CHAPTER
ONE
INTRODUCTION
1.1 Background of the Study
The concept of education has been viewed from various
disciplinary perspectives. To the social scientists, education is seen as the
process of preparing the individual to adjust to varying situations of
interacting with other members of the society in the exchange of goods and
services; allocation of scarce resources and wise use of his potentials in the
society he finds himself A. C Egun (2009). On the other hand, A. C Egun (2009)
states that, the scientist sees education as a process of preparing the
individual to be able to interpret his environment rationally and be able to adjust
and adapt to technological and scientific changes in finding solutions to the
society’s problems in an ever hanging environment. Henry N. Boone (2007). To
the teacher, education is a process of bringing the new societal recruit as a
result of birth or residence to embrace the social decorum and practices in the
society for self enhancement. It is in this perspective that Igborgbor (2000)
operationally described education as the acquisition of needed competencies for
life in the society. He added that such competencies should spread through the
cognitive, affective and psychomotor domains and that cognitive competence
should include:
i.
Knowledge of certain facts either directly or indirectly useable in a definite situations;
ii. A
deeper understanding of phenomena in ones environment which affects the
individuals’
attitude and ability to deal with such phenomena appropriately;
iii. An
enhanced reasoning ability which leads to a better understanding of situations
facing mankind. This enables the individual to be analytical and systematic in
problem solving, decision making and choice from different options; such a
person develops a constructively critical mind;
iv.
Creativity: The art of devising and implementing new and better ways of doing
things and thus contributing to the development of society. A common feature of
both perspective views of education, is that education prepares the individual
for tomorrow’s living and ultimate survival. It is this need for continuous
survival
and
ability to adapt to changes that have remained a permanent feature of human
society that has pushed man into those activities that will enable him adjust
to unexpected changes in his environment. The concern about the future has
occupied the mind of man, as he either by omission or commission has conquered
or departed from the past with a reasonable knowledge level of the present. Man
has always to some extent created the future; the future being to a large
extent the product of man-made change.
This change is characterized by the
effort of teachers who are well prepared in the dissemination of knowledge to
student who will become the leader of tomorrow.
Within the recent past, agriculture forms a basis and a means of lively
hood. Lipsey (1998).The national income level is geared by the amount of effort
put in by well prepared agricultural teachers who have passion for the
profession.
There are
so many challenges impeding the success of agricultural education in the
present days. Irrespective of these challenges teachers of agriculture have
strive towards the attainment of agricultural objectives.
However, Scott Burris (2005) sees Teacher education programs to have face a myriad of challenges in preparing agricultural education teachers. One challenge
is providing preparation in technical content areas, including agricultural
mechanics. Ncae (2013) identified Several factors that continued
to influence the ability in having an ample supply of well‐trained,
highly qualified agriculture teachers vital to sustain and grow agricultural
education across the country. The most recent research has identified the
following factors as suggesting a need for national, state and local Team Agricultural
Educational groups to develop plans addressing the future
for agricultural education. These include:-
The
number of agricultural education teacher preparation programs has declined over
the past 10 years; The
number of qualified teachers produced through teacher preparation programs has
declined on average of 20 percent over the last three years compared to the
previous three years; If not for teachers
being hired through the use of emergency and alternative certification methods,
the supply of teachers would be more unstable than it is today; A growing number of
agricultural education departments are unable to operate because qualified
teachers are unavailable;
Many
states are faced with a large number of teachers of retirement age which
underscores the need to train larger numbers of teachers to replace them;
While
situations vary from state to state, there is a high percentage of trained
teachers who will not relocate to take a position in another state that needs
teachers. Ag Ed (2005)
The enhancement of students and the
ability to think and study and the ability to solve problems facing them
effectively, requiring skills in data collection and interpretation may be as a
result of Agricultural education in Nigeria. However, it is in no doubt that so
many scholars have contributed to improving student knowledge in agricultural
education. The objectives include;
To
produce farm commodities efficiently; to market farm products profitably;
to participate in rural leadership activities; assist the
nation’s citizens to develop the attitudes, understandings and abilities
regarding agriculture necessary for their future welfare and the welfare of
agriculture; to develop understanding and appreciation of agriculture for vocational
and leisure interest; to develop understanding of the influence of research on
agriculture and other aspect of our society, such as medicine, statistic and
consumers products; to develop understanding of interrelationship of
agriculture and other segments of the society;
to impact agricultural skills and knowledge efficiently; to
manage farm business effectively; to conserve soil and other natural resources;
to assist present and prospective workers in off-farm agricultural jobs in
improving their efficiency;
to promote creative activities of students, Umoh-Mac (2006).
It is from this note that teacher preparation in agricultural
education become necessary. For quality education program there must be good
teachers, which are essential for the success of any agricultural program. It
is in this light one can say, teachers are the pivot on which the success of
any programme of educational renewal hinges. There cannot be successful
educational programme without intensive teacher training program. It should be
so because, teachers are the brain behind the success of any educational
pursuit. They need to have a good knowledge concerning the subject matter,
thereby equipping their self with modern teaching methods to be able to stand
the test of time, Umoh (2006).
According to Umoh (2006) agricultural
teacher preparation are educational programmes specializing in teacher
education and training in agriculture. The training and preparation includes
agricultural education programme of colleges of Education, Federal Collages of
Education, and faculties of education in the universities. However, for the
award of Nigeria certificate in Education (NCE) one need to undergo three years
programme leading to the award of the certificate. The objectives of any teacher
preparation program is aimed at serving the following:-
To produce
teachers that has efficient ways of handling their teaching with most zeal; to
produce teachers who have the spirit of enquiry and creativity to be able to
read the students properly; to produce teacher who are all-round
developmentally to be able to fit into the society in which they find
themselves; to produce teacher who have professional training, properly
equipped with in depth knowledge of their various disciplines; to create
genuine love in teachers, that is love for their profession therefore, making
them committed to the teaching profession. Umoh (2006).
What is
being enjoyed today is a product of yesterday’s activities whether positively
or negatively. Today’s science and wisdom are needed ingredients in the
decision making process which can carry man towards socially desirable goals of
the future especially in the aspect of food production. Thus attempts are made
by man to equip the off-springs for future living. All these attempts put in a
package constitutes teacher education.
