A framework for the evaluation of the capacity-building components in rural development projects: implications to program development and agricultural extension education

Elliot, Annette

doi:10.31274/rtd-180813-8970

Cited by 3 publications

(5 citation statements)

References 16 publications

(30 reference statements)

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“…Capacity development projects focus on multi-stakeholder engagement, in which an understanding of the context is needed to build dynamic relationships among stakeholders (Ika & Donnelly, 2017). Feedback from the environment is critical so that those in charge of the development of the system can revise their approaches based on the information they received (Elliot, 1989). In the context of Haiti, employer feedback is necessary for TVET schools to be able to gain valuable stakeholder knowledge on the best way to improve their programs (i.e., curriculum) as well as their graduates (i.e., the workforce), and increase capacity among both.…”

Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

Employer expectations for graduates from Haiti’s agricultural universities

et al. 2020

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Human capacity building in Haiti’s agricultural sector can be utilized to reduce the country’s food insecurity. Haitian agricultural university and technical schools are responsible for supplying workforce ready graduates and therefore play a role in poverty reduction. Previous research has been conducted to assess these institutions from the perspective of faculty, students, and farmers. However, the employer perspective has not been considered, which could lead to a disconnect between what employers and the university believe are essential skills for graduates to obtain. This study focused on identifying the perceptions of the Haitian agricultural workforce regarding the ability of technical schools to produce graduates. This study used a basic qualitative design involving interviews of Haitian agricultural employers. The interviews revealed employers perceptive of curriculum strengths and weaknesses as well as desired employer skills for graduates. Employers also provided insight into the current job opportunities for graduates as well as what makes an “ideal” employee. We found a disconnect between jobs available and the skills being taught to graduates to fill these jobs. While employers desire employees with strong soft skills, there is a need for more technical skills to be taught at the agricultural schools.

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Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

Employer expectations for graduates from Haiti’s agricultural universities

et al. 2020

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“…Although Prawl (1989) referred to Western-based programs in extension, it appears that these initiatives are relevant to the participation and empowerment process in developing countries as well. Elliot (1989) concurred this relevance:…”

Section: Participation and Empowerment Methodologymentioning

confidence: 86%

Perceptions of female Returned Peace Corps Volunteers regarding the participation and empowerment process for rural African women: a model

Argani

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The purpose of this study was to interview female Returned Peace Corps Volunteers (RPCVs) who, within the last five years, had set up, implemented, and managed an agriculturally-based, participatory and empowerment program for rural and village women, during their overseas assignment in Africa. An interview schedule of open-ended questions was used to document descriptive data regarding participation and empoweiment. Participation occurs when facilitators or international development personnel establish self-help programs that permit women to organize, design, implement and manage their own development programs; therefore, members of the target population can have direct involvement in the process of improving their lives. Empowerment is defined as increasing the control of individual)s) over decisions, resources and institutions that may affect them. The purpose of this study was to determine how to improve the delivery methodologies in international extension programming for women at the village level. By interviewing selected RPCVs in this study, a comprehensive list of strategies, suggestions and helpful hints was compiled to facilitate and improve the implementation of programs that help women become directly involved in the process of solving their own problems. The objectives for this study were twofold: (a) to identify methods to enhance the effectiveness of participatory and empowerment activities for rural women; and (b) to identify strategies that may be used to attract rural/village women to participate in these self-help development programs. 6 Operational Definitioiis The following tenns were defined for the purpose of this study: Bottom-up-When clients maintain control by dictating what is done in their internationally supported development program. Clients-In the context of this study the people who were offered assistance (i.e., clients) were usually members of the participatory program. Consensus decision making-A process wherein the majority of the members of a group make a final decision. Counterpart-On the local level, an individual, who often will assist the facilitator in setting up and/or maintaining the participatory program. Creditability stage-An initial stage whereby the facilitator establishes rapport, respect, and trust with the clients. Empowerment-Allowing the clients to have control over decisions, resources, and institutions which affect them. Extended family-A unit formed by a traditional nuclear family along with their relatives. Facilitator-An individual, normally, from outside the target community, who serves as a catalyst to get the clients involved in the development process. In this study, the development process included participatory and empowerment procedures. Intended beneficiaries-A target group of clients who participate in the development process. International extension-This form of extension work is conducted by non-native facilitators who assist local people in developing their capacity to have a better life. Local extension persoimel primarily offer technical ad...

