Agricultural Education And Training Research Articles

An Innovative Model of Agricultural Education and Training in Guinea: Trending Toward Self-Sustainability

Exploring locally-designed Agricultural Education and Training (AET) programs provides opportunities for the entire system of AET to improve. Recognizing this potential, researchers conducted a case study of the Centre d’Apprentissage et de Formation Professionnelle Post-Primaire (i.e., Center for Post Primary Professional Training [CAFPPP]) located in Macenta, Guinea. The case study was completed in conjunction with a comprehensive program review and participant-engaged strategic planning process. Results illuminate CAFPPP faces significant challenges, including (a) limited funding, (b) insufficient teacher and administrator training, (c) limited curricular scope, and (d) systematic challenges. Additionally, three critical strengths were identified at CAFPPP, (a) utilization of an effective, practice-based educational model, (b) stakeholder support, and (c) access to fertile agricultural land. Considering both strengths and weaknesses, researchers and CAFPPP stakeholders co-created a model to propel CAFPPP toward its stated goal of becoming an “autonomous center of excellence.” The dynamic model envisions a school leveraging its strengths to systematically address identified weaknesses via intersecting approaches to funding, teacher and administrator development, and graduate support. Presentation of the model is supplemented with a discussion of, and recommendations for, application of the model at CAFPPP. Furthermore, opportunities for all AET programs to reflect upon, and evaluate, current strategies in light of the proposed model are discussed.

Capacity Development in Agricultural Education and training in Cambodia: A SWOT Analysis

This paper examines the current state of the agricultural education and training (AET) system in Cambodia and provides recommendations for Cambodian institutions and policymakers for enhancing the AET system. We conducted two assessment trips in June 2013 and January 2014 to analyze the state of the Cambodian AET system. Data were collected in 53 interviews and five focus groups using a modified-SWOT analysis framework. Stakeholder-identified strengths of the Cambodian AET system include the current political and economic stability of Cambodia, the young labor force, the increased educational enrollments, new agricultural education schools and curricula, good AET leadership, and the wide applicability of AET skillsets. Weaknesses of the Cambodian AET system include weak infrastructure, pedagogical stagnation, skills supply, the disconnect between the supply and workforce demand, and weak institutional administrative expertise. Meanwhile, threats to strengthening the Cambodian AET system include limited public investment, the gap between agriculture and education, low status of agriculture, and poor access to higher education. Recommendations for institutional capacity development in the Cambodian AET system include enhancing skill development and furthering links with NGOs and the private sector, while policy recommendations include welcoming prudent regional integration and enhancing investment across the whole AET system. Comparing our findings to other recent AET system studies indicates that Cambodia is facing similar challenges yet has its own unique path to forge when developing a cohesive AET system capacity development strategy.

Agricultural Education and Training in Sub-Saharan Africa: A Three-step Approach to AET Institution Building

<p>Educational institution building for agricultural education and training (AET) in sub-Saharan<br />African has struggled, leading to many false starts and only islands of success. This review<br />examines relevant literature related to carrying out AET in developing countries, the<br />historical successes or challenges of developing AET institutions, and the need for<br />establishing AET institutions. Numerous factors hampering the development of AET emerged,<br />including: shrinking national budgets, reverse return, donor congestion, fixation on a linear<br />model of science, and political instability. Recommendations for building AET institutions in<br />SSA are presented using Rogers’ Diffusion of Innovation Theory as a framework, and include:<br />(a) develop strategic relationships for political support of agriculture, (b) creating a more<br />flexible framework for structuring institutions of higher learning, and (c) utilizing the SAFE<br />model to reform curriculum to meet today’s learners’ needs.</p>

Challenges for agricultural education and training (AET) institutions in preparing growing student populations for productive careers in the agri-food system

Purpose Agricultural education and training (AET) institutions will play a strategic role in helping to prepare Africa’s rapidly growing youth populations for productive careers in agriculture and related agri-businesses. The purpose of this paper is to examine the magnitude of skills and youth employment needs emanating from high-population growth rates. It then explores how agricultural education institutions are responding to these challenges in four different countries at different levels of food system development: South Africa tier 1, Tanzania in tier 2 and Malawi and Uganda in tier 3.