The Department of Agricultural Education University of Agriculture
Makurdi came in to existence in the year 1989 with a vital role of teacher preparation in the techniques for and content delivery.
The department
of agricultural Education, University of agriculture Makurdi specifically
carries out the following:-
Providing young people with sound knowledge, skill and creative
abilities with which they can translate research findings into field trials,
adaptation and commercialization;
Producing
more trained personnel involved in extension services for translating research findings
into field trials, adaptation and commercialization;
Providing
training for specialist agricultural occupations such as plant and animal
breeding, plant and animal pathology, food processing and preservation,
agricultural financing and insurance, and rural sociology;
Providing
farmers with the knowledge and skills to be efficient in production
decision-making process;
Equipping
students and all agricultural practitioners’ with the knowledge and facts about
Nigeria’s agricultural potentials, technology and environment;
Helping
farmers and students appreciate positive values such as good feeding habits,
conservation of natural resources, personal hygiene and maintenance of family
life;
Preparing
students for life-long learning in agriculture and related subject as well as
enabling them have an intelligent understanding of the problems and
opportunities in their communities and environment;
Developing
problem solving and safety practice on students and other agricultural
practitioners Umoh (2006); To achieve this mandate, the department does not go
without challenges which is the interest of the researcher.
1.2 Statement of the Problem
One of the major challenges facing
developing countries and Nigeria in particular is that of improving the living
condition of her people through agriculture.
However,
teacher preparation in content delivery in department of agricultural Education
in University of Agriculture Makurdi depend on the teaching techniques adopted
through practical methods used.
Therefore, with over 75% of Nigerians
living in the rural areas are depending for their livelihoods on agriculture.
It is in this light that the challenges of teacher preparation in content
delivery through teaching techniques need to adopt practical method so that
solution can be proffer and a way forward for effective teachers preparation in
the department of Agricultural education in University of Agriculture Makurdi.
1.3 Purpose
of the Study
Specific
objectives of this research work are stated as follows
1. Assess
teacher preparation in content delivery in the department of Agricultural
Education, University of Agriculture Makurdi;
2. Examine
teachers’ preparation in teaching techniques in the department of Agricultural Education,
University of Agriculture Makurdi;
3. Determine
practical methods used in teacher preparation in the department of Agricultural
Education, University of Agriculture Makurdi;
4. Identify
challenges of teacher preparation in teaching techniques in the department of Agricultural
Education, University of Agriculture Makurdi;
5. Identify
challenges of teacher preparation in content delivery in the department of
Agricultural Education, University of Agriculture Makurdi;
6. Examine
challenges of teachers’ preparation in practical methods in the department of
Agricultural Education, University of Agriculture Makurdi;
7. Proffer
solutions and way forward for effective teacher preparation in the department
of Agricultural Education University of Agriculture Makurdi.
1.4 Research Questions
(i) What forms of teacher preparation in content
delivery are carried out in the department of Agricultural Education,
University of Agriculture Makurdi?
(ii)
What forms of teacher preparation in the teaching techniques are carried out in the department of Agricultural Education, University of Agriculture Makurdi?
(iii) What are the practical methods used in
teacher preparation in the department of Agricultural Education, University of
Agriculture Makurdi?
(iv) What are the challenges of teacher
preparation in teaching techniques in the department of Agricultural Education
, University of Agriculture Makurdi?
(v) What
are the challenges of teacher preparation in content delivery in the department
of Agricultural Education, University of Agriculture Makurdi?
(vi) What are the challenges of teachers’
preparation in practical methods in the department of Agricultural Education,
University of Agriculture Makurdi?
(vii)
What are the solutions and way forward for the effective teacher preparation in
the department of Agricultural Education, University of Agriculture Makurdi?
1.5 Research Hypothesis
The
following hypothesis was tested using 5% level of significance.
Ho:
There is no significant difference between the mean responses of Lecturers and
students on the challenges of teacher preparation in teaching techniques.
1.6 Significance of the Study
This study will serve as a tool to
improve teachers’ preparation in Agricultural Education. Student teachers’ confidence and knowledge
will be built if the teachers are fully prepared and the challenges eliminated;
their level of understanding in the field will be improved; It is in no doubt
that, it will help student on teaching practice to improve their research base;
and solution to challenges facing Agricultural Education, University of
Agriculture Makurdi can be proffer.
Teachers who want to improve more on their teaching
skill will find this work useful. The study will serve as a guide for further
research work.
This research finding will make available to
students improved knowledge in their field of study. It can serve as a guide
for preparation for entering into teaching profession.
It will also give the government an overview
of constraint facing poor preparation of teacher in agricultural education and
a way forward in order to yield the required result.
1.7 Scope
of Study
This study is designed to investigate teacher
preparation and challenges in Agricultural
Education, using a case study of the department of Agricultural Education,
University of Agriculture Makurdi, Benue State. The University is located at
Ujam Village, North Bank Makurdi with the Faculty of Agricultural and science
Education (housing temporally department of Agricultural Education) located at
the middle core of the University.
1.8 Operational definition of Terms
Education:
This is a training and instruction, especially of children and young people in
schools, colleges, etc which is designed to give knowledge and develop skills.
Teacher:
This is a person who teaches, transfer knowledge and skill to others through
professional training acquired.
Preparation:
This is the action or process of preparing oneself for a task ahead, job, war
match etc.
Agriculture: This
is the science or practice of cultivating the land and keeping or breeding
animals for food.
Agricultural Education: is
the teaching of agriculture, natural resources, and land management through
hands on experience and guidance to prepare students for entry level jobs of to
further education to prepare them for advanced agricultural jobs.
Challenges: This is an
impediment that someone face in the cause of discharging his daily routine.
University:
a high-level educational institution
in which students study for degrees and academic research is done.
Teacher preparation: refers to the policies and
procedures designed to equip prospective teachers with the knowledge,
attitudes, behaviors and skills they require to perform their tasks effectively
in the classroom, school and wider community.
References:
Agbulu
(2011). Introduction to vocational
Agricultural Education.
Author.
