4.15, df=l, p<0.05) between the level of knowledge of fanners and 
their overall adoption pattern It was also found that age, sex, source of farm labour, 
source of household labour and land ownership have no significant effect on adoption
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however educational background of farmers, total farmland available to farmers and 
purpose of farming have significant effect on adoption
In conclusion, the level of knowledge of fanners had significant effect on the 
adoption behaviour of fanners, however the span of knowledge ofFLS farmers work 
with, marginally affected the overall adoption behaviour. Whereas frequency of 
contact had no effect, the number of extension methods used by Front Line Staff 
significantly affected the adoption behaviour of fanners. This indicates that span of 
knowledge of FLS and the frequency of contact is not important in the adoption 
behaviour of fanners, however the number of extension methods used play important 
role in improving the adoption behaviour of farmers.
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CHAPTER EIGHT
SUMMARY OF DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS
8.0 Introduction
The effort to train Front Line extension workers of the Ministry of Food and 
Agriculture (MOFA) on the agricultural training needs of fanners, has been one of 
the ways to improve their performance. However the observed poor performance of 
the Front Line Staff raises questions as to whether the contents of the training; 
provided to the extension workers affected their performance and if so which 
content is likely to enhance their performance.
The assumptions for this research is that farmers have needs and for extension 
workers to provide appropriate extension programmes to their fanners, they should 
also receive training which addresses fanners’ needs. It is expected that when this 
happens, FLS are likely to provide extension programmes to fanners which are 
appropriate to their needs. The results obtained on the training needs of fanners, 
nature and content of training and span of knowledge ofFLS, determinants of span 
of fanners knowledge, and performance of the FLS are discussed to find out whether 
they support the hypothesis which states that:
i. training that different Front Line Staff have received address farmers needs for 
technical messages to different extent.
ii. the content of programmes that extension workers give to farmers is positively 
related to the content of training FLS have received.
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iii. performance of the Front Line Staff as indicated by adoption level of their 
fanners is positively related to the extent that training they received address the 
extension needs of fanners.
8.1 Training Needs of Farmers
Fanners have needs which have to be identified through collaborative effort between 
the Front Line Staff of the Extension Services and formers they work with. To 
determine whether fanners have needs which needed to be addressed, views of 
formers on their needs were sought in all the twenty operational areas visited in the 
study area.
The training needs of the formers from Suhum Kraboa-Coaltar and West Akim 
districts in the Eastern region of Ghana were identified for crops as (i) technical 
knowledge in the cultivation, storage and simple methods of processing of maize, 
cassava, plantain, vegetables, oil palm, citrus, cocoyam, pineapple, sugar-cane, rice, 
black pepper, groundnut, mango, (ii) the practice of agro-forestry i.e. the cultivation 
of teak and (iii) the need for fanners to have knowledge in the detection of disease in 
plants and how to use chemicals like weedicides on their farms.
In livestock, areas in which farmers needed training in included- the production of 
livestock, detection and treatment of diseases in sheep, goats, cattle, rabbits, ducks. 
Other enterprises in which fanners need information are production of snails, 
mushrooms, fish farming and bee-keeping. Atwood (1967) aptly summarizes some 
thought as to the importance of involving adult learners in identifying and analyzing
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their own educational needs. The rationale for a sound diagnostic procedure in adult 
education seems to rest upon one basic question -that learning experiences for adults 
should be designed to meet what they perceive to be their real needs.
If one accepts this basic assumption, the importance of diagnostic procedure or a 
basis for planning becomes readily apparent. The procedure must be one that leads 
to collaborative identification of real educational needs by the public affected and 
the adult educator. Such collaborative effort between farmers and Front Line Staff to 
identify farmers needs was non-existent in the study area. A situation which can 
cause the fanners to see any programme brought to them as extension agent’s 
programme and not theirs (Savile, 1978). This might lead to non acceptance of 
messages disseminated by FLS. Oladepo, Adeniyi, Parker & Foushee (1991) found 
in Nigeria that often training programmes in health education are planned for rather 
than with participants, and thereby may not meet the participants training needs. The 
work done by Brenes (1995) and Connors (1995) affirm the importance of assessing 
the needs of groups of people an organisation is to work with, as was the case of 
limited resource fanners of Camuy, Puerto Rico and Adult Educators of Dmitrov 
District-Russia respectively.
