Assessment of Agricultural Training Needs: A Case Study of Unisa Urban Agriculture Community Engagement Project in Katlehong Township

Assessment of Agricultural Training Needs: A Case Study of Unisa Urban Agriculture Community Engagement Project in Katlehong Township | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Assessment of Agricultural Training Needs: A Case Study of Unisa Urban Agriculture Community Engagement Project in Katlehong Township Christian A Mbajiorgu, Dikeledi Pertunia Malatji, Ebere L Udeh, and 10 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6622958/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 10 Feb, 2026 Read the published version in Discover Sustainability → Version 1 posted 10 You are reading this latest preprint version Abstract A survey was conducted at the Community Engagement (CE) project of the University of South Africa (UNISA) in Katlehong Engineering School of Specialization in Gauteng province, South Africa. The study aimed to assess the agricultural training needs of participants to determine the project's value and direction. A total of 61 participants, primarily females aged 18 to 92 (mean age = 49), were surveyed. Data was analyzed using the Statistical Package for the Social Sciences with methods such as descriptive statistics, the Chi-square test, and the Friedman test. Most participants relied on government social grants and seasonal employment; over 75% were involved in agricultural activities, with education, age, and gender being significant influencing factors. Specifically, 72.1% were engaged in vegetable cultivation, 11.5% in field crops, and 9.8% in poultry farming. Training preferences indicated a strong interest in animal production, particularly layers and broilers (Mean Rank Score of 2.39 and 2.55), and in crop production, vegetable (Mean Rank Score of 1.36) ranked highest. In conclusion, the survey identified key agricultural skills and knowledge gaps within the Katlehong community, which will guide targeted agricultural training programs aimed at improving skills, food availability, and household income. Household garden Food security Agricultural science concepts Learning Community engagement South Africa Figures Figure 1 Background and introduction The White Paper on the Transformation of Higher Education identifies community engagement as a core component of higher education in South Africa [1, 2]. In addition, the Education Department’s 2001 National Plan for Higher Education emphasizes that universities must respond to local, regional, and national needs. Higher education is at a pivotal crossroads, compelled by local and global forces to drive innovative research, effective pedagogies, and dynamic organizational structures that resonate with community needs [3]. Universities are uniquely positioned to meet the demands of local communities by offering robust adult learning programs that equip workers with essential skills. They must actively partner with local schools to elevate STEM education and enhance readiness for higher education. Furthermore, universities can take a leading role in community engagement by implementing impactful volunteer initiatives, such as tutoring and food bank programs, that actively involve students and faculty [4]. In view of this, the University of South Africa, which aims to shape futures in service to humanity, supports local communities through its community engagement and outreach projects. UNISA exemplifies its strong dedication to community engagement through its Community Engagement and Outreach Policy, which underscores the university's essential role in shaping futures through impactful service to humanity. This policy articulates key principles—mutuality, generosity, reciprocity, and equality—ensuring that our community engagement initiatives deliver substantial benefits to both the community and the institution. UNISA's primary objective in its community engagement projects is to proactively serve the community by addressing its needs with effective solutions that directly enhance the lives of its members. University CE projects include providing skills training, facilitating technology transfer, and offering consultancy services. Giving relevance to these ideals, the University of South Africa's College of Agriculture and Environmental Science recognizes food security as a fundamental human right. In both rural and urban areas (townships) of South Africa, poverty is widespread, particularly among the black majority population. According to [5], the unemployment rate for the fiscal year 2025 stands at 33.2%, with youth unemployment soaring to 55%. This indicates a significant lack of skills development among young people, resulting in many households struggling to meet their basic domestic needs. Addressing food insecurity is a critical responsibility of the South African government [6]. This constitutional duty aligns with the African Union's 50-year strategy, Agenda 2063, as well as the Sustainable Development Goals, both of which aim to promote sustainable development [7]. A study by [8] highlights that household food insecurity has been a persistent issue in the Gauteng province from 2000 to 2020. Within the Gauteng province, Katlehong township is located to the east of Johannesburg, in the Ekurhuleni Metropolitan Municipality. Many residents engage in food gardening and poultry farming, depending largely on the size of their yards and available resources [9,10]. However, there is a significant gap in farming knowledge and skills among community members in Ekurhuleni because majority of the people are located in the township (urban area) with limited space for agricultural activities. In response, the University of South Africa's Department of Agriculture and Animal Health has launched a community engagement-based project aimed at providing agricultural knowledge, training, and skills to the community members in Katlehong township with an interest in farming. By so doing, community members will be encouraged and assisted with establishing agricultural initiatives that will address food insecurity within households in the township. This initiative utilizes a community-based Skills Development Programme (SLP) and workshops as essential tools to enhance engagement and tackle food security challenges. Most often, organizations implement training programmes without considering the specific needs and preferences of communities [11]. This often leads to a disparity between the training programmes and the needs of those communities in terms of their needs, skills, resources, and interests. Therefore, the primary objective of the present study was to identify the farming knowledge gap, skills, and agricultural training needs of the community members involved in Katlehong community engagement, so as to gain the necessary information that will help make informed decisions on implementing relevant and effective agricultural initiatives to boost their skills. Specifically, this study sought to profile socio-demographic characteristics of the beneficiaries of UNISA’s CE project in Katlehong, identify the types of training programmes preferred by the beneficiaries, and factors influencing their participation in agricultural activities. Research methodology In 2023, the Department of Agriculture and Animal Health in the College of Agriculture and Environmental Sciences (CAES), University of South Africa (UNISA) initiated a Community Engagement (CE) project in Katlehong township. Katlehong is a township in Ekurhuleni Metropolitan Municipality in Gauteng province of South Africa. The project is located in Katlehong Engineering School of Specialisation (26° 34.4’187” S 28° 15.0’002” E). Before the commencement of the study, community members were invited to participate in the Community Engagement (CE) project. Thus, amongst the community members who showed interest in being involved in the CE project and those who joined voluntarily, 61 of them participated in the survey aimed at identifying their agricultural training needs. The study employed a mixed method whereby face-to-face interviews were conducted using semi-structured questionnaire. Data was analysed using the Statistical Package for the Social Sciences (SPSS) version 29. Descriptive statistics, Chi-square, and the Friedmans test formed part of the statistical analysis. Friedman test was employed to identify the agricultural training needs of the participants in order of importance using the ranks. In addition, Binary Logistic Regression Model (BLR) was used to determine project members’ participation in agricultural activities. The specification of BLR model used is as follows in equation 1: X1=Gender (0=Female, 1=Male) X2=Age (Years) X3=Education level (1=Never being to school; 2=Informal education; 3=Primary; 4=Secondar; 5=Adult Education & Training; 6=Tertiary) X4=Household head (0=No; 1=Yes) X5=Seasonal employment (0=No; 1=Yes) X6=Year living in the community (Years) X7=Participant has farming experience (0=No; 1=Yes) X8=Born in the community (0=No; 1=Yes) X9=Household size (Number) Results 3.1 Demographic and socio-economic characteristics The results in Table 1 show that the majority of the participants were females. The difference between the proportions of females and males was statistically significant as shown by the results of Chi-square test (ꭓ2=11.951; p<0.001). The average age of the respondents was 49 years, with a minimum and maximum of 18 and 92 years, respectively. The variation of the respondents' age was low because the value of the standard deviation (13.71) is significantly less than the range (74). The largest majority, 93.5% of the participants, had basic education (primary, secondary, and ABET), of which primary was dominant, with more than two-thirds of the participants. Thus, most of the community members who showed interest in the agricultural training programs offered by the University of South Africa (UNISA) through the community engagement (CE) project had a low literacy rate from a formal education point of view. In addition, three-quarters (75.5%) of the participants had no formal spouses because they were single, divorced, separated, or widowed. More than half (55.7%) of the participants were household heads, meaning most community members who showed interest in the CE project had to provide for their families. Nonetheless, the variation between household heads and non-household heads who participated in the study was not statistically significant (ꭓ2=0.803: p=0.370). Of interest is that a significant majority of the participants had access to agricultural land (73.8%; ꭓ2=13.787; p<0.001) and farming experience (67.2%; ꭓ2=7.230; p=0.007). It shows that most community members who showed interest in participating in agricultural and animal health training programs offered by UNISA had basic knowledge about farming. Again, the results in Table 1 depict that a significant majority (62.3%; ꭓ2=3.689; p=055) of the participants were in Katlehong to look for better opportunities because they were not born in the township. Therefore, their participation in the UNISA CE project could be an avenue to acquire the skills and knowledge required to engage in agricultural activities that can improve their livelihoods. On average, the participants have been staying in Katlehong Township for 37 years, of which the variation was low because the standard deviation (14.96) is significantly less than the range (67). The participants’ prolonged stay in the township is also evident because four-fifths (85.3%) owned and stayed in family houses. Table 1: Participants’ demographic and socio-economic characteristics (n=61) Variable name Frequency Percentage (%) Gender Female 44 72,1 Male 17 27,9 Education level Never been to school 1 1,6 Informal 3 4,9 Primary 42 68,9 Secondary 1 1,6 Adult Basis Education & Training (ABET) 14 23,0 Tertiary 1 1,6 Marital status Married 14 23,0 Single 35 57,4 Divorced 2 3,3 Separated 5 8,2 Widowed 4 6,6 Cohabitation 1 1,6 Household head No 27 44,3 Yes 34 55,7 Access to land for agricultural purpose No 16 26,2 Yes 45 73,8 Has farming experience No 20 32,8 Yes 41 67,2 Born in the community Yes 23 37,7 No 38 62,3 Dwelling occupation method Renting 9 14,8 Owner 17 27,9 Family house 35 57,4 Variable name (Min-Max) Mean & SD Age 18-92 49 (13.71) Duration of staying in the community 1-68 37(14.96) Apart from the participants’ demographics, socio-economic information such as income sources and family composition was collected of and the results are presented in Table 2. According to the findings in Table 2, the participants had nine sources of income, of which the relative majority had seasonal employment (29.5%) and received child support grants (29.5%). Moreover, 21.3% and 16.4% of the participants were the recipients of social and pension grants, respectively. In general, the results show that about three-quarters of the community members who showed interest in receiving agricultural and animal health training from the UNISA CE project were impoverished because they received various government social grants. The above phenomenon is also supported by the largest proportion of the participants who were not employed or had businesses as their main source of income. From a family composition perspective, the results in Table 2 indicate that the average household size of the participants was five family members. There was low variation in the household size of the participants because the standard deviation (2.84) is significantly less than the range (19). There were more adults (X̄=3) compared to children (X̄=2) in the households of the participants. The variation in the number of adults was low, as shown by the standard deviation value of 1.48, which is significantly less than the range (6). Similarly, a low variation was obtained amongst the number of children in the households of the participants (SD=1.85; Range=10). Of interest is that there were participants who had no children (<18 years old) in their households and those who stayed alone. The average number of working persons in the households of the participants was one, with a minimum of zero and a maximum of five. Therefore, the were households without employed persons. Again, the variation for employment persons was low because the range (5) was significantly higher than the standard deviation value of 0.96. Table 2: Participants' income sources and family composition (n=61) Variable name Frequency Percentage (%) Income source Seasonal employment 18 29,5 Child Support Grant 18 29,5 Social grant 13 21,3 Pension Grant 10 16,4 Self-employment (Business) 8 13,1 Remittances 7 11,5 Disability Grant 2 3,3 Military Veterans Grants 2 3,3 Renting rooms/shacks 2 3,3 Variable name (Min-Max) Mean & SD Household size 1-20 5(2,84) Household adults (>18 years) 1-7 3(1,48) Household children (<18 years) 0-10 2(1,85) Working household members 0-5 1(0,96) 3.2 Agricultural activities Table 3 illustrates that three-quarters of the participants were involved in agricultural activities during data collection in the year 2023. The results of the chi-square test (ꭓ2=20.082; p<0.001) implied that a significant majority of community members participating in the training programs offered by the University of South Africa in Katlehong township were farming. From the participants involved in agricultural activities, 72.1% cultivated vegetables (cabbage, spinach, carrots, onion, and others), followed by field crops (maize and legumes) with 11.5%, and poultry (layers and broilers) with 9.8% of the participants. Very few participants (<10%) cultivated herbs and kept livestock. Table 3: Participants’ involvement in agricultural activities (n=61) Variable name Frequency Percentage (%) Involved in agricultural activities No 13 21,3 Yes 48 78,7 Agricultural commodities (activities ) Vegetables 44 72,1 Field crops 7 11,5 Poultry 6 9,8 Herbs 3 4,9 Livestock 2 3,3 3.3 Communication about the project Before the UNISA Katlehong CE project was launched, stakeholder meetings were held between academic staff members from the Department of Agriculture and Animal Health at UNISA, the School Governing Body (SGB), Community members, the School Management Team, and Teachers to conceptualise the project. After the conceptualisation of the project was completed, stakeholders were informed about the project and requested to inform the community members. During data collection, it was important to collect information about the communication methods that were effective in informing the community members about the UNISA CE project in the Katlehong Engineering School of Specialisation. The results in Figure 1 depict that a relative majority (47.5%) of the participants were informed by their friends about the project, followed by 23% from SGB and other communication methods with less than 10% each. 3.4 Training needs The section presents the results of the types of training needs of the participants with specific reference to animal production, crop and horticulture production, agribusiness and extension, animal health and welfare. In the last section (3.4.5), the results of the overall training from the above categories are presented. 