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Agricultural systems are evolving globally. Farmers and agri-entrepreneurs are demanding trustworthy and efficient extension and advisory services that they can rely on to improve their farming systems and associated enterprises. In this context, extension professionals are expected to be versatile and be competent in their services. Competency refers to having required knowledge, skills and abilities in both process skills and technical subject matters to effectively deliver assigned services. Competency needs are context specific and dynamic. Thus, it is imperative to periodically examine what competencies extension professionals possess and how they value them. This cross-sectional study sought to examine the perceived importance of key competencies among agricultural extension professionals in Nepal. Extension professionals in Nepal’s public agricultural and livestock development offices and agriculture-based non-governmental organizations comprised the study population. Survey data were collected from August to September 2015 through self-, group-administered, and web-based questionnaire. The respondents rated eight core competencies as important or very important. Their perceptions of the importance of these core competencies significantly differed across their current positions, level of education, age, and experience in extension services but not across their educational institutions, employers, and gender. There is a need to develop extension education curricula integrating these core competencies and providing education and training on these core competencies to extension professionals.

Agricultural extension services in Nepal are in serious need of revival. An extension approach that brings agricultural stakeholders together and fosters co-learning among them is paramount for agricultural development. This study, conducted in 2013 in Hamsapur, Nepal, aims to assess the current agricultural extension services and search for an alternative extension strategy for speedy agricultural development. Specifically, the study seeks to examine the current agricultural production patterns; assess farmers’ perceptions of the participatory action research (PAR) approach; and identify barriers for adoption of new agricultural technologies by farmers. Personal interviews and observations were employed for collecting qualitative and quantitative data. Ninety-two farmers participated in the study. Farmers, including women and youths, found off-season tomato production beneficial to them. Marketing of vegetables and lack of irrigation, education and knowledge are problems facing farmers. Farmers are optimistic about increasing farm productivity by adopting new and improved technologies. The PAR approach appears to be effective in helping smallholders when non-governmental organizations, farmers and educational institutions work together. Agricultural programs would likely succeed if there were provision of input such as seeds, fertilizers and farmer-to-farmer extension, and if technologies were market-driven and compatible with target communities.

This study examines the level of and gaps in core competencies among agricultural extension professionals in Nepal. The study population was composed of agricultural extension professionals in governmental extension offices and agriculture-based, non-governmental organizations. During August-September 2015, 349 extension professionals completed selfadministered surveys. The design for the data collection instrument was based on a literature review and on focus group recommendations. Data were analyzed using descriptive and inferential statistics. The findings revealed that respondents perceived themselves to be moderately competent in extension core competencies --program planning, program implementation, communication skills, educational and informational technology, program evaluation, personal and professional development, diversity, and technical subject matter expertise. Respondents' perceived levels of competency differed by their current position, undergraduate college attended, and level of education, although not much by their age and experience in extension. Office chiefs and foreign-educated respondents perceived themselves as having higher levels of competency than their counterparts --subject matter specialists and technical officers, and in-country-educated professionals. The perceived levels of the importance of all core competencies were significantly higher than the professionals' perceived levels of their own competency, indicating gaps in extension core competencies among Nepalese extension professionals. The findings imply that that there is a need for in-service training of extension professionals in all core competency areas. Preservice extension education curricula need to be reviewed and updated, incorporating the core competencies highlighted in this study.

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