8.2 Training received by the Front Line Staff
The Front Line Staff has to improve upon his knowledge on constant changes in 
agricultural technologies, learn aspect of extension work not covered during the 
basic training and learn about new procedures, approaches, techniques and teaching 
aids in extension work through in-service training. The type of training the Front
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Line Staff have received, shows that a higher percentage (72%) were classified as 
having wide span of knowledge and 28% have narrow span of knowledge. This high 
knowledge factor could be attributed to the fact that a greater percentage (92%) of 
the Front Line Staff have been attending monthly in-service training where new 
innovations are taught and farmers problems discussed. Front Line Staff who 
attended the monthly in-service training had wide span of knowledge, The reason is 
that it was only at the monthly in-service training where the FLS at least received 
training in most, if  not all the training needs of farmers in the study area. This 
indicates that the in-service training organized served a good purpose and that if 
topics are introduced and treated appropriately at that level, it will help produce well 
trained and competent Front Line Staff who will be able to help farmers identify and 
solve their training needs even if they are unable to gain admission to the University.
Few (20%) of the Front Line Staff had the opportunity of attending higher institution 
i.e the University, where contents of their curricular was expected to cover most of 
the aspects of competencies required by them to perform their expected roles. The 
reasons might be that majority of the Front Line Staff do not have the necessary 
admission requirements to enable them enter the University. However the span of 
knowledge of FLS was not related to attendance of higher institution. The reason 
that could be assigned were that the FLS were trained in Crops, Animal Science, 
Agricultural Economics and Agricultural Extension which did not exhaust the 
training needs of farmers in the study area.
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It was therefore expected that the local monthly in-service training sessions 
organized at the district level make up for the deficiency. Majority of the Front Line 
Staff (70%) indicated they have received training in crop production, livestock 
production and extension methods during the pre-service and in-service training. A 
look at the training topics for the FLS monthly in-service training from the Training 
Officer for 1995/96 and that enumerated by the Front Line Staff through interview, 
showed that greater emphasis was however placed on crop production (>60%) whilst 
majority (60%) of the Front Line Staff did not receive training in mushroom 
production, snail production and bee-keeping which formed part of the training 
needs of the farmers.
Even though more than 60% of the Front Line Staff indicated they received training 
in fish farming, women in agricultural development (WIAD) activities, agro-forestry 
practices and post harvest technology during the in-service training, it was observed 
that little emphasis was placed on them. On the contrary the study showed that much 
attention was given to training the Front Line Staff in crop production and little 
training in important topics like livestock production, fish farming, mushroom 
production and bee-keeping which form part of the training needs of the farmers in 
the study area.
Aspects of extension delivery i.e. extension methodology, programme planning, 
farm budgeting and participatory rural approach were also least taught during the in- 
service training. The disparity in the training of the Front Line Staff for the various 
technologies could be attributed to factors like the cost of inputs, availability of
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inputs, and availability of Subject Matter Specialist. It could be seen that whilst 
inputs needed to train Front Line Staff on crop technology is low in cost, available 
and easy to handle, that for livestock, snail production, bee-keeping, fish farming 
and agro-forestry are expensive, not easily available and sometimes bulky to handle 
at training sessions. There are also more Subject Matter Specialists for crops than 
the other technologies. Because of these constraints, technologies other than crops 
are treated superficially during the in-service training sessions.
Attention was not put on developing the communication skills of the Front Line 
Staff. More than 60% of the Front Line Staff indicated they did not receive training 
on aspects of extension delivery i.e. adoption process, barriers to communication, 
non-verbal communication, channels of communication and characteristics of 
innovation. Other work by Geker et al. (1990) also affirms this result when they 
indicated that training will be required by field-level staff in practical skills and 
improved agricultural technology as well as in extension methods and 
communication skills. Furthermore the beneficiary assessment report on NAEP by 
MOFA (1997) indicated that inadequate training in management and extension 
communication skills results in slow diffusion of extension messages.
