PUBLIC-PRIVATE PARTNERSHIP FOR RESPONSIVE EXTENSION EDUCATION: THE CASE OF SAFE AND UCC IN GHANA

Developing nations in Africa are not shielded from the pressures of a globalized competitive agricultural marketplace. With an appreciable bulk of her people deriving livelihoods from diverse agricultural enterprises, these nations must respond to important contemporary issues shaping global agriculture. Farmers from such nations, including Ghana, will be able to improve their participation in the competitive local, regional and global agricultural marketplace if the appropriate agricultural technologies and extension information support are available. To achieve this, a new breed of agricultural extension graduates who can respond to current and emerging challenges in agriculture and interface effectively with farmers must be produced through responsive extension education and training. While extension education can produce effective extensionists to hasten agricultural development, budgetary constraints make it difficult for most African governments to successfully and sustainably implement such educational programs. However, public-private partnership (PPP) initiatives offer a way out of this financial dilemma. Beginning in 1993, the Sasakawa Africa Fund for Extension Education (SAFE) worked with the University of Cape Coast (UCC) in Ghana to develop an innovative extension education program through a public private partnership. The program, comprising a BSc. and Diploma components, was designed to respond to the myriad of challenges facing higher agricultural extension education in Ghana. A key practical feature of the curricula is the “Supervised Enterprise Projects” (SEPS), which enable students to work with relevant stakeholders to identify and tackle agricultural problems in farming communities through experiential extension approaches and action research. The SAFE-UCC initiative fulfils important education goals such as: expanding and improving access; ensuring quality and relevance; ensuring funding and mobilizing resources for sustainability; building partnerships and linkages; and promoting international co-operation. The paper discusses the underlying conditions for a successful public private partnership in agricultural and extension education and sheds light on the impacts, lessons learned and challenges.

Access, attitudes and training in information technologies and evidence-based medicine among medical students at University of Zimbabwe College of Health Sciences.

Background: The Medical Education Partnership Initiative, has helped to mitigate the digital divide in Africa. The aim of the study was to assess the level of access, attitude, and training concerning meaningful use of electronic resources and EBM among medical students at an African medical school. Methods: The study involved medical students at the University of Zimbabwe College of Health Sciences, Harare. The needs assessment tool consisted of a 21-question, paper-based, voluntary and anonymous survey. Results: A total of 61/67 (91%), responded to the survey. 60% of the medical students were ‘third-year medical students’. Among medical students, 85% of responders had access to digital medical resources, but 54% still preferred printed medical textbooks. Although 25% of responders had received training in EBM, but only 7% found it adequate. 98% of the participants did not receive formal training in journal club presentation or analytical reading of medical literature, but 77 % of them showed interest in learning these skills. Conclusion: Lack of training in EBM, journal club presentation and analytical reading skills have limited the impact of upgraded technology in enhancing the level of knowledge. This impact can be boosted by developing a curriculum with skills necessary in using EBM.

Councellors' Experience During Training and Home Based HIV Councelling and Testing in Zomba District, Malawi

Introduction In 2007, St Luke’s Mission Hospital initiated a district-wide Door to Door HIV counselling and testing (HCT) programme in Zomba district. The intent of the programme was to provide quality HCT services to people in their homes and effectively those found to be HIV positive referred to appropriate services. Methodology This was a cross sectional study using a questionnaire consecutively administered to a sample of 105 counsellors who had resided in the community for a period of over one year. The questionnaire sought to establish, knowledge gained, experiences and recommendations on how the programme has been implemented and assist running of similar future programmes. Data analysis was done manually using both qualitative and quantitative methodologies. Results We report that nearly 23% of the counsellors thought that during their training as a door to door HTC councelor they had benefited in learning to working with communities; an aspect they found to be highly applicable in discharge of their duties. The major setbacks during the training were lack daily allowances, less amount of time spent on understanding child councelling and the manual used was diffucult to follow. Over 32% of the councellors were satisfied with the participation of their clients during pre-test counselling sessions, however, the major challenge they had was the misconception that they were blood suckers, a view reported by nearly 17% of the counsellors. Close to 72% reported not to have met any problems during post-test counselling compared to 24% who reported to have found challenges. Conclusion The study has revealed that there is a need to re-look child children counselling especially in training door to door HCT counsellors. It has also revealed the prevalent allowance culture despite the benefits of training. The common challenges were refusal of test Results and failure to understand discordance. Misconceptions may still exist in the community regarding anything dealing with removing blood. There is still need for more information regarding discordance especially among couples in the community.