(2005). Agricultural education student teachers’ confidence and knowledge:
teaching special needs students. Digital
Theses and Dissertations. Texas Tech University, ETD (etd-11172005-154125).
Cotton,
S. E. (2000). The training needs of
vocational teachers for working with learners with special needs.
Unpublished doctoral dissertation, Purdue University.
Harry N.B et al (2007) problems faced by High
School Agricultural Education Teachers.
Igborgbor, (2000). Education as the acquisition of needed competencies
for life in the society.
Ncae
(2013). 2013 National Agricultural Education Summit “Recruitment
and Retention of Teachers for School Based Agriculture Education”
Scott
Burris (2005), Preparation of Pre-service Teachers in Agricultural Mechanics
Umoh-Mac
(2006). Handbook on youth Organization in agricultural education. Abuja:
Hil-Venture
CHAPTER TWO
2.1
Conceptual Framework
2.1.1
The Concept “Teacher Preparation”
Harry N.B, Deborah .A (2007), State that, “If the
agricultural education profession is going to grow and prosper in the 21st
century, it will need an adequate supply of qualified teachers. In 2001,
however, the number of qualified potential agricultural education teachers
actually seeking employment as teachers fell far short of the net number of
replacements needed. Two contributing factors include qualified potential teachers
fail to accept employment in the profession and many beginning teachers fail to
remain in the teaching profession. One way to improve the number of qualified
agricultural education teachers is to reduce the number of teachers who leave
the profession early through attrition”.
Teachers
preparation involve the process of
increasing the quality of the teachers
performance towards effective service delivery, particularly the needed man
power for raising qualified persons who are capable of increasing agricultural productivity. Teachers have vital roles to
play in agricultural development in Nigeria which is capable of increasing the
GDP and the GNP of the country.
In
manpower development, teachers contribute highly in training students and staff
development through both local and foreign facilitation. In order to strengthen
our work force and take advantage of emerging market opportunities, schools
also recruit various professionals with broad industry knowledge and hands- on
experience. National Agricultural
Education Summit (2013).
Teachers
of agricultural education are less prepared due to some challenges facing their
job, causing lapses in the delivering of effective service to the student. The lack
of research center for the teacher to explore new grounds of knowledge that
will aid the quality of teaching. National
Agricultural Education Summit (2013). The government is therefore
capable of influencing the major research factors namely; ability, willingness
or passionate propensities and opportunities. The need to achieve sustained
rural industrial growth within any economy can be possible amidst quality
research center and well prepared teachers and precisely within the existence
such that are tailored to work in accordance with government policies and
program in a bid to attaining the desired macro-economic objectives of a
nation.
The
youths in school have been recognized as agents of change in the society
(Ugbomeh 1993) and to effect change in a society, the agent of change must itself
change (Egun 1994),This can be best achieved if the teachers are well prepared
and the challenges facing them are
limited to a large extent. Societal changes have been very swift in recent
years. The exposure of parents to various agents and media of educating the
youths have influenced the age at which children attend and are retained in
school. This have both positive and negative impacts on the live of the youth. Consequently
activities previously performed by the home in agricultural practices are now transferred
to the school for better understanding (Egun 1999). At the secondary school level, the
youth age range between 11 and 16 years. Many personality characteristics are
acquired during this period and a variety of age specific roles must be
learned, skills developed and task accomplished. The outlook in agriculture and
youth culture styles is much more sophisticated today than a decade ago.
Achievements have meant a
lot to
the youths now than before. In Nigeria, achievement is one of the determining
principles of life and to invest one’s pride and hope in the promise of
realizing one’s aspirations has consequently affected choice of occupations.
Therefore
an understanding of adolescence requires knowledge of youths consciousness or the
personal factors of aspirations, attitudes, beliefs and dispositions that
enable young people to sustain ultimate and lasting social and economic attitudes
towards occupations/vocations. Interest and motivation of the youth is related to
his maturation level that can be enhanced by the teachers. Therefore, it is
necessary that the physical, cognitive and economic perceptions of the youth be
understood at every level of their education.
2.1.2
The Concept of Agricultural Education
Agriculture today is not only farming, it is
also a business. This implies that a good farmer should use little inputs to
produce more outputs. In other words, he must be able to manage his resources —
land, labour and capital most efficiently so that production costs are as low
as possible. There must be development in agriculture. The farmer must be able
to evaluate risks, combat problems effectively and make intelligent decisions
so as to make profit. Moreover, our society is becoming more and more dependent
on agriculturally oriented business necessary for the efficient and effective
supply of food, and fiber for the ever increasing population. These are the key
requirements of agricultural education (Egbule, 2002).
Okeke (1997), observed that inspite
of the dominance of the oil industry in the national economy, agricultural
skill occupies a crucial position in the economic development of Nigeria. Its
importance emanates from its chief role as the food supplier to the teeming
population of this country.
Food has always
remained a basic necessity of man. Man’s dependence on agriculture is unique,
because it not only provides food, but also creates employment opportunities,
feeds the industrial sector, as well as provides income and foreign currency
through external trade. Agricultural education prepares students for teaching
positions in agricultural educational/agricultural business. It is also a good
preparation around for jobs in agricultural business, sales, service,
production, marketing, extension and research. The majority of the classes
taken by agricultural education majors are taken in agricultural economics,
agricultural education, animal and food science, agricultural engineering,
technology and plant and health science (Undeogalanya, 2000; Egbule, 2002;
Jensen, 20003).
Nnadi (2002), viewed agricultural education
from two perspectives under the formal school education namely:
a. As
the transmission of the agricultural heritage of the society to individuals
through the formal education process. This view takes into account all the
disciplines and programmes of agriculture as contained in the curricula of
various levels of education — primary through university education.
b. As a discipline in agriculture concerned
essentially with the preparation of teacher-educators in agriculture for the
formal school system. Anthony (1986) observed that young people learn from the
older farmers by accompanying them to the farms. They learn the systems by
watching and participating in all the operations.