3.4.1 Animal production The Friedman test was applied to identify the animal production training needs of the participants. The results of the Friedman test presented in Table 4 show that layer chicken training was ranked high by the respondents with a mean rank score (MRS) of 2.39, followed by broiler chicken (MRS = 2.55). Thus, poultry training was the most important animal production training preferred by the community members who participated in the UNISA CE project in Katlehong Engineering School of Specialisation. The least preferred training was Ostrich production, with the highest MRS of 7.32 and ranked number nine. The difference between animal production training favoured by the participants was statistically significant (p < 0.001; ꭓ2 = 216.209; df = 8). Therefore, there is a significant difference in the mean rank factors (trainings). Table 4 Animal production training needs of the participants (n = 61) Type of training Mean Rank Score (MRS) Rank (R) Layers 2,39 1 Broilers 2,55 2 Sheep 4,47 3 Goat 4,55 4 Cattle 4,90 5 Piggery 4,91 6 Rabbit 6,61 7 Duck 7,30 8 Ostrich 7,32 9 3.4.2 Crop and horticulture production To identify the types of crops and horticulture production training preferred by the participants, the Friedman test was used, and the results are presented in Table 5 . According to statistical outputs presented in Table 5 , vegetable production training was highly ranked by the participants (MRS = 1.36; R = 1), followed by fruits (MRS = 3.76) and Herbs (MRS = 4.01), which were ranked second and third, respectively. Training about hydroponics was the least preferred because it was ranked 9th with a mean rank score of 7.57. In the results of the Friedman test, a chi-square (ꭓ2) value of 213.894 with degrees of freedom (df) of eight (8) and p-value of < 0.001 were obtained. Therefore, there is a significant difference between the crop and horticulture production training preferred by the participants. Table 5 Crop and horticulture production training needs of the participants (n = 61) Type of training need Mean Rank Score (MRS) Rank (R) Vegetables 1,36 1 Fruits 3,76 2 Herbs 4,01 3 Field crops 4,61 4 Medicinal crops 5,52 5 Greenhouse 5,84 6 Flowers 6,01 7 Vertical gardening 6,32 8 Hydroponics 7,57 9 3.4.3 Agribusiness and extension The results Friedman test in Table 6 illustrate that agricultural marketing was highly ranked by the participants (MRS = 2.87); thus, it was the most preferred training. It implied that community members who participated in the UNISA CE project aspired to sell their agricultural produce in the market because they had an interest in marketing training. The second and third agribusiness training desired by the participants were book-keeping (MRS = 3.02) and financial management (MRS = 4.03). Group dynamic and leadership was the least desired training by the participants because it was ranked 8th. This is an indication that most participants had less interest in farming in groups or agricultural cooperatives. The difference between agribusiness and extension training preferred by the participants was statistically significant (p < 0.001; ꭓ2 = 100.038; df = 7). Therefore, there is a significant difference in the mean rank factors (agribusiness and extension trainings). Table 6 Agribusiness and extension training needs of the participants (n = 61) Type of training need Mean Rank Score (MRS) Rank Marketing 2,87 1 Book-keeping 3,02 2 Financial management 4,03 3 Development of farm business plan 4,43 4 Climate change 4,57 5 Business management 5,27 6 Project monitoring and evaluation 5,59 7 Group dynamic and leadership 6,22 8 3.4.4 Animal health and welfare According to the results of the Friedman test in Table 7 , which ranks the types of animal health and welfare training needed by the participants, vaccination was highly ranked (MRS = 2.64). Therefore, participants who had an interest in animal production had more interest in acquiring knowledge about preventing and controlling diseases through vaccination. Moreover, animal husbandry (MRS = 3.81) was the second type of training desired by the participants. Farm biosecurity was ranked last (10th); thus, it was the least desired training by the participants. The statistical outputs of the Friedman test achieved a chi-square (ꭓ2) value of 111.030 with degrees of freedom (df) of nine (9) and a p-value of < 0.001. It implied that the types of animal health and welfare training desired by the participants differed significantly. Table 7 Animal health and welfare extension training needs of the participants (n = 61) Type of training need Mean Rank Score (MRS) Rank R Vaccination 2,64 1 Animal husbandry 3,81 2 Animal welfare 5,38 3 Deworming 5,48 4 Dehorning 5,58 5 Diseases 5,70 6 Ear tagging 5,89 7 Hot iron branding 6,72 8 Notching 6,82 9 Farm biosecurity 6,98 10 3.4.5 Overall training needs of the participants As illustrated in Table 8 , crop and horticulture production training was the type of training most preferred by the participants because it was highly ranked (MRS = 2.10). However, animal health and welfare training were lowly ranked, with a mean rank score of 3.07; thus, it was the least preferred by the participants. The difference between the types of training preferred by the participants was statistically significant, as shown by the outputs of the Friedman test, which compared the mean ranks (p < 0.001; ꭓ2 = 24.128; df = 3). Table 8 Overall training needs of the participants (n = 61) Type of training Mean Rank Score Rank Crop and horticulture production 2,10 1 Animal production 2,13 2 Agribusiness and extension 2,70 3 Animal health and welfare 3,07 4 3.5 Factors influencing participation in agricultural activities Binary Logistic Regression (BLR) was used to determine factors influencing the respondents’ participation in agricultural activities. The statistical outputs of the Hosmer and Lemeshow Test achieved a chi-square test value of 3.515 with degrees of freedom (df) of eight (8) and p-value of 0.898. Therefore, the model was suitable for the type of data fitted because p-value was not statistically significant (p > 0.05). The Pseudo R-Square statistical outputs for Cox and Snell, and Nagelkerke obtained were 0.444 and 0.685, respectively. Because on Binary Logistic Regression the Pseudo R-Square values have limitations in evaluating the overall model fit, unlike in Multiple Regression Models, the values of Cox and Snell, and Nagelkerke were accepted without further interpretation [ 12 ]. The Binary Logistic Regression results of the factors influencing the respondents’ participation in agricultural activities are presented in Table 9 . Table 9 BLR results of factors influencing the respondents’ participation in agricultural activities (n = 61) Variable B S.E. Wald Sig. Exp(B) Gender 4.771 2.119 5.067 0.024* 117.994 Age 0.200 0.084 5.635 0.018** 1.222 Level of education 2.212 0.924 5.734 0.017** 9.135 Household head -0.156 1.386 0.013 0.910 0.856 Seasonal employment -4.355 1.645 7.005 0.008** 0.013 Years living in the community 0.034 0.057 0.368 0.544 1.035 Farming experience 1.025 1.234 0.690 0.406 2.787 Born in the community 0.205 1.197 0.029 0.864 1.228 Household size -0.118 0.180 0.433 0.511 0.889 Constant -16.680 6.695 6.208 0.013 0.000 * Correlation is significant at 0.05 level; ** Correlation is significant at 0.01 level The results in Table 9 show that six independent variables out of nine had a positive relationship with the dependent variables (participation in agricultural activities. However, only three variables (gender, age, and education level) were significant predictors of participation in agricultural activities. From the three negative factors, only seasonal employment was statistically significant at 1% level of significance (p ≤ 0.01). As mentioned above, there was a positive (β = 4.771) and significant relationship (p = 0.024) between gender and the respondents’ participation in agricultural activities. With all things being equal, it implied that males were more participating in agricultural activities than females. Similarly, older farmers and those highly educated were highly participating in agricultural activities than their counterparts. Thus, age and education level were the significant predictors of the community members’ participation in agricultural activities in the study area. However, the effect of seasonal employment on the project members’ participation in agricultural activities was negative (β=-4.355) and statistically significant (p = 0.008). It meant that the members of UNISA CE project who had seasonal employment participated less in agricultural activities, with all factors held constant. Discussion Socio-economic characteristics of participants Community-based participatory projects have gained significant attention over the past 20 years, offering a promising research approach that promotes mutual benefit and collaboration between communities and academic institutions. The main aim of this paper was to document and evaluate Agricultural training needs for members of the Unisa community engagement project (CE) in Katlehong township of South Africa. The findings of this study indicated that the majority of the respondents were females compared to males, with the difference between the proportions of males and females being statistically significant. The findings aligned with the overall participation in the Katlehong township CE project, where all women participants expressed enthusiasm for participating in the initiative. In total, 61 community members were part of the CE project, of which 44 are women, indicating that 72% of women participated in this study compared to 28% of men. Women's empowerment is an essential component of community development and is inextricably linked to achieving Sustainable Development Goal (SDG) 5, a key objective of the United Nations' 2030 Agenda, which seeks to promote gender equality and empower girls and women globally by 2030 [ 13 ]. The involvement of women in this project contributes significantly to achieving this objective. In addition, a study on the impact of women's participation in community development projects suggested that the participation of women in these types of projects led to improved household income, self-esteem, and education outcomes [ 14 , 15 , 16 ]. South Africa has introduced major reforms since 1994, prioritizing education as a key sector to tackle historical inequalities and ensure inclusive access to quality education. Even though the proportion of individuals over 25 years with only primary education or less has decreased significantly among Africans in South Africa from 57.9% in 1996 to 22.2% in 2022 [ 17 ], indicating a substantial shift towards higher education levels, the majority (68.9%) of participants in this study have only completed primary education. The results of this study indicate a clear need for targeted educational interventions in the study area in order to address the identified gaps and improve outcomes. In addition, the findings of the current study indicated that about three-quarters of the Unisa CE project participants were living in poverty and relied on various government social grants, including child support, social grant, and pension grants, as their primary source of income. This underscores the significance of the Unisa CE project in empowering them to take up farming and earn additional income and produce food for household consumption, thereby improving their socio-economic circumstances. Research shows that community-based projects play a significant role in alleviating poverty in Sub-Saharan Africa, including the Southern African region [ 18 , 19 ]. This effort aligns with the objectives of SDG 1, which aims to end poverty worldwide by 2030. Agricultural activities of participants Results from this study indicate that 78.7% of participants from the Katlehong community were engaged in agricultural activities prior to participating in the CE project, while 21.3% were not. However, all participants have shown an interest in agriculture due to their participation in the training programmes offered by the University of South Africa. Like other economic activities, the primary motivation for participation in agriculture is likely to be instrumental and self-interested. These results align with findings from [ 20 ], which reported that more than two-thirds of community-supported agriculture (CSA) members volunteered in a farming programme statewide, compared to the minority who did not. Also, the results reveal that participants with experience in vegetable farming are significantly more prevalent than those involved with other commodities, such as field crops, poultry, herbs, and livestock. This trend may be attributed to concerns about food security, which have escalated due to rising unemployment and soaring food prices, adversely affecting poor urban dwellers. For example, between 1991 and 2001, there was a notable increase in rural-to-urban migration in South Africa, as many individuals moved to urban centres in search of employment [ 21 ]. In response to urban poverty in low-income areas, both government and non-governmental organizations (NGOs) initiated several initiatives. One key strategy was to encourage urban residents to engage in urban cultivation to enhance household food security [ 22 , 23 ]. Consequently, numerous urban gardening projects were implemented, particularly in townships and informal settlements during the 1980s and 1990s [ 22 ]. This research demonstrates that small-scale farming is a valuable resource for increasing food production, with participants indicating their ability to produce more from their holdings. Historically, urban agriculture was deemed illegal under the apartheid planning system [ 24 ]. The findings also reflect other research, noting that 79% of members reported an increase in the quantity and variety of fruits and vegetables due to community-supported agriculture practices [ 25 ]. Furthermore, [ 26 ] reported that income generated from the sales of vegetables by backyard producers in South Africa accounts for 10% of household income, thereby enhancing household cash flow. Communication about the project This study identified seven major levels of communication about the CE project, as shown in Fig. 1 , highlighting the crucial role of communication in community development. It was found that effective communication significantly impacts participation in community initiatives. Therefore, the effect of communication on community development should not be underestimated, as it fosters collaborative actions among community members. Information regarding the Katlehong CE projects was communicated through various stakeholders, including learners, the School Governing Body (SGB), and ward councillors. The results align with [ 27 ], which indicates that proper information sharing and awareness activities are essential for delivering relevant information without political or personal bias. The data revealed that most participants primarily learned about these initiatives through word-of-mouth from friends, with the SGB being the second most used channel for sharing information among learners and parents. The findings also showed that information received from the community radio station and the Katlehong Engineering School of Specialisation principal had equal impacts. Municipal officials served as another channel for disseminating information about the Katlehong CE project. [ 27 ] supports these results, noting that, among various communication sources, local radio was the most frequently cited source of information regarding reconstruction beneficiaries. Local government representatives were also a primary source of information for beneficiaries. While other forms of communication were utilized, the results suggest that word-of-mouth communication, particularly through government officials and partner organizations, as well as training