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Information to Users INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, som e thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. ProQuest Information and Learning 300 North Zeeb Road. Ann Arbor, Ml 48106-1346 USA 800-521-0600 UMI* FACTORS RELATED TO ZIMBABWE WOMEN’S EDUCATIONAL NEEDS IN AGRICULTURE DISSERTATION Presented in Partial FuLfillment of the Requirements for the Degree Doctor of Philosophy in Graduate School of The Ohio State University By Anna Ellen Mudukuti, M.A.H.E., BEd. HE., Dip. Ed. ***** The Ohio State University 2001 Dissertation Committee: Approved by Professor Larry Miller, Advisor Advisor Professor Scott Scheer fuman 'Sc Community Resource '^Development Graduate Program Professor Nikki Conklin UMI Number 3022544 UMI^ UMI Microform 3022544 Copyright 2001 by Bell & Howell Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. Bell & Howell Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 ABSTRACT The purpose of the study was to identify the perceived educational needs and perceived barriers to Extension participation of rural women in Shurugwi District, Zimbabwe. The study sought to determine the relationship among the selected demographic characteristics of rural women and their perceived educational needs, and their barriers to Extension participation. The study was also designed to describe the best predictors of needs from among the independent variables. Data were collected from 377 rural women. The researcher developed the instrument. A panel of experts and a pilot test established validity and reliability of the instrument. Face-to-face interviews were used to gather data. Interviews were conducted in Shona. Perceived educational needs, the dependent variable, were assessed using the Borich needs assessment model. The model determines a need score by subtracting the perceived knowledge score from the perceived importance score, and multiple the result by the average perceived importance score. Descriptive and correlational statistics were used to analyze and surmnarize data. Educational need scores ranged from a mean of 1.65 to a mean of 5.52. According to Borich’s model, the higher mean score the greater the educational need. The most important educational need with the highest mean score (5.52) was controlling 11 of livestock diseases. Among the 16 top educational needs 7 were related to nutrition, and 6 to access to land and credit. It appears that the rural women’s highest educational needs are in nutrition and access to land and credit. The least important educational needs of rural women were related to crop production. The findings indicated that these two areas were the major educational priority for respondents. Educational courses should be planned that meet the identified needs of the rural women. Extension program will be more effective as they focus on the educational needs of the rural women. The selected demographic characteristics of the participants in this study failed to predict the needs of rural women, giving the possibility of drawing a conclusion that in principle Shurugwi rural women were similar. The perceived educational needs scores and the selected demographic characteristic are independent of one another. Findings revealed that the outstanding barriers to Extension participation were transportation, lack of information, time constraints, permission fi’om husband, and lack of access to credit. A majority of the women in this study did not own land as individuals. Therefore, women continue to have poor control over a range of resources. 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. Educational courses should be planned that meet the identified needs of the rural women. Extension program will be more effective as they focus on clearly identified educational needs of the rural women. Ill To my two daughters: Chipo AnnaLee, and Zororo Maonei Natasha. IV ACKNOLEDGEMENTS First, I would like to give honor to God, because it is through Him that all things are possible. I wish to thank my adviser. Dr. Larry E. Miller for his valuable guidance, intellectual support, constructive criticism, constant encouragement, patience in correcting my errors and untiring help throughout my doctoral studies and my dissertation. I am grateful to the members of my dissertation committee. Dr. Scott Scheer and Dr. Nikki Conklin. I express my sincere gratitude for their support, enthusiasm, stimulating discussions and for providing useful suggestions during my course work and dissertation. Many people have been involved in the completion of this Dissertation. I wish to thank everyone who has contributed to this study. With deep sense of gratitude, I specially thank my mother and the family for their constant support, encouragement, and understanding throughout my entire doctoral studies period. Thanks go to Annie Beny and John Solonika for sharing their knowledge and information. My doctoral studies and this research were supported by a grant from the W K Kellogg Foundation. I am grateful for the financial support provided throughout my studies and, indeed, my stay in the USA. To the Ministry of Lands and Resettlement, AGRTEX Department, assistant interviewers, and all the women who contributed data for this study, thank you for the full co-operation and making the completion of this dissertation possible. VI VITA September 25, 1952 .....................................................Bom — Gutu, Masvingo, Zimbabwe. 1976 - 1979 ...................................................................Dip.H.E. Queensland University of Technology Brisbane, Australia 1982 - 1994...................................................................Lecturer, Seke Teacher Training College, Ministry of Higher Education, Zimbabwe. 1986 - 1987 ...................................................................B.Ed. H.E., Queensland University of Technology, Brisbane, Australia. 1989 -1992 ................................................................... M. A. H. E., Mount Saint Vincent University, Canada 1995 - 1997...................................................................Lecturer, Institute of Food, Nutrition and Family Sciences University of Zimbabwe. 1998 — 2000................................................................... Lecturer, African-American and African Studies The Ohio State University, Columbus Ohio 2001................................................................................Extension-Research Graduate Associate, OSU Extension Community Development, The Ohio State University, Columbus Ohio. Vll PUBLICATIONS 1 Mudukuti. A. E. II991L Press in Africa. Journal of Home Economics Association of Australia. 23 (1), 4. 2 Mudukuti, A. E. (1994). ‘Tood and Nutrition Curriculum Development in Zimbabwe: Student and Teacher Expectations.” The Journal of Home Economics Institute of Australia. 1 (4), 55. 3 Munro, I. & Mudukuti, A. E. (Summer, 1998). “Competitive sport in Zimbabwe Secondary Schools: A Positive Influence on the Nutrition Knowledge of Students.” The Canadian Home Economics Journal. 48 (3), 97. FIELDS OF STUDY Major Field: Human and C om m unity Resource Development: Specialized in Extension Education, Family Resource Management, and Research Methodology vm TABLE OF CONTENTS Page Abstract ............................................................................................................................. ii Dedication......................................................................................................................... iv Acknowledgments .............................................................................................................v Vita.....................................................................................................................................vü List of Tables....................................................................................................................xii List of Figures....................................................................................................................xiv Chapters 1. Introduction..............................................................................................................
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