In effect, they acquire the knowledge
by doing which is a practical way of learning. The formal level goes on outside
the school system. Most often, useful training is given by researchers and
extension staff who work directly and demonstrate to them new crops and animal
production process, techniques, and machines. Anthony (1986), and Egbule
(2002), did maintain that formal agricultural training takes place at the
various levels of education-primary and secondary schools, tertiary
institutions such as colleges of education, colleges of agriculture,
polytechnics and universities. The stage of training achieved plays an
essential role in the choice of career open to people. A high percentage of
agricultural graduates are engaged in educational career at primary, secondary
and tertiary institutions depending on the relevant qualifications of the
teacher.
In
schools, agricultural education refers to the teaching of skills, values,
attitudes and related knowledge in products, processing and marketing of
agricultural and related products. Students are taught fundamental principle
and skills of crop and animal husbandry under the guidance of an expert — the
agricultural science teacher. In such schools, students are expected to carry
out short and long term practical activities and projects such as cultivation
of crops, vegetables and fruits, raising livestock for the schools consumption
and for local markets (Udeolisa, 1997; Egbule, 2002).
According to Toffler (1974): “The future is the domain into which a man has
projected and in which he now contemplates; the possible he wishes to make
real, the image that is and will be, as long as it subsist in the mind, the
determining reason or his actions” The implication of these is that all
education originates from the picture of the future and all education creates images
of the future. If the picture of the future held by a society is grossly inaccurate
and falsified, its system of education will betray its youths because the teachers
are not prepared because of the challenges facing the educational sector.
Kauffman
(1976) asserts that for students to have any relevance and to meet the needs
and demands of society – careful and explicit attention to the question: “What
kind of education will best prepare the youths for the world in which they will
actually live their adult lives?’’. The teacher preparation plays a vital role
in making this a reality. It therefore implies that education and its processes
given today prepare the individual for tomorrows’ living. Peretomode (1993) identified
this when he asserted that all education whether so intended or not, is a preparation
for the future. In all developing countries, the youths have been known to play
significant role in food production and the increase in the GDP and the GNP.
The preparation and challenges’ faced by teaches of Agriculture hamper the GNP
of the nation. Their role in Nigeria cannot be over emphasized as they constitute
about 50% of the population and would constitute the majority of the people in
the work force, in service jobs, industry and agriculture (National Population
Commission 2006).
(a) CHANGING ROLE OF
AGRICULTURAL EDUCATION
What
could be regarded as Agricultural Education in schools started as Nature Study or
elementary science in the primary schools, and has since gone through different
names such as Gardening, Rural Science and Agricultural Science (Egun 1984).
Training in Agriculture at post secondary level did not commence effectively
till 1954 w when fully adopted (Fafunwa
1974), when Nigeria College of Arts, Science and Technology was officially
opened in Ibadan. Since then, government made efforts aimed at attracting the
youths into agriculture not only in training but also in the provision of
incentives in terms of higher salaries and better living conditions; coupled
with persistent propaganda about the importance of agriculture to the Nation aimed
at increasing the GDP(Western Nigerian Government, 1961). The National
Curriculum Conference of September 1969 gave the first courage to the orientation
of School Agricultural Curriculum. It gave birth to the National Policy on
Education 1981 which was revised in 2004; which has attracted the attention of
both the federal and state and Local governments; thus making Agricultural
Science both as a compulsory and examinable subject in
the
Senior Secondary Certificate and General Certificate Education Examinations.
With a focus that schools will produce people who will take to farming as their
occupation after completing schools so as to fulfill the agricultural objective.
National Policy on Education (2004) set out the following objectives as it
affects the teaching and learning of Agricultural Science:
1. To
stimulate and sustain students interest in Agriculture.
2. To
enable students acquire basic knowledge and practical skills in Agriculture.
3. To
prepare students for occupation in Agriculture.
4. To
prepare students for further studies in Agriculture.
The
changing world towards Information and Communication Technology (ICT) need to
be spread to farmers. This is necessary to educate farmers who can apply the modern
farming techniques, modern farm equipment and chemicals to improve production. A
useful agricultural education for the Nigerian citizenry should have as a
target the total well being of the people. Agricultural education is needed to
explain new technology to farmers and teach them how to adapt and adopt
improved production practices in order to increase their production and income.
Traditionally, the agricultural educationist is a teacher and is confined to
the classroom having been prepared for the role. Today, he is expected to
change job, function as farm manager, and as entrepreneur of large farms and
other related business efforts. This can be fusible if the teachers are well
prepared and the challenges facing agricultural education is tackled. Based on
this premise, agricultural educational should centre on the following:
1. Goal
setting
2.
Programming
3.
Disseminating of Agricultural information, and
4.
Training.
A goal is
a future endeavour aimed to be achieved through consistent directional
framework
(Ibikunle 1993). The probable role of agricultural education have been
identified (Olaitan 1984). In addition it should ensure that farmers are
continually exposed to attractive production options through the youths. It
should bring research results and new agricultural techniques to farmers
through the youths in
schools
and adults at home that are already engaged in farming. Meeting the
agricultural needs of adult farmers will no doubt increase the volume of food
production as they constitute the greater member of the farming population
though
at small
holder subsistent level of practice (Obi 2005). The need to train individuals
in vocational agricultural education is increasingly becoming imperative.
Nigeria is urbanizing at an alarming rate reducing available land space for
farming via road construction, industrialization and housing. There is need to
acquire and train the youths in urban agriculture (Egun 2007) that will ensure
steady
and increase supply of food and some needed raw materials for industries. This
could be achieved through supervised home project. Wheeler (1967) expressed
curriculum as the planned experience offered to the learner under
the guidance of the school. Gagne (1974) sees curriculum as a
sequence of content units arranged in such a way that the learning of each unit
may be accomplished as a single act provided the capabilities described by
specific prior units have already been learned by the learner. Obayan (1985)
sees curriculum both as a package and a process; that an individual receiving
the package and going through the process has no end to his education as he
would have:
1
Acquired some skills which are useful for continuous self development.
2
Broadened his horizon in such a way the he is able to see beyond his nose;
3 Built
up on his initial knowledge, in addition to modifying his initial attitude and
value and;
4
Acquired appropriate learning skills to enable him be a learning animal.
