Effectiveness Evaluation of Rural Extension Education Programs (The Case of Sheep Breeders in Pasargad Township, Iran)
محورهای موضوعی : Education and training
طاهر عزیزی‌خالخیلی
1
,
مسعود بیژنی
2
,
محمد‌رضا شاه‌پسند
3
,
فرزاد فربود
4
1 - استادیار گروه ترویج و آموزش کشاورزی، دانشگاه علوم کشاورزی و منابع طبیعی ساری. ساری، ایران.
2 - استایار گروه ترویج و آموزش کشاورزی
گروه ترویج و آموزش کشاورزی
دانشکده کشاورزی
دانشگاه تربیت مدرس
تهران، ایران
3 - استادیار مؤسسه آموزش عالی علمی کاربردی وزارت جهاد کشاورزی، تهران، ایران.
4 - عضو هیأت علمی مؤسسه آموزش عالی علمی کاربردی جهاد کشاورزی، مرکز آموزش جهاد کشاورزی استان فارس، شیراز، ایران.
کلید واژه: Evaluation, Pasargad, Educational effectiveness, EEEEP model, Sheep breeding,
چکیده مقاله :
Since a lot of material and human expenditure are spent for implementing extension education programs for rural people, one of the most important aspects of these programs is “effectiveness evaluation” and the rate of accomplishing program objectives, as well as determining program obstacles and solving them for future plans. The purpose of this study was to evaluate the effectiveness of rural extension education programs regarding sheep breeding. To achieve this purpose, the first phase of the present study analyzed effectiveness evaluation models using documentary studies. Then, an Effectiveness Evaluation of Extension Education Programs (EEEEP) model was designed and accomplished in the form of evaluating a rural education program. The second phase used an experimental research method in one-group pretest-posttest design. A purposeful sampling method was used for selecting research sample (n=32) from sheep breeders in Pasargad Township, Fars Province, Iran. The data gathering instrument was a questionnaire whose validity and reliability were confirmed with the Lincoln and Guba assessment method. The results revealed that participants’ satisfaction with the programs was higher than average in three dimensions. Also, these courses had a significant influence on the attitude and knowledge of the participants about the educated subjects. The participants’ main problem was the difficulty of attending the class. Finally, based on the findings, some executive recommendations have been provided.
از آنجا که برای برگزاری برنامه‌های آموزشی ترویجی روستاییان، هزینه‌های انسانی و مادی زیادی صرف می‌گردد؛ لذا، یکی از اجزای اساسی این برنامه‌ها که باید مورد توجه قرار‌گیرد، "ارزشیابی اثربخشی" و تعیین میزان دستیابی به اهداف و مشخص کردن مشکلات و نواقص موجود و اصلاح آن برای دوره‌های آتی است. بر این اساس، هدف این مطالعه، ارزشیابی اثربخشی برنامه‌های آموزشی ترویجی روستاییان بود. برای دستیابی به این هدف، در مرحله اول پژوهش، الگوهای ارزشیابی اثربخشی آموزشی با استفاده از روش تحقیقات اسنادی، واکاوی گردید و بر اساس آن الگوی "ارزشیابی اثربخشی برنامه‌های آموزشی ترویجی (اثبات)"، در قالب ارزشیابی یک نمونه برنامه آموزشی روستاییان طراحی و اجرا گردید. مرحله دوم پژوهش با استفاده از طرح تحقیق پیش‌آزمون‌ـ‌پس‌آزمون از یک گروه انجام گرفت. جامعه مورد مطالعه، پرورش‌دهندگان گوسفند شهرستان پاسارگاد استان فارس بودند که با استفاده از روش نمونه‌گیری هدفمند، نمونه مورد مطالعه انتخاب شد (32=n). ابزار جمع‌آوری اطلاعات، پرسشنامه‌‌ای بود که روایی و پایایی آن با استفاده از روش ارزیابی لینکولن و گوبا تأیید گردید. نتایج نشان داد میزان رضایت شرکت‌کنندگان از دوره برگزارشده در ابعاد مورد بررسی، بالاتر از حد متوسط است. همچنین دوره برگزار شده روی یادگیری افراد از نظر نگرش و دانش ایشان نسبت به موضوعات مورد آموزش دارای تأثیرات معنی‌دار بود. مهمترین مشکل افراد برای شرکت در دوره، مشکل رفت و آمد به محل برگزاری دوره بود. در پایان، بر اساس یافته‌های پژوهش، پیشنهادهای کاربردی ارائه شده است.
Bijani, M., & Fallah Haghighi, N. (2006). Introduction on analyzing and measuring of agricultural extension productivity. Qom: Ebtekare Danesh Press (In Persian).
Bijani, M., Malek-Mohammadi, I., & Yazdani, S. (2009). Effectiveness evaluation and productivity of agricultural extension activities in wheat package project in Shiraz and Marvadasht Counties of Fars Province. Iranian Agricultural Extension and Education Journal, 4 (2), 67-79 (In Persian).
Bisang, K., & Zimmerman, W. (2006). Key concept and methods of programme evaluation and conclusions from forestry practice in Switzerland. Forest Policy and Economic, 8(2006), 502-511.
Bradfield, D.J. (1996). Guide to extension training. FAO, Rome.
Chambers, R. (1997). Whose reality- counts? Putting the first last. London: Intermediate Tecnolosv Publications.
Csaki, C., & Lerman, Z. (2000). Structural change in the farming sectors in Central and Eastern Europe: lessons for the EU accession. Washington, D.C.: World Bank.
