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• W2318565549 abstract "The article describes selected participants, their perceived educational needs and barriers to Extension participation. Data were collected from 377 rural women in Shurugwi District, Zimbabwe using face-to-face interviews. A reliable and valid researcher-developed survey instrument elicited three categories of information from the participants: (a) demographic data, (b) perceived barriers participation, (c) assessments of self perceived amount of “knowledge” for agricultural production and assessments of self perceived level of “importance” in agricultural production. Perceived educational needs were assessed using the Borich (1980) needs assessment model. Findings revealed that rural women’s highest educational needs were in nutrition knowledge, access to land and credit, and outstanding barriers to Extension participation were transportation, lack of information, and time constraints. Results of the study can help AGRITEX in placing its priorities on the items that were ranked high to meet the needs of rural women, attract a wider audience, and lead to the success of Extension programs in Zimbabwe. Introduction Although women are the main actors in feeding the household, they often have little or no access to land, credit, education and technology. Little attention has been paid to alleviate women’s problems, particularly those in rural areas. Due to gender blindness that still prevails, agricultural policies, on the whole, do not address the needs of women farmers adequately (FAO, 1998). A total of 40% of the households in communal areas of Zimbabwe are female headed, as men leave their homes in search of jobs in urban areas (Zwart, 1990). Hence, the role of women in agriculture has tremendously increased. This trend has been called the “feminization of agriculture” and is most emphasized in Sub-Saharan Africa (World Bank, 1996). Extension educators are responsible for helping clients to accurately identify their educational needs. This is an important step in planning, developing and implementing programs. Programs are most often successful when they focus on clearly defined needs of the target group (Boldt, (1987). Therefore, the accuracy with which needs are identified for educational input is a crucial step toward meeting Extension’s objectives. Purpose and Objectives The primary purpose of this study was to describe selected demographic characteristics of rural women in Shurugwi District, Zimbabwe, to assess their perceived agricultural educational needs and perceived barriers to extension participation. For this study, four objectives were developed: To describe rural women in Shurugwi District, Zimbabwe, according to selected characteristics (age, marital status, level of education, land ownership, and family size). To determine the perceived educational needs of rural women in Shurugwi District, Zimbabwe. To determine perceived barriers to Extension participation by rural women of Shurugwi District, Zimbabwe. To determine the relationship between selected demographic characteristics of rural women and their perceived educational needs and barriers to Extension participation. Methodology/Procedures The research design employed in this study was descriptive correlational survey and, therefore, did not permit manipulation of variables or prediction of outcomes. A survey is a powerful, scientific research tool used to gather accurate and useful information as long as the samples have been drawn randomly from a large population (Salant & Dillman, 1994). Strengths and weaknesses of survey research" @default.
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• W2318565549 date "2002-01-01" @default.
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• W2318565549 title "Factors Related to Zimbabwe Women’s Educational Needs in Agriculture" @default.
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• W2318565549 doi "https://doi.org/10.5191/jiaee.2002.09306" @default.
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