Agricultural
science as a core-course in the school curriculum should be forward looking. It
should no longer be concerned with the transmission of basic culture of yam and
cassava cultivation and the free-range keeping of domestic animals. The
curriculum should be such that graduates of schools are equipped with saleable
skills
not only in the traditional culture of agricultural practices but in other
spheres of human and financial management. School agricultural programme should
be opened, child centered in approach and more flexible (Vannier and Forster
1963); thus enabling the child/learner to be educated rather than passing
through a school system (Obayan 1985). The curriculum should be that which will
enhance the adoption of agriculture as a rewarding occupation by the youths and
enable them adjust to rural living as Rucker (1960) has posited that the
majority of
children
must eventually return to the land. Etuk (1991) recognized this when he
recommended home project and off-farm agricultural occupation experience for
both teacher trainee and students of agriculture. This could be achieved
through
upgrading
of Teacher Industrial Work Experience Scheme (TIWES) and Student Industrial
Work Experience Scheme (SIWES)
(b) Agricultural Science in
Schools
The
curriculum should embrace the activities and practices of other cultures
bearing in mind the changing world phenomena in food consumption in terms of
quality, quantity, type and forms; arising from increase in population, famine,
economic crunch, resource depletion and close cultural ties, resulting from
interactions among individuals of different nationalities and international
character of knowledge. Futurizing education implies that the learner will
begin to sense and accept both the constraints, advantages of freedom and
emphasize
the ineluctable
fact that education will increase rather than decrease inequality. It calls for
preparation without indoctrination, the extensive use of inquiry as method of instruction
and development of open mindedness. This means a total change from the current
rote learning and lecture methods of instruction towards that which allows the
child/learner to explore the environment and interpret it as he sees and feels
and be able to integrate various learning’s into a comprehensive
whole; as
futuristic education recognizes and increases inequality among individuals. The
use of methods which recognizes the various differences and capabilities in
learning ability of individuals should be encouraged. The use of
project
and individualized teaching methods could be of useful effect in teaching for
futuristic education. The project method involves learning in total study. The
project to be studied is defined, explained to the learner and allowed to
practice
and
progress in the required learning experience under the guidance of the teacher.
Essentially, this method propagates the idea of John Dewey (Kneller 1971) on
knowledge acquisition and skill development. The project method advocates
learners
being assisted as the needs arise to reach the desired goal; otherwise left
alone and his performance evaluated. This learning imperative option has the
following advantages:
i. It
makes for the use of learners initiative since he is sparingly assisted.
ii.
Learning is made interesting as the learner is faced with real life tasks to
tackle. This increases experience and enhances problem solving ability.
Interest is increased as learners see the result of their efforts; thus
motivation is sustained. Projects carried out in group form enhance
co-operation amongst learners as they contribute individually to the success of
the project. This also assists in the formation of co-operatives societies.
( c) The
Future of Agricultural Science in Schools.
Quality
has been variously defined (Ojerinde 1997; Ubrevbu 2005). To ensure effective
and functional education for the citizenry, all agents linked with education
need total attention; but there has always been poor funding in developing countries
which Nigeria is not an exception (Uba 2005).
Today
people patronize private institutions on the assumption that public schools are
not performing to standard. There are now many ways of knowing and assessing
the achievement of set goals. The various ways must be qualitatively
and
quantitatively arranged to ensure total quality in education. Total Quality
Management (TQM) is a concept introduced into education from business. The
concept of Total Quality Management (TQM) remains traceable to Edward
Deming an
American statistician. Essentially, this management theory (TQM) focuses on
customer satisfaction, employee empowerment and product
quality.
The basic cardinals of TQM are:
1. That
the customers are vital to the operation of the organization as they ensure
business continuity since without business no organization. Therefore, it is
the primary duty of any group to keep customers satisfied with quality
products.
2. That
management needs to listen to nontraditional sources of information in order to
institute quality.
The
theory of Total Quality Management (TQM) rest on work place and allocates
changes which mangers have to settle if improvement is to be achieved in the
system. In the main, the theory holds to customer relationship (student), employee
empowerment (teacher), creation of enabling environment (infrastructure) that
promote
unity and change; and continuous gathering and use of statistical data.
The achievement of a quality set goals on what education should
be in the future demands a clear vision of the future. This involves total commitment
of both material and financial resources to educative processes. Documented evidence
exist of the cherished ideals or goals which education should achieve (National
Policy on Education, NPE 2004) stating –
i.
Production of highly motivated and efficient classroom teachers for all levels
of the education system.
ii.
Encouragement of the spirit of enquiry and creativity in the teachers.
iii. Help
teachers to fit into school life of the community and the society at large and enhance
their commitment to national goals.
iv.
Provide the teacher with the intellectual and professional background, adequate
for the assignment and make them adjust to changing situations.
v.
Enhance teacher commitment to teaching profession.
Laudable
as the above may seem, nothing can be achieved if adequate measure of
financial, human and material resources are not committed to the course. To
achieve the goals, the government should ensure:
a. That
only the teachers with relevant qualification are employed in the education
system.
The implication is that government needs to invest in teacher preparation as
the current teacher-pupil ration is 1:1000 (Uba 2007). More teacher institution
need to be built and existing ones expanded and upgraded to produce high
calibre of teachers.
b. That
the current teachers handling the various levels of education are exposed to
current trends in both subject matter content and administrative management
styles. This implies sending the existing teachers on course both local and
outside the country especially in vocational and skill oriented jobs.
c. That
the curriculum of teacher training incorporates entrepreneurial skills which
will help them teach course that will generate employment after leaving school.
This will help to reduce unemployment and increase poverty alleviation of the
federal government agenda.
d. That
the planned curriculum is religiously implemented. Inclusively, the teacher
trainee should be taught the keeping of essential school records; such as the school
attendance register, punishment (blackbook), staff movement book and continuous
assessment and time table production skills.
Finally,
there is the need for learning in education law. This will provide background
to teachers’ roles and limitations as they act as local parents in the school
system.
(d) Challenges of Agricultural Education
1.
Curriculum Content: The curriculum of futuristic
education constitutes one of the greatest challenges in a nation’s educational system.