or orientation activities, was far more effective than telecommunication methods such as websites and phone communication, printed materials like IEC materials and newspapers, or national media channels such as radio or television programs. For this collaboration among stakeholders to be effective, strong communication is essential. This engagement promotes social interactions within the community, further emphasizing the need for effective communication to ensure the success of the project. Overall, this study shows that the stakeholders predominantly relied on word-of-mouth communication. This finding is supported by [ 28 ], which found that many organizations use this channel to build closer relationships with donors. Participants' training needs The fact that community members who took part in the UNISA CE project at Katlehong Engineering School of Specialization preferred poultry training, as presented in Table 4 , indicates that several important factors influenced their choice. When compared to other livestock categories, which take longer to mature and yield returns on investment, poultry farming is frequently preferred as a dual-purpose animal (eggs and meat) that requires relatively low startup costs and rapid financial returns [ 29 , 30 ]. The results of this study also support [ 31 ], that poultry production is adaptable to small-scale and backyard farming, making it a viable agricultural activity for a wide range of community members, especially for those with limited land space, such as those residing in urban areas. The relatively short production cycle of poultry, compared to other livestock such as cattle or goats, allows farmers to see economic benefits more quickly [ 29 , 30 ]. Additionally, there is a significant market for poultry products, which helps low and middle-income nations such as South Africa with food security and economic sustainability [ 32 , 33 ]. This preference for poultry farming compared to other animal production commodities may also indicate existing knowledge or cultural familiarity among the community members, making it a logical choice for training programs offered by UNISA. Community members may find the training more immediately applicable and relevant since they have previously been exposed to poultry farming. Furthermore, compared to larger animal stock, poultry farming is less labour-intensive [ 34 ]. Thus, this preference underscores the necessity for agricultural extension services and policymakers to tailor training initiatives according to the specific requirements and interests of community members. Future community engagement efforts could investigate methodologies to enhance poultry training, implement advanced management techniques, and incorporate related aspects such as disease control, feed formulation, and value addition. Furthermore, identifying barriers to adopt other animal production training programs to facilitate more comprehensive agricultural development approaches. The preferences of Katlehong community members for training in crop and horticulture production are crucial for enhancing agricultural knowledge and skills among community members. According to Table 5 , training in leafy vegetable production was the most popular choice among the various crop and horticultural training programs available. This preference is shaped by multiple socio-economic factors (including job creation and income diversification) and agronomic considerations, highlighting the importance of leafy vegetable cultivation in tackling food security issues, enhancing economic viability, and promoting environmental sustainability [ 35 , 36 , 37 ]. Economic benefits are also seen as one of the main reasons for the high preference for vegetable production, short growing cycles, and efficient use of irrigation, which has influenced the community members to opt for vegetable training. The study findings support earlier reports by [ 38 ] that vegetable production, processing, and marketing offer potential opportunities attractive to youth and women due to their quick turnaround. Moreover, [ 38 ] reported that leafy vegetable production requires only small amounts of land, such as backyard gardens. This is not surprising because project members are located in urban areas with limited land access for agricultural activities. The choice of the community members to choose crop production will empower them to produce vegetable crops that will address malnutrition and diet-related diseases [ 39 , 40 ]. Promoting vegetable production can help address malnutrition and diet-related disease, as both undernutrition and overnutrition pose significant challenges in South African communities [ 41 ]. In many South African communities, food security is still a major problem, and training project beneficiaries in vegetable production is essential to solve this issue. Training programs increase the resilience and productivity of vegetable crops by educating farmers and equipping them with skills that will enhance the best agronomic and pest management practices. Vegetable production has drawbacks despite the advantages, including pest infestations, post-harvest losses, and unstable market conditions. These drawbacks are mitigated by CE projects to increase the profitability of vegetable farming. Initiatives should include value addition, advanced training in pest-resistant crop varieties, and better storage methods. To assist farmers in overcoming production and marketing limitations, it is also necessary to improve access to extension services and market constraints. Because of its sustainability, nutritional value, and economic feasibility, community members participating in the CE project prefer to receive training in vegetable production. Vegetable farming is a great way to increase food security and livelihoods because of its low input needs and adaptability. Continuous training and support systems should be put in place to optimize the advantages of vegetable production and guarantee that farmers have the know-how to prosper in a changing agricultural environment. The study results revealed that farmers were more interested in receiving training that would assist them in understanding the market linkage. In an analysis carried out to assess agribusiness and extension training needs, marketing was identified as a priority training for the members of the CE project in Katlehong, followed by bookkeeping and financial management. It is surprising to see marketing, book-keeping, and financial management training as the top three in that order. When asked about the market, most members indicated that they depend on the informal market for their products, which is often unreliable. The participants involved in farming expressed that they are unsure about how and where to effectively market their products. Notably, group dynamics and leadership training were the least favoured by the participants, as it was ranked 8th. This suggests that most participants are less interested in collective farming or agricultural cooperatives. This lack of interest indicates a limited understanding of how group farming or agricultural cooperatives can enhance marketing opportunities and build cohesion between communities. [ 42 ] found positive and significant impacts of farmer group membership and collective marketing on farm revenues. Bookkeeping was also found to be a major concern. Many individuals neglect bookkeeping due to a lack of understanding about its importance and how to implement it. It has been revealed that purchase bookkeeping, sales bookkeeping, and cash bookkeeping are very important and lead to an increase in the sustainable growth of agribusiness enterprises [ 43 ]. In terms of financial literacy, they understand its importance, however, they lack financial management. It is crucial for members to receive the training mentioned above as soon as possible to encourage ongoing agricultural activities, ultimately improving their household food security. The development of a business plan ranked fourth, which was not surprising because most of the project’s participants indicated that they needed financial assistance for their operation; however, they did not have access to funding. Understanding business plan development is essential for accessing financial assistance, as it is a key requirement of leading institutions. It will also be beneficial for farmers to be educated on external factors like climate change, which was ranked at number 5, implying that it is indeed a need for the participants. Research has shown that understanding the climate is crucial for farmers’ awareness of decreasing precipitation and temperatures [ 44 ]. Additionally, it enhances the implementation of various techniques that can increase resilience against the effects of climate variability and change. These findings were in line with the previous study conducted on the analysis of local farmers’ adaptation strategies in response to climate change [ 45 ]. The findings of the study indicated that farmers exhibit a strong interest in animal vaccination training programs, with a belief that they improve livestock production. An assessment conducted to evaluate the training needs in animal health and welfare training needs identified vaccination, animal husbandry, and animal welfare were identified as the foremost priorities for participants in the CE project in Katlehong, followed closely by deworming, dehorning, and knowledge of animal diseases. It is of utmost importance for community members to be knowledgeable about animal vaccination programs and compliance; therefore, this type of training will be invaluable. It is not surprising that vaccination, animal husbandry, and animal welfare emerged as the top three training priorities. A study by [ 46 ] found that while awareness about vaccination is high, compliance with vaccination practices is lower. When asked about livestock production, many participants expressed a fear of losing their animals due to mortalities caused by various diseases, as they lacked knowledge on how to prevent or treat sick animals. Consequently, training on animal diseases was ranked among the top six training needs. Additionally, participants showed a keen interest in livestock production, but their primary concern was the potential loss due to animal deaths. Other training topics identified as helpful included ear tagging, hot iron branding, notching, and farm biosecurity. However, these did not rank as priority training needs, and farm biosecurity was ranked lowest by community members. Farmers' responses to agricultural activities are influenced by various factors, including age, gender, education level, household structure, seasonal employment, years of residence in the community, farming experience, community ties, and household size. [ 47 ] identified several key factors that influence farmers' participation in agricultural activities: age, gender, education, number of household members, household leadership, farming experience, and income. They observed that farmers aged 50 to 60 tended to participate more in agricultural activities compared to those aged 40 to 50. Consistent with current studies, it appears that older farmers are more actively engaged in agricultural practices. Furthermore, [ 47 ] noted that women showed less commitment to agricultural activities, aligning with our findings that indicate higher participation rates among men. Possible reasons for this discrepancy include lower literacy levels among women in these areas, lack of innovative practices, self-reliance behaviours, and social isolation [ 48 ]. Research has also demonstrated that education levels significantly affect farmers' participation in agricultural activities [ 49 , 50 ]. This study observed similar trends, indicating that education indeed influences participation in farming. Additionally, individuals with seasonal employment exhibited less interest in agricultural activities, potentially due to lower motivation stemming from inadequate income [ 47 ]. This study highlights statistically significant differences in the mean rank scores for preferences regarding crop and horticulture production training and animal health training. Results show that crop and horticulture production training was the most preferred option among community members. This preference aligns with findings by [ 37 ] conducted in the Eastern Cape province of South Africa, which indicated that community members prioritize training that directly enhances their ability to grow food and ensure food security at home. Additionally, [ 51 ] found that farmers are more likely to engage in training programs if they believe such programs will lead to substantial increases in crop yields and overall farm productivity. Farmers also consider training on crop management to be particularly relevant compared to other agricultural aspects [ 51 ]. According to [ 52 ], farmers generally prefer training that includes practical experience and demonstrations, as they find these methods more effective for developing their agricultural skills. Our findings also resonate with those of [ 53 ], conducted in Haryana, India, where most farmers favoured training focused on the development of commercial horticultural vegetables and nursery plant packaging. Due to the potential for higher returns, farmers are typically more interested in training programs that emphasize the production of high-value crops, such as organic produce [ 54 ]. The preference for crop and horticulture production training over animal health and welfare training is not fully understood but may be linked to the farmers' existing knowledge and familiarity with the various training components [ 55 ]. Moreover, their preference could be influenced by the participant’s interest in vegetable production compared to livestock. Conclusion The present research touched on several points that lend themselves to further considerations. Firstly, several specific challenges have emerged as the most prevalent issues faced by household community members in this survey. These include a lack of agricultural farming training, employment, education, an imbalance in gender gardening interest, and access to the latest information. These become important factors limiting enhanced participation in household gardening and other agricultural practices, irrespective of the continuous enthusiasm for the benefits of household gardening by the participants. It is therefore recommended that CE projects be implemented in Katlehong township to better the integration of household gardening and other agricultural practices in order to improve social lifestyle and curb food insecurity among households. This will help improve food availability and increase household income by allowing participants to sell excess produce while ensuring a steady household food supply. Recommendations Participants in the Katlehong township community engagement project face various challenges and barriers. However, they remain enthusiastic about the benefits of household gardening and other agricultural practices, which they believe can improve their livelihoods and enhance their understanding of basic agricultural farming practices. This enthusiasm aligns with the South African public service delivery principles of "Batho Pele," meaning "people first," as community members engage in farming to support themselves rather than solely relying on government assistance. Given the significance of these findings, it is essential to design appropriate strategies for household gardening and other agricultural farming practices in townships that can foster a vibrant urban agriculture culture in Katlehong and other disadvantaged former townships across South Africa. This would allow communities to integrate theoretical knowledge with practical farming practices, ultimately helping to alleviate food insecurity among households. Declarations Acknowledgements: The authors wish to express their gratitude to the Katlehong Engineering School of Specialisation and the Department of Agriculture and Animal Health at the University of South Africa for their financial support. We extend our heartfelt thanks to the Katlehong Community Participants, the School Governing Body, the School Management, and the educators for their invaluable contributions to the survey. We would also like to acknowledge our colleagues who assisted us in various ways, particularly Mrs. Dana Robbertse, Ms. Kate Mafate, and Mrs. Annelie Schutte, for their exceptional logistical support throughout the project. Funding Declaration: This study was funded by the University of South Africa, Community Engagement Project Department Grant No: CE13, 2025_CU1300_1106. South Africa. Clinical trial number: Not applicable Ethical statement: The College of Agriculture and Environmental Sciences Health Research Ethics Committee (CAESHREC) of the University of South Africa granted ethical approval for the study (Ref no. 12023/CAES_HREC/1622). According to the University of South Africa’s ethical guidelines, the study was classified as a low-risk research because it adhered to basic ethical principles which includes the signing of the informed consent letters before conducting the interviews. Informing the participants about their rights to withdraw from the study without providing reasons for doing so, keeping the primary data confidential, and not disclosing the participants' identity in the published reports. In addition, the participants were informed about the purpose of the study and potential benefits. Data availability statement: Data for this manuscript is available upon request. The request can be send to the corresponding author. Conflicts of interest: The authors declare no conflict of interest in the project Consent to publish declaration: Not applicable Consent to participate declaration: Not applicable Authors’ contribution: C.A., D.P., E.L., M.J., N., N.A., P., P., UV. prepared the methodology, investigation, data curation, writing, and original draft preparation. M.M.S. and P.N. prepared the methodology, conceptualization, validation, formal analysis, and writing. F. Conceptualization of the study, methodology, investigation, data curation, validation, original draft preparation, writing, review, and editing. All authors reviewed the manuscript References Department of Education. White Paper on education and training in a democratic South Africa. Pretoria: Government Printer. 