The result of this study disagrees with Gatere (1986/87) who indicated that attention 
should be paid to developing communication skills which at present are lacking. 
Furthermore it disagrees with both MacDonald & Hearle (1984) who wrote that for 
change agents to be effective in their work, they must combine their technical 
knowledge with communication skills, and Maunder (1973) who also indicated that
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the ability to communicate determines to a very large degree the success or failure of 
an extension worker. The reasons that might be assigned to this situation is that 
some agricultural administrators have the notion that anybody who has knowledge in 
the technical subjects could impart it to fanners and so do not see the urgency in 
training Front Line Staff in extension skills. The other factor is the non availability 
of Subject Matter Specialists for agricultural extension. More extension specialists 
should be trained and assigned the responsibility of training the Front Line Staff on 
extension skills.
The span of knowledge of the Front Line Staff was not related to attendance of 
induction training. However because it gives insight into the mission, philosophy, 
rules and regulations of the organisation the FLS will be working with as well as the 
kind of job they are going to undertake, it is suggested that they are taken through it 
since it gives them the needed confidence. Insufficient budgetary allocation has 
always been attributed as cause of the non-conduct of induction training, however a 
look at the conduct of induction training in the Ministry could help solve the 
problem. Previous induction training sessions took the form of a nation wide trip for 
extension workers to familiarise themselves with some of the agricultural set-up in 
the country. A situation which really calls for huge sum of money. To be able to 
induct officers and at the same time cut down cost, induction training should be 
organised for officers in their respective regions or districts as the case is now.
There was statistically significant relationship (x2-4.09, df=l, p-0.042) between 
span of knowledge of the Front Line Staff and number of years in an operational
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area. Front Line Staff who have stayed in their operational area for longer period (>4 
years) have wide knowledge. The reasons might be that the Front Line Staff have a 
fair view of the problems in the area which are sent to the monthly t rain ing sessions 
for discussions and solutions from the Subject Matter Specialists and other 
agricultural workers.
To summarise, emphasis have been put on training the Front Line Staff in crop 
production both at the pre-service and in-service training sessions. Higher in-service 
training also focused on Crop science and Animal science. The Front Line Staff 
received least training in agricultural enterprises like mushroom production, bee­
keeping, fish farming and non-traditional fanning enterprises which form part of the 
extension needs of fanners in the study area. FLS were giving least training in 
extension skills at all levels of their training. As a result of the type of training Front 
Line Staff have received, a greater percentage (72%) had wide span of knowledge 
and 28% had narrow span of knowledge of farmers training needs. The different 
levels of knowledge of the Front Line Staff in fanners needs indicates that different 
Front Line Staff will address fanners needs for technical messages to different 
extent.
8.3 Determinants of span of farmers’ knowledge
A greater percentage ofFLS have wide span of knowledge of agricultural activities 
that farmers are engaged in, and is expected that a greater percentage of farmers will 
have wide span of knowledge about their needs. However, on the contrary, majority 
of the fanners turned out to have narrow span of knowledge about the agricultural
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activities they are engaged in. This indicates that fanners’ span of knowledge in 
agricultural activities is not related to the span of knowledge of the Front Line Staff 
they work with. The reason that could be assigned to this, is that because the Front 
Line Staff were expected to train farmers on many needs, they were introduced to 
many topics during the monthly in-service training without going into detail. This 
increased the span of knowledge of the Front Line Staff, however because they did 
not have a firm grasp of the subject matter involved, they could also not effectively 
impart to farmers during their visits.
Other factors like the frequency of contact by the FLS significantly(xi2=6.48,df=2, 
p<0.05) affected the span of knowledge of farmers. Fanners who received frequent 
visits from the Front Line Staff had wide span of knowledge. The number of types of 
extension methods used had no significant effect on the span of knowledge of 
fanners. Farmers differ in the way they accept technologies and so as they are 
frequently visited by the FLS, farmers develop confidence in the FLS while the FLS 
also become experienced in handling farmers problems. The aggregate effect is that 
fanners accept messages from the FLS. Staudt (1975/76) found that no extension 
project can be successful if the extension worker has little contact with the 
prospective participant.
