Adult Development Matters In Adult Education

All to often in adult education settings, the learning strategies and methods that we use are tailored as one size fits all. A key component of effective adult learning that can be easily overlooked is the role of adult development with adult learning. This oversight is possible among adult educators because our knowledge base is grounded in education as compared to human development or developmental psychology. The point being made that the developmental characteristics of the adult learners should influence the teaching-learning strategies that are implemented. In other words, developmental differences between a 22 and 77 year-old should be accounted for in a community-learning setting

Strategies to Advance Antiracist Programs: Why They Matter

The U.S. Extension system has been aware for many years of the racial inequality and disparities present today and throughout U.S. history. Even though there have been concerted efforts in Extension to improve racial equity and inclusion, much work remains. A dual approach is proposed for Extension to focus both internally (program planners) and externally (program participants) to bring about antiracist programs that are inclusive and racially equitable. Research-based strategies are discussed for both domains of program planners (e.g., implicit bias training) and program participants (e.g., reach people of color through culturally relevant curricula)

Introducing the Human Development-EcoLogic Model: A Practical Approach for Outreach and Extension Education Programs

To reach the goals of outreach and Extension programs, a program planning model is essential. A new model is presented to ensure program success; it is the human development-ecoLogic model (HD-ELM). The HD-ELM components are as follows: HD—human development characteristics and implications for target audience; E—modified ecological systems theory, or the surrounding systems that influence program participants; and LM—revised logic model (objectives, inputs, outputs, outcomes, and program assessment). Users of the HD-ELM can account for missing gaps that prevent programs from being successful by addressing the target audience\u27s developmental characteristics and the surrounding systems in which programs exist

Exploring Employee Readiness for Change in a State Extension System

Understanding factors that influence employee readiness for change is essential for successful organizational change. We examined variables linked to employee readiness for change in one state\u27s Extension system. Results revealed high-quality employee-supervisor relationships, neither high nor low levels of resistance to change, and somewhat high levels of readiness for change. Respondents with more years of service, more time working for their current supervisors, and greater resistance to change reported lower levels of readiness for change. We share implications in an effort to help increase successful organizational change efforts

Choose and Tell Cards: A 4-H Cloverbud Resource for Promoting Public Speaking and Life Skills

Choose and Tell is a curriculum for 4-H Cloverbud members that introduces them to public speaking and life skill enhancement (communication and social interaction). Choose and Tell consists of activity cards analogous to a deck of cards. Activity card titles include Wash and Comb Your Hair, Plant a Seed, and Floss Your Teeth. The activities are fun and engaging and involve 4-H Cloverbuds practicing demonstrations and illustrated talks in a group setting. The activities are designed as a springboard for advisors to help 4-H Cloverbuds gain confidence in speaking and sharing in front of other youths

The Influence of an Agricultural Subsidy Extension Program on Smallholder Maize Farmers in Tanzania

Smallholder farming in Tanzania is a household activity implemented at the subsistence level. The government of Tanzania launched the subsidy program to promote food secure households and shift subsistence farming to business farming. Food insecurity was associated by low rates of fertilizer application and poor seed quality among smallholder farmers due to fertilizer and seed costs which led to an increase in food prices. This study aimed at assessing the impact of the agricultural subsidy program for smallholder maize farmers. Four research objectives focused on agricultural productivity, food security, usage of improved inputs, and farmers’ perceptions of how the program functioned. An ex post facto research design was used with a sample of 120 smallholder farmers. The investigation involved 60 farmers who received subsidies and 60 who did not. The study used an interviewer administered questionnaire. Farmers who received subsidies significantly increased maize production. Comparison of average output before and after subsides shows an increase in number of bags (100 kg) per acre from an average of 5.35 bags to 10.10 bags. Farmers who did not receive subsides produced about the same amount of maize at time one and time two. There was general satisfaction with the functioning of the program, however certain areas need to be improved including that program objectives are followed, ensuring farmers can manage market price of inputs, and enhancing extension services for farmers to produce more surplus

Public Opinions of Youth Development Programs

A state-wide survey was conducted in a Midwestern state with randomly selected adults (n=1229) to determine their perceptions of youth program importance, effectiveness, and activity structure (competitive and/or cooperative). Public opinion was overwhelmingly supportive in describing youth programs as “very important” (64.5%) for promoting youth development. However, indications of program effectiveness for preventing adolescent problem behaviors (55.5% “somewhat effective”) were not as strong. In addition, cooperative-structured activities (74.8%) were preferred over competitive-oriented activities (16.7%) as having more positive results for youth development. Implications for practitioners, policy makers, and social scientists are discussed

Public Opinions of Youth Development Programs

A state-wide survey was conducted in a Midwestern state with randomly selected adults (n=1229) to determine their perceptions of youth program importance, effectiveness, and activity structure (competitive and/or cooperative). Public opinion was overwhelmingly supportive in describing youth programs as “very important” (64.5%) for promoting youth development. However, indications of program effectiveness for preventing adolescent problem behaviors (55.5% “somewhat effective”) were not as strong. In addition, cooperative-structured activities (74.8%) were preferred over competitive-oriented activities (16.7%) as having more positive results for youth development. Implications for practitioners, policy makers, and social scientists are discussed

Use and Evaluation of a Statewide 4-H Volunteer Newsletter

The Ohio 4-H Cloverbud Connections newsletter is a statewide publication targeted for volunteers working with K - 2 youth. Two statewide surveys in Ohio were conducted with 4-H volunteers and 4-H Extension staff to measure the usefulness and utilization of the newsletter. Results indicated 4-H Cloverbud volunteers and 4-H staff utilize the newsletter and consider it a valuable resource. Ninety-seven percent of the 4-H Cloverbud volunteers and 4-H staff want the newsletter continued. Findings indicate the importance of 4-H Cloverbud activities for readers, need for more awareness of the newsletter Web site, and importance of 4-H Cloverbud volunteer training

Parents\u27 Perceptions of Life Skills Development in the 4-H Cloverbud Program

Life skills are an important component of 4-H Youth Development programs. The study reported addresses life skill development of 4-H members who are 5 to 8 years old (also known as 4-H Cloverbuds). The focus was to explore parents\u27 perceptions of their child\u27s life skills development, program benefits, and activities. Parents interviewed in this study viewed the 4-H Cloverbud program as influential in life skill development, particularly in the areas of social skills, learning to learn, and personal development (self-confidence, self-care, and self-direction). Parents also identified health and diversity as important areas. Implications for practice and future research are discussed