1997. Mudau TS, Mafukata MA, Tshishonga N. Advancing Community Engagement in Higher Education Institutions in South Africa: Addressing the Leadership Gap. 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(n=61)\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-6622958/v1/3e19cd02085a7e7c9dfdc1ce.png"},{"id":102785791,"identity":"c7aef728-309d-443e-8d90-8a44970e083c","added_by":"auto","created_at":"2026-02-16 16:10:10","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1190589,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6622958/v1/4d99d93e-4023-4357-9e73-0e18b990e1d7.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"\u003cp\u003eAssessment of Agricultural Training Needs: A Case Study of Unisa Urban Agriculture Community Engagement Project in Katlehong Township\u003c/p\u003e","fulltext":[{"header":"Background and introduction","content":"\u003cp\u003eThe White Paper on the Transformation of Higher Education identifies community engagement as a core component of higher education in South Africa [1, 2]. In addition, the Education Department\u0026rsquo;s 2001 National Plan for Higher Education emphasizes that universities must respond to local, regional, and national needs. Higher education is at a pivotal crossroads, compelled by local and global forces to drive innovative research, effective pedagogies, and dynamic organizational structures that resonate with community needs [3]. Universities are uniquely positioned to meet the demands of local communities by offering robust adult learning programs that equip workers with essential skills. They must actively partner with local schools to elevate STEM education and enhance readiness for higher education. Furthermore, universities can take a leading role in community engagement by implementing impactful volunteer initiatives, such as tutoring and food bank programs, that actively involve students and faculty [4]. In view of this, the University of South Africa, which aims to shape futures in service to humanity, supports local communities through its community engagement and outreach projects. UNISA exemplifies its strong dedication to community engagement through its Community Engagement and Outreach Policy, which underscores the university\u0026apos;s essential role in shaping futures through impactful service to humanity. This policy articulates key principles\u0026mdash;mutuality, generosity, reciprocity, and equality\u0026mdash;ensuring that our community engagement initiatives deliver substantial benefits to both the community and the institution. UNISA\u0026apos;s primary objective in its community engagement projects is to proactively serve the community by addressing its needs with effective solutions that directly enhance the lives of its members. University CE projects include providing skills training, facilitating technology transfer, and offering consultancy services. Giving relevance to these ideals, the University of South Africa\u0026apos;s College of Agriculture and Environmental Science recognizes food security as a fundamental human right. In both rural and urban areas (townships) of South Africa, poverty is widespread, particularly among the black majority population. According to [5], the unemployment rate for the fiscal year 2025 stands at 33.2%, with youth unemployment soaring to 55%. This indicates a significant lack of skills development among young people, resulting in many households struggling to meet their basic domestic needs. Addressing food insecurity is a critical responsibility of the South African government [6]. This constitutional duty aligns with the African Union\u0026apos;s 50-year strategy, Agenda 2063, as well as the Sustainable Development Goals, both of which aim to promote sustainable development [7].\u003c/p\u003e\n\u003cp\u003eA study by [8] highlights that household food insecurity has been a persistent issue in the Gauteng province from 2000 to 2020. Within the Gauteng province, Katlehong township is located to the east of Johannesburg, in the Ekurhuleni Metropolitan Municipality. Many residents engage in food gardening and poultry farming, depending largely on the size of their yards and available resources [9,10]. However, there is a significant gap in farming knowledge and skills among community members in Ekurhuleni because majority of the people are located in the township (urban area) with limited space for agricultural activities. In response, the University of South Africa\u0026apos;s Department of Agriculture and Animal Health has launched a community engagement-based project aimed at providing agricultural knowledge, training, and skills to the community members in Katlehong township with an interest in farming. By so doing, community members will be encouraged and assisted with establishing agricultural initiatives that will address food insecurity within households in the township. This initiative utilizes a community-based Skills Development Programme (SLP) and workshops as essential tools to enhance engagement and tackle food security challenges. Most often, organizations implement training programmes without considering the specific needs and preferences of communities [11]. This often leads to a disparity between the training programmes and the needs of those communities in terms of their needs, skills, resources, and interests. \u0026nbsp;Therefore, the primary objective of the present study was to identify the farming knowledge gap, skills, and agricultural training needs of the community members involved in Katlehong community engagement, so as to gain the necessary information that will help make informed decisions on implementing relevant and effective agricultural initiatives to boost their skills. Specifically, this study sought to profile socio-demographic characteristics of the beneficiaries of UNISA\u0026rsquo;s CE project in Katlehong, identify the types of training programmes preferred by the beneficiaries, and factors influencing their participation in agricultural activities.\u0026nbsp;\u003c/p\u003e"},{"header":"Research methodology","content":"\u003cp\u003eIn 2023, the Department of Agriculture and Animal Health in the College of Agriculture and Environmental Sciences (CAES), University of South Africa (UNISA) initiated a Community Engagement (CE) project in Katlehong township. Katlehong is a township in Ekurhuleni Metropolitan Municipality in Gauteng province of South Africa. The project is located in Katlehong Engineering School of Specialisation (26\u0026deg; 34.4\u0026rsquo;187\u0026rdquo; S 28\u0026deg; 15.0\u0026rsquo;002\u0026rdquo; E). Before the commencement of the study, community members were invited to participate in the Community Engagement (CE) project. Thus, amongst the community members who showed interest in being involved in the CE project and those who joined voluntarily, 61 of them participated in the survey aimed at identifying their agricultural training needs. The study employed a mixed method whereby face-to-face interviews were conducted using semi-structured questionnaire. Data was analysed using the Statistical Package for the Social Sciences (SPSS) version 29. Descriptive statistics, Chi-square, and the Friedmans test formed part of the statistical analysis. Friedman test was employed to identify the agricultural training needs of the participants in order of importance using the ranks. In addition, Binary Logistic Regression Model (BLR) was used to determine project members\u0026rsquo; participation in agricultural activities. The specification of BLR model used is as follows in equation 1:\u003c/p\u003e\n\u003cp\u003e\u003cimg 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\"\u003e\u003c/p\u003e\n\u003cp\u003eX1=Gender (0=Female, 1=Male)\u003c/p\u003e\n\u003cp\u003eX2=Age (Years)\u003c/p\u003e\n\u003cp\u003eX3=Education level (1=Never being to school; 2=Informal education; 3=Primary; 4=Secondar; 5=Adult Education \u0026amp; Training; 6=Tertiary)\u003c/p\u003e\n\u003cp\u003eX4=Household head (0=No; 1=Yes)\u003c/p\u003e\n\u003cp\u003eX5=Seasonal employment (0=No; 1=Yes)\u003c/p\u003e\n\u003cp\u003eX6=Year living in the community (Years)\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eX7=Participant has farming experience (0=No; 1=Yes)\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eX8=Born in the community (0=No; 1=Yes)\u003c/p\u003e\n\u003cp\u003eX9=Household size (Number)\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003e3.1 Demographic and socio-economic characteristics\u003c/p\u003e\n\u003cp\u003eThe results in Table 1 show that the majority of the participants were females. The difference between the proportions of females and males was statistically significant as shown by the results of Chi-square test (ꭓ2=11.951; p\u0026lt;0.001). The average age of the respondents was 49 years, with a minimum and maximum of 18 and 92 years, respectively. The variation of the respondents\u0026apos; age was low because the value of the standard deviation (13.71) is significantly less than the range (74). The largest majority, 93.5% of the participants, had basic education (primary, secondary, and ABET), of which primary was dominant, with more than two-thirds of the participants. Thus, most of the community members who showed interest in the agricultural training programs offered by the University of South Africa (UNISA) through the community engagement (CE) project had a low literacy rate from a formal education point of view. In addition, three-quarters (75.5%) of the participants had no formal spouses because they were single, divorced, separated, or widowed. More than half (55.7%) of the participants were household heads, meaning most community members who showed interest in the CE project had to provide for their families. Nonetheless, the variation between household heads and non-household heads who participated in the study was not statistically significant (ꭓ2=0.803: p=0.370). Of interest is that a significant majority of the participants had access to agricultural land (73.8%; ꭓ2=13.787; p\u0026lt;0.001) and farming experience (67.2%; ꭓ2=7.230; p=0.007). It shows that most community members who showed interest in participating in agricultural and animal health training programs offered by UNISA had basic knowledge about farming. Again, the results in Table 1 depict that a significant majority (62.3%; ꭓ2=3.689; p=055) of the participants were in Katlehong to look for better opportunities because they were not born in the township. Therefore, their participation in the UNISA CE project could be an avenue to acquire the skills and knowledge required to engage in agricultural activities that can improve their livelihoods. On average, the participants have been staying in Katlehong Township for 37 years, of which the variation was low because the standard deviation (14.96) is significantly less than the range (67). The participants\u0026rsquo; prolonged stay in the township is also evident because four-fifths (85.3%) owned and stayed in family houses. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTable 1: Participants\u0026rsquo; demographic and socio-economic characteristics (n=61)\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"614\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVariable name\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFrequency\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercentage (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eGender\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e44\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e72,1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e27,9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eEducation level\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003eNever been to school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e1,6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003eInformal\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e4,9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003ePrimary\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e42\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e68,9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003eSecondary\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e1,6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003eAdult Basis Education \u0026amp; Training (ABET)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e23,0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003eTertiary\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e1,6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMarital status\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003eMarried\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e23,0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003eSingle\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e35\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e57,4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003eDivorced\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e3,3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003eSeparated\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e8,2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003eWidowed\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e6,6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003eCohabitation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e1,6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHousehold head\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e27\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e44,3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e34\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e55,7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAccess to land for agricultural purpose\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e26,2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e45\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e73,8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHas farming experience\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e32,8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e41\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e67,2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eBorn in the community\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e23\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e37,7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e38\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e62,3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDwelling occupation