8.4 Performance of the Front Line Staff
The pattern of adoption of the technological packages by farmers showed that partial 
adoption was the dominant behaviour of farmers in the study area. This was as a 
result of the trend observed in the extent of training received by the Front Line Staff
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in the technological packages: crop production > post harvest > livestock production 
> WIAD activities > agro-forestiy > fish farming > non-traditional fanning (Table 
5.22). This led to a conesponding increase in adoption of technologies that the Front 
Line Staff received adequate training in, the order being: crop production > group 
formation > business planning > post harvest > livestock production > WIAD 
activities > agro-forestry > non-traditional farming > fish farming (Tables 7.10). 
This results agrees with work done by Mtunzi (1990) who found increase in 
performance of groups involved when the contents of their training needs formed the 
basis of their training.
The Front Line Staff have been trained very much in crop production both at the pre­
service and the in-service periods compared to the other training needs enumerated 
by the fanners and so more farmers adopted technology on crop production Other 
farmers training needs like mushroom production, snail production, mushroom 
production, bee-keeping, fish fanning in which the Front Line Staff did not receive 
much training were not adopted well by farmers. The result agrees with the 
beneficiary assessment report on NAEP by MOFA (1997) which found evidence of 
adoption of basic messages of planting in rows, conect planting densities, improved 
seeds and planting materials, organic manuring and post harvest management of 
crops.
The span of knowledge of farmers significantly (x2=415, df=l, p<0.05) affected the 
overall adoption pattern of fanners as they adopted technologies which Front Line 
Staff received adequate training in. This indicates that in those technologies, the FLS
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had better understanding of the principles and practices involved and that gave them 
the much needed abilities to impart to fanners. The statistical significant relationship 
between attendance of in-service training and level of knowledge of the Front Line 
Staff suggests that the performance of the extension agent could be enhanced if they 
are given appropriate in-service training tuned towards the training needs of fanners.
There was also no statistical significant relationship Oc2 =0.7, df=2, 0,5<p<0.7) 
between frequency of contact and the overall adoption behaviour of fanners. There 
was however statistically significant relationship^2 =4.63, df=l, p<0.05) between 
number of extension methods used and fanners’ overall adoption pattern. Fanners 
who were contacted by the Front Line Staff through three extension methods tended 
to adopt technologies. This result agrees with the theory which says that increasing 
the number of methods used on a group of people increases the number of people 
who change their practice (Ministry of Agriculture,1955). Fanners who received 
frequent visits from the FLS were expected to have had higher adoption of 
technologies because of the continuous interaction between fanners and Front Line 
Staff as a result of the confidence they might have in the Front Line Staff. The result 
however shows otherwise. This shows that it takes more than just frequent visits to 
fanners in order to have them adopt technologies.
The Front Line Staff worked mostly with younger male farmers. The reason may be 
that a greater percentage of the Front Line Staff were males and so naturally visited 
male fanners. The other reason may be due to the culture of the study area where 
women, because of certain roles expected of them, allow their husbands to attend
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almost all meetings and report to them. This is contrary to the notion that our 
farming population consisted of mostly the aged. The present study suggests that 
farmers are no more only farm ing for subsistence purpose but are conscious of its 
commercial significance. They see farm ing as a business and therefore have entered 
into it first to feed themselves and their families and then make a living out of it.
Other personal and socio-economic characteristics of farmers had effect on their 
adoption pattern. Educational status, total farmland available to farmers, and 
purpose of fanning all had statistically significant effect on the overall adoption of 
the technologies delivered to the fanners. This result agrees with work done by other 
researchers who also found significant differences between some personal and 
socio-economic characteristics and adoption of certain innovations. Feder et al. 
(1982) found that farm size can have different effect on the rate of adoption 
depending on the characteristics of the technology and institutional setting. More 
specifically, the relationship of farm size to adoption depends on such factors as 
fixed adoption cost, risk preferences, human capital, credit constraints, labour 
requirements, tenure anangements, etc.
Similarly, Weil (1970) found in Africa that the adopters of ox cultivation cropped 
larger areas and operated significantly larger farms than those using hand cultivation. 