A perpetuation of relevant current content of the curriculum must be sustained
and issues/contents of other cultures that have developed and influencing world
culture must be incorporated. This is the perennial philosophy of man and
education. Perennialism as philosophy of education (Kneller 1971) hold to the
universality of men hence education should be same for everybody. Curriculum
design for futuristic education should be an amalgam of subject base and
integrated approach. The subject matter approach to curriculum design hold to the
traditional nitty gritty of learning,; while on the other hand, the integrated
approach see curriculum design as a package designed to harness the important
parts of different subject matters. This type of curriculum advocates the
inclusion of ideas in a curriculum package even if the ideas canvassed are not
prevalent in the area. Essentially, the curriculum integrated approach
subscribes to the philosophy of idealism (Kneller 1971) holding that education
is preparation for future living.
2.
Funding: School (centre of
learning) environment requires a lot of infrastructure that are needed for
effective learning. These infrastructures include building, chairs, and tables for
teachers, documentation - school register, record books – diary and staff
movement books. These require money which must be provided at the needed time. Agriculture
is a vocational course; and more money will be needed to provide tractors,
simple farm tools and other farm inputs for the training of the youth or new
societal recruits. Currently, the percentage of national budget allotted to education
is far below the 26 per cent recommended by UNESCO.
3.
Attitudinal Change: Skinner (1961) explained
attitude as ideas with emotional
content,
important beliefs, prejudice, biases, predispositions, appreciations and a
state of readiness or set. Attitude according to Benjamin (1986) is an
individual predisposition or tendencies to reach in certain ways towards objects,
creatures, individuals, institution, races, religion or practices.
Uti and
Sunday (1993) reported that students’ attitude towards the vocational subjects
and agriculture in particular has been negative; expressed in not participating
in practical lessons. Several works (Obi 1981; Abdulahi 1982;
Agwuibike
and Egun 1996) have identified the various causes of this phenomenon hence
there is need for curriculum of Affect. Affective curriculum should be that
which would influence the heart and bring about change in the manner that
teachers and learners are influenced positively to the course of national
goals. Currently, teachers and farmers are seen as individuals who have failed
in other field of life (Agwubuike and Egun 1996). In entirety, the heart is to
be educated.
According
to Igborgbor (2006), the education of the heart includes all measures taken to
assist the individual to develop values, attitudes and behaviours that are
personally enhancing and positively productive for both the individual and
society.
4.
Home Influence: In many families,
especially homes where farming has been the main occupations parents tend to
discourage their children from taking measures that will find them in farming
as their occupation. Farming and agriculture in general are discussed as
occupation for failures in other human endeavour and school drop-outs.
This
assertion was corroborated by Olaitan (1984) and concluded by Agwubuike and
Egun (1996) when they said that the impressions are transferred to the school
and expressed as truancy during practical lessons in agriculture. Cultural
practices
are not
out of influence in balancing male/female ratio in school. The gap/imbalance
between male and female arose from a lot of cultural practices in
society
resulting from deeply fixed preju dices, attitudes, customs behavioural
decision and procedures coming to discriminate against women’s right and access
to education.
Discoveries
in science and technology bring about new ways of doing things that are useful
if they are adopted and adapted by the greater majority of the people. The
changing world phenomena towards technology need to be spread to the entire
population. This can be achieved if the teachers are well prepared and the
challenges eliminated.
5.
Method of School Assessment: Assessment
in school is based on written examination. A method in which the learner is
meant to respond to a series of gestures from which his/her total being can be
inferred. The concept of examination is as old as mankind dating book to Adam
and Eve with the forbidden fruit in the
garden of Eden. Okoye (1986) defined examination as organized assessment
technique which presents the individual with a series of question or tasks
geared towards ascertaining the individual acquired skills
and
knowledge – content and ability to utilize this knowledge and acquired skills
effectively.
The
purpose of examination could be:
a. To
diagnose and ascertain what the pupil or examiner knows or does not know.
b. To
predict the examinees success or otherwise in a higher level of education.
c. To
motivate the learner
d. For
placement or classification of learner
e. For
selection purposes.
Currently,
the assessment of learners is on written examination at the end of a semester
or term as may be applied to the institution. This system has been variously
criticized (Falayajo 1986; Yoloye 1988; Emeka 1996) principally for
deficiency
in assessing the affective and manipulative aspect of knowledge, more so that the
system neglects the dimensional growth and development of the individual
especially at the early stage of the learner. The consequence is the
development of emotions of love and hatred.
These are
interpersonal feelings which have influenced interest in the mathematical
sciences (Agwubuike and Egun 1996) a phenomenon which is capable of retarding
launch into the world of science and technology.
Therefore,
there is the need to evolve an assessment method which will be a combination of
various test result that will portray actual profile of the learner and make
for appropriate academic and entrepreneurial judgment. This may be found
in
continuous assessment as put forward by Glacier (1962); bearing in mind that
changing circumstances demand changing educational responses.
2.2 Review of Empirical Study
Teacher
Preparation in Solving Competes Student supervisor Problems
Several researchers have
carried out work on teacher’s preparation and challenges in Agricultural
Education. One of such works was done in a research conducted by Knobloch. N.
A, Ball. A.L and Settle. S. R (2006) on Teacher preparation in agriculture to
solve complex student supervision problem through problem based learning, using
a descriptive survey. This study sought to explore and describe the population
of a cohort group of pre-service teachers in Agricultural Education, at a
land-grant University in a Midwestern state.
The
target population that the researchers sought to generalize to consisted of a
census of pre-service teachers with a total of 400 participants, of which 250
was sampled in a teacher education seminar. The seminar was conducted one
semester before the student teaching internship. The students were randomly
assigned ill-structured problems, designed to prepare future agriculture
teachers to solve difficult student problems related to the supervision of the
FFA chapter. The ill-structured problems were written by the researchers based
on authentic cases and involved: (1) theft on a field trip; (2) sexual activity
in a motel room; (3) drug and alcohol use on a camping trip; (4) violation of
good conduct policy; (5) academic ineligibility of the FFA chapter president;
and, (6) horseplay on the school bus at a convention. Three to four pre-service
teachers were randomly assigned the same ill-structured problems and the groups
discussed how to solve the problems using the satisfying or administrative
decision-making model.
