International Journal of Academic Research in Business and Social Sciences

search-icon

Extension Education Principles through Postgraduate Programme: A Conceptual Review

Open access
Through the incorporation of self-directed learning and remote learning into the educational system, the sequence from the diffusion of COVID-19 and the transition to the endemic phase has resulted in an awareness of lifelong learning. In light of the fact that self-efficacy in the learning process is the foundation of Positive Youth Development (PYD), e-learning has become the most popular choice and continues to be used. As a consequence, there is a need to improve self-efficacy in the learning process. In the context of education, self-efficacy is a significant factor in determining student accomplishment throughout the learning process and a contributor to the development of generic skill. The learning process can be fulfilled through obtaining formal education through the university system, with a focus on the Extension Education as a hub for the process of lifelong learning. Exploration of the Extension Education serves as the basis for the viability of postgraduate programmes, giving people the chance to acquire balanced skill sets while also helping them to attain their goals. Thus, the intention of this concept paper will thoroughly explain the definition and development of Extension of Education and how the postgraduate course complies to the parameters set out in the area of extension education and how this process of learning impacts the Positive Youth Development. In this study, generics are viewed as a vital element that must be integrated into each person's life in order for them to live a lifelong life, in addition to being seen as a strength to meet obstacles in the world of work. It must begin by examining how a formal education system fosters the growth of self-efficacy. Youth empowerment during this time period depends on the process of applying skills in a real-world environment since it promotes the concept of responsibility and the perception that their efforts are having a positive impact. The elements of the ‘5C’ in Positive Youth Development will be nurtured during this process through effective youth-adult connection throughout the skill-building activities, as well as youth engagement and leadership.

Alqurashi, E. (2016). Self-efficacy in online learning environments: A literature review. Contemporary Issues in Education Research (CIER), 9(1), 45-52
Anderson, C. (2012). Makers: The new industrial revolution. Random House.
Bahal, R., Swanson, B. E., & Farmer, B. J. (1992). Human resources in agricultural extension: A worldwide analysis. Indian Journal of Extension Education, 28 (3, 4), 1-9.
Bandura, A., & Wessels, S. (1994). Self-efficacy (Vol. 4, pp. 71-81). na. Boone, E. J., Safrit, R. D., & Jones, J. (2002). Developing programs in adult education: A conceptual programming model. Waveland Press.
Bridgford, J. (2020). Skills development and lifelong learning: resource guide for workers’ organizations.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press
Caffarella, R. S., & Daffron, S. R. (2013). Planning programs for adult learns: A practical guide (3rd ed.). San Francisco, CA: Jossey-Bass
Cahyani, N., & Winata, H. (2020). Peran Efikasi dan Disiplin Diri Dalam Peningkatan Hasil Belajar Siswa. Jurnal Pendidikan Manajemen Perkantoran (JPManper), 5(2), 234-249.
Chakanika, W., Sichula, N., & Ng'ambi, S. (2016). In defence of University extension education. UNZA Press.
Chakanika, W. W. (1989). A Critique of Extension Work in Zambia. In International Journal of University Adult Education. Vol. xxviii, No. 2, pp 47-56
Chapman, R., & Tripp, R. (2003). Changing incentives for agricultural extension: A review of privatised extension in practice.
Clark, R. W., & Smith, K. L. (1987). Burnout and Associated Factors among Administrators/Mid-Managers of the Cooperative Extension Service in the North Central Region. Summary of Research 46.
Das, S. K., & Tripathi, H. (2014). Extension education: Myth or reality. International Journal of Bio-Resource and Stress Management, 5(3), 467.
Dubois, D. D., Rothwell, W. J., Stern, D. J., & Kemp, L. K. (2004). Competency- based human resource management. Palo Alto, CA: Davies-Black Publishing
Fahimirad, M., Nair, P. K., Kotamjani, S. S., Mahdinezhad, M., & Feng, J. B. (2019). Integration and Development of Employability Skills into Malaysian Higher Education Context: Review of the Literature. International Journal of Higher Education, 8(6), 26-35.
Garavand, H., Kareshki, H., & Ahanchian, M. R. (2014). The role of educational- research environment andsocial factors on the research self-efficacy of students of Mashhad University of Medical Sciences. The Journal of Medical Education and Development, 8(4), 32-46.
Gilley, J. W., Eggland, S. A., and Gilley, A. M. (2002). Principles Of Human Resource Development. Basic Books.