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“…The purpose of this study was to evaluate the effectiveness of the implementation of a sample of recent agricultural extension projects in Uruguay. The evaluation methodology used a conceptual framework that takes into account the four key factors considered relevant from an HRD perspective-management, capacity-building, planning approach and external factors (Elliot, 1989;Rondinelli, 1986). Evaluating the impact of agricultural extension projects from this perspective, will help to examine the overall effectiveness of the technology transfer system in Uruguay, and to determine which factors facilitated or constrained a successful strategy of agricultural extension.…”

Section: Purposementioning

confidence: 99%

“…For instrumentation, the collected evidence for each project was compared to a final standard matrix (Table 2). This matrix was grounded on the theoretical framework described in the literature review; and adapted from Rondinelli (1986) and Elliot (1989). The matrix takes into account: a) a set of four key factors (management, capacity building, planning approach and external factors) that the literature review indicates relevant for an appropriate project implementation in terms of HRD tradition; and b) the four stages of the CIPP model (context, input, process, product).…”

Section: Analysis Of the Datamentioning

confidence: 99%

“…Final standard matrix used for evaluation (adapted from Rondinelli, 1986;& Elliot, 1989 Conceptual framework for the evaluation (adapted from Rondinelli, 1986;and Elliot, 1989) The methodology used in this study does not imply that: a) these are all the factors to consider; b) all the factors have the same importance; and c) the factors always affect project's implementation and results in the same way. The findings drawn fi-om the analysis can provide operational guidelines to extension managers so as to improve fiiture projects.…”

Section: Analysis Of the Datamentioning

confidence: 99%

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An evaluation of agricultural development projects recently conducted in Uruguay: guidelines for extension

DeHegedus

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prices for Uruguay's principal exports, and growing protectionism of main external markets. Consequently, Uruguay's economy begun to unravel. Under these circumstances, the welfare system became an increasingly heavy burden for public sector. The growing external debt, very important if it is considered per capita, aggravated the situation after the 1970s. Nevertheless, the country's Gross Domestic Product per capita is traditionally one of the highest in Latin America. Uruguay belongs to the group of upper middle income countries of Latin America, which also includes Argentina, Brazil, Chile and Mexico (Fujii, 1991). The primary sources of energy are imported petroleum and hydroelectricity. During the 1980s, the latter grew in importance. Agriculture, especially livestock production, has historically been the main economic activity of the country. This is due to the fact that soil availability is very high; 85% of its total area, which is 16 million hectares, can be cultivated or devoted to pasture. It accounts for just 13 percent of the Gross Domestic Product (GDP) and employs relatively few people, but it is relevant in terms of exports. Annual rate of increase in total agricultural production and population growth are basically identical over the last decades, just one percent. This means that agricultural production has been stagnant. Large livestock farmers have relied on the bounties of the pastureland they owned, and have neglected to adopt or encourage new technologies that would have raised productivity. Although land tenure is highly concentrated in Uruguay, a trend which is expected to continue, land distribution was never a major political issue. In this sense, the central government played a great role by providing jobs to those who were expelled from rural areas. This chapter considered the results of the evaluation of six projects on rural development recently carried out in Uruguay. The conceptual framework and methodology described in previous chapters were taken into account. Each project evaluation was followed by a short annotation labeled introduction, intending to provide a general view of the project setting, a description of the project, a matrix describing the project development process, and key findings related to this process.

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A framework for the evaluation of the capacity-building components in rural development projects: implications to program development and agricultural extension education

Cited by 3 publications

References 16 publications

Employer expectations for graduates from Haiti’s agricultural universities

Employer expectations for graduates from Haiti’s agricultural universities

Perceptions of female Returned Peace Corps Volunteers regarding the participation and empowerment process for rural African women: a model

An evaluation of agricultural development projects recently conducted in Uruguay: guidelines for extension

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