Agricultural Extension and Advisory Services (EAS) provide vital services to individuals within the developing world. Extension personnel are at the heart of extension services because they are the ones who provide essential support, training, and skills to farmers in rural areas. The capacity of extension personnel, therefore, is an essential component of having a robust AET system. The purpose of this research was to explore and describe influences on career development among extension personnel in Haiti. To achieve this purpose, the set objectives of the research were: (a) Haiti; and (d) compare and contrast career development influences in these agencies. Qualitative data from across the agencies showed common positive influences of: (a) educational background, (b) inservice training, (c) intrinsic motivation, and (d) extrinsic motivation. The common negative influences included: (a) lack of resources and (b) environmental hindrances. describe career development influences in a government run extension agency in Haiti; (b) describe career development influences in a private run extension agency in Haiti; (c) describe career development influences in a grassroots extension agency in

Food security is a complex global problem that will require the interaction of a wide variety of people to solve. Although food insecurity has been reduced in Latin American and the Caribbean in the last decade, national governments in the region are still enacting policies to help further address the situation. In 2012, the government of Trinidad and Tobago enacted the National Food Production Action Plan and government extension agents are central to the field-level implementation of many aspects of the plan. This study explored agricultural extension officers’ knowledge and perceptions of food security issues in Trinidad and Tobago. Results revealed extension officers need additional professional development training to have the requisite knowledge to help implement the plan with the most pressing topics being data storage and retrieval; research and development; and understanding legislation and policies. Additionally, results revealed training needs varied for officers based on: (a) plans to stay in extension; (b) education level; (c) attention paid to global issues; and (d) training received on food security.

Haiti is one of the economically poorest countries in the world. As a result, billions of dollars have been invested into agricultural initiatives in Haiti, however, less emphasis has been placed on building the capacity of farmers through training and educational programs. Limited research has been conducted on barriers faced by Haitian farmers. The purpose of this study was to explore the barriers and faced by small scale farmers in the North Department of Haiti. A qualitative approach was used to achieve this purpose. Results revealed 11 major barriers, organized in the two themes of environmental challenges and resource limitations. Emergent themes included an external locus of control as a cause of barriers. Based on findings, recommendations for practice and future research are provided. Lessons learned from this research can help extensionists in Haiti and similar locations better meet the needs of farmers.

The purpose of this research was to identify how teaching at multiple institutions impacts social capital of faculty within the Haitian AET system. Putnam’s social capital framework was used in the current study. Social capital is developed based on relationships with others. Bonding social capital is homogenous; bridging social capital is heterogonous; linking social capital connects an individual with external resources. A mixed methods approach was used in order to accomplish the study’s objectives. Results from the quantitative portion of this research showed a low positive association between teaching at multiple institutions and bonding social capital. Similarly, a moderate positive association between teaching at multiple institutions and linking social capital was found. Conversely, data showed a negligible negative association between linking social capital and teaching at multiple institutions. The qualitative portion of this research showed that most educators were optimistic about teaching at various institutions; however, faculty indicated teaching at multiple institutions did not translate directly into an increase in their social capital. In fact, teaching at multiple institutions only increased the demands on their time caused by having multiple appointments. It is recommended that universities invest in platforms and strategies to increase faculty’s social capital. From a theoretical perspective, this research applies social capital theory in a new context. This research may also have value to development researchers working with higher education faculty in other countries.