Building Self-reliance: A Framework to Evaluate Smallholder Coffee Farmers’ Pursuit of Commercialization

his study examines the application of a self-reliance framework for practitioners and evaluators to better understand the capacities and intrinsic factors impacting smallholder coffee farmers’ commercialization behaviors. We surveyed 40 smallholder coffee producers in Peru using a quantitative instrument. Data were analyzed to determine if statistical relationships exist between farmers’ self-reliance (measured via knowledge and skills, attitudes, and aspirations) and their commercialization behaviors. Findings indicate the self-reliance framework effectively illustrates relationships between farmers’ aspirations, knowledge and skills and their commercialization behaviors, while future, additional studies are needed to better measure and understand the role of commercialization-related attitudes. Practitioners can leverage the study’s findings by using a self-reliance framework to infer farmers’ likeliness to pursue sustainable commercialization practices and align their trainings and design interventions based on evaluation findings. The conceptual self-reliance framework is the first of its kind applied for smallholder coffee commercialization. The findings demonstrate that self-reliance concepts employed recently in other contexts may potentially be used similarly by extension and development facilitators. Keywords: coffee, commercialization, external facilitator, Peru, self-reliance, smallholder

Transformative Learning in Nicaragua: A Retrospective Analysis of University Agriculture Students’ Long-Term Changes in Perspective After a Study Abroad Course

Study abroad courses have become a priority for institutions of higher education because of a need to broaden students’ perspectives of the world. However, a dearth of knowledge existed regarding whether the reported outcomes of study abroad courses, such changes to students’ perspectives, endure over time. In response, this retrospective study explored how university agriculture students’ (n = 5) shared experiences during a one-week study abroad course to Nicaragua influenced their long-term changes in perspective after returning to the U.S. in 2018. Through our phenomenological analysis, three themes emerged: (1) dichotomous learning outcomes, (2) recognition of power and privilege, and (3) advocacy for global experiences. In the first theme, dichotomous learning outcomes, participants’ long-term changes in perspective appeared to vary based on their level of academic maturity. Meanwhile, in the second theme, as university agriculture students compared their lived experiences in Nicaragua to their existing assumptions of the U.S., it appeared to elicit powerful shifts concerning how they viewed the world. And, as a result, they reported their experiences prompted them to consider the implications of social inequities more deeply. In the final theme, participants reported that after returning home, they began to advocate for global experiences among their peers, family, and friends. Consequently, our findings supported the use of short-term study abroad courses to foster a positive transformation in students’ global perspectives and behaviors after returning to the U.S. Keywords: agricultural education, study abroad, phenomenology, retrospective long-term change

Whose Journey to Self-Reliance? Participation in the Journey to Self-Reliance and the Land-Grant Imaginary

Land-grant university and civil society development actors have long partnered with local and global communities to eliminate food insecurity. Despite the common aim of addressing food insecurity as a wicked problem, their approaches and designs differ in scope and scale. Similarly, levels of local stakeholder participation in agricultural development historically vary reflecting the complexity in relinquishing hierarchal decision-making power. In this pilot study, we investigated how participation is framed within the United States Agency for International Development’s (USAID) policy, “The Journey to Self-Reliance”. Subsequently, we sought to understand the implications of this framing on land-grant universities’ agricultural development aims in addressing global food security. We drew upon Fairclough’s Critical Discourse Analysis and Pretty’s typology of participation in sustainable agriculture to analyze the inaugural speech launching the policy framework by the former USAID administrator. We also held two focus groups with development actors at two land-grant universities. Findings indicate local participation of governments, citizens, and civil society to be important. However, governmental participation may be contingent on accountability to both USAID and the private sector indicating an increased commitment to neoliberal ideology. The focus group themes identify self- reliance and its journey as prescriptive and at times, neocolonial, raising questions about participatory possibilities. The final theme illustrates land-grant praxis from participants as they advance visions for centering local partner needs through more equitable decision-making and resource sharing. We conclude with considerations for future research to more deeply understand the implications of “The Journey to Self-Reliance” policy through a CDA lens Keywords: Agro-ecology, Extension, Theory and Practice, Qualitative Research, Community Development