method\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003eRenting\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e14,8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003eOwner\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e27,9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003eFamily house\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e35\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e57,4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVariable name\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e\u003cstrong\u003e(Min-Max)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean \u0026amp; SD\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003eAge\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e18-92\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e49 (13.71)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3746%;\"\u003e\n \u003cp\u003eDuration of staying in the community\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.127%;\"\u003e\n \u003cp\u003e1-68\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4984%;\"\u003e\n \u003cp\u003e37(14.96)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eApart from the participants\u0026rsquo; demographics, socio-economic information such as income sources and family composition was collected of and the results are presented in Table 2. According to the findings in Table 2, the participants had nine sources of income, of which the relative majority had seasonal employment (29.5%) and received child support grants (29.5%). Moreover, 21.3% and 16.4% of the participants were the recipients of social and pension grants, respectively. In general, the results show that about three-quarters of the community members who showed interest in receiving agricultural and animal health training from the UNISA CE project were impoverished because they received various government social grants. The above phenomenon is also supported by the largest proportion of the participants who were not employed or had businesses as their main source of income. From a family composition perspective, the results in Table 2 indicate that the average household size of the participants was five family members. There was low variation in the household size of the participants because the standard deviation (2.84) is significantly less than the range (19). There were more adults (X̄=3) compared to children (X̄=2) in the households of the participants. The variation in the number of adults was low, as shown by the standard deviation value of 1.48, which is significantly less than the range (6). Similarly, a low variation was obtained amongst the number of children in the households of the participants (SD=1.85; Range=10). Of interest is that there were participants who had no children (\u0026lt;18 years old) in their households and those who stayed alone. The average number of working persons in the households of the participants was one, with a minimum of zero and a maximum of five. Therefore, the were households without employed persons. Again, the variation for employment persons was low because the range (5) was significantly higher than the standard deviation value of 0.96.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 2:\u0026nbsp;\u003c/strong\u003eParticipants\u0026apos; income sources and family composition (n=61)\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"538\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45.539%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVariable name\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 26.3941%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFrequency\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 28.0669%;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercentage (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45.539%;\"\u003e\n \u003cp\u003eIncome source\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 26.3941%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 28.0669%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45.539%;\"\u003e\n \u003cp\u003eSeasonal employment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 26.3941%;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 28.0669%;\"\u003e\n \u003cp\u003e29,5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45.539%;\"\u003e\n \u003cp\u003eChild Support Grant\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 26.3941%;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 28.0669%;\"\u003e\n \u003cp\u003e29,5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45.539%;\"\u003e\n \u003cp\u003eSocial grant\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 26.3941%;\"\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 28.0669%;\"\u003e\n \u003cp\u003e21,3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45.539%;\"\u003e\n \u003cp\u003ePension Grant\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 26.3941%;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 28.0669%;\"\u003e\n \u003cp\u003e16,4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45.539%;\"\u003e\n \u003cp\u003eSelf-employment (Business)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 26.3941%;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 28.0669%;\"\u003e\n \u003cp\u003e13,1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45.539%;\"\u003e\n \u003cp\u003eRemittances\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 26.3941%;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 28.0669%;\"\u003e\n \u003cp\u003e11,5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45.539%;\"\u003e\n \u003cp\u003eDisability Grant\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 26.3941%;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 28.0669%;\"\u003e\n \u003cp\u003e3,3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45.539%;\"\u003e\n \u003cp\u003eMilitary Veterans Grants\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 26.3941%;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 28.0669%;\"\u003e\n \u003cp\u003e3,3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45.539%;\"\u003e\n \u003cp\u003eRenting rooms/shacks\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 26.3941%;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 28.0669%;\"\u003e\n \u003cp\u003e3,3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45.539%;\"\u003e\n \u003cp\u003eVariable name\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 26.3941%;\"\u003e\n \u003cp\u003e(Min-Max)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 28.0669%;\"\u003e\n \u003cp\u003eMean \u0026amp; SD\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45.539%;\"\u003e\n \u003cp\u003eHousehold size\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 26.3941%;\"\u003e\n \u003cp\u003e1-20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 28.0669%;\"\u003e\n \u003cp\u003e5(2,84)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45.539%;\"\u003e\n \u003cp\u003eHousehold adults (\u0026gt;18 years)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 26.3941%;\"\u003e\n \u003cp\u003e1-7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 28.0669%;\"\u003e\n \u003cp\u003e3(1,48)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45.539%;\"\u003e\n \u003cp\u003eHousehold children (\u0026lt;18 years)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 26.3941%;\"\u003e\n \u003cp\u003e0-10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 28.0669%;\"\u003e\n \u003cp\u003e2(1,85)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45.539%;\"\u003e\n \u003cp\u003eWorking household members\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 26.3941%;\"\u003e\n \u003cp\u003e0-5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 28.0669%;\"\u003e\n \u003cp\u003e1(0,96)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e3.2 Agricultural activities\u003c/p\u003e\n\u003cp\u003eTable 3 illustrates that three-quarters of the participants were involved in agricultural activities during data collection in the year 2023. The results of the chi-square test (ꭓ2=20.082; p\u0026lt;0.001) implied that a significant majority of community members participating in the training programs offered by the University of South Africa in Katlehong township were farming. From the participants involved in agricultural activities, 72.1% cultivated vegetables (cabbage, spinach, carrots, onion, and others), followed by field crops (maize and legumes) with 11.5%, and poultry (layers and broilers) with 9.8% of the participants. Very few participants (\u0026lt;10%) cultivated herbs and kept livestock.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 3:\u0026nbsp;\u003c/strong\u003eParticipants\u0026rsquo; involvement in agricultural activities (n=61)\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"529\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3875%;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp; Variable name\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 19.6597%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFrequency\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 24.9527%;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercentage (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3875%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eInvolved in agricultural activities\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 44.6125%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3875%;\"\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 19.6597%;\"\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 24.9527%;\"\u003e\n \u003cp\u003e21,3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3875%;\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 19.6597%;\"\u003e\n \u003cp\u003e48\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 24.9527%;\"\u003e\n \u003cp\u003e78,7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3875%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAgricultural commodities (activities\u003c/strong\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 44.6125%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3875%;\"\u003e\n \u003cp\u003eVegetables\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 19.6597%;\"\u003e\n \u003cp\u003e44\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 24.9527%;\"\u003e\n \u003cp\u003e72,1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3875%;\"\u003e\n \u003cp\u003eField crops\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 19.6597%;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 24.9527%;\"\u003e\n \u003cp\u003e11,5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3875%;\"\u003e\n \u003cp\u003ePoultry\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 19.6597%;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 24.9527%;\"\u003e\n \u003cp\u003e9,8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3875%;\"\u003e\n \u003cp\u003eHerbs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 19.6597%;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 24.9527%;\"\u003e\n \u003cp\u003e4,9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 55.3875%;\"\u003e\n \u003cp\u003eLivestock\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 19.6597%;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 24.9527%;\"\u003e\n \u003cp\u003e3,3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e3.3 Communication about the project\u003c/p\u003e\n\u003cp\u003eBefore the UNISA Katlehong CE project was launched, stakeholder meetings were held between academic staff members from the Department of Agriculture and Animal Health at UNISA, the School Governing Body (SGB), Community members, the School Management Team, and Teachers to conceptualise the project. After the conceptualisation of the project was completed, stakeholders were informed about the project and requested to inform the community members. During data collection, it was important to collect information about the communication methods that were effective in informing the community members about the UNISA CE project in the Katlehong Engineering School of Specialisation. The results in Figure 1 depict that a relative majority (47.5%) of the participants were informed by their friends about the project, followed by 23% from SGB and other communication methods with less than 10% each.\u0026nbsp;\u003c/p\u003e\n\u003ch3\u003e3.4 Training needs\u003c/h3\u003e\n\u003cp\u003e The section presents the results of the types of training needs of the participants with specific reference to animal production, crop and horticulture production, agribusiness and extension, animal health and welfare. In the last section (3.4.5), the results of the overall training from the above categories are presented.\u003c/p\u003e \u003cdiv id=\"Sec2\" class=\"Section2\"\u003e \u003ch2\u003e3.4.1 Animal production\u003c/h2\u003e \u003cp\u003e The Friedman test was applied to identify the animal production training needs of the participants. The results of the Friedman test presented in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e show that layer chicken training was ranked high by the respondents with a mean rank score (MRS) of 2.39, followed by broiler chicken (MRS\u0026thinsp;=\u0026thinsp;2.55). Thus, poultry training was the most important animal production training preferred by the community members who participated in the UNISA CE project in Katlehong Engineering School of Specialisation. The least preferred training was Ostrich production, with the highest MRS of 7.32 and ranked number nine. The difference between animal production training favoured by the participants was statistically significant (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001; ꭓ2\u0026thinsp;=\u0026thinsp;216.209; df\u0026thinsp;=\u0026thinsp;8). Therefore, there is a significant difference in the mean rank factors (trainings).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eAnimal production training needs of the participants (n\u0026thinsp;=\u0026thinsp;61)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eType of training\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMean Rank Score (MRS)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eRank (R)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLayers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2,39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBroilers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2,55\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSheep\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4,47\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGoat\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4,55\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCattle\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4,90\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePiggery\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4,91\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRabbit\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e6,61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDuck\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e7,30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eOstrich\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e7,32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section3\"\u003e \u003ch2\u003e3.4.2 Crop and horticulture production\u003c/h2\u003e \u003cp\u003eTo identify the types of crops and horticulture production training preferred by the participants, the Friedman test was used, and the results are presented in Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e. According to statistical outputs presented in Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e, vegetable production training was highly ranked by the participants (MRS\u0026thinsp;=\u0026thinsp;1.36; R\u0026thinsp;=\u0026thinsp;1), followed by fruits (MRS\u0026thinsp;=\u0026thinsp;3.76) and Herbs (MRS\u0026thinsp;=\u0026thinsp;4.01), which were ranked second and third, respectively. Training about hydroponics was the least preferred because it was ranked 9th with a mean rank score of 7.57. In the results of the Friedman test, a chi-square (ꭓ2) value of 213.894 with degrees of freedom (df) of eight (8) and p-value of \u0026lt;\u0026thinsp;0.001 were obtained. Therefore, there is a significant difference between the crop and horticulture production training preferred by the participants.