CHALLENGES IN TEACHING AND LEARNING OF PRACTICAL AGRICULTURE
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CHAPTER ONE
INTRODUCTION
Background of study
Agriculture is the cornerstone of the economy in many countries worldwide, contributing to food supply, employment, income generation, government revenue, and improving the balance of payments (Baffour-Awuah, 1987). In 1987, the World Commission on Environment and Development (WCED) highlighted the significant challenges facing global agriculture, emphasizing the need for new approaches to meet current and future food demands. With an estimated 1.3 billion people expected to be added to the global population by the end of the century, the global food system must be managed to increase production by 3% to 4% annually (WCED, 1987).
Ensuring global food security requires not only boosting overall production but also addressing distortions in the global food market and redirecting focus towards food-deficient countries, regions, and households. According to the WCED (1987), this shift in agricultural production must be sustainable, with efforts to enhance and, where necessary, restore agricultural capacity (pp. 128-130).
In response to these challenges, agriculture has been prioritized by the Ghanaian government. Both current and past administrations have made self-sufficiency in food production a key objective (Addo-Quaye et al., 1995).
For example, in 1972, the National Redemption Council (NRC) launched the Operation Feed Yourself Policy to boost food production (Baffour-Awuah, 1987). This initiative led to the establishment of school farms to provide meals for students.
Despite such efforts, much of the agriculture in the country remains subsistence-based and small-scale, characterized by low yields. Even medium and large-scale farmers predominantly rely on traditional tools such as hoes, axes, and cutlasses, as many cannot afford modern machinery. Additionally, there is heavy reliance on rainfall rather than irrigation.
In 1987, the Ghanaian government implemented a reform in the education system with broad objectives. Wheeler (1980) noted that if a curriculum remains unchanged in a rapidly evolving society, it may only address outdated needs and values, failing to prepare students for current realities.
Awuku et al. (1991) suggest that intensifying agricultural education is a key strategy for transitioning Ghanaian agriculture from subsistence to commercial levels. Dotse (1994) also emphasized that incorporating agriculture into educational institutions is crucial, reflecting a recognition among policymakers that agricultural education is vital for addressing the challenges facing Ghana’s agriculture.
For example, in 1972, the National Redemption Council (NRC) launched the Operation Feed Yourself Policy to boost food production (Baffour-Awuah, 1987). This initiative led to the establishment of school farms to provide meals for students.
Despite such efforts, much of the agriculture in the country remains subsistence-based and small-scale, characterized by low yields. Even medium and large-scale farmers predominantly rely on traditional tools such as hoes, axes, and cutlasses, as many cannot afford modern machinery. Additionally, there is heavy reliance on rainfall rather than irrigation.
In 1987, the Ghanaian government implemented a reform in the education system with broad objectives. Wheeler (1980) noted that if a curriculum remains unchanged in a rapidly evolving society, it may only address outdated needs and values, failing to prepare students for current realities.
Awuku et al. (1991) suggest that intensifying agricultural education is a key strategy for transitioning Ghanaian agriculture from subsistence to commercial levels. Dotse (1994) also emphasized that incorporating agriculture into educational institutions is crucial, reflecting a recognition among policymakers that agricultural education is vital for addressing the challenges facing Ghana’s agriculture.
Purpose of the Study
The primary objectives of this study are:
- To evaluate the factors influencing the teaching and learning of agriculture in Senior High Schools within the Mfantsiman Municipality.
Agricultural Education at the Senior High School level is critical, as it lays the groundwork for further education and plays a significant role in achieving the broader educational and economic goals of the country. The success of agriculture, which is vital to the national economy, hinges on the effectiveness of this educational stage.
- To investigate the attitudes of both teachers and students towards agriculture.
- To explore the background and perceptions of teachers and students concerning agriculture.
- To assess the current role of agriculture within society.
- To examine how societal agricultural practices impact agricultural education.
- To identify strategies for improving the study of agriculture in schools.
Research Objectives
The research aims to measure:
- The social and academic qualifications of teachers involved in agricultural education.
- The social backgrounds of students enrolled in agricultural education.
- The overall perceptions of both teachers and students regarding agriculture.
Research Questions
The study is designed around the following questions:
- How do teachers perceive the importance of teaching practical agriculture?
- What instructional methods do teachers employ for teaching practical agriculture?
- How does the community demonstrate interest in students’ practical agriculture education?
- What level of emphasis is placed on the teaching and learning of practical agriculture?
- What are the key challenges encountered in teaching and learning practical agriculture?
Significance of the Study
This study aims to provide valuable insights for the Municipal Directorates of Education and other relevant educational stakeholders regarding the challenges faced in Agriculture Education at Senior High Schools. This understanding can assist in the organization of in-service training programs for Senior High School teachers.
Additionally, the study will offer useful information for researchers conducting further investigations to enhance agricultural education at the senior high school level.
The findings will be instrumental for school administrators in their efforts to improve the quality of agricultural education within their institutions.
Moreover, the study will shed light on potential issues in teaching and learning agricultural science at the Senior High School level. The identified challenges and proposed suggestions can guide the enhancement of facilities and educational programs, leading to better outcomes in schools.
Finally, the study will help educators develop more effective teaching strategies to engage students in agriculture, potentially encouraging them to pursue it as a career.
Delimitations
This study focuses specifically on students from four Senior High Schools (SHS) in Mfantseman Municipal who are enrolled in agricultural science as either a core or elective subject. The agricultural science curriculum is standardized across all schools in Ghana offering this subject.
All participating schools utilize the same textbooks, which are prescribed and distributed by the Ministry of Education, Science, Youth, and Sports.
Limitations
The study faced primary constraints of budget and time, which resulted in its scope being limited to three of the four SHS in Mfantsiman Municipal. This restriction may impact the generalizability of the study’s findings.
Organization of the Study
The first chapter introduces the study, including the background, significance, delimitations, and limitations.
The second chapter provides a review of relevant literature. The third chapter details the methodology, including the study area’s delimitations, population and sample sizes, data collection instruments, and the administration of these instruments.
The fourth chapter presents and analyzes the data, while the fifth chapter discusses the findings, provides a summary, draws conclusions, and offers recommendations.