Media as a best tool in successful agribusiness education in zambia

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Agribusiness may be astronomically viewed as agrarian extension. Agribusiness education is an essential element of agrarian development and it has, in numerous cases, enhanced agrarian development and profitable liberation of numerous countries world over. The part of agribusiness education is to insure that the body of knowledge generated by academicians and scientists reaches the end- druggies, the growers. With good access to this knowledge, growers are suitable to make informed opinions regarding their product timing and choices. The dispersion of agribusiness knowledge to the growers has not completely been exploited in Zambia. Following the findings of the paper, the quality of agribusiness advocacy by the media is veritably poor and leaves important to be asked. The media has neglected agrarian information in preference to politics and life- style, the areas that putatively have further challenges and high threat. Read about Jcpenney credit card!


Keywords Agrarian education; Agribusiness education; Advocacy; Media; Tool



Husbandry is the backbone of our country and we all need to know a lot about it. There’s no mistrustfulness that without husbandry we can not survive in the world because this would number total lack of food.

Agrarian education is an academic field that teaches scholars about husbandry, food and natural coffers. Through these subject areas, agrarian preceptors educate scholars a wide variety of chops, including wisdom, calculation, dispatches, leadership, operation and technology. As an applied subject, agribusiness education teaches growers about agrarian openings, choices and value associated with particular agrarian products,agro-processing, value addition and marketing and delivery of products.

The part of propagating agrarian education and agribusiness advocacy has been entirely shouldered by the agrarian extension officers in the practical field and the agrarian education preceptors in the classroom in the academic circles. This is, still, a save of the nonage seminaries and growers because veritably many seminaries offer agrarian education and veritably many growers have full commerce with extension officers. The rate of agrarian extension officers to the growers is veritably high therefore rendering the whole system ineffective and hamstrung. Agrarian education should be in every academy, but it is n’t. The significance of our classes spreads further than the classroom because we all need husbandry to survive. The food we eat, the clothes we wear and the raw accoutrements used by colorful diligence all come from husbandry (Wallace et al, 1996).

Agrarian education is the connection point, along with the collaborative extension, between cutting edge husbandry exploration in our universities and our high academy scholars. These scholars are the growers, drovers, experimenters, marketing specialists and food scientists of hereafter. The key to creating sustainable productive systems is education and exploration passed down to the coming generation of leaders.

Husbandry remains a major contributor to the husbandry of utmost developing countries. In some countries, still, its share of gross domestic product (GDP) has drastically fallen or stagnated of late, and Zambia is no exception. The agrarian sector in developing countries is witnessing rapid-fire changes as a consequence of both technological progress and profitable forces which call for bettered knowledge delivery, increased request focus, competitiveness and advanced productivity (Wallace & Nilsson, 1997).

Agrarian information centres like sodalities, universities and exploration stations need to determine their unique functions and the special attributes that they can offer scholars and the agrarian community. The media takes up the part of linking information centres to information druggies, the growers. Agrarian institutions need to do a better job of carrying through with their unique capability to break the agrarian problems of the communities they serve. The media, on the other hand, will need to do a better job of communicating the generated knowledge for its operation and exploitation (Davies et al 2009).


A commitment to developing communication structure, especially with regard to the new computer- grounded communication technologies, should be a precedence because of the eventuality to reduce the information gap. The media too, with regard to audio- videotape broadcasting can be an essential element in the delivery of agribusiness education to the husbandry communities. New options for agribusiness media programs should be grounded on enabling growers to pierce valid information and meet the prospects of agrarian productivity, processing, value addition and marketing so as to meet the requirements of the private sector and the capability to stand functional in the agrarian community (FAO, 1996).


Statement of the problem

The problem at hand is the lack of substantial agribusiness advocacy by the media in Zambia. The media seems to have neglected its agribusiness advocacy part in preference to other areas. There’s inadequate agribusiness advocacy by the media in the country.


General ideal

The general ideal of this paper was to outline the functional places of the media in championing agribusiness education. Read about EDD banking!


Specific objects

To probe the challenges faced by the media in Zambia regarding agribusiness advocacy.

To establish results to poor agribusiness advocacy by the media in Zambia.

Research questions

How is the quality of agribusiness education delivered by the media in Zambia?

Is the media doing enough in championing agribusiness?

Are there any challenges faced by the media in the delivery of agribusiness education?

What challenges compromise the delivery of agribusiness education by the media in Zambia?

What should be done to ameliorate agribusiness advocacy by the media in Zambia?

Literature review


Description and compass of agribusiness education

Agribusiness education is simply another refined term for diversified agrarian extension. It’s the operation of scientific exploration and knowledge to agrarian practices through planter education. Generally, agrarian extension can be defined as the delivery of information inputs to growers (Anderson JR & Gershon, F, 2007). The part of extension services is inestimable in tutoring growers how to ameliorate their productivity and force of yield. Extension is also critical to move exploration from the lab to the field for operation and to insure a return on investment in exploration by rephrasing new knowledge into innovative practices (Davies etal., 2009). With massive exploration and rich findings, agrarian development can remain a bare dream if the knowledge isn’t delivered to the growers who transfigure it into practice.

Extension services are classified into 3 types. The first being technology transfer. This encompasses the traditional model of the transfer of advice, knowledge and information in a direct manner.

The alternate type is the premonitory and it involves the use of growers of a skeleton of experts as a source of advice in relation to specific problems faced by them. The third type of extension service is facilitation. The end of this model is to help growers to define their own problems and develop their own results to the problems or challenges they face (Beynon et al, 1998).

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