Dart, J., Petheram, R. J., & Straw, W. (1998). Review of evaluation in agricultural extension. Retrieved fromhttps://rirdc.infoservices.com.au/downloads/98-136.pdf.
Dart, J., & Davies, R. (2003). A dialogical, story-based evaluation tool: The most significant change technique. American Journal of Evaluation, 24(2), 137-155.
Evenson, R. E., & Jaha, D. (1973). The contribution of the agricultural research system to agricultural production in India. Indian Journal of Agricultural Economic, 28(4), 212-230.
Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction. Seven edition. Boston: Pearson Education Inc.
Gentry-Van Laanen, P., & Nies, J. I., (1995). Evaluating extension program effectiveness: Food Safety Education in Texas. Journal of Extension, 33(5). Retrieved from: https://www.joe.org/joe/1995october/a4.php
Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The Qualitative Report, 8(4), 597-606. Retrieved from: http://nsuworks.nova.edu/tqr/vol8/iss4/6
Jones, R. A. (1985). Research methods in the social and behavioral sciences. Massachusetts: Sinauer Associates.
Kebede, W. M. (2010). Effectiveness of modular training at farmers’ training center: The case of Fogera district, Amhara national regional state, Ethiopia. Unpublished thesis, Department of rural development, Haramaya University.
Kirkpatrick, D. L., & Kirkpatrick, J. D. (2007). Implementing the four levels: A practical guide for effective evaluation of training programs. San Francisco: Berrett-Koehler Publishers, Inc.
Lackman, L., Nieto, R.D., & Gliem, R. (1997). Instrument development for low literacy audiences: Assessing extension program personnel teaching effectiveness. Journal of Extension, 35(1). No page. Retrieved from https://www.joe.org/joe/1997february/rb1.php
Lindner, J.R., & Nieto, R.D. (1998). Total quality management and effective extension teaching. Journal of Extension, 36(2). Retrieved from https://www.joe.org/joe/1998april/rb2.php
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage Publication.
Mohd Noor, Kh. B., & Dola, K. (2010). A study on the impact of government initiated training towards farmers in Malasia. European Journal of Social Sciences, 14(2), 299-312.
Mohseni, A., Malek-Mohammadi, I., Chizari, M., Abili, K., & Ghazi Tabatabei, M. (2004). Investigation of evaluation methods for extension programs to design an appropriate evaluation model. Journal of Pajouhesh and Sazandegi 65, 16-24. (In Persian).
Norton, R. D. (2004). Agricultural development policy: concepts and experiences. Published by Food and Agriculture. Wiley Publication.
Patton, M. Q. (1987). How to use qualitative methods in evaluation. Newbury Park, London, New Delhi: Sage Publication.
Payan, D. A. (1994). Designing educational project and program evaluation: A practical overview based on research and experience. Boston, Dordrecht, London: Kluwer Academic Publishers.
Phillips, J. J., & Stone, R. D. (2000). How to measure training results. New York: McGraw-Hill Companies.
Ranjbar, Z., & Karami, E. (2013). The impact of extension programs on sustainability of Irrigated and rain fed wheat production systems in Kermanshah County. Iranian Agricultural Extension and Education Journal. 9 (1), 1-14 (In Persian).
Robson, L., Stephenson, C., Schulte, P., Amick, B., Chan, S., Bielecky, A., Wang, A., Heidotting, T., Irvin, E., Eggerth, D., Peters, R., Clarke, J., Cullen, K., Boldt, L., Rotunda, C., & Grubb, P. (2010). A systematic review of the effectiveness of training and education for the protection of workers. Toronto: Institute for Work and Health, Cincinnati, OH: National Institute for Occupational Safety and Health. DHHS (NIOSH) Publication No. 2010-127. Retrieved from https://www.cdc.gov/niosh/docs/2010-127/pdfs/2010-127.pdf
Shapiro, J. (2003). Monitoring and evaluation. Retrieved fromhttp;//www.civicus.org/new/media monitoring/20.
Shaw, I., Greene, J. C., & Mark, M. M. (2006). The Sage Handbook of Evaluation. London: SAGE Publication.
Stake, R. E. (1975). Program evaluation particularly responsive evaluation. Retrieved from www.wmich.edu.
Statistical Center of Iran (2016). Preliminary results of the 2016 population census report. No published. (In Persian) Retrieved from https://www.amar.org.ir/english/
Stuffelbeam, D. L. (2001). The meta evaluation imperative America. American Journal of Evaluation, 22(2), 183-209.
Suvedi, M., Heinze, K., & Ruonavaara, D. (1999). How to conduct evaluation of extension program. Retrieved from http://www.canr.msu.edu/evaluate.
Talebianpour, M. J. (2000). Effectiveness evaluation of the of "Carpet Weaving" Professional -Technical courses and its influencing factors. Unpublished thesis in Agricultural Extension and Education, Shiraz University, Iran.
Van den Ben, A. W. (1986). Extension policies, policy types, policy formulation and goals. In Gwyn E. Jones (ed.). Investing in rural extension: Strategies and goals (pp. 91-97). London: Elsevier Applied Science Publishers.
Walker, D. A. (2011). An exploration of how disability support services are evaluated in select community colleges. Unpublished dissertation, Department of Community College Leadership, National Louis University, Chicago, Illinois.
Worthen, B. R., & Sanders, J. R. (1987). Educational evaluation: Alternative approaches and practical guidelines. New York and London: Longman.
