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The Agents of Change program is a two-year, project-based learning program to develop Extension Professionals’ capacity to engage in Adaptive and Transformative Leadership. Its primary goal is to develop the capacity of Extension Professionals to engage in leadership to create more diverse, equitable, inclusive and just Extension programs and community change initiatives. This manuscript describes the program and an initial evaluation and results.

Results of an evaluation of the first year of the program indicate that regular training sessions and support are appropriate for leadership development and that Extension Professionals are using the learning, awareness and tools from this program to address challenges with Adaptive and Transformative Leadership elements. Also, Extension professionals demonstrated commitment to personal growth, community engagement and understanding of their multifaceted roles as change agents.

Participants are sharing resources from the program with colleagues, leading meetings differently, questioning the status quo and pushing others to try new ways forward.

Research has established a connection between industrially-produced food and negative health outcomes. Scholars have also shown a significant link between poor food environments and health. This paper explores the experiences of university extension program agents in order to initiate greater dialogue about the role of extension in lessening the deleterious health impacts of unequal access to high quality and sufficient quantity foods. Specifically, we consider the role of food self-provisioning instruction (e.g., food gardening, preservation).

The paper draws on semi-structured interviews with 20 university extension program officers in the state of Washington.

Although our participants report that demand for education in food production skills is on the rise across Washington, there are barriers to the equitable distribution of self-provisioning skills.

There is considerable promise for extension programs to have positive implications for health and nutrition for communities struggling to access quality foods. To meet this progress, extension must be more aware of serving the entire public either through hiring agents mirror their constituencies or funding a more diverse array of programming.

Little existing research examines or evaluates using university extension programs as a vehicle for teaching food self-production, though these topics have been taught since the founding of extension.

The purpose of this research is to determine institutional commitment to sustainability by examining Natural Resource Extension program inputs, activities, and participation.

A document analysis of Natural Resource Extension planning and reporting documents was conducted to provide contextual and historical data for the study and 58 in‐depth interviews were conducted with Natural Resource Extension personnel in the Alabama Cooperative Extension System and the Oregon State University Extension Service.

This research moves beyond the familiar teaching and research functions of higher education institutions and focuses on Cooperative Extension, which is the outreach arm of universities. The paper discusses challenges and opportunities associated with implementing sustainability through these outreach education programs. In both Alabama and Oregon, the Agriculture, Home Economics, and 4‐H programs dominate human and economic resource investment in Cooperative Extension. Natural Resource Extension programs in Alabama and Oregon represents 6 and 14 percent, respectively, of all program expenditures in Cooperative Extension. Both states have educational programs that address sustainability of natural resources and those programs were interdisciplinary in nature. Little evidence is found extensive participation in Natural Resource Extension programs by environmental groups, minorities, and other non‐traditional clientele. Lastly, Oregon's political context was more conducive to broadening Natural Resource Extension program work in sustainability.

Educational institutions such as Natural Resource Extension programs at universities play a significant role in educating private landowners, the public, and professionals about various aspects of forestry and natural resources. Based on this study of Natural Resource Extension programs in Alabama and Oregon, the following are needed for extension to address natural resource sustainability through its educational programs: sufficient intellectual and financial commitment to sustainability, diverse and inclusive participation in programs, and collaborative interdisciplinary programming. The analysis presented here can aid other educators as they explore sustainability through educational programming.

Since, Natural Resource Extension programs address societal concerns through problem solving, grassroots education, and research and technology dissemination, they are poised to do work in the sustainability arena. No study to date has examined sustainability from the aspect of Natural Resource Extension educators in Oregon and Alabama. An understanding of current investment in sustainability through education is fundamental to building a strong Extension program in this area.

The purpose of this paper is to investigate the impact of the Integrated Household Extension Program (IHEP) on participant households’ welfare and see the policy effectiveness. The government of Ethiopia – in contrast to the majority of countries in Sub-Saharan Africa – invests heavily in agricultural extension but very little empirical evidence is available on the impact of the services on farm performance and household welfare that could justify these investments. The IHEP program is a particularly interesting case as it is an example on how agricultural extension systems in developing countries changed during the past two decades, from centralized top-down technology-transfer-orientated approaches to decentralized, participatory and more integrated approaches.

The authors use household survey data from 730 farm households (361 treated and 369 control) in the Tigray region of Ethiopia and propensity score matching methods to estimate the impact.

The authors find that the extension program had a large positive impact on household welfare – increasing income with about 10 percent – and on investment but have not impacted on income diversification. In addition to the main variable of interest (extension), household characteristics, such as household head age, gender, adult labor availability in the household, asset holdings and social capital variables were found to have an influence on income, investment and income diversification.

The paper has tried to assess the impact of a program which claiming substantial public money using primary data. Hence, the findings will serve to inform policy makers as how the program is running.

