Department of Agricultural Education and Agriculture Economics
https://hdl.handle.net/20.500.12504/195
2024-03-25T04:33:44ZAdoption of cattle manure for banana production by farmers in Mbarara district, Uganda
https://hdl.handle.net/20.500.12504/1594
Adoption of cattle manure for banana production by farmers in Mbarara district, Uganda
Hope, Namara
Bananas are the main staple food crop grown in Mbarara District but production is threatened by Mbarara's declining soil fertility. Cattle manure has a potential of improving soil fertility as it is available and affordable through the good supply from the high cattle population of the area compared to scarce & costly inorganic fertilizers.
In addressing the problem, the aim was to find out the rate of cattle manure adoption for increasing banana yields. A sample size of 226 respondents was used for the study consisting of 214 banana farmers randomly selected and 12 change agents deployed in the area taken whole. The four sub counties used were selected through stratified sampling picking the best performing in banana production. Data was collected using interview guides, questionnaires, and focus group discussion guides. Statistical package for social scientists Version 21 .0 was used to compute frequencies, percentages, means and r values. Qualitative data from interviews and focused group discussions was analyzed through open coding according to themes. The findings revealed that 77% of the banana farmers regularly applied cattle manure with more than half (50%) of them applying it with kitchen refuse. The study also revealed a relationship between farmers ' socio-economic characteristics and cattle manure adoption by farmers which was largely determined by farmer's age, education level, marital status, income source and sex of the farmer. Additionally, others were perceived benefits of cattle manure, distance to the road for ferrying manure and produce, desire to improve soil fertility and land ownership. Using Pearson r values, the results further revealed that cattle manure adoption had a relationship at 0.05 alpha with banana bunch size in kg (r=.632*) and with yield in kg ha.1(r=.740*). The associations of cattle manure adoption with socio-economic characteristics gave further r values as age (r=.914*), education level (r=.878*), and distance to the road for ferrying manure and produce (r= .906*). The study concluded that 77% of the banana farmers regularly applied cattle manure. Based on qualitative data and r values, cattle manure adoption by farmers was influenced by key factors such as age, education level, marital status, income source, and distance to the road for ferrying manure/produce. Adoption of cattle manure was certainly an advantage in increasing banana yields. The study recommends more collective efforts by relevant agencies supported by the government in training the fanners to adopt more use of cattle manure.
xiv, 157 p. ;
2018-11-01T00:00:00ZAgriculture training in farm institutes and the labour market requirements in uganda.
https://hdl.handle.net/20.500.12504/1525
Agriculture training in farm institutes and the labour market requirements in uganda.
Tumwesigye, Rogers
Agriculture training is intended to prepare trainees to meet the agriculture labour market requirements. In Uganda training is done at farm institutes, college and university levels. This study assessed Agriculture Training in Government Farm institutes and whether the training meets the Labour market requirements in Agricultural sector of Uganda. The agricultural training methods used in farm institutes were identified; the training methods employed and how they prepared trainees to meet the labour market requirements were determined. The attitude of agriculture trainees and graduates from farm institutes towards their trade were established. A descriptive study design was used employing both qualitative and quantitative approaches. Farm institute graduates, trainees, instructors and institute administrators were used for the study.
Interviews, observation and document analysis were used to collect. Snow ball, systematic and stratified random sampling techniques were used to select the respondents. Findings indicated that the lecture method was dominant over practical methods and had limited consideration for agriculture labour market. As a result, trainees and graduates were not equipped with the skills and attitudes needed in Labour market to a large extent which led graduates to face challenges on their first time of employment during practical tasks. Hence there is need for instructors to train professionally and renew their teaching methods so as to make teaching more practical and use appropriate teaching methods that can enrich the trainees with hands on experience. In addition, farm institutes' laboratories need to be well resourced and curriculum made flexible to include contemporary and emerging issues from time to time. Farm institutes' graduates' who retrained had more positive attitudes' towards manual work and remained in the trade. Therefore Uganda
Government through the Ministries of Education and Sports and the Ministry of Agriculture
Animal Industry and Fisheries should put more emphasis on practical training if positive attitudes are to be developed in the citizenry.
xii, 94 p. ;
2013-10-01T00:00:00ZAgricultural extension service training in Uganda and delivery competence acquisition.
https://hdl.handle.net/20.500.12504/1518
Agricultural extension service training in Uganda and delivery competence acquisition.
Milly, Nanono Kiwanuka
Agriculture training in Agricultural Institutions has a bearing on the quality of the competences needed for appropriate agricultural service delivery. However, knowledge, skills and attