Fostering sustainable agriculture in Burundi: which competencies for change-agents should vocational agriculture education prioritize?

Abstract

ABSTRACT Context and purpose In a context of land shortage with high rates of land degradation and soil erosion due to unsustainable agriculture practices in Burundi, vocational agriculture education needs to prioritize competencies that enable graduates to be effective change-agents in addressing sustainable agriculture challenges. This study aimed at identifying context-relevant competencies for change-agents to be able to foster sustainable agriculture. Methodology The paper used the Delphi technique to collect data from 28 experts (comprising of 14 teachers and 14 practitioners). Findings The findings identified 11 context-relevant competencies that are considered by experts to be most important for change-agents working on sustainable agriculture. The competence ‘facilitator of change’ was found to be most relevant and the recommendation is that it should be prioritized in vocational agriculture education curriculum design. Other competencies, such as innovation and creativity, planning, system thinking, domain expertise, continuous learning, interdisciplinarity, and leadership, were also indicated as highly relevant. The competencies stewardship, self-determination and engagement were considered to be comparatively less important, although still relevant. Practical implications The findings of this study provide insight so that the curricula of vocational agriculture schools can be designed around forming a competence-based education model toward fostering sustainable agriculture. Theoretical implications The paper contributes to sustainability competence theory by taking the debate to the domain of vocational agriculture education within the context of Burundi. Originality The study utilized the Delphi process to capture the context-relevance of sustainable agriculture competencies that need to be prioritized in vocational agriculture education in Burundi.