Groff, J. M. (1992). Teens reaching youth. Journal of Extension, 30(4), Article 4FEA5. Available at: http://www.joe.org/joe/1992winter/a5.php
Hager, P., & Holland, S. (Eds.). (2007). Graduate attributes, learning and employability (Vol. 6). Springer Science & Business Media.
Hawke, L. D., Darnay, K., Relihan, J., Khaleghi?Moghaddam, M., Barbic, S.,
Lachance, L., ... & Henderson, J. (2020). Enhancing researcher capacity to engage youth in research: researchers’ engagement experiences, barriers and capacity development priorities. Health Expectations, 23(3), 584-592.
Ibe, P. C., & Chukwuma, F. O. (2022). Adult Education As A Means Of Providing Extension Education Programmes For Community Development: Major Challenges. Journal of Community & Communication Research, 7(1).
Igwe, N. J., Ogwo, U., & Abbah, O. I. (2021). Perceived Role of Extension Education in Promoting the Use of Biogas for Sustainable Agricultural Development in Nigeria. In IOP Conference Series: Earth and Environmental Science (Vol. 730, No. 1, p. 012034). IOP Publishing.
International Labour Conference. (2021), Shaping skills and lifelong learning for the future of
Work Report of the Committee of Experts on the Application of Conventions and Recommendations, retrieved from https://www.ilo.org/wcmsp5/groups/public/---ed_norm/---relconf/documents/meetingdocument/wcms_819708.pdf
Jackson, D., & Michelson, G. (2016). PhD-educated employees and the development of generic skills. Australian Bulletin of Labour, 42(1), 108-134
Jagosh, J., Macaulay, A. C., Pluye, P., Salsberg, J. O. N., Bush, P. L., Henderson, J. I. M., ... & Greenhalgh, T. (2012). Uncovering the benefits of participatory research: implications of a realist review for health research and practice. The Milbank Quarterly, 90(2), 311-346.
Jain, S., & Dowson, M. (2009). Mathematics anxiety as a function of multidimensional self-regulation and self-efficacy. Contemporary Educational Psychology, 34(3), 240-249.
Jansen, R. S., Van Leeuwen, A., Janssen, J., Jak, S., & Kester, L. (2019). Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: A meta-analysis. Educational Research Review, 28, 100292.
Jones, E. G., and Garforth, C. (2005). “The History of Development, and Future of Agricultural Extension”: Improving Agricultural Extension. A Reference Manual. In B. E.
Kelsey, L. D., & Hearne, C. C. (1963). Cooperative Extension Work. New York: Comstock Publishing Associates
LaRocca, M. A. (2017). The impact of posttraumatic growth, transformational leadership, and self-efficacy on psychological symptoms among combat veterans. The University of Alabama.
Lawler III, E. E. (1994). From job?based to competency?based organizations. Journal of organizational behavior, 15(1), 3-15.
Lawson, M. A., & Lawson, H. A. (2013). New conceptual frameworks for student engagement research, policy, and practice. Review of educational research, 83(3), 432-479.
Leagans, J. P. (1981). “A Concept of Needs.” Journal of Cooperative Extension:86–89.
Lerner R.M., Almerigi JB, Theokas C, Lerner JV. Positive youth development: a view of the issues. J Early Adolesc. 2005;25(1):10–16. doi:10.1177/0272431604273211
Lerner, R. M., Brittian, A. S., & Fay, K. E. (2007). Mentoring: A Key Resource for Promoting Positive Youth Development. Research in Action. Issue 1. MENTOR.
Lerner, R. M., Fisher, C. B., & Weinberg, R. A. (2000). Toward a science for and of the people: Promoting civil society through the application of developmental science. Child development, 71(1), 11-20.
Lerner, R. M., Lerner, J. V., Geldhof, G. J., Gestsdóttir, S., King, P. E., Sim, A. T., &
Dowling, E. (2018). Studying positive youth development. Handbook of adolescent development research and its impact on global policy, 68-82.
Levine, S. J. (2004). Core Competences; Extension Educator. Michigan State
Lineback, C. B., McKendree, M. G., Schweihofer, J. P., & Buskirk, D. D. (2021). Obtaining Extension Stakeholder Input to Influence Extension Education Programming and Staff Needs. Applied Economics Teaching Resources (AETR), 3(1), 58-73.
Littenberg-Tobias, J., & Reich, J. (2020). Evaluating access, quality, and equity in online learning: A case study of a MOOC-based blended professional degree program. The Internet and Higher Education, 47, 100759.