Information and Communication Technology Use Capacity Within Extension Networks: Development and Preliminary Validation of an Empirical Scale

Advancing information and communication technologies (ICTs) has become central to international agricultural and extension development efforts. ICTs are crucial in facilitating information transfer, ensuring stakeholder access to information, and increasing the decision- making capacity of smallholder farmers. The research presented here introduces an instrument developed to quantify perceptions of ICT use capacity within international extension networks. The aggregate scale was verified for content validity, response process validity, internal structure validity, and consequential validity informing its use. The instrument was administered to network members (n = 122) associated with the Global Forum for Rural Advisory Services. An exploratory factor analysis (EFA) was conducted with measures of correlation and reliability analysed. Six factors were extracted and analysed further. The resulting Perceptions of ICT Use scale and factors can be used as reliable instruments for quantifying perceptions of ICT use capacity, enhancing international extension network needs assessments, and informing policies and practices which maximize ICT capacity. Keywords: information communication technology (ICT); scale development; rural advisory services; international extension; capacity assessment

Cultural Differences in Critical Thinking Style: A Comparison of U. S. and Chinese Undergraduate Agricultural Students

This study aimed to compare critical thinking styles between students studying agriculture in the U.S. and China. A survey of critical thinking styles was administered to two groups of students in U.S. (n = 104) and China (n = 103). Multivariate analysis of variance (MANOVA) was applied to determine if there were significant differences in critical thinking styles between the two groups. Results indicate that U.S. students tended to prefer an engaging critical thinking style, whereas Chinese students tended to prefer an information seeking critical thinking style. These differences between critical thinking style preferences may be explained by students’ cultural backgrounds. This study can help agricultural educators understand the differences in critical thinking style preferences among culturally-diverse students. Further, it provides empirical evidence to guide agricultural educators seeking to adopt effective pedagogical approaches to cultivate critical thinking among students from diverse cultural backgrounds. This study provides fresh insight into the individualism and collectivism theory by explaining the cross-cultural differences in critical thinking style between U.S. and Chinese agricultural students. Keywords: agricultural education, critical thinking style, international agricultural student, cross- cultural

Do Smallholder Farmers Need Nutrition Education? A Case Study from KwaZulu Natal, South Africa

South Africa (SA) is considered as the second largest economies in Africa with well-developed agricultural food production system. But food security is still a challenge at household level. Currently, in Africa, smallholder agriculture is recognized to contribute food security at household level. This study investigates the prevalence of food insecurity and nutritional knowledge of 78 local smallholder farmers in KwaZulu Natal (KZN) province of South Africa. The results from this study indicated that nutrition knowledge was poor and food insecurity was prevalent at >40% at the household level. It is therefore recommended that future agricultural training should include nutrition education based on FBDG (Food Based Dietary Guidelines) in their respective programs so as to attain a balanced diet for healthy and productive smallholder farmer communities

Interpreting the Impact of a Professional Development Program: Views of Entrepreneur Fellows from Kenya, South Africa, and Uganda One Year Later

We conducted a qualitative study that examined the experiences of entrepreneurs who participated in a five-week-long professional development and cultural exchange fellowship program. The Entrepreneur Fellows represented three Sub-Saharan African nations and an array of enterprises, including agriculture and its allied fields, youth development organizations, and social ventures. The study assessed the post-fellowship experiences of the participants, especially regarding their enterprise-related goals, motivations and challenges, community-level impacts, as well as networking and communication practices. Analysis of data derived from 11 semi-structured interviews revealed three overarching themes and nine subthemes. The Entrepreneur Fellows were committed to life-long learning and sharing information, gained new business skills, and expanded their global networks. The Fellows valued their program participation and viewed it as a mark of success. Further, participants were motivated not only by the growth of their enterprises, but also the potential to positively impact their communities. Our findings imply the need for multi-year, longitudinal research, including economic impact data from the Fellows’ enterprises. We also recommend that similar programming be supported and delivered in the future.