Binswager (1978) also found strong positive relationship between farm size and 
adoption of tractor power in Asia. On the contrary, Ruttan (1977) found that neither 
farm size nor tenure has been a serious constraint to the adoption of High Yielding 
Varieties (HYVs) of grain, but while smaller farmers and tenants tended to lag
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behind larger fanners in the early years following the introduction, these lags have 
typically disappeared within a few years. Evenson (1973) found that education plays 
a strong role in the determ ining rates of adoption of new technology in developing 
agriculture. Lockhead, Jamison and Lau (1980) supported this assertion by finding a 
significant relationship between education indicators and farm productivity. Hicks 
and Johnson (1974) found that higher rural labour supply leads to adoption of 
labour-intensive rice varieties in Taiwan.
It could therefore be derived from the above discussion that the span of knowledge 
of the Front Line Staff has no significant relationship on both the knowledge and 
adoption behaviour of farmers. By this, it could be concluded that if  the training of 
the Front Line Staff is aimed only at increasing their span of knowledge of the 
agricultural technologies as it is the case in the Training and Visit (T&V) system, 
without going into detail, they cannot effectively address the needs of farmers and 
thus will lead to poor adoption of agricultural technologies. Thus the expectation for 
this research that farmers ofFLS with wide span of knowledge will have wide level 
of knowledge and thus higher adoption of technologies did not hold.
8.5 Conclusion
This research on the effect of training on extension workers’ performance was based 
on the assumptions that fanners have needs and for the extension workers to be able 
to provide appropriate training to farmers, they should be trained in those needs. 
This is likely to enhance extension workers’ performance. From the study, the areas 
that farmers needed information and skills in are (i) crop production, (ii) livestock
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production (iii) non-traditional farm ing which include bee-keeping, mushroom 
production, snail production (iv) fish fanning and (v) farm management skills.
The Front Line Staff is expected to be trained in these needs of farmers. However the 
training of the Front Line Staff at the pre-service focused mainly on crops, livestock 
and extension methods. Further school education, especially at the University level, 
also trained Front Line Staff on agricultural extension, crops, livestock, agricultural 
economics, mechanisation and home management. Since few of the Front Line Staff 
had the opportunity to enter university, the only alternative was the local monthly in- 
service training. The in-service training which was supposed to make up the 
differences also focused on crop production to the neglect of other needs of fanners. 
Induction training however received least attention.
Based on the extent of matching between the contents and methods of extension 
messages needed by farmers and the training provided to the Front Line Staff, 72% 
of the Front Line Staff have had training in a wider range of information needs of 
farmers, whilst 28% have narrow level of knowledge. It was also found that 74.2% 
of the fanners worked with Front Line Staff with wider span of knowledge of 
fanners needs whilst 25.8% worked with Front Line Staff with narrow span of 
knowledge of farmers information needs. There was no significant difference 
between the overall adoption pattern of fanners of Front Line Staff with wide or 
narrow span of knowledge of fanners information needs. Significant difference was 
observed in the overall adoption pattern of technologies for farmers with wide and
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narrow range of knowledge. Farmers with wide knowledge adopted technologies 
more than farmers with narrow range of knowledge.
Figure 8.1 shows the relationship between span of knowledge of FLS in fanners’ 
needs, extension contact (i.e. frequency and number of methods used), and personal 
and socio-economic characteristics of fanners on adoption. The figure shows that the 
span of knowledge (wide or nanow) of Front Line Staff has no significant effect on 
how frequent they visit farmers as well as the number of extension methods they use 
to disseminate messages to fanners. There was however marginal significant 
difference between the span of knowledge of FLS and adoption behaviour of 
fanners. It again shows that fanners who were frequently visited by FLS did not 
adopt more technologies, however those who had three different extension methods 
used on them adopted more of the technologies. Finally it shows that certain 
personal and socio-economic characteristics i.e. educational background, size of 
land, and purpose of farming should be considered when dealing with farmers on 
innovations since they affect adoption behavoiur.