Lucia, A. D., & Lepsinger, R. (1999). The art and science of competency models: Pinpointing critical success factors in organizations. San Francisco, CA: Jossey-Bass/Pfeiffer.
Maddy, D. J., Niemann, K., Lindquist, J., & Bateman, K. (2002). Core competencies for the cooperative extension system. Oregon State University Extension Service. Retrieved from http://extn.msu.montana.edu/Jobs/ pdf/Core_Competencies.pdf
Maslow, A. H. (1943). A theory of human motivation. Psychological review, 50(4), 370.
Miri, M. R., Salehiniya, H., Bahlgerdi, M., Tiyuri, A., & Tiyuri, A. (2018). Research Self-efficacy among Postgraduate Students at Birjand University of Medical Sciences.
Mwansa, P. K., Chakulimba, O., & Chakanika, W. W. (2019). The itinerant nature of university extension education: An entity of no fixed abode and implications for I ts development at the University of Zambia. Journal of Adult Education (online ISSN 2664-5688), 1(2), 1-14.
Nazari, N., Salahshoor, M. R., Özdenk, G. D., Zangeneh, A., Lebni, J. Y.,
Foroughinia, S., ... & Ziapour, A. (2021). A study of the components of research self-efficacy in postgraduate students at Kermanshah University of Medical Sciences in 2018. Journal of Public Health, 29(5), 1243-1250.
Ngambi, S. N., & Chakanika, W. W. (2020). University Extension Education in Zambia: increasing Opportunities for Human Resource Training and Development. Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736), 3(1), 43-58.
Nghia, T. L. H. (2017). Developing generic skills for students via extra-curricular activities in Vietnamese universities: Practices and influential factors. Journal of Teaching and Learning for Graduate Employability, 8(1), 22-39.
Nisha, M. (2006). Understanding extension education. Gyan Publishing House.
Nwabuaku, K. W., & Perpetua E (2017). Extension Education: Effective Tool for Human Resource development in Rural Areas of Imo State. Journal of Metascience, 23-32
Orlowski, S. K., Lawn, S., Venning, A., Winsall, M., Jones, G. M., Wyld, K., ... &
Bidargaddi, N. (2015). Participatory research as one piece of the puzzle: a systematic review of consumer involvement in design of technology-based youth mental health and well-being interventions. JMIR human factors, 2(2), e4361.
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in psychology, 422
Peek, L., Tobin-Gurley, J., Cox, R. S., Scannell, L., Fletcher, S., & Heykoop, C. (2016). Engaging youth in post-disaster research: Lessons learned from a creative methods approach. Gateways: International Journal of Community Research and Engagement, 9(1), 89-112.
Perea, F. C., Sayles, N. R., Reich, A. J., Koomas, A., McMann, H., & Martinez, S. L. S. (2019). “Mejorando Nuestras Oportunidades”: Engaging urban youth in environmental health assessment and advocacy to improve health and outdoor play spaces. International Journal of Environmental Research and Public Health, 16(4), 571.
Pittenger, S. L., Huit, T. Z., & Hansen, D. J. (2016). Applying ecological systems theory to sexual revictimization of youth: A review with implications for research and practice. Aggression and violent behavior, 26, 35-45.
Ploum, L., Blok, V., Lans, T., & Omta, O. (2018). Toward a validated competence framework for sustainable entrepreneurship. Organization & environment, 31(2), 113-132.
Powers, J. L., & Tiffany, J. S. (2006). Engaging youth in participatory research and evaluation. Journal of Public Health Management and Practice, 12, S79-S87. Pumptow, M., & Brahm, T. (2021). Students’ digital media self-efficacy and its importance for higher education institutions: development and validation of a survey instrument. Technology, Knowledge and Learning, 26, 555-575.
Racheal, P. O. H., & Abdullah, A. G. B. K. (2019). Factors influencing students’ research self-efficacy: A case study of university students in Malaysia. Eurasian Journal of Educational Research, 19(82), 137-168.
Ramin, M. R., & Aghazadeh, M. (2014). Research self-efficacy in the psychology and educational sciences graduate students. Research in Curriculum Planning, 10(9), 147-55.
Ray, G. L. (2008). Extension Communication and Management (7th Edn.). Kalyani Publishers, Ludhiana
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students' academic performance: a systematic review and meta-analysis. Psychological bulletin, 138(2), 353.
