Master of Agricultural Management in Agricultural Extension

Purpose

Agricultural extension falls in the domain of Applied Behavioural Science. The practice of Extension science, and decision making in Extension work should, therefore, be based on scientific approach and scientific evidence. The qualification therefore, is intended to provide the country with learners who have specialised theoretical knowledge in Agricultural Extension, which is applied using advanced level research skills to serve the community in a variety of important ways, in both the public and private sectors. The qualification serves to equip learners with the requisite research knowledge to further their careers and learning in agricultural extension and be able to articulate into a relevant Doctoral qualification. The qualifying learner will thus have the foundation to do independent scientific research, analysis and interpretation of scientific information, as well as to communicate, promote and advance agriculture in both the private and public sectors. These competencies are crucial for Agricultural Development. The qualification will, address some key areas in research knowledge and skills amongst extension practitioners and higher education.

Rationale

The agricultural sector is crucial to rural development and contributes significantly to enhance food security and alleviate poverty. For this reason, there is a great need for extension and advisory services led by qualified extension professionals who understand the complex and interrelated nature of farming systems and the global environment and how to succeed in it.

The delivery of advisory services is dependent upon human resource capacity. There is an urgent need to improve the human resource in terms of competencies and skills and qualifications to render a high quality service to our clients and to the agriculture sector as a whole. This capacity in Agricultural Extension is lacking in the public extension service and even in our universities that offer agricultural qualifications. Studies in Limpopo province show the lack of qualified personnel with Postgraduate qualifications in Agricultural Extension in the Department of Agriculture. This dearth of scholarship in the public extension service is the more urgent reason for this qualification at this institution. The qualification will help to strengthen the research capacity of the Agricultural Extension Department of this institution in the near future. The learners of this qualification will also be needed by the provincial and national Departments of Agriculture to lead, consult and advise in managing extension and advisory services and to advance research to address rural development and rural poverty issues seeing the rural nature of some of the provinces in this country.

Research and development are the pillars of modern agriculture. There should be a framework and individuals with the capacity to promote improvements in the knowledge base of production agriculture, marketing, agricultural inputs and communication of agricultural innovations. Additionally, there should be a continuous examination of sustainability in agricultural production and use of the natural resources. The Masters qualification in Agricultural Extension intends to prepare learners to engage in research and solve problems of Agricultural Extension.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) may be used to access the qualification where the Undergraduate qualification obtained does not relate directly to the disciplinary area, but where a multi-disciplinary approach can be applied. Appropriate assessment tasks and tools are designed to assess individual learners against the admission requirements on a case by case basis, with detailed records maintained. The institution has trained RPL in various disciplinary fields to facilitate this process.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Agricultural Management Honours, Level 8.

Or

• Bachelor of Science in Agriculture, Level 8.

This qualification consists of the following compulsory and elective modules at NQF Level 9 totalling 192 Credits.

Compulsory Modules at Level 10,176 Credits

• Agricultural Extension, 16 Credits.
• Rural Sociology, 16 Credits.
• Comparative Extension, 16 Credits.
• Farming Systems Research and Extension, 16 Credits.
• Research Methods.
• Mini dissertation, 96 Credits.

Elective Modules at Level 10, 16 Credits (Choose one)

• Agricultural Administrations and Management, 16 Credits.
• Adult and Non-formal Education, 16 Credits.
• Women and Agricultural Extension, 16 Credits.

1. Engage with specialist knowledge in the field of Agriculture Extension.
2. Apply Agricultural Extension principals and processes appropriately, in a variety of contexts to advance agricultural practices leading to sustainable and economical solutions for various stakeholders in the sector.
3. Show accountability for the environmental and social responsibilities associated with planning, conducting and communicating scientific research.
4. Compose a structured, well-articulated scientific dissertation, with a well-articulated research problem that is addressed through appropriate scientific research methodologies showing analytical thinking and creative problem solving techniques leading to appropriate discussion and conclusions.

Associated Assessment Criteria for Exit Level Outcome 1

• Disciplinary expertise is reflected in the correct use of the terminology, concepts, principles and theories in written and/or oral communication within the agriculture extension discipline.
• A comprehensive understanding of the discipline is used to contextualise and argue knowledge within the discipline based on factual information.
• Critique the philosophical principles of extension programming.
• Theoretical knowledge is integrated into applied practical knowledge.

Associated Assessment Criteria for Exit Level Outcome 2

• Integrate the principles of Agricultural Extension qualification development and project management to design, manage and evaluate extension programs and projects.
• Apply communication skills to extension practice and research to promote learning.
• Use theories of group dynamics, leadership and rural sociology in the development and implementation of Extension qualifications in light of participatory development theory.
• Evaluate Extension theories and practices of behaviour change and diffusion to promote learning and adoption among farmers.
• Evaluate systems thinking for interventions in farming enterprises.
• Relate the global evolutionary trends in the organisation of extension to the 21st Century and the principles for management in agricultural extension organisations.

Associated Assessment Criteria for Exit Level Outcome 3

• Use effective and appropriate discourse to communicate (orally and using specialised skills) to the various stakeholders within the field of practice.
• Evaluate how practices within the field of study impact on the communities and the surrounding environments, and ensure minimum damage but maximum benefit.
• Engage with the ethics of the discipline and work within the ethical boundaries of the discipline as well as those set by society.
• Decisions taken and acted upon show maturity, sensitivity and take into consideration various consequences of the action.
• Participate in scholarly debates and communicate research findings through publications and/or conference presentations.

Associated Assessment Criteria for Exit Level Outcome 4

• The research mini dissertation is written in acceptable scientific format, using appropriate discourse, technique and layout, which shows understanding of the research question, development of the argument, the research process and appropriate argument for discussion and conclusion.
• The research question or hypothesis has been formulated in the context of prevailing literature, is clearly formed and relevant to Agricultural Extension Sciences.
• The literature study uses recent, sufficient and appropriately cited and referenced literature sources, synthesised logically and critiqued to provide a logical understanding of the research context, and the reason for the study.
• The study design and research methods selected are relevant to the research study; their selection has been well substantiated, and used appropriately in adherence to all related research principles, to obtain meaningful results.
• The analysis and interpretation of the research results are the result of appropriate and accurate methodologies, are presented unambiguously in a manner representative of the type of study, and are indicative of appropriate problem solving techniques.
• The discussion uses convincing reasoning and argument leading to relevant conclusions and recommendations relating to the research question/hypothesis.

Integrated Assessment

Learning and assessment are integrated throughout this qualification. Continuous formative feedback is provided to learners on their progress towards the achievement of specific learning outcomes, particularly in their project proposal and through interactions such as seminar presentations, discussions and supervision. Summative assessment is concerned with the judgement of the learning in relation to the exit level outcomes of the qualification. Such judgement includes integrated assessment which assesses the learners' ability to integrate the larger body of knowledge, competencies and attitudes that are represented by the exit-level outcomes of the qualification. Evaluation of learner performance to demonstrate applied competence; and criterion-referenced assessment, which is clearly explained to and understood by the learners and that, can be applied in the Recognition of Prior Learning.