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EXTENSION CONTACT
FIGURE 8.1 Relationship between span of knowledge of FLS in farmers’ 
extension needs, extension contact and personal characteristics of farmers on the 
adoption pattern of farmers
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The study also showed that certain personal and socio-economic characteristics 
however affected the level of knowledge and adoption behaviour of Front Line Staff 
and fanners respectively. Whilst attendance of in-service training and number of 
years spent in an operational area had significan t effect on the level of knowledge of 
Front Line Staff, gender, educational background, total farmland available, and 
purpose of fanning had significant effect on the overall adoption pattern of farmers.
To summarize, the study shows that there was marginal significant relationship 
between span of knowledge ofFLS and adoption pattern of fanners. However other 
factors like number of extension methods used to disseminate information to fanners 
and some personal characteristics of fanners also play key role in enhancing the 
adoption behavour of fanners. This suggests that in addition to the technical 
subjects, Front Line Staff should be trained very well in aspect of extension delivery. 
Since there was higher adoption of technologies that the Front Line Staff received 
adequate training in, it could be concluded that training extension workers into detail 
on the contents of farmers needs positively affected their performance.
8.6 Recommendations
Based upon the purpose and objectives of the study and data analysis, the following 
recommendations are made.
Policy recommendation
The provision of training based on fanners needs was likely expected to enhance the 
performance of the Front Line Staff. The result of this study shows that there was
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only a marginal significant difference in the adoption behaviour of fanners of the 
two categories of FLS ( i.e. wide and narrow span of knowledge), rather farmers 
adopted technologies in which FLS received adequate training. It is recommended 
that the Front Line Staff are given in-depth training on the topics treated during the 
monthly in-service training sessions. The training should include enterprises like 
livestock production, snail production, mushroom production, bee-keeping and fish 
farming. They should also be trained in aspects of extension delivery which include 
extension methodology and communication skills, and programme planning. This 
will enable them to properly identify fanners needs and help them to effectively 
disseminate technical messages on farmers needs.
Research recommendation
The Front Line Staff are trained on technological needs of farmers to enable them 
also train farmers. But since the study showed that other factors affected the kind of 
messages that got the farmers, it will be appropriate to conduct research to determine 
whether the messages given by the Front Line Staff to farmers are the same as what 
they receive during training since differences in the two could likely affect the 
adoption behaviour of farmers. Further research should also be conducted to 
determine the extent to which the content of training of the Front Line Staff during 
the monthly training sessions should go that will likely enhance their performance.
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PERSONAL COMMUNICATION
1. Sakyi-Dawson, 0.(1997). Lecturer. Department of Agricultural Extension, 
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157
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APPENDIX 1
INTERVIEW CHECKLISTS FOR DETERMINING 
FARMERS’NEEDS
1. What types of crops and animals are grown and reared respectively in 
your area. Rank them according to their order of importance?
2. Let us draw a calendar of seasons and fanning activities undertaken 
for each crop or livestock in this area.
3. On which crops and livestock do you need technical messages from 
the extension officer?'
4. Which method(s) and channels) of communication do you prefer to 
be used by the extension officer to present messages to you? Rank 
them according to the order of preference.
5. For the extension officer to clarify his messages to fanners, what 
teaching aids/methods do you prefer he uses?
6. What other activities/messages apart from the above you think if  
given by the extension officer will have a positive effect on your 
farming activities?
7. Have you ever had an opportunity through a forum to discuss your 
needs with the extension officer?
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APPENDIX 2
THE EFFECT OF TRAINING ON EXTENSION WORKERS’ PERFORMANCE
AGRICULTURAL EXTENSION DEPARTMENT 
UNIVERSITY OF GHANA
SURVEY INTERVIEW QUESTIONNAIRE FOR FARMERS
1. This survey is being conducted in an attempt to assess the effect of training on job 
performance of the Front Line Staff(FLS).The areas covered are as follows:
Part A— Personal and socio-economic characteristics of respondents
Part B— Performance of the Front Line Staff.
2. The information you provide in this questionnaire will be held in confidence.
3. Thank you for your co-operation,
J.Nketia Gyenfie
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PERSONAL AND SOCIO-ECONOMIC CHARACTERISTICS
0.
1 .
2 .
3.
4.
5.
6 .
7.
8.
9.
10. 
11. 
12.
13.
Questionnaire Number..
District........................
Village.........................