Rockwell, K., & Bennett, C. (2004). Targeting outcomes of programs: A hierarchy for targeting outcomes and evaluating their achievement.
Roling, N. (1988). Extension science: Information systems in agricultural development. CUP Archive
Rowe-Johnson, M. (2018). The Development and Validation of the Postgraduate School Application Self-Efficacy (PSASE) Scale (Order No. 10751653). Available from ProQuest Dissertations & Theses Global. (2112909151).
https://www.proquest.com/dissertations-theses/development-validation-postgraduate-school/docview/2112909151/se-2
Savile, A. H. (1995). Extension in Rural Communities. London: Oxford University Press
Saygili, G. (2018). Factors affecting students’ learning motivation. European Researcher. Series A, (9-2), 163-170.
Scheer, S. D. (2020). Introducing the Human Development-Ecologic Model: A Practical Approach for Outreach and Extension Education Programs. Journal of Extension, 58(2), v58-2a1.
Serin, H. (2018). The use of extrinsic and intrinsic motivations to enhance student achievement in educational settings. International Journal of Social Sciences & Educational Studies, 5(1), 191-194.
Shen, D., Cho, M. H., Tsai, C. L., & Marra, R. (2013). Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction. The Internet and Higher Education, 19, 10-17.
Sichula, N. (2016). University extension education: historical perspectives, trends and the future. UNZA Press.
Simonds, V. W., Wallerstein, N., Duran, B., & Villegas, M. (2013). Peer reviewed: community-based participatory research: its role in future cancer research and public health practice. Preventing chronic disease, 10.
Singh, A., Jirli, B., & Rai, A. (2018). Factors Influencing Attitude of Extension Professionals Towards Principles of Extension Education. Indian Research Journal of Extension Education, 18(4), 50-55.
Soobard, R., Semilarski, H., Holbrook, J., & Rannikmae, M. (2018). Grade 12 Students’ perceived self-efficacy towards working life skills and curriculum content promoted through science education. Journal of Baltic Science Education, 17(5), 838.
Speer, P. M. (2021). The Doctoral Learning Environment's Role in Shaping Research Self-Efficacy: An Exploratory Study (Order No. 28719624). Available from ProQuest Dissertations & Theses Global. (2628790535).
https://www.proquest.com/dissertations-theses/doctoral-learning-environments-role-shaping/docview/2628790535/se-2
Springpoint. (2017), How Students Thrive: Positive Youth Development in Practice, retrieved fromhttps://www.springpointschools.org/media/2017/02/springpoint_how_students_thrive_-_positive_youth_development_in_practice.pdf
Suvedi, M., & Kaplowitz, M. D. (2016). What every extension worker should know: Core competency handbook (pp. 7-22). Michigan State University, Department of Community Sustainability.
Swanson, B. E. (2006). Extension strategies for poverty alleviation: lessons from China and India. Journal of Agricultural Education and Extension, 12(4), 285-299.
Taylor-Powell, E., & Henert, E. (2008). Developing a logic model: Teaching and training guide. Benefits, 3(22), 1-118.
Tiyuri, A., Saberi, B., Miri, M., Shahrestanaki, E., Bayat, B. B., & Salehiniya, H. (2018). Research self-efficacy and its relationship with academic performance in postgraduate students of Tehran University of Medical Sciences in 2016. Journal of education and health promotion, 7.
Vogel, F. R., & Human-Vogel, S. (2016). Academic commitment and self-efficacy as predictors of academic achievement in additional materials science. Higher Education Research & Development, 35(6), 1298-1310.
Wilkinson, C., & Wilkinson, S. (2018). Principles of participatory research. In Being participatory: Researching with children and young people (pp. 15-35). Springer, Cham.
Wong, G. K. W., & Cheung, H. Y. (2020). Exploring children’s perceptions of developing twenty-first century skills through computational thinking and
programming. Interactive Learning Environments, 28(4), 438-450.
Wu, H. C. J., Kornbluh, M., Weiss, J., & Roddy, L. (2016). Measuring and Understanding Authentic Youth Engagement: The Youth-Adult Partnership Rubric. Afterschool Matters, 23, 8-17.
Zimmerman, M. A. (1995). Psychological empowerment: Issues and Illustrations. American journal of community psychology, 23(5), 581-599.
Zyngier, D. (2008). (Re) conceptualising student engagement: Doing education not doing time. Teaching and Teacher Education, 24(7), 1765-1776.