Bachelor of Agriculture Honours in Agricultural Extension and Rural Resource Management

The purpose of the Bachelor of Agriculture Honours in Agricultural Extension and Rural Resource Management is to develop the capacity of Agricultural Extension Practitioners who will work in agricultural and rural development in the NGO sector, for government service, for agri business and for other private sector companies involved with farmers and rural communities

The Bachelor of Agriculture Honours (BAgric (Hons) graduates will contribute to enhance the quality and effectiveness of agricultural extension services. They will help meet the demand needed for professionals who can lead and manage agricultural extension through the complex world of agricultural and rural transformation.

Upon completion of the qualification, a qualifying learner will being able to

• Provide leadership in an extension unit by designing, implementing, integrating and managing of extension projects and programmes.
• Co-ordinate and evaluate extension communication plans by using written and verbal communication techniques and skills.
• Evaluate theories and practices of behaviour of change and innovation in extension.
• Further their learning, practice and careers within the agricultural extension and/or associated industries and through their own personal growth.
• Expand the capacity of farmers and communities to integrate various agricultural systems and resource bases with one another and with non-agricultural activities.
• Expand the capacity of farmers and communities to resolve more complex conflicts inhibiting development.
• Contribute to the sustainability of extension, advisory and development services to communities.

This qualification includes broader and specialised competencies in terms of communication, behaviour changes, facilitation, leadership and group dynamics, adult learning, technology innovation and transfer, project planning and management, extension evaluation and community development. It also includes client orientation and customer focus, service delivery innovation, problem solving, honesty and integrity and people management and empowerment.

Rationale

The South African agricultural landscape has a long history of inequitable development. There are millions of land users who are marginalised from the mainstream agricultural sector and the social and economic benefits derived thereof. The qualification offers an opportunity to transform the South African agricultural and enable the masses that were denied full participation. One of the ways to do this is through training Agricultural Extensionists who can contribute to the development of farmer capacity for production, research, innovation and agri-business to help reach food security goals and increase productivity, international competitiveness and profitability.

In Mpumalanga, the agricultural sector is the largest user of land, covering approximately 68% of the province. The province is well known for citrus, subtropical fruit, nuts and a variety of vegetables. To this can be added many thousands of hectares of commercial forestry. Together, these two industries can and do have significant social, economic and environmental impact. The province is well positioned to expand its contribution to gross domestic product as well as to the livelihoods of thousands of smallholder farmers. Together, forestry and agriculture have, however, also caused increasing degradation of natural vegetation and ecosystems on the Mpumalanga Highveld.

Agricultural extension is an important element in the transformation of the agricultural sector in South Africa. The National Development Plan calls for increasing and refocusing investment in research and development for the agricultural sector. To carry this investment to farmers and to engage them in the process will require a constant stream of Agricultural Extensionists between now and 2030 and beyond.

The Bachelor of Agriculture Honours ) is a progression from the Bachelor of Agricultureand i It promotes life-long learning as training takes place by putting emphasis on critical thinking, problem-solving and reflection. The qualification prepares graduate for further study and research in Agricultural Extension.

Agricultural extension (in the broader context of agricultural development) was identified among the critical skill shortages identified by the South African National Strategy for Agricultural Education and Training. Further, the Norms and Standards developed for agricultural extension in South Africa indicated a need to strengthen the knowledge and skills within agricultural extension including skills as well as in practical agricultural skills.

This qualification allows learners to work in agricultural and rural development in the NGO sector, for government service, for Agri business and for other private sector companies involved with farmers and rural communities.

Recognition of Prior Learning (RPL)

RPL will be applied in accordance with the university policy. Students who require help applying for RPL will receive assistance.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Agriculture, NQF Level 7.

Or

• Advanced Diploma in Agricultural Extension, NQF Level 7.

Or

• Similar agricultural qualifications, NQF Level 7.

This qualification comprises compulsory modules at Level 8 totalling 120 Credits.

Compulsory Modules Level 8, 120 Credits

• Systems thinking foundations, 15 Credits.
• Advanced extension theory and practice, 15 Credits.
• Project design and management, 15 Credits.
• Rural development placement, 30 Credits.
• Extension research project, 45 Credits.