Sex: l.M
Age(yrs)
er......
[ ] 2.F [ ]
l. 15-19 [ ]
2. 20-29 [ ]
3. 30-39 [ ]
4. 40-49 [ ]
5. 50 and above [ ]
Educational background 
0.
1.
2.
3.
4.
5.
]No schooling 
M.S.L.C./J.S.S 
O’Level/S.S.S 
A’Level 
University
Other(specify)..........
Source of farm labour?
1. Family
2. Hired
4. Reciprocal(Nnoboa)
8. Other(specify)................................................................
Number of members of household available to provide labour to you?..
What is the total farm land available to you for farming?.....................
What size of the total land available to you is owned by you?..............
What size of the total land available to you is hired by you?.................
How long have you been farming?
[ ]
[ ]
[ 1
1.
2.
3.
4.
5.
Purpose of farming?
0.
1 . 
2.
3.
4.
l-4yrs 
5-9yrs 
10-14yrs 
15-19yrs 
20yrs Above
Cannot tell 
Subsistence 
Commercial 
Both subsistence and Commercial [ 
Other(specify)......................................
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PERFORMANCE OF FRONT LINE STAFF
A. FARMERS’ ACCESS TO EXTENSION EDUCATION 
14 What is the frequency of contact?
1. Daily [ ]
2. Weekly [ ]
3. Fortnightly [ ]
4. Monthly [ ]
5. Bi-monthly [ ]
6. Cannot Tell [ ]
7. Other(specify)...................................................
B. OUTCOME OF THE INTERACTION RF.TWF.FN FARMER AND 
EXTENSION WORKFR .
Indicate by ticking [ ] Yfij/or NO from the table below the activities in which you have
MESSAGES YES NO
15. Row planting/spacing
16. Use of hybrid varieties of plant
17. Applying fertilizer to crops
18. Good nursery practices
19. Application of insecticide/fungicide
20. Timely harvesting
21. Timely weeding
22. Chemical treatment of maize
23. Storing treated maize in narrow crib
24. Construction of narrow crib
25. Use of improved breeds of animals
26. Proper housing of farm animals
27. Proper feeding of farm animals
28. Dry season feeding of farm animals with hay/silage
29. Proper watering of farm animals
30. Good sanitation in pens of farm animals
31. Agroforestry practices
32. Fish farming
33. Preparation of Soya milk
34. Addition of soybean to dishes
35. Construction of smokeless stove
36. Simple methods of preserving vegetables
37. Formation of fanner groups
38. Planning of farming activities
39. Farm record keeping
40. Snail production
41. Mushroom production
42. Yam Minisett Technology
43. Plantain Minisett Technology
44. Beekeeping
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C. PROCESS OF DELIVERY OR EXTENSION METHODS USED
Indicate by ticking k / l  how the Front Line Staff reaches you with technical messages.
PROCESS/TYPE TICK
45. INDIVIDUAL METHOD
1. Farm Visit
2. Home Visit
4. None above
46. GROUP METHOD
1. Method demonstration
2. Result demonstration
4. Field trips/tours
8. Fanner Meeting
16. None above
47. MASS METHOD
1. Radio
2. Posters
4. None above
48. TEACHING AIDS
1. Blackboard
2. Photograph
4. FlipChart
8. Real object
16. None above
P . RESULT OF ACCESS
How have you responded to the messages given to you through your interaction with the 
Front Line Staff ? ______________
MESSAGES ADOPTED 
Y N
Reasons for 
adoption
Reasons for 
non-adoption
49. Row planting/spacing
50. Use of hybrid varieties of plant
51. Applying fertilizer to crops
52. Good nursery practices
53. Application of insecticide/fungicide
54. Timely harvesting
55. Timely weeding
56. Chemical treatment of maize
57. Storing treated maize in narrow crib
58. Construction of narrow crib
59. Use of improved breeds of animals
60. Proper housing of farm animals
61. Proper feeding of farm animals
62. Dry season feeding of farm animals 
with hay/silage
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63. Proper watering of farm animals
64. Good sanitation in pens of farm 
animals
65. Agroforestry practices
66. Fish farming
67. Preparation of Sova milk
68. Addition of soybean to dishes
69. Construction of smokeless stove
70 Simple methods of preserving 
vegetables
71. Formation of fanner groups
72. Planning of farming activities
73. Farm record keeping
74. Snail production
75. Mushroom production
76. Yam Minisett Technology
77. Plantain Minisett Technology
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APPENDIX 3
TH E  E F F E C T  O F  TRA IN ING  ON  EX TEN S ION  W ORKER S ’ PER FORM ANCE
AGR ICULTURAL  EXTEN S ION  D EPARTM ENT  
UN IVERSITY  O F  GHANA
SURVEY  IN TERV IEW  QUEST IONNA IRE  F O R  TH E  FRON T  L IN E  STAFF
1. This survey is being conducted in an attempt to assess the effect of training on job 
performance of the Front Line Staff. The areas to be covered are as follows:
