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The Imperial Era (Pre 1974)
It was only after the early 1950s that formal extension systems in Ethiopia began conducting large-scale activities aimed at transforming the traditional agriculture (Gryseels & Anderson, 1983). The period prior to 1953 was marked by sporadic activities of introducing exotic livestock breeds, vegetables, and fruit and fuel wood trees. Put simply, there was not a well-defined extension system with specific extension objectives, targets, extension contents and communication methods (Elias & Agajie, 2001; Tesfaye, 2003).
In 1953 the Alemaya College of Agriculture was established and given the responsibility of nationally coordinating and leading agricultural education, research and extension based on the Ethio-American Cooperation Agreement (Belay, 2003). According to Elias & Agajie (2001), the 1953-63 period was called the era of Alemaya College. The college initiated a number of research centres that also included satellite extension demonstration plots, namely Alemaya, Jimma, Debre-Zeit, Assela and Fitche. Demonstration plots were established with collaborating farmers. The extension agents, besides visiting and advising farmers, organized adult educational meetings and promoted the formation of agricultural youth clubs.
Youth clubs were used as major fora for technology popularization. The clients of the extension system were therefore youths organized in youth clubs, and not adult men and women. The number of trained personnel was inadequate, and institutions of technology generation, input delivery and credit provision remained extremely underdeveloped (MoA, 1992-93).
In October 1963, with the increasing number of sites and extension personnel, the then government saw the need for transferring the mandate of agricultural extension from Alemaya College to the Ministry of Agriculture (MoA). Since then, MoA has literally become the sole extension service provider in the country, and was given the national mandate to coordinate extension, set up a department to lead activities of planning and implementation of agricultural extension in the country, deploy provincial supervisors in all provinces, followed by assigning staff to Awraja and the districts (Belay, 2003).
CHAPTER 1 INTRODUCTION
1.1 BACKGROUND TO THE STUDY
1.2 HISTORICAL OVERVIEW OF THE PUBLIC EXTENSION ORGANIZATION IN ETHIOPIA.
1.3 STATEMENT OF THE PROBLEM.
1.4 RESEARCH OBJECTIVES AND QUESTIONS
1.5 SIGNIFICANCE OF THE STUDY
1.6 THESIS OVERVIEW
CHAPTER 2 LITERATURE REVIEW
2.1 INTRODUCTION
2.2 THE SCHOOLS APPROACH TO MANAGEMENT THOUGHT
2.2.1 Scientific Management School (1885 – 1920)
2.2.2 Administrative Management School (1920 – 1950) .
2.2.3 Human Relations School (1930 – 1950)
2.2.4 Behavioural Science School (1950 – present)
2.2.5 Quantitative or Management Science School (1950 – present)
2.2.6 The Japanese Management School (1970 – present)
2.3 THE PROCESSES APPROACH
2.4 THE SYSTEMS APPROACH
2.5 THE CONTINGENCY APPROACH
2.6 MODELS FOR MEASURING ORGANIZATIONAL OR MANAGERIAL EFFECTIVENESS
2.7 CONCEPTUAL MODEL
CHAPTER 3 METHODOLOGY
3.1 INTRODUCTION
3.2 THE STUDY AREA
3.3 SAMPLING PROCEDURES
3.5 VARIABLES AND THEIR MEASUREMENT
3.6 METHODS OF DATA ANALYSIS
CHAPTER 4 SOCIO-ECONOMIC PROFILE
4.1 INTRODUCTION
4.2 MANAGERIAL POSITION
4.3 GENDER .
4.4 AGE
4.5 MARITAL STATUS
4.6 LOCATION
4.7 FORMAL EDUCATION
4.8 WORK EXPERIENCE
4.9 SALARY
CHAPTER 5 ORGANIZATIONAL EFFECTIVENESS
CHAPTER 6 STRATEGIC PLANNING IN EXTENSION
CHAPTER 7 OPERATIONAL PLANNING IN EXTENSION
CHAPTER 8 ORGANIZING IN EXTENSION MANAGEMENT
CHAPTER 9 STAFFING AND HUMAN RESOURCE MANAGEMENT
CHAPTER 10 LEADERSHIP AND INFLUENCE
CHAPTER 11 MANAGEMENT CONTROL
CHAPTER 12 SUMMARY, CONCLUSIONS AND
RECOMMENDATIONS