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eCrop and horticulture production training needs of the participants (n\u0026thinsp;=\u0026thinsp;61)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eType of training need\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMean Rank Score (MRS)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eRank (R)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVegetables\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1,36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFruits\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3,76\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHerbs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4,01\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eField crops\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4,61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMedicinal crops\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5,52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGreenhouse\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5,84\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFlowers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e6,01\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVertical gardening\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e6,32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHydroponics\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e7,57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section3\"\u003e \u003ch2\u003e3.4.3 Agribusiness and extension\u003c/h2\u003e \u003cp\u003eThe results Friedman test in Table\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e illustrate that agricultural marketing was highly ranked by the participants (MRS\u0026thinsp;=\u0026thinsp;2.87); thus, it was the most preferred training. It implied that community members who participated in the UNISA CE project aspired to sell their agricultural produce in the market because they had an interest in marketing training. The second and third agribusiness training desired by the participants were book-keeping (MRS\u0026thinsp;=\u0026thinsp;3.02) and financial management (MRS\u0026thinsp;=\u0026thinsp;4.03). Group dynamic and leadership was the least desired training by the participants because it was ranked 8th. This is an indication that most participants had less interest in farming in groups or agricultural cooperatives. The difference between agribusiness and extension training preferred by the participants was statistically significant (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001; ꭓ2\u0026thinsp;=\u0026thinsp;100.038; df\u0026thinsp;=\u0026thinsp;7). Therefore, there is a significant difference in the mean rank factors (agribusiness and extension trainings).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eAgribusiness and extension training needs of the participants (n\u0026thinsp;=\u0026thinsp;61)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eType of training need\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMean Rank Score (MRS)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eRank\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMarketing\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2,87\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBook-keeping\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3,02\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFinancial management\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4,03\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDevelopment of farm business plan\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4,43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eClimate change\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4,57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBusiness management\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5,27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eProject monitoring and evaluation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5,59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGroup dynamic and leadership\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e6,22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section3\"\u003e \u003ch2\u003e3.4.4 Animal health and welfare\u003c/h2\u003e \u003cp\u003eAccording to the results of the Friedman test in Table\u0026nbsp;\u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e7\u003c/span\u003e, which ranks the types of animal health and welfare training needed by the participants, vaccination was highly ranked (MRS\u0026thinsp;=\u0026thinsp;2.64). Therefore, participants who had an interest in animal production had more interest in acquiring knowledge about preventing and controlling diseases through vaccination. Moreover, animal husbandry (MRS\u0026thinsp;=\u0026thinsp;3.81) was the second type of training desired by the participants. Farm biosecurity was ranked last (10th); thus, it was the least desired training by the participants. The statistical outputs of the Friedman test achieved a chi-square (ꭓ2) value of 111.030 with degrees of freedom (df) of nine (9) and a p-value of \u0026lt;\u0026thinsp;0.001. It implied that the types of animal health and welfare training desired by the participants differed significantly.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab7\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eAnimal health and welfare extension training needs of the participants (n\u0026thinsp;=\u0026thinsp;61)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eType of training need\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMean Rank Score (MRS)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eRank R\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVaccination\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2,64\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAnimal husbandry\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3,81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAnimal welfare\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5,38\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDeworming\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5,48\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDehorning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5,58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDiseases\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5,70\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEar tagging\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5,89\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHot iron branding\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e6,72\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNotching\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e6,82\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFarm biosecurity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e6,98\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section3\"\u003e \u003ch2\u003e3.4.5 Overall training needs of the participants\u003c/h2\u003e \u003cp\u003eAs illustrated in Table\u0026nbsp;\u003cspan refid=\"Tab8\" class=\"InternalRef\"\u003e8\u003c/span\u003e, crop and horticulture production training was the type of training most preferred by the participants because it was highly ranked (MRS\u0026thinsp;=\u0026thinsp;2.10). However, animal health and welfare training were lowly ranked, with a mean rank score of 3.07; thus, it was the least preferred by the participants. The difference between the types of training preferred by the participants was statistically significant, as shown by the outputs of the Friedman test, which compared the mean ranks (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001; ꭓ2\u0026thinsp;=\u0026thinsp;24.128; df\u0026thinsp;=\u0026thinsp;3).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab8\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 8\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eOverall training needs of the participants (n\u0026thinsp;=\u0026thinsp;61)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eType of training\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMean Rank Score\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eRank\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCrop and horticulture production\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2,10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAnimal production\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2,13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAgribusiness and extension\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2,70\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAnimal health and welfare\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3,07\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003e3.5 Factors influencing participation in agricultural activities\u003c/h2\u003e \u003cp\u003eBinary Logistic Regression (BLR) was used to determine factors influencing the respondents\u0026rsquo; participation in agricultural activities. The statistical outputs of the Hosmer and Lemeshow Test achieved a chi-square test value of 3.515 with degrees of freedom (df) of eight (8) and p-value of 0.898. Therefore, the model was suitable for the type of data fitted because p-value was not statistically significant (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05). The Pseudo R-Square statistical outputs for Cox and Snell, and Nagelkerke obtained were 0.444 and 0.685, respectively. Because on Binary Logistic Regression the Pseudo R-Square values have limitations in evaluating the overall model fit, unlike in Multiple Regression Models, the values of Cox and Snell, and Nagelkerke were accepted without further interpretation [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. The Binary Logistic Regression results of the factors influencing the respondents\u0026rsquo; participation in agricultural activities are presented in Table\u0026nbsp;\u003cspan refid=\"Tab9\" class=\"InternalRef\"\u003e9\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab9\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 9\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eBLR results of factors influencing the respondents\u0026rsquo; participation in agricultural activities (n\u0026thinsp;=\u0026thinsp;61)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eB\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eS.E.\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eWald\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSig.\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eExp(B)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4.771\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.119\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e5.067\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.024*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e117.994\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.200\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.084\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e5.635\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.018**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.222\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLevel of education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.212\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.924\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e5.734\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.017**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e9.135\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHousehold head\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e-0.156\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.386\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.013\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.910\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.856\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSeasonal employment\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e-4.355\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.645\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e7.005\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.008**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.013\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYears living in the community\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.034\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.057\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.368\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.544\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.035\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFarming experience\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1.025\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.234\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.690\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.406\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e2.787\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBorn in the community\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.205\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.197\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.029\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.864\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.228\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHousehold size\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e-0.118\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.180\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.433\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.511\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.889\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConstant\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e-16.680\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e6.695\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e6.208\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.013\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"6\"\u003e* Correlation is significant at 0.05 level; ** Correlation is significant at 0.01 level\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe results in Table\u0026nbsp;\u003cspan refid=\"Tab9\" class=\"InternalRef\"\u003e9\u003c/span\u003e show that six independent variables out of nine had a positive relationship with the dependent variables (participation in agricultural activities. However, only three variables (gender, age, and education level) were significant predictors of participation in agricultural activities. From the three negative factors, only seasonal employment was statistically significant at 1% level of significance (p\u0026thinsp;\u0026le;\u0026thinsp;0.01). As mentioned above, there was a positive (β\u0026thinsp;=\u0026thinsp;4.771) and significant relationship (p\u0026thinsp;=\u0026thinsp;0.024) between gender and the respondents\u0026rsquo; participation in agricultural activities. With all things being equal, it implied that males were more participating in agricultural activities than females. Similarly, older farmers and those highly educated were highly participating in agricultural activities than their counterparts. Thus, age and education level were the significant predictors of the community members\u0026rsquo; participation in agricultural activities in the study area. However, the effect of seasonal employment on the project members\u0026rsquo; participation in agricultural activities was negative (β=-4.355) and statistically significant (p\u0026thinsp;=\u0026thinsp;0.008). It meant that the members of UNISA CE project who had seasonal employment participated less in agricultural activities, with all factors held constant.