Abstract
Extension education approaches generally have been visualized from isolated perspectives ranging from philosophical foundations to practical applications. This paper provides a broad analytical framework to describe and examine different scopes, elements, knowledge fields, and change areas relevant to extension education for agricultural and rural development. For the purpose of a multi-model analysis, a sample of 46 ideographic representations (schematic drawings) on agricultural and rural development-related processes was reviewed using concept-mapping techniques to prepare a computerized database management system. The discussion is based on the commonality findings among models and groups of models.
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References
Belloncle, Guy (1977).Listening to the Peasant; in R.O. Niehoff,Non-Formal Education and the Rural Poor. Ann Arbor, MI: Michigan State University, p. 180.
Miles, M.B. and A.M. Huberman (1984).Qualitative Data Analysis. Beverly Hills, CA: Sage, p. 27.
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He studied veterinary medicine in the National University of Mexico (1970–1975), received his master degree in agriculture at the University of Florida in 1979, and his Ph.D. in extension and adult education at Cornell University in 1990. He has published two books, the last one (1987) entitled “Extensionismo para el Desarrollo Rural y de la Comunidad” (Extension for Rural and Community Development). He is a member of the National Researchers System of Mexico, and has over 10 years of experience in various extension activities.
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Climent, J.B. An analytical framework on extension education for agricultural and rural development. J Technol Transfer 16, 50–61 (1991). https://doi.org/10.1007/BF02371308
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DOI: https://doi.org/10.1007/BF02371308