Developing and validating a competence framework for improving the productivity of smallholder farmers: a case study from Ethiopia

• Published in: The journal of agricultural education and extension Vol. 27; no. 4; pp. 481 - 502
• Main Authors: Tarekegne, Chalachew, Wesselink, Renate, Biemans, Harm J.A., Mulder, Martin
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 08.08.2021; Taylor & Francis Ltd
• Subjects: Agricultural Education; Agricultural Occupations; Agricultural production; Agricultural productivity; Alignment (Education); Competence; Expertise; Extension Agents; Extension Education; Farm Management; Farmers; Farming; Foreign Countries; Harvesting; Holistic Approach; Job Skills; jobs; performance improvement; Planting; Productivity; Research Methodology; role; Role Perception; Rural Extension; Small farms; Sustainable Development; sustainable intensification; Validated Programs; Ethiopia
• ISSN: 1389-224X; 1750-8622
• DOI: 10.1080/1389224X.2021.1880452

Enhancing the relevance of rural extension services requires aligning extension education to the roles, tasks, activities and competencies of smallholder farmers. The objective of this study is to follow up on previous competence studies and to construct a validated competence framework. Competence frameworks are generally being used to articulate performance requirements for certain jobs or professions. Whereas most competence frameworks display generic competencies and long lists of tasks, this study combines generic competencies, behavioural aspects, and content specifications of the job fields. The competence framework was empirically validated through workshops, focus-group discussions, and surveys involving 76 participants from stakeholder groups. The results reveal nine roles: 1. Learner, 2. Manager, 3. Communicator, 4. Co-operator, 5. Professional, 6. Innovator, 7. Entrepreneur, 8. Planner, and 9. Producer. Furthermore, six job fields are defined, based on the content of the farmers' jobs: 1. Pre-planting, 2. During-planting, 3. After-planting, 4. During-harvesting, 5. Post-harvesting, and 6. Facilitating all farming activities. Combining the roles and the job fields results in the identification of 23 tasks and 25 competencies. The competence framework validated in this study can serve as a starting point for extension workers to develop courses, training programs, and interactions with smallholder farmers. The study demonstrates a research approach involving the contextualization of competencies, rendering them meaningful for improving rural innovation and the productivity of smallholder farming. The integrated approach used to develop the competence framework can be applied in any other context, and result in a comprehensive understanding of the respective job/profession.