His findings shows that Approximately 86% of the pre-service
teachers agreed that they were more prepared to deal with student problems
after the problem-based learning experience. Approximately 95% of the pre-service
teachers agreed that the problem-based learning experience engaged them to
think reflectively. Approximately 95% of the pre-service teachers reported that
the ill-structured problems helped prepare them for similar situations they
would face as agriculture teachers. All of the pre-service teachers agreed that
the ill-structured problems engaged them to think of creative alternatives. He
concluded that The pre-service teachers learned how to creatively generate
alternatives, become informed of personal interest, school policies, and
liability concerns, determine potential consequences for each alternative,
consider possible implications of the consequences, and make decisions in a
more reasonable period of time With the recommendation that Follow-up studies
should be conducted to determine if the problem-based learning experiences
helped pre-service teachers solve real problems they faced in the field.
Scott Burris (2005) on Preparation of Pre-service Teachers in Agricultural Mechanics.Teacher education programs face a myriad of
challenges in preparing secondary agricultural education teachers. One
challenge is providing preparation in technical content areas including agricultural
mechanics. The purpose of this study was to determine the level of preparedness
of teacher education program, in producing graduates in the area of agricultural
mechanics. The target population for the study was 120 from certifying
institutions for Agricultural Education teachers in the United States. Data
were collected with a mailed questionnaire sent in the fall of 2003. A total of
69 completed surveys were returned for a response rate of 78.4%. More than 90%
of respondents indicated that six of the nine content areas were included in
their state’s secondary curriculum. Respondents identified the level of
importance as “important” for each of nine competency groupings. Respondents
identified the level of preparation for hand/power tools as “prepared.” The
remaining eight competency groupings were rated as “somewhat prepared.”
More than 97% of respondents indicated that some
agricultural mechanics credits were required for program completion. The
average number of credits required for program completion was 9.13. A majority
(58%) of institutions indicated that at least one required course was taught within
the department housing the teacher preparation program.
Squire. P.J and Celia. P ( 2009) on Problems of Special Education Needs Students
Participation in Secondary Agricultural Education Projects.
The
study was a descriptive survey designed to identify the problems Special
Education Needs (SEN) students face when carrying out agricultural projects in
secondary schools in Botswana. Closed and open-ended instruments were used to
collect data. The findings showed that SEN students and agriculture teachers
respectively face many challenges and problems in teaching and participating in
agricultural projects.
The
study also described the demographic characteristics of the respondents,
brought into focus some suggestions SEN students made to education authorities
that will enhance their participation in agriculture projects, and identified
the challenges agriculture teachers face in teaching SEN students in junior
secondary
schools.
Based on the findings the researchers recommended that: (1) School authorities
provide special services to meet the learning needs of SEN students (2) An
Individualized Education Program (IEP) should be developed for each SEN
student, with input from the students and students’ parents, and (3) All who
come into contact with the SEN children will need some kind of training
prepares them to meet the SEN students’ learning and other needs.
2.3 SUMMARY OF LETERATURE
REVIEW
It
is a common knowledge that no research work exist in all completeness that is
devoid of flaws and lapses, but the ability to reduce or make those lapses
within the limit of this research work that was observed in the previous work
done particularly on this topic, Teacher Preparation and Challenges in
Agricultural Education. The previous research concentrates on the impact of
teacher preparation in the futuristic performance in agriculture. Their general
idea assertions were tending towards the same direction and were old
operationally, hence failed to relate the issues under discussion to the
Nigerian case.
This work will try to go beyond this
scope such that through our empirical findings, policy recommendation could be
given to enhance the role of commercial banks in boosting the economic
development of rural area in Nigeria.
Reference:
Squire et al (2009) Problems of Special Education Needs Students
Participation in Secondary Agricultural Education Projects: Challenges for the
Vocational Agricultural Education Profession in Botswana.
Scott
Burris (2005), Preparation of Pre-service Teachers in Agricultural Mechanics
Agwubike
CC, Egun AC 1996. Pedagogical issues in Agricultural Education: The case of
Truancy in Practical Agriculture in Secondary Schools. Nigeria Journal of Sociology of Education, IV(1): 30- 37
Egun AC
1984. Agricultural Science in Primary School (unpublished) Seminar paper, University of Nigeria
Nsukka.
Egun AC
1995. Towards an Appropriate Culture – Loaded Agricultural Education Curriculum
Nigerian school. West African Journal
of Educational Research, II: 146 – 151.
Egun AC
2007. Comparative Marketable Leaf Yield of Staked and Unstaked Pumpkin
(Telfaria Occidentalis) in a Tropical Utisoil. Studies on Home and
Community Science, 1(1):
27 – 29.
Egun AC
1994. High School Agricultural Science Programme. The role of Faculty of
Agriculture Demonstration Farms. Nigerian
Journal of Technical Vocational Institution Development, III(2): 80 –
84.
Knobloch et al (2006) preparing
teachers of agriculture to solve complex student supervision problems through problem-based
learning
Okeke,
E. U. (1997). A survey of the
development of agricultural education in Nigeria. Nibo: Micro Industrial
Press.
Egbule,
P. E. (2002). Fundamentals and
practice of agricultural education. Owerri: Totan.
Nnadi,
F. N., Onuoha, E. R. & Ikeoki, C. M. (2000). Agricultural education. Owerri: Egeoba
Udeogalanya, A. C. C.
(2000). Countdown to agricultural
science. Ibadan: Evans Brothers.
Udeolisa,
M. C. (1997). The role of agricultural
education in sustainable development. Nibo: Micro Industrial Press.
CHAPTER
THREE
RESEARCH
METHODOLOGY
3.1 Introduction
This
chapter describes the techniques and procedures used by the researcher in conducting
the study and gathering the data for this research work. It includes the
research design, description for the population of the study, the sample size,
sampling techniques, source of data, method of data collection and method of
data analysis and testing hypothesis.
3.2 Research Design
This study adopts the survey design.
Survey design describes the act of working out the form of
something (as by making a sketch or outline or plan and its outcome). Applying
to surveys it can mean either visual representation or developing question
order.
3.3 Population for the Study
The population was strategically
selected and designed to obtain adequate and various views regarding the teacher
preparation and challenges on agricultural education. The population for this
study is made up of the staff in the department of Agricultural education, Federal
University of Agriculture Makurdi. A total number of 10 academic staff and 53
students of the department are the targeted population for this study.
