Brief Introduction

Agricultural extension has often been conceptualized as an education process, which promotes learning it uses the combined findings of biological sciences and the principles of social science to bring about changes in knowledge, skill attitude, and practices in and out of school settings (Ileubaoje 2004). Eremie (2005) postulated that agricultural extension services have a lot to play in ensuring that Nigeria achieves the million development goals.

It was these perceived important roles of agricultural extension that informed the establishment of the agricultural development programme (ADPs). With the re-organization and strengthening of the extension agent of the ADPS, along training and visits line in 2006, a number of activities were initiated so as to ensure that the seven features of the training and visits are implemented.

These have led to a change in the roles performed by the extension workers thereby resulting in some level of satisfaction among both extension workers and their clients (Ajuwon 2006). It is also worth noting that despite the tremendous achievements of the agricultural sector in Nigeria, the ADPs have been besotted by a myriad of problems, especially with the terminal end of the counterpart funding by the World Bank.

Table of Contents

Title
Table of contents
Abstract

CHAPTER ONE
Introduction
Background to the Study
Statement of problem
Objective of the study
Significant of the study
Scope of the study
Basic assumption

CHAPTER TWO
Literature Review

CHAPTER THREE
Research methodology
Design of study
Area of study
Population of the study
Sample and samplings techniques
Research instrument
Administration of research instrument
Method of data Analysis

CHAPTER FOUR
Data analysis

CHAPTER FIVE
Summary
Implication of findings
Recommendations

REFERENCES
QUESTIONNAIRES