Model of Success: Extension Services Helping Ugandan Youth Find A Career in Agriculture

As the world continues to experience a population boom amidst growing food insecurity concerns, the need for well-trained and competent youth in agriculture-related industries is on the rise in Sub-Saharan African countries, specifically Uganda. With 78 percent of Uganda’s population below the age of thirty, the number of unemployed and unskilled workers presents a challenge to a country that relies heavily on jobs within the agricultural sector to thrive. Due to the increased number of unskilled youths, extension-based services such as the National Agriculture Advisory Services (NAADS) and the Uganda Forum for Agricultural Advisory Services (UFAAS) are needed to connect with youth organizations to provide training and direction for those seeking careers in agriculture. This study sought to better understand the phenomena of competency development through various communication channels used to facilitate leadership development and agricultural literacy within a youth organization known as Nokia Farming Agricultural Innovation Platform (NOFAIP). A single instrumental case study was conducted to assess the career preparedness of youth within the NOFAIP group and opportunities that exist for employment within agriculture-related industries. Results found that upon receiving training from UFAAS, the NOFAIP group had increased their credibility amongst Ugandan farming communities and supported the growth of agricultural competencies, such as soil testing, using backpack sprayers to spread fertilizers, and managing citrus groves. Through hands-on experiences and engagement with appropriate training, the NOFAIP group established communication channels that were critical to experience personal growth and the invigoration of an entrepreneurial spirit within agriculture.

Measuring Educational Intervention Impacts on Food Security and Nutrition among Rural Farmers in El Salvador: A Mixed Methods Study

Food insecurity in rural El Salvador has been a long-standing problem. This mixed-methods study explored rural farmers’ perceptions of their food security situation, identified critical food security needs, and examined farmers’ intentions to adopt measures to enhance their food security after an educational intervention to combat food insecurity in the area. For this community, the results reveal that access and utilization are the food security dimensions in which farmers perceive the most significant challenges. To mitigate these challenges, farmers participated in an educational intervention that addressed food and nutrition security issues, including household food production, food safety, and drinking water treatments. Postintervention results show an increase in farmers' intentions to adopt new food production, processing, and preparation practices that improve household food and nutrition security. However, the results highlight farmers' need for continuing education to fully address all food problems in the community

Assessing the Dimensional Validity and Reliability of the University of Florida Critical Thinking Inventory (UFCTI) in Chinese: A Confirmatory Factor Analysis

The importance of assessing critical thinking has been emphasized extensively by numerous administrators and educators in higher education worldwide. In a contemporary agricultural sustainable development environment, agricultural students need to develop critical thinking to manage complex situations and to deal with controversial issues in international agriculture settings. From psychological points of view, thinking varies cross-culturally. In other words, people from different cultures think differently. With the increasing number of Chinese students studying in the U.S., educators need to be aware of the importance of supporting these Chinese students within the intercultural classroom environment. Thus, it is necessary to explore and understand the way Chinese students think to help them more easily adapt to a culturally diverse educational environment. The purpose of this study was to evaluate the validity and reliability of a Chinese version of the University of Florida Critical Thinking Inventory (UFCTI). The UFCTI measures critical thinking styles using two constructs: engagement and seeking information. Confirmatory Factor Analysis (CFA) was applied to examine the hypothesized measurement model based on the theoretical foundations of the original UFCTI (English version). The CFA findings indicated the UFCTI measurement model between the two versions is equivalent. Specifically, the results confirmed the two-factor measurement of critical thinking style: engagement and seeking information. The findings also indicated adequate validity and reliability for the UFCTI Chinese version