3.4 Sample for the Study
The sampling size used in this research
was made up of all the ten (10) academic staff of Agricultural Education departments and 400L
students from the department of Agricultural Education making a total of Sixty three (63). (Departmental Records,
2014).
3.5 Instrument for Data Collection.
Primary data are used in the study. Primary
data are collected from respondent through direct interview and questionnaires
issued to them to capture their views on teacher preparation and challenges in
Agricultural Education.
The questionnaires are design in such a
way to enable the respondents to provide their views as to teacher preparation
and the challenges in agricultural education.
The questionnaire is made up of fourteen
(14) questions from which the respondent is expected to choose the option
he/she consider suitable for him by ticking appropriately.
3.6 Methods of data collection
Data are collected with the help of
questionnaires issued out to both staffs and students in the college of
Agricultural and science education. The questionnaires were issued personally
to the respondents to tick the option they find suitable to their opinions.
3.7 Techniques of data analysis.
In this study, frequency and simple
average were applied in answering the research questions. The level of
significance is 5% and the level of confidence interval is 95%.
Chi-square
was used in testing the formulated hypothesis. The formula is as given below:
Chi-square formula is given as:
X2 =∑(O−E)2
E
Where: X2 = Chi-square
∑=Summation
O= No of observation
E= No of expected frequency
3.8 Decision Rule
A
set of decision rule is important as to the null or alternative hypothesis.
The
decision rule for the Chi-square test is that, the null hypotheses (Ho) will be
accepted if the calculated Chi-square value is less than the critical value
tabulated, but if the calculated Chi-square is greater than the critical value
of the tabulated, then it should be rejected.
SECTION A
PERSONAL DATA
Questionnaire
for Agricultural Science Teachers and Students.
Please
tick [√] as appropriate on the space provided.
1.
Sex M [ ]
F [ ]
2.
Age 20-30
[ ]
31-40 [ ] 41-50 [ ]
51-60 [ ] 60 above [ ]
3.
Level in study………….
4.
Rank:
Graduate assistant [ ], Adjunct
lecturer [ ], Lecturer II [ ], Lecturer I [ ], Senior
Lecturer [ ], Professor [ ].
5.
How long have you being in the
department?..........................
SECTION
B
1.
Are
the following major topics taught in core courses of the Agricultural
Education, University of Makurdi?
|
Major Courses
|
Agreed
|
Strongly agreed
|
Disagreed
|
Strongly Disagreed
|
|
AED 404 core course
a)What is guideline
b) what is counseling
c) what is a theory
d)factors influencing career choice
e) occupation information
|
|
|
|
|
2.
Are
the following teaching techniques used in content delivery in the department of
Agricultural Education?
|
Core courses
|
Agreed
|
Strongly Agreed
|
Disagreed
|
Strongly Disagreed
|
|
1)
Demonstration method
2)
Failed trips method
3)
Problem solving method
4)
Project method
5)
Lecture method
6)
Role playing method
7)
Simulation as a techniques
8)
Discussion method
|
|
|
|
|
3.
Are
these practical methods used for teacher preparation in department of
Agricultural Education, University of Agriculture Makurdi?
|
Practical methods
|
Agreed
|
Strongly disagreed
|
Disagreed
|
Strongly Disagreed
|
|
1)Teaching practice
2) Micro Teaching
3) Workshop
4) Seminars
|
|
|
|
|
4.
What
are the likely challenges of teacher preparation in teaching techniques in the
department of Agricultural Education, University of Agriculture Makurdi?
|
Challenges
|
Agreed
|
Strongly Agreed
|
Disagreed
|
Strongly Disagreed
|
|
-Students teacher posting
-Availability of instrument
-Opportunities of using disvers
teaching techniques
-Dress code
-Transportation
|
|
|
|
|
5.
Are
these challenges of teacher preparation in content delivery in the department
of Agricultural Education, University of Agriculture Makurdi?
|
Challenges
|
Agreed
|
Strongly Agreed
|
Disagreed
|
Strongly Disagreed
|
|
-Financial constraint
-Educational qualification
-Technical know how
-Environmental factor
|
|
|
|
|
6.
Are
they challenges of teachers’ preparation in practical methods in the department
of Agricultural education in University of Agriculture Makurdi. A. Yes [ ] B. No [
]
7.
Are
the following solutions and way forward for the effective teachers’ preparation
in the department of Agricultural Education, University of Agriclutre Makurdi?
|
Solutions and way forward
|
Agreed
|
Strongly Agreed
|
Disagreed
|
Strongly Disagreed
|
|
-Periodic staff training
-Infrastructural development
-Sufficient funding
|
|
|
|
|
8.
Does
teachers preparation and the challenges faced in Agricultural education affect
students performance? A. Yes [ ]
B. No[ ]
9.
How
would you rate the preparation of teachers in agricultural education? A. High [
] B. Average [ ] C. Low [ ]
10.
How reliable is educational curriculum in the
preparation of teacher lecture? A. Very reliable [ ] B. Reliable [ ] C. Not reliable [ ]
11.
Does the following government policy affect teacher’s preparation
towards effective teaching in Agricultural Education?
|
Policies
|
Agreed
|
Strongly Agreed
|
Disagreed
|
Strongly Disagreed
|
|
-Retirement Age
- No work no pay
-6-3-3-4 education system
|
|
|
|
|
12.
Are the following steps taken by government to
improve teacher preparation in Agricultural Education?
|
Steps
|
Agreed
|
Strongly Agreed
|
Disagreed
|
Strongly Disagreed
|
|
-Grants
-Bonus
-Salary increment
|
|
|
|
|
13.
Are the following significant improvement brought
by teacher preparation in Agricultural Education?
|
Improvements
|
Agreed
|
Strongly
Agreed
|
Disagreed
|
Strongly
Disagreed
|
|
-Quality
content delivery
-Quality
graduates
-Quality
research
|
|
|
|
|
14.
What measure should government take towards
improving teacher preparation in agricultural education? A. Training [ ] B. Leave [ ] C. Seminars [ ]
