Abstract
The purpose of this follow-up study was to evaluate the performance of Agricultural Education Graduates (AEGs) of the Federal College of Education (Technical) Gombe, from 1996 to 2003 who are teaching Agricultural Science in secondary schools in Gombe State; with the view to determine how effective they demonstrate the knowledge of vocational agriculture, the knowledge of pedagogy and the usefulness of the knowledge of general studies on their professional career. Data were collected using a researcher-developed questionnaire. The data collected were analyzed using weighed mean to answer 45 questions posed. Findings of the studies revealed that; AEGs are effective in eight out of ten vocational agriculture competency statements and that the knowledge of general studies is effective useful to AEGs’ professional competency needs. It was recommended that equal and adequate attention be given to all aspect of the curriculum of agriculture by agriculture teacher trainers. Teaching and learning environment in secondary schools should be motivating and conducive for the students to develop interest in agriculture. Keywords : Teaching competencies, Agricultural education graduates, Vocational agriculture DOI : 10.7176/JEP/11-19-08 Publication date :July 31st 2020
Highlights
Vocational Agriculture was introduced in Nigeria’s formal education system over two decades ago consequent upon the National Policy on Education document first published in 1977 revised in 1981, 1998 and 2004
Under the discipline approach to learning, learners were exposed to scientific methods and techniques in agriculture without relating them to the world of work, leading to the production of a crop of theories who were capable of theorizing concepts, methods and techniques for improving farming but lack psychoproductive skills required on actual jobs
Objective 1 Table 1 indicates that Agricultural Education Graduates (AEGs) fairly effectively demonstrate the knowledge of vocational agriculture in eight (8) out of ten (10) competency items
Summary
Vocational Agriculture was introduced in Nigeria’s formal education system over two decades ago consequent upon the National Policy on Education document first published in 1977 revised in 1981, 1998 and 2004. Under the discipline approach to learning, learners were exposed to scientific methods and techniques in agriculture without relating them to the world of work, leading to the production of a crop of theories who were capable of theorizing concepts, methods and techniques for improving farming but lack psychoproductive skills required on actual jobs. This obviously resulted in a conflict between what was operating and what was required. The apparent failure of the agricultural training to meet the yearnings and aspirations of the Nigerian people led to the call by some Nationalist for a total review of the curriculum of education, which invariably effected agricultural education (Fafunwa, 1974)
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