Abstract:
Competencies needed by agricultural communications graduates to meet the needs of the agricultural sector are key factors for promoting agriculture and food security in a developing country such as Mali. Several studies have been conducted about agricultural communications curricula in North American higher education institutions but few findings exist that describe African universities. The aim of this study was to fill that gap and provide a basis on which policymakers and educational leaders could establish agricultural communications as a field of study at universities in the Republic of Mali and in similar developing countries. This study was done to determine the coursework and competencies required in preparing agricultural communications undergraduates in Mali. Using the Borich (1980) needs assessment approach, the construct with the highest Mean Weighted Discrepancy Score (MWDS), which indicated the most important area for curriculum development for an agricultural communications program, was “Layout and editing.” In contrast, “Malian agriculture” was rated the least important area for curriculum development. Based on the findings of this study, a curriculum of agricultural communications for universities in Mali should be developed in six areas: layout and editing, broadcasting, ethics, knowledge of agriculture, use of technologies, and writing.
Key Words:
Developing countries, African universities, Borich, MWDS
 27. Maiga NACTA Special Issue Sept 2013.pdf | [ ] | 322 kB |
