Gender and Agricultural Extension

 

  1. Course Title: EE 312- GENDER AND AGRICULTURAL EXTENSION
  2. Course aim: to equip students with skills necessary for understanding gender issues and applying gender practices within the agricultural sector and agricultural extension in particular.

 

  • iii. Course Expected learning outcomes: At the end of the course, students should be able to:
  • Define and use key gender concepts related to agriculture and extension services
  • Analyze role of gender in extension services
  • Analyze the connections among extension work, gender, and agricultural productivity through a gender lens
  • Apply a specific gender analysis tool to an extension situation
  • Define the key elements of an agricultural value chain using a gendered approach. 
  • Describe how to develop a gender responsive extension program
  1. Course Status: Core
  2. Credit rating: 9 Credits
  3. Total hours Spent:

                                                            Lecture                                    36 hours

Seminars/Tutorials                   18 hours

Practical                                  9 hours

Assignment                             9 hours

Independent Research                        18 hours

Pre-requisites: None

  • vii. Course contents:

Differentiate between gender and sex. Definition of key gender concepts in relation to agricultural extension. Gender roles and responsibilities, needs and approaches in agricultural research and extension. Integrating gender into extension practices/services. Key elements of gender analysis frameworks, basic tools and how gender analysis tools can be applied to extension work. Key issues affecting work with women farmers, including gender-sensitive message design and communication strategies. Gender mainstreaming concepts. Gendered agricultural value chains and their importance in extension work.

Practical: Case studies will be used to develop practical skills. These will be complimented, where necessary and where financial resources allow, with field trips to relevant sites. Alternatively, candidates will be involved in analyzing selected case studies of selected problems/issues and demonstrate level of articulation and proficiency through their participation in seminar presentations.

 

  • Teaching and Learning Activities

Teaching will involve lectures, practical, group assignments and seminar presentations, individual assignments to capture self- reading. Use of case studies in teaching for some practical aspects will be employed.

  1. Assessment Methods

The assessments will be through continuous assessments were written timed tests (theory and practical), quizzes, seminar presentation, practical reports, and submission of individual/group assignment papers will be used. The assessment will also include final University written examination.

 

  1. Reading List

Behrman, J., Karleina, Z., Peterman, A., Roy, S., and Goh, A. (2012).GAAP Gender

Agriculture & Assets Project; A Toolkit on Collecting Gender & Assets Data in Qualitative & Quantitative Program Evaluations. IFPRI & ILRI.

Rubin, D, C. Manfre and Barrett, K.N. (2009).Promoting Gender Equitable Opportunities in

            Agricultural Value Chains: A hand-book.  Washington, D.C.: USAID.

World Bank, FAO, and IFAD (2009) Gender in Agriculture Sourcebook.

            http://siteresources.worldbank.org/INTGENAGRLIVSOUBOOK/Resources/CompleteBook.pdf

PRGA CGIAR (2008) Gender Mainstreaming Framework.

            http://prgaprogram.org/descargas/gender_stakeholder_analysis/Working%20D

Colverson, K. (1995). Rural Women’s Access to Agricultural Information: A Participatory Study of Two Honduran Communities. Association for International Agricultural and Extension Education, Little Rock, Arkansas. http://www. aiaee.org/ attachments/429_ Colverson-Vol-2.2-5.pdf

Sims, H. and Jiggins, J. (1994). Tools for the Field: Methodologies Handbook for Gender

            Analysis in Agriculture. Kumarian Press

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