The purpose of this study was to identify and prioritize the training needs of multifunctional extension workers related to sustainability in Isfahan Province, Iran. The target population consisted of all multi-functional extension workers in the province (N = 95). The entire population was surveyed. Therefore, sampling procedures were not utilized and the results are limited to the study population. Factor analysis and ranking indicated that the five most important training needs of extension workers were: (1) participatory extension, (2) participatory techniques in rural development, (3) biodiversity protection methods, (4) sustainable fertilization methods, and (5) improved utilization of indigenous knowledge of rural peoples. The years of residence in rural areas, educational level, and active participation in training courses influenced the level of training needed. Training needs were different for native as compared to non-native extension workers and there was a negative correlation between the length of work tenure and need for training regarding sustainability.
Historically, the collaborative efforts between rural teachers and 4-H have provided enhanced opportunities for youth that would not have been otherwise possible. As resources continue to diminish in rural communities, this collaboration is valuable to both schools and the 4-H organization. Currently rural schools are concentrating on the increased demand for academic accountability through performance testing and other evaluation instruments. This trend has resulted in less time for the elective outlets that have traditionally been an important part of school. At a time when 4-H could help fill an important gap in rural communities, changes within the organization have left some volunteers feeling overwhelmed. This article offers a theoretical framework for understanding the feelings and values of rural 4-H volunteers during a period of dramatic organizational change.
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