Agent Effectiveness in Nigeria

Knowledge of the success of a program in agriculture should enable agricultural policy makers and government agencies to strengthen or re-adjust existing programs to enhance greater program efficiency. The primary purpose of this study was to determine the level of effectiveness of extension agents in Nigeria with respect to selected abilities.

The framework for the study was based on a revised model suggested by different authorities such as Udell1 and Olson and Fruin.2 The model implies impact must be determined first on the basis of what has happened and, second, on the basis of what hasn't happened. The approach is two-fold: measuring learning and measuring behaviorial change. Thus, the argument is that it's possible to identify training or program effectiveness by examining the comparative frequencies of what's called the "already knew" versus the "know now" versus the "need more help."

One hundred extension agents were randomly interviewed in 10 out of the 20 local government areas of Bendel State. A structured questionnaire, mostly five-point scaled, was used for the study. The competencies and activities listed in the questionnaire were similar to those developed by Patel and Singh.3 The questionnaire asked respondents to supply demographic information, frequency and use of resources, and self-appraisals of subject-matter competence and teaching competence/activities. Data were analyzed using frequency tables and the Pearson correlation.

Male agents constituted 77% and females 23% of the respondents.

The rating of adequacy of facilities by the agents shows that fish pond, irrigation facilities, and farm machinery were grossly inadequate. Cost of farm machinery is prohibitive in the state, although there are centers for tractor hiring. Lack of capital in addition to lack of expertise in fish production have kept fish farming low. If the facilities weren't available, an agent couldn't use them.

The agents also rated themselves on their performance level (competence) in the subject matter of agriculture, as well as in their teaching competence. Surprisingly, 47% of the agents rated themselves low in the subject matter, similar to the low performance rating for teaching (44%).

A positive coefficient of 0.3 implies that as the facilities available for extension teaching/instruction became more adequate, the frequency of use of these resources by the agents increased. A correlation matrix shows a relatively high, positive correlation (0.5) between subject-matter competence and extension teaching activities competence.

In a culture where interaction between males and females is restricted, it's not good most agents are men. Therefore, more women should be trained as extension agents. The Agricultural Development Projects should ensure a regular availability of farm infrastructural facilities in the area. In addition, the farmers should be educated on their use, while also training them to develop needed skills for successful manipulation and use on their farms. Government should subsidize costs of agricultural inputs which have, as of now, become too expensive for the farmers.

To improve agent performance, inservice training is urgently needed. Periodic evaluation of agricultural programs and the activities of extension workers is necessary for any appreciable improvement in food production efforts to be made and sustained in the state.

1. G. G. Udell, "Yes, A Change Agent Can Evaluate," Journal of Extension, XIII (September/October 1975), 14-21.

2. R. P. Olson and M. F. Fruin, "Evaluation Doesn't Have To Be Difficult," Journal of Extension, XVII (March/April 1979), 21.

3. A. U. Patel and R. P. Singh, Teaching of Agriculture in India (Ram Prasad and Sons, 1968).