The purpose of this quantitative study was to investigate Penn State Extension 4-H volunteer leaders’ leadership development needs and preferred delivery methods for leadership development. The participants were 147 volunteer leaders who attended Penn State Extension Annual 4-H Leader Forum and filled out the survey. We found that the overall mean score for leadership skills needs among volunteer leaders was 4.33 (SD =.45). Volunteers’ overall leadership skills needs do not differ based on volunteer gender, level of education, age, and previous volunteer experience. The preferred delivery methods of leadership development for Penn State Extension 4-H volunteer leaders were workshop and in-service training. Leadership education is critical in advancing volunteers’ skills and preparing them to delivery well-developed, state of the art contemporary leadership education programs.

This article describes how professionals leading volunteers can purposefully work toward developing the “leadership identity” of individual volunteers. These concepts and the application of them are presented in the context of Cooperative Extension volunteer groups. Specific methods of developing the leadership identity and capacity of individual volunteers and for developing shared leadership within volunteer groups are offered. This article contains many implications and applications for all types of volunteers, including those outside an Extension context.

The poor performance of public agricultural extension systems in developing countries engendered interest in pluralistic concepts of extension involving a variety of service providers. Within the reform agenda, modalities relying on private‐sector providers were perceived as a path to improvement. This paper aims to assess the potential and limitations of such modalities.

The paper discusses the conceptual underpinnings of these extension approaches, highlights theoretical and practical challenges inherent in their design, and provides an assessment of several performance‐based case studies described in the formal and informal literature.

Many of the modalities reviewed entail partnerships between the public sector, farmers' organizations or communities, and private‐sector providers. The paper concludes that while private‐sector participation can overcome some of the deficiencies of public extension systems, there are also challenges that have been faced, including misuse of public funds, insufficient accountability to farmers, inequitable provision of service, inadequate quality, and limited coverage of the wide range of farmers' needs.

The review suggests that private‐sector involvement in extension is no panacea. Extension systems need not be uniform, and will require different providers for different clienteles, with public providers and funding focusing more on smaller‐scale and less commercial farmers. The public sector may need to provide some regulatory oversight of private‐sector extension activities, particularly when public funding is involved.

The paper draws conclusions from a diverse range of experiences, some of which are recent, and provides comparative insights. It may be of interest to development scholars and practitioners.

The purpose of this paper is to explain the work and importance of the “extension” programme in the USA.

An historical review of the formation, development, present day workings and importance of the extension programme.

“Extension” works in six major areas, including family, consumer science and agriculture. Extension grants that address food safety are issued via the National Integrated Food Safety Initiative (NIFSI). Target audiences for the programmes include various groups of consumers (pregnant/nursing mothers, infants, teens, etc.), as well as multipliers or gatekeepers who disseminate knowledge to groups of consumers.

Since the Year 2000, NIFSI have awarded more than 180 competitive integrated food safety grants. Federal data indicate 20 percent reduction in foodborne disease attributed to collaborative educational efforts including the development of HACCP.

This paper is one of the few to describe the work of the extension programme with specific reference to food safety.

An assessment identifying the leadership education needs of three groups of leadership program alumni was developed through focus group interviews. Respondents (386 of 1,063 or 36%) were most interested in training on: engaging others in a common vision, inspiring others, attracting the right people for the task, and influencing others. They preferred to participate in one or two workshops per year. Face-to-face delivery was the format most preferred by respondents with distance-delivery strategies identified as the preferred means by 34% or less, and respondents preferred to pursue regional collaborations in their state. The results will be the basis for advanced leadership development training for alumni of leadership development programs offered through Cooperative Extension. It was recommended that this study be replicated with community leaders that have not participated in formal leadership programs as the basis for developing initial and advanced training needs.

The purpose of this paper is to explore the effect of agricultural extension services provided by public sector on the individual technology adoption behaviour of rice farmers in Sri Lanka.

The study used data from a cross sectional survey conducted in seven rice procuring regions in Sri Lanka. Eight rice technologies were selected to explore the effect of extension service on adoption behaviour of rice farmers using probit models. The extension service variable was identified as potentially endogeneous and instrumented using average extension for each region.

The results revealed that the extension service variable was positive and indicative of a high level of significance in all the rice technologies promoting the adoption. Hence the public agricultural extension service programmes were considered as significant explanators of technology adoption. The farmers who received agricultural extension service were more likely to adopt a technology.

At present, the position of agricultural extension service is questioned and the future is unknown. Therefore, this study advises policy makers to prioritise agricultural policies to strengthen public spending on agricultural extension for effective adoption of technological innovations.

The paper adds solid empirical evidence to the literature on technology adoption behaviour from a peasant agricultural context in a developing country scenario that uses farm level data. Moreover, the study contributes to the literature by reiterating the significance of public provision of extension and training programmes as a direct motive in the technology adoption behaviour of farmers.