Teachers and Learners in Vocational Agricultural High Schools Face Challenges: The News from Cameroon, (Published)
Challenges in teaching and learning agriculture remain an important and unresolved problem across sub-Saharan Africa. The purpose of this study was to explore the challenges in teaching and learning agriculture in Vocational Agricultural High schools in Cameroon. Using a mixed method descriptive survey research design, data was collected with separate questionnaires for students and teachers. A total of 98 respondents, 18 teachers and 80 students from the 3 existing agricultural high schools were involved. Purposive, proportional and convenience sampling techniques were used to select the respondents. Data collected was analysed using descriptive statistical techniques. Several challenges were identified: inadequate teaching and learning resources, frequent use of teacher-centred teaching methods and the need to improve on training of teachers. Gaining vital insights into the current capacity and capability of the Technical and Vocational Education and Training (TVET) system in Cameroon especially related to the teaching and learning of agriculture and generating evidence needed to inform policy on possible ways of improving TVET delivery in high schools can contribute to the development of a skilled workforce and Cameroons sustainable development. We recommend the putting in place of a comprehensive TVET development policy that will make sure the available resources are well coordinated and distributed while those that are completely absent are purchased and all stakeholders participate in defining the training of teachers and students to ensure quality. This, could result in properly trained youths with directly employable skills, reduce unemployment and poverty, and in consequence, foster sustainable development.
Using Supervised Agricultural Experience Programme as a Teaching Approach to Change Students’ Attitude towards Practical Agriculture among Secondary School Agriculture Students: A Case of Migori County, Kenya (Published)
Agricultural education in secondary schools in Kenya is offered to achieve various outcomes among the learners as anchored in the school syllabus. One of the key learning outcomes is a positive attitude in practical agriculture. This study was done among form three agriculture students in Migori County and focused on finding out if there was a difference in attitude towards practical agriculture between students who took part in a supervised agricultural experience programme and those who did not take part. A learning outcome test was used to gather relevant data before and after the programme implementation. Analysis of data was done using SPSS (Version 22). Descriptive statistics (frequencies and averages) were used to present data while charts were used to present the data. Inferential statistics (Independent sample t-test, one-way ANOVA and Tukey’s post hoc) were used test the null hypothesis at α=.05 significance level. The study discovered that there was a statistically significant difference in attitude towards practical Agriculture between secondary school Agriculture students exposed to SAE and those not exposed to SAE.
Evaluation of Agro-Climatological Instruments for Instructional Delivery of Agricultural Education in Colleges of Education in North-East Nigeria (Published)
The purpose of the study was to evaluate the agro-climatological instruments for instructional delivery of agricultural education in Colleges of Education in North-East Nigeria. The research design adopted was the survey design. Four research questions guided the study. The area of the study was North-East Nigeria. The population of the study was 185 comprising of lecturers of agricultural education. The instrument for data collection was a structured questionnaire tagged “Evaluation of Agro-climatological Instruments Questionnaire (EIAQ). The instrument was validated by three experts.185 copies of the instruments were administered on the respondents, 120 were retrieved and used for the study as it was a manageable size, therefore sampling was not required. The data collected were analyzed using descriptive statistical tools such as mean scores and standard deviation to answer the four research questions. The results of the study revealed that out of all the 17 agro-climatological instruments recommended for instructional delivery of agricultural education in Colleges of Education in Nigeria, 11 of them were available, 6 were adequate, 8 were functional and 6 were utilized by lecturers. It was recommended that proprietors of the institutions should make available and adequate all the agro-climatological instruments to the Colleges. Lecturers of agricultural education should attend conferences, workshops and seminars to update the skills and capabilities on instructional delivery with agro-climatological instruments.