\u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eSocio-economic characteristics of participants\u003c/p\u003e \u003cp\u003e Community-based participatory projects have gained significant attention over the past 20 years, offering a promising research approach that promotes mutual benefit and collaboration between communities and academic institutions. The main aim of this paper was to document and evaluate Agricultural training needs for members of the Unisa community engagement project (CE) in Katlehong township of South Africa. The findings of this study indicated that the majority of the respondents were females compared to males, with the difference between the proportions of males and females being statistically significant. The findings aligned with the overall participation in the Katlehong township CE project, where all women participants expressed enthusiasm for participating in the initiative. In total, 61 community members were part of the CE project, of which 44 are women, indicating that 72% of women participated in this study compared to 28% of men. Women's empowerment is an essential component of community development and is inextricably linked to achieving Sustainable Development Goal (SDG) 5, a key objective of the United Nations' 2030 Agenda, which seeks to promote gender equality and empower girls and women globally by 2030 [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. The involvement of women in this project contributes significantly to achieving this objective. In addition, a study on the impact of women's participation in community development projects suggested that the participation of women in these types of projects led to improved household income, self-esteem, and education outcomes [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eSouth Africa has introduced major reforms since 1994, prioritizing education as a key sector to tackle historical inequalities and ensure inclusive access to quality education. Even though the proportion of individuals over 25 years with only primary education or less has decreased significantly among Africans in South Africa from 57.9% in 1996 to 22.2% in 2022 [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e], indicating a substantial shift towards higher education levels, the majority (68.9%) of participants in this study have only completed primary education. The results of this study indicate a clear need for targeted educational interventions in the study area in order to address the identified gaps and improve outcomes. In addition, the findings of the current study indicated that about three-quarters of the Unisa CE project participants were living in poverty and relied on various government social grants, including child support, social grant, and pension grants, as their primary source of income. This underscores the significance of the Unisa CE project in empowering them to take up farming and earn additional income and produce food for household consumption, thereby improving their socio-economic circumstances. Research shows that community-based projects play a significant role in alleviating poverty in Sub-Saharan Africa, including the Southern African region [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. This effort aligns with the objectives of SDG 1, which aims to end poverty worldwide by 2030.\u003c/p\u003e \u003cp\u003eAgricultural activities of participants\u003c/p\u003e \u003cp\u003eResults from this study indicate that 78.7% of participants from the Katlehong community were engaged in agricultural activities prior to participating in the CE project, while 21.3% were not. However, all participants have shown an interest in agriculture due to their participation in the training programmes offered by the University of South Africa. Like other economic activities, the primary motivation for participation in agriculture is likely to be instrumental and self-interested. These results align with findings from [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e], which reported that more than two-thirds of community-supported agriculture (CSA) members volunteered in a farming programme statewide, compared to the minority who did not. Also, the results reveal that participants with experience in vegetable farming are significantly more prevalent than those involved with other commodities, such as field crops, poultry, herbs, and livestock. This trend may be attributed to concerns about food security, which have escalated due to rising unemployment and soaring food prices, adversely affecting poor urban dwellers. For example, between 1991 and 2001, there was a notable increase in rural-to-urban migration in South Africa, as many individuals moved to urban centres in search of employment [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. In response to urban poverty in low-income areas, both government and non-governmental organizations (NGOs) initiated several initiatives. One key strategy was to encourage urban residents to engage in urban cultivation to enhance household food security [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e]. Consequently, numerous urban gardening projects were implemented, particularly in townships and informal settlements during the 1980s and 1990s [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e]. This research demonstrates that small-scale farming is a valuable resource for increasing food production, with participants indicating their ability to produce more from their holdings. Historically, urban agriculture was deemed illegal under the apartheid planning system [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]. The findings also reflect other research, noting that 79% of members reported an increase in the quantity and variety of fruits and vegetables due to community-supported agriculture practices [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e]. Furthermore, [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e] reported that income generated from the sales of vegetables by backyard producers in South Africa accounts for 10% of household income, thereby enhancing household cash flow.\u003c/p\u003e \u003cp\u003eCommunication about the project\u003c/p\u003e \u003cp\u003eThis study identified seven major levels of communication about the CE project, as shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, highlighting the crucial role of communication in community development. It was found that effective communication significantly impacts participation in community initiatives. Therefore, the effect of communication on community development should not be underestimated, as it fosters collaborative actions among community members. Information regarding the Katlehong CE projects was communicated through various stakeholders, including learners, the School Governing Body (SGB), and ward councillors. The results align with [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e], which indicates that proper information sharing and awareness activities are essential for delivering relevant information without political or personal bias. The data revealed that most participants primarily learned about these initiatives through word-of-mouth from friends, with the SGB being the second most used channel for sharing information among learners and parents. The findings also showed that information received from the community radio station and the Katlehong Engineering School of Specialisation principal had equal impacts. Municipal officials served as another channel for disseminating information about the Katlehong CE project. [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e] supports these results, noting that, among various communication sources, local radio was the most frequently cited source of information regarding reconstruction beneficiaries. Local government representatives were also a primary source of information for beneficiaries. While other forms of communication were utilized, the results suggest that word-of-mouth communication, particularly through government officials and partner organizations, as well as training or orientation activities, was far more effective than telecommunication methods such as websites and phone communication, printed materials like IEC materials and newspapers, or national media channels such as radio or television programs. For this collaboration among stakeholders to be effective, strong communication is essential. This engagement promotes social interactions within the community, further emphasizing the need for effective communication to ensure the success of the project. Overall, this study shows that the stakeholders predominantly relied on word-of-mouth communication. This finding is supported by [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e], which found that many organizations use this channel to build closer relationships with donors.\u003c/p\u003e \u003cp\u003eParticipants' training needs\u003c/p\u003e \u003cp\u003eThe fact that community members who took part in the UNISA CE project at Katlehong Engineering School of Specialization preferred poultry training, as presented in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e, indicates that several important factors influenced their choice. When compared to other livestock categories, which take longer to mature and yield returns on investment, poultry farming is frequently preferred as a dual-purpose animal (eggs and meat) that requires relatively low startup costs and rapid financial returns [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e]. The results of this study also support [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e], that poultry production is adaptable to small-scale and backyard farming, making it a viable agricultural activity for a wide range of community members, especially for those with limited land space, such as those residing in urban areas. The relatively short production cycle of poultry, compared to other livestock such as cattle or goats, allows farmers to see economic benefits more quickly [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e]. Additionally, there is a significant market for poultry products, which helps low and middle-income nations such as South Africa with food security and economic sustainability [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e]. This preference for poultry farming compared to other animal production commodities may also indicate existing knowledge or cultural familiarity among the community members, making it a logical choice for training programs offered by UNISA. Community members may find the training more immediately applicable and relevant since they have previously been exposed to poultry farming. Furthermore, compared to larger animal stock, poultry farming is less labour-intensive [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e]. Thus, this preference underscores the necessity for agricultural extension services and policymakers to tailor training initiatives according to the specific requirements and interests of community members. Future community engagement efforts could investigate methodologies to enhance poultry training, implement advanced management techniques, and incorporate related aspects such as disease control, feed formulation, and value addition. Furthermore, identifying barriers to adopt other animal production training programs to facilitate more comprehensive agricultural development approaches.\u003c/p\u003e \u003cp\u003eThe preferences of Katlehong community members for training in crop and horticulture production are crucial for enhancing agricultural knowledge and skills among community members. According to Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e, training in leafy vegetable production was the most popular choice among the various crop and horticultural training programs available. This preference is shaped by multiple socio-economic factors (including job creation and income diversification) and agronomic considerations, highlighting the importance of leafy vegetable cultivation in tackling food security issues, enhancing economic viability, and promoting environmental sustainability [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e, \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e]. Economic benefits are also seen as one of the main reasons for the high preference for vegetable production, short growing cycles, and efficient use of irrigation, which has influenced the community members to opt for vegetable training. The study findings support earlier reports by [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e] that vegetable production, processing, and marketing offer potential opportunities attractive to youth and women due to their quick turnaround. Moreover, [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e] reported that leafy vegetable production requires only small amounts of land, such as backyard gardens. This is not surprising because project members are located in urban areas with limited land access for agricultural activities.\u003c/p\u003e \u003cp\u003eThe choice of the community members to choose crop production will empower them to produce vegetable crops that will address malnutrition and diet-related diseases [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e]. Promoting vegetable production can help address malnutrition and diet-related disease, as both undernutrition and overnutrition pose significant challenges in South African communities [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e]. In many South African communities, food security is still a major problem, and training project beneficiaries in vegetable production is essential to solve this issue. Training programs increase the resilience and productivity of vegetable crops by educating farmers and equipping them with skills that will enhance the best agronomic and pest management practices. Vegetable production has drawbacks despite the advantages, including pest infestations, post-harvest losses, and unstable market conditions. These drawbacks are mitigated by CE projects to increase the profitability of vegetable farming. Initiatives should include value addition, advanced training in pest-resistant crop varieties, and better storage methods. To assist farmers in overcoming production and marketing limitations, it is also necessary to improve access to extension services and market constraints. Because of its sustainability, nutritional value, and economic feasibility, community members participating in the CE project prefer to receive training in vegetable production. Vegetable farming is a great way to increase food security and livelihoods because of its low input needs and adaptability. Continuous training and support systems should be put in place to optimize the advantages of vegetable production and guarantee that farmers have the know-how to prosper in a changing agricultural environment.\u003c/p\u003e \u003cp\u003eThe study results revealed that farmers were more interested in receiving training that would assist them in understanding the market linkage. In an analysis carried out to assess agribusiness and extension training needs, marketing was identified as a priority training for the members of the CE project in Katlehong, followed by bookkeeping and financial management. It is surprising to see marketing, book-keeping, and financial management training as the top three in that order. When asked about the market, most members indicated that they depend on the informal market for their products, which is often unreliable. The participants involved in farming expressed that they are unsure about how and where to effectively market their products. Notably, group dynamics and leadership training were the least favoured by the participants, as it was ranked 8th. This suggests that most participants are less interested in collective farming or agricultural cooperatives. This lack of interest indicates a limited understanding of how group farming or agricultural cooperatives can enhance marketing opportunities and build cohesion between communities. [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e] found positive and significant impacts of farmer group membership and collective marketing on farm revenues.