Part A—. Personal characteristics of the Front Line Staff
PartB.— Training Front Line Staff has received
2. The information you provide in this booklet will be held in confidence
3. Thank you for your co-operation.
J .  N ketia  G yenfie
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PER SONAL  CHARACTER IST IC S
0.
1.
2.
3.
4.
5.
6.
7.
8.
Questionnaire Number..
District........................
Operational Area.........
Age(yrs) 1.
2.
3.
4.
5.
Gender: 
Marital Status
15-19 
20-29 
30-39 
40-49 
50-59 
1 Male[ ] 2.Female[ ]
1. Married [ ]
2. Single [ ]
3. Divorced [ ]
4. Separated [ ]
5. Widowed [ ]
6. Other(specify).....................
Agricultural College attended.................................
Year of completion.................................................
How long have you been in your operational area?
1.
2 .
3.
4.
5.
l-2yrs 
2yrs 
3yrs 
4yrs 
5yrs above
9. How long have you worked with the Dept, of Agricultural Ext Services.?
1.
2 .
3.
4.
5.
Less than lyr 
lyr- 4yrs 
5yrs- 9yrs 
10yrs-14yrs 
15yrs above
[ ]
10. How many years have you worked as a Front Line Staff?
1. Less than lyr [ ]
2. lyr- 4yrs [ ]
3. 5yrs- 9yrs [ ]
4. 10yrs-14yrs [ ]
5. 15yrs above [ ]
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TRAINING PROVIDED TO THE FRONT LINE STAFF
Indicate by ticking [ » ] the subject areas you have received training to enable 
you perform your job and show the source of the training. Where not applicable, 
indicate with N/A.
SUBJECT AREAS TICK PRE­
SERVICE
IN-
SERVICE
11. Crop production
12. Livestock production
13. Poultry production
14. Fish farming
15. Agro-forestry
16. Home management(WIAD)
17. Post harvest management
18. Communication principles
19. Adoption process
20. Non verbal communication
21. Barriers to communication
22. Characteristics of innovation
23. Channels of communication
24. Extension teaching methods
25. Use of teaching aids
26. Mushroom production
27. Beekeeping
28 Snail production
29. Programme planning
30. Were you given induction training when first employed?
l.Yes[ ] 2.No [ ]
31. What were the contents of the induction training
32 Is induction training important? Give reasons
33 Have you attended a higher institution apart from the agricultural college, if so 
indicate the type of institution
0. None [ ]
1. Polytechnic [ ]
2. Specialist [ ]
4. University [ ]
8. Other(specify).....................................
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34. T ist the content of the above course?
37.
38.
39.
40.
41.
COURSE CONTENT
1.
2.
4.
8.
35. Have you been attending in-service training during the past two years?
1. Yes [ ] 2. No. [ ]
36. If yes, list the topics you have treated
1995 1996
If no, why?.............................................................................................
Is the in-service training adequate? if yes, give reasons. .......................
If not adequate, give reasons.....................................................................
If not adequate, which areas do you more training? (Jive details of this.
In your opinion, at what stage of the training of the Front Line Staff should the 
areas you have identified be incorporated. Tick whichever is applicable.
1. Agricultural College [ ]
2. Induction training [ ]
4. In-service training [ ]
8. Cannot tell t ]
16 Other(specify)...................
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