Implications of changing agri-food system structure for agricultural education and training in Sub-Saharan Africa

Purpose – African agri-food systems are undergoing major structural change in response to growing urbanization, rising incomes and shifting patterns of food consumption. The purpose of this paper is to explore four major dimensions of this surprisingly rapid structural shift in African food systems. Design/methodology/approach – This chapter synthesizes the six chapters and in addition discusses future implications for agricultural education and training (AET) in Africa. Findings – AET institutions face multiple pressures as a result of these ongoing changes. High fertility rates have produced a youth bulge that currently strains educational capacity at all levels and places huge pressures accommodating 700 million youth job market entrants over the coming 30 years. Research limitations/implications – Countries vary considerably in a number of socio-economic and political dimensions making it difficult to completely generalize on each and every issue. Cross-country comparison to the level of determining w...

Special issue introduction: Sub-Saharan Africa’s agri-food system in transition

Purpose – The papers in this special issue measure the pace of change and the employment consequences of rapid ongoing transformation of Sub-Saharan Africa’s agri-food system. After quantitatively assessing the pace of change in consumer diets, a succession of papers examines the resulting change in public health, employment structure, job skill requirements and the educational challenges facing agricultural education and training (AET) institutions charged with preparing African youth with workforce skill required to succeed in the continent’s rapidly changing, rapidly growing agri-food system. The paper aims to discuss these issues. Design/methodology/approach – Changes in consumer demand and workforce skill needs emerge from a quantitative projection model using Living Standards Measurement Studies in half a dozen countries in Eastern and Southern Africa. Based on surveys of employers, graduates and staff at AET institutions in a range of 14 different countries, the analyses evaluate the workforce skil...

Motivating and preparing African youth for successful careers in agribusiness

Purpose – The purpose of this paper is to examine the career trajectories of 66 distinguished African agricultural professionals in order to explore how agricultural education and training (AET) institutions can better motivate and prepare youth for productive careers in Africa’s rapidly changing agrifood system. Design/methodology/approach – Based on in-depth qualitative interviews with these role models, the paper explores the answers to two critical questions: How can Africa motivate its youth to consider careers in agriculture and agribusiness? How can AET institutions better prepare youth for productive careers in agribusiness? Findings – Rural youth enter agribusiness careers in response to clearly perceived rural needs coupled with demonstrable profitability of modern agricultural and agribusiness opportunities. In contrast, urban youth embark on agricultural career paths in response to inspiring science education, particularly practical applications in biology, coupled with emerging awareness of t...

The Attitude of High School Agricultural Science Teachers towards Agricultural Education Training in South Africa

The aim of this paper was to determine the attitude of Agricultural Science teachers toward Agricultural Education and Training (AET). The Nested Concurrent Mixed Sampling Design was employed. A mu...

Student Perceptions of Agricultural Education Programme Processes at Selected High Schools in KwaZulu-Natal Province, South Africa

Purpose: This study investigates student perceptions of different aspects of Agricultural Education and Training (AET) programme processes that have been offered in secondary schools by the formal educational sector in the province of KwaZulu-Natal, South Africa. The study seeks to identify the existing shortcomings in the implementation of the agricultural education curriculum by gathering important information considering three different types of agricultural science schools. The intention of this study is to inform education policy-makers, programme organizers and teachers at all levels and thereby assist them in the identification of those areas in which improvements can be made.Design/methodology/approach: The sample population of 375 pupils was selected from high schools in the province of KwaZulu-Natal, South Africa. The research was arranged in nested concurrent mixed sampling designs. The response rate for this sample was 97%. The survey was conducted by using a pre-tested structured interview schedule.Findings: The results show that in the teaching and learning process there is sufficient agricultural lesson coverage, notes for each lesson and time compatibilities in covering agricultural textbooks within the allocated teaching times. However, problems do exist, namely, wasted uncovered class lessons, inadequate teaching aids and materials, and a shortage of trained agricultural science teachers. The majority of agricultural science students indicate the unavailability of sufficient infrastructure and support.Practical implications: It is recommended that the responsible bodies should give serious consideration to the improvement of teaching aids and teacher training within the system. Throughout the system, thoughtful consideration should be given to the teacher-student-teaching-learning infrastructure.Originality/value: The article presents actual data collected from the province. Analysing the educational processes and taking appropriate action could help to solve the existing teaching and learning problems in the system.