1. Provide leadership in an agricultural extension unit to promote excellence and effectiveness in service delivery.
2. Apply critical communication skills to agricultural extension practice and research to promote learning.
3. Apply the principles of group dynamics and leadership amongst interacting groups to improve effectiveness of the groups.
4. Critically evaluate theories and practices of behaviour change and innovation in agricultural extension to improve learning among practitioners and clients.
5. Conduct scientific research in an area relevant to agricultural extension to develop postgraduate level research and writing skills.
6. Facilitate learning in a variety of development settings.

Associated Assessment Criteria for Exit Level Outcome 1

• Design, implement, integrate and manage extension/development projects and programmes in a manner consistent with the principle of good leadership.
• Manage an agricultural extension unit in accordance with the mandate, objectives and policies of the parent organisation.
• Mentor colleagues and subordinates in extension to foster excellence in performance and commendable behaviour.
• Select, integrate, and evaluate extension theories and approaches in a manner that demonstrates critical thinking.

Associated Assessment Criteria for Exit Level Outcome 2

• Assess, integrate, develop communication plans to enhance two-way learning.
• Coordinate multiple development communication plans to maximise overall impact of the qualifications being implemented.
• Evaluate multiple development communication plans against intended outcomes of the qualifications being implemented.
• Use written and verbal communication in a manner that is consistent with scientific research.

Associated Assessment Criteria for Exit Level Outcome 3

• Assess; evaluate theories, principles, techniques and tools of group dynamics in a manner that demonstrates critical thinking.
• Integrate and evaluate the implementation of theories, principles, techniques and tools of group dynamics to determine effectiveness in terms of the intended outcomes of the qualification being implemented.
• Form appropriate groups to facilitate their functioning for enhance effectiveness.
• Foster the practical use of leadership principles and skills to improve group credibility among stakeholders.
• Facilitate group discussions and decision-making to improve achievement of group goals.

Associated Assessment Criteria for Exit Level Outcome 4

• Establish a methodology to evaluate theories and processes that is consistent with scientific research.
• Evaluate theories and processes of behaviour change, diffusion and adoption of innovations, participatory technology innovation/development and decision-making according to the established methodology.
• Draw conclusions from the evaluation that shows critical thinking.
• Develop recommendations regarding theories and processes in accordance with the evaluation.
• Disseminate recommendations among practitioners and clients to promote learning.

Associated Assessment Criteria for Exit Level Outcome 5

• Design a research project to investigate an issue relevant to an extension.
• Develop a theoretical framework for the research based on a review of relevant literature.
• Conduct original primary research using a research methodology that is scientifically defensible
• Develop and articulate findings from research in a manner consistent with scientific research standards.
• Draw conclusions and recommendations from the research findings showing critical thinking.
• Document the completed research in a manner that is consistent with peer reviewed scientific research publications. [Range: publishable research article; minidissertation/thesis; conference paper].

Associated Assessment Criteria for Exit Level Outcome 6

• Express a learning theory as framework for human comprehension of interactions with the environment where knowledge is constructed/created rather than acquired including learning cycles (e.g. Kolb).
• Articulate self-directed learning using a formal framework.
• Clearly articulate critical reflection on strengths and weaknesses showing steps for improvement.
• Apply appropriate learning theory (e.g. Kolb) in a complex real world setting to plan a strategy to foster and support learning and capacity to learn.
• Clearly articulate the learning theory in research.

Integrated Assessment

This qualification and all its modules are set at Level 8. Therefore, the learning and related assessment are aligned to the relevant Level Descriptors. Assessment will primarily be in the form of written papers that will require learners to demonstrate their capacity to communicate their learning in an appropriate language. Among the types of papers required are the following:

• Technical/Professional reports showing understanding of and application of theory in a real-world setting.
• Reflection/Learning reports demonstrating the learner's ability for critical self-reflection and critical analysis of collective learning and the learning of others.
• Project reports showing the capacity to translate theory and practice into realistic and viable programmes of activity for the benefit of others.
• Research projects showing the capacity to conduct basic primary and secondary research and to write appropriately about the process, findings, conclusions and implications.

Formative and Summative Assessment

• Assessment will be primarily formative through the mechanism of iteratively developing the documents listed above.
• Internal and external moderation/examination.
• A minimum of 50% of the assessment of all modules on the qualification will be subject to external examination.

Assessment of experiential learning (if applicable)

Experiential learning will be assessed through learning reports developed around a learning framework formulated in consultation with the learner, lecturer and 'employer'. It will cover three broad aspects: the content (knowledge and skills to be learned); reflection on the capacity to learn the agreed content; reflection on the praxis between theory (the negotiated learning) and the real- world experience.