\u003c/p\u003e \u003cp\u003eBookkeeping was also found to be a major concern. Many individuals neglect bookkeeping due to a lack of understanding about its importance and how to implement it. It has been revealed that purchase bookkeeping, sales bookkeeping, and cash bookkeeping are very important and lead to an increase in the sustainable growth of agribusiness enterprises [\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e]. In terms of financial literacy, they understand its importance, however, they lack financial management. It is crucial for members to receive the training mentioned above as soon as possible to encourage ongoing agricultural activities, ultimately improving their household food security. The development of a business plan ranked fourth, which was not surprising because most of the project\u0026rsquo;s participants indicated that they needed financial assistance for their operation; however, they did not have access to funding. Understanding business plan development is essential for accessing financial assistance, as it is a key requirement of leading institutions. It will also be beneficial for farmers to be educated on external factors like climate change, which was ranked at number 5, implying that it is indeed a need for the participants. Research has shown that understanding the climate is crucial for farmers\u0026rsquo; awareness of decreasing precipitation and temperatures [\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e]. Additionally, it enhances the implementation of various techniques that can increase resilience against the effects of climate variability and change. These findings were in line with the previous study conducted on the analysis of local farmers\u0026rsquo; adaptation strategies in response to climate change [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe findings of the study indicated that farmers exhibit a strong interest in animal vaccination training programs, with a belief that they improve livestock production. An assessment conducted to evaluate the training needs in animal health and welfare training needs identified vaccination, animal husbandry, and animal welfare were identified as the foremost priorities for participants in the CE project in Katlehong, followed closely by deworming, dehorning, and knowledge of animal diseases. It is of utmost importance for community members to be knowledgeable about animal vaccination programs and compliance; therefore, this type of training will be invaluable. It is not surprising that vaccination, animal husbandry, and animal welfare emerged as the top three training priorities. A study by [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e] found that while awareness about vaccination is high, compliance with vaccination practices is lower. When asked about livestock production, many participants expressed a fear of losing their animals due to mortalities caused by various diseases, as they lacked knowledge on how to prevent or treat sick animals. Consequently, training on animal diseases was ranked among the top six training needs. Additionally, participants showed a keen interest in livestock production, but their primary concern was the potential loss due to animal deaths. Other training topics identified as helpful included ear tagging, hot iron branding, notching, and farm biosecurity. However, these did not rank as priority training needs, and farm biosecurity was ranked lowest by community members.\u003c/p\u003e \u003cp\u003eFarmers' responses to agricultural activities are influenced by various factors, including age, gender, education level, household structure, seasonal employment, years of residence in the community, farming experience, community ties, and household size. [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e] identified several key factors that influence farmers' participation in agricultural activities: age, gender, education, number of household members, household leadership, farming experience, and income. They observed that farmers aged 50 to 60 tended to participate more in agricultural activities compared to those aged 40 to 50. Consistent with current studies, it appears that older farmers are more actively engaged in agricultural practices. Furthermore, [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e] noted that women showed less commitment to agricultural activities, aligning with our findings that indicate higher participation rates among men. Possible reasons for this discrepancy include lower literacy levels among women in these areas, lack of innovative practices, self-reliance behaviours, and social isolation [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e]. Research has also demonstrated that education levels significantly affect farmers' participation in agricultural activities [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e]. This study observed similar trends, indicating that education indeed influences participation in farming. Additionally, individuals with seasonal employment exhibited less interest in agricultural activities, potentially due to lower motivation stemming from inadequate income [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThis study highlights statistically significant differences in the mean rank scores for preferences regarding crop and horticulture production training and animal health training. Results show that crop and horticulture production training was the most preferred option among community members. This preference aligns with findings by [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e] conducted in the Eastern Cape province of South Africa, which indicated that community members prioritize training that directly enhances their ability to grow food and ensure food security at home. Additionally, [\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e] found that farmers are more likely to engage in training programs if they believe such programs will lead to substantial increases in crop yields and overall farm productivity. Farmers also consider training on crop management to be particularly relevant compared to other agricultural aspects [\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e]. According to [\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e], farmers generally prefer training that includes practical experience and demonstrations, as they find these methods more effective for developing their agricultural skills. Our findings also resonate with those of [\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e], conducted in Haryana, India, where most farmers favoured training focused on the development of commercial horticultural vegetables and nursery plant packaging. Due to the potential for higher returns, farmers are typically more interested in training programs that emphasize the production of high-value crops, such as organic produce [\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e]. The preference for crop and horticulture production training over animal health and welfare training is not fully understood but may be linked to the farmers' existing knowledge and familiarity with the various training components [\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e]. Moreover, their preference could be influenced by the participant\u0026rsquo;s interest in vegetable production compared to livestock.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe present research touched on several points that lend themselves to further considerations. Firstly, several specific challenges have emerged as the most prevalent issues faced by household community members in this survey. These include a lack of agricultural farming training, employment, education, an imbalance in gender gardening interest, and access to the latest information. These become important factors limiting enhanced participation in household gardening and other agricultural practices, irrespective of the continuous enthusiasm for the benefits of household gardening by the participants. It is therefore recommended that CE projects be implemented in Katlehong township to better the integration of household gardening and other agricultural practices in order to improve social lifestyle and curb food insecurity among households. This will help improve food availability and increase household income by allowing participants to sell excess produce while ensuring a steady household food supply.\u003c/p\u003e"},{"header":"Recommendations","content":"\u003cp\u003eParticipants in the Katlehong township community engagement project face various challenges and barriers. However, they remain enthusiastic about the benefits of household gardening and other agricultural practices, which they believe can improve their livelihoods and enhance their understanding of basic agricultural farming practices. This enthusiasm aligns with the South African public service delivery principles of \"Batho Pele,\" meaning \"people first,\" as community members engage in farming to support themselves rather than solely relying on government assistance. Given the significance of these findings, it is essential to design appropriate strategies for household gardening and other agricultural farming practices in townships that can foster a vibrant urban agriculture culture in Katlehong and other disadvantaged former townships across South Africa. This would allow communities to integrate theoretical knowledge with practical farming practices, ultimately helping to alleviate food insecurity among households.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003eAcknowledgements: The authors wish to express their gratitude to the Katlehong Engineering School of Specialisation and the Department of Agriculture and Animal Health at the University of South Africa for their financial support. We extend our heartfelt thanks to the Katlehong Community Participants, the School Governing Body, the School Management, and the educators for their invaluable contributions to the survey. We would also like to acknowledge our colleagues who assisted us in various ways, particularly Mrs. Dana Robbertse, Ms. Kate Mafate, and Mrs. Annelie Schutte, for their exceptional logistical support throughout the project.\u003c/p\u003e\n\u003cp\u003eFunding Declaration:\u0026nbsp;This study was funded by the University of South Africa, Community Engagement Project Department Grant No:\u0026nbsp;CE13, 2025_CU1300_1106.\u0026nbsp;South Africa.\u003c/p\u003e\n\u003cp\u003eClinical trial number:\u0026nbsp;Not applicable\u003c/p\u003e\n\u003cp\u003eEthical statement: The College of Agriculture and Environmental Sciences Health Research Ethics Committee (CAESHREC) of the University of South Africa granted ethical approval for the study (Ref no. 12023/CAES_HREC/1622). According to the University of South Africa\u0026rsquo;s ethical guidelines, the study was classified as a low-risk research because it adhered to basic ethical principles which includes the signing of the informed consent letters before conducting the interviews. Informing the participants about their rights to withdraw from the study without providing reasons for doing so, keeping the primary data confidential, and not disclosing the participants\u0026apos; identity in the published reports. In addition, the participants were informed about the purpose of the study and potential benefits.\u003c/p\u003e\n\u003cp\u003eData availability statement: Data for this manuscript is available upon request. The request can be send to the corresponding author.\u003c/p\u003e\n\u003cp\u003eConflicts of interest: The authors declare no conflict of interest in the project\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to publish declaration:\u0026nbsp;\u003c/strong\u003eNot applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to participate declaration:\u0026nbsp;\u003c/strong\u003eNot applicable\u003c/p\u003e\n\u003cp\u003eAuthors\u0026rsquo; contribution: C.A., D.P., E.L., M.J., N., N.A., P., P., UV. prepared the methodology, investigation, data curation, writing, and original draft preparation. M.M.S. and P.N. prepared the methodology, conceptualization, validation, formal analysis, and writing. F. Conceptualization of the study, methodology, investigation, data curation, validation, original draft preparation, writing, review, and editing.\u003c/p\u003e\n\u003cp\u003eAll authors reviewed the manuscript\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eDepartment of Education. White Paper on education and training in a democratic South Africa. Pretoria: Government Printer. 1997.\u003c/li\u003e\n\u003cli\u003eMudau TS, Mafukata MA, Tshishonga N. Advancing Community Engagement in Higher Education Institutions in South Africa: Addressing the Leadership Gap. In: Leadership for Sustainable and Educational Advancement-Advancing Great Leaders and Leadership. IntechOpen. 2023.\u003c/li\u003e\n\u003cli\u003eSibhensana B, Maistry S. Conceptualising public-private partnerships for social innovation through community engagement in higher education institutions. South African J. Higher Edu. 2023;37(1):185-205.\u003c/li\u003e\n\u003cli\u003eYamamura EK, Koth K. 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Relationship between socio-personal variables and training needs of beekeepers in the Haryana State. 2017.61-64.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-sustainability","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"disu","sideBox":"Learn more about [Discover Sustainability](https://www.springer.com/43621)","snPcode":"","submissionUrl":"","title":"Discover Sustainability","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Household garden, Food security, Agricultural science concepts, Learning, Community engagement, South Africa","lastPublishedDoi":"10.21203/rs.3.rs-6622958/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6622958/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eA survey was conducted at the Community Engagement (CE) project of the University of South Africa (UNISA) in Katlehong Engineering School of Specialization in Gauteng province, South Africa. The study aimed to assess the agricultural training needs of participants to determine the project's value and direction. A total of 61 participants, primarily females aged 18 to 92 (mean age\u0026thinsp;=\u0026thinsp;49), were surveyed. Data was analyzed using the Statistical Package for the Social Sciences with methods such as descriptive statistics, the Chi-square test, and the Friedman test. Most participants relied on government social grants and seasonal employment; over 75% were involved in agricultural activities, with education, age, and gender being significant influencing factors. Specifically, 72.1% were engaged in vegetable cultivation, 11.5% in field crops, and 9.8% in poultry farming. Training preferences indicated a strong interest in animal production, particularly layers and broilers (Mean Rank Score of 2.39 and 2.55), and in crop production, vegetable (Mean Rank Score of 1.36) ranked highest. In conclusion, the survey identified key agricultural skills and knowledge gaps within the Katlehong community, which will guide targeted agricultural training programs aimed at improving skills, food availability, and household income.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e","manuscriptTitle":"Assessment of Agricultural Training Needs: A Case Study of Unisa Urban Agriculture Community Engagement Project in Katlehong Township","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-05-30 06:21:30","doi":"10.21203/rs.3.rs-6622958/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-06-13T19:27:11+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-06-09T10:14:24+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"16638710912226443730964226295959746235","date":"2025-06-02T07:12:14+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"115529266852132998589600892482746380974","date":"2025-05-28T11:28:23+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"111406931020091619093111905537163705295","date":"2025-05-28T08:46:48+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"232325801950085974562974834890667100697","date":"2025-05-28T02:36:57+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-05-28T01:51:51+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-05-27T16:31:23+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-05-27T09:43:10+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Sustainability","date":"2025-05-27T09:42:00+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-sustainability","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"disu","sideBox":"Learn more about [Discover Sustainability](https://www.springer.com/43621)","snPcode":"","submissionUrl":"","title":"Discover Sustainability","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"6c2f2123-65d1-46f7-bb41-7bb6c882e721","owner":[],"postedDate":"May 30th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2026-02-16T16:07:44+00:00","versionOfRecord":{"articleIdentity":"rs-6622958","link":"https://doi.org/10.1007/s43621-026-02716-w","journal":{"identity":"discover-sustainability","isVorOnly":false,"title":"Discover Sustainability"},"publishedOn":"2026-02-10 15:58:41","publishedOnDateReadable":"February 10th, 2026"},"versionCreatedAt":"2025-05-30 06:21:30","video":"","vorDoi":"10.1007/s43621-026-02716-w","vorDoiUrl":"https://doi.org/10.1007/s43621-026-02716-w","workflowStages":[]},"version":"v1","identity":"rs-6622958","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6622958","identity":"rs-6622958","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}