Attitude of Students in the Formal Educational Sector towards Agricultural Education and Training in South Africa

The purpose of this study was to determine the attitude of students towards agricultural education and training (AET). The sample population of the study was 375 high school agricultural science st...

Strengthening Agricultural Education and Training in sub-Saharan Africa from an Innovation Systems Perspective: A Case Study of Mozambique

This paper examines how post-secondary agricultural education and training (AET) in sub-Saharan Africa can contribute to agricultural development by strengthening the capacity to innovate—to introduce new products and processes that are socially or economically relevant to smallholder farmers and other agents. Using the AET system in Mozambique as a case study, this paper examines the role of AET within the context of an agricultural innovation system. This innovation systems perspective offers an analytical framework to examine technological change in agriculture as a complex process of interactions among diverse actors who generate, exchange, and use knowledge, conditioned by complex social and economic institutions. The paper argues that while AET is conventionally viewed as key to the development of human capital, it also has a vital role to play in building the capacity of organizations and individuals to transmit and adapt information, products and processes, and new organizational cultures and behaviors. The paper emphasizes the importance of improving AET systems by strengthening the capabilities of organizations and professionals; changing organizational cultures, behaviors, and incentives; and building innovation networks and linkages. The paper offers several recommendations to enhance the effectiveness of AET for agricultural innovation and development. Key reforms include aligning the mandates of AET organizations with national development aspirations; inducing change in the cultures of AET organizations through the introduction of educational programs and linkages beyond the AET system; and enhancing innovative individual and organizational capacity by improving incentives to forge stronger links between AET and other stakeholders.

Agricultural education at the crossroads: Present dilemmas and possible options for the future in sub-Saharan Africa

Agricultural Education and Training (AET) in sub-Saharan Africa (SSA) needs to respond to the many changes in the socio-economic and political environments within which it exists. In addition to these, there are marked changes in the concept of ‘agriculture’ itself, which is increasingly seen in terms of broader notions of renewable natural resource management, with increasing emphasis on integrated systems and sustainable production. Traditional forms of AET are also challenged by new ideas about the process of teaching and learning, including soft-systems thinking, participatory rural appraisal and farmer-to-farmer extension; as well as the emergence of new modes of learning (including distance learning). Current moves towards privatisation also mean that there is increasing prominence given to new and more flexible providers such as NGOs, parastatal bodies and agribusinesses. All these factors are leading to calls for adaptation, innovation and diversification in systems which have been marked by their lack of responsiveness in the past. Dilemmas which now face the AET sector include changing patterns of donor support, the emergence of new training needs and new types of audiences. The paper examines a range of issues, including the lack of labour market and training needs identification studies, the need for more relevant and responsive curricula, the key role of staff development in creating ‘learning organisations’, the need for a strategy of developing linkages and learning webs or networks and for far more sustainable donor interventions. Finally there is a lack of a coherent policy framework for AET in most countries in the region. A number of options are discussed, such as rationalisation, including achieving a better balance between public and private sector provision, the adoption of new aims and learning styles at all levels, catering for the needs of new target audiences and enhancing innovation and relevance in curriculum. Some important prerequisites for such changes are highlighted and include political will and commitment, consensus and popular support, entrepreneurial leadership, a balance between responsiveness and stability and the targeting of financial and other forms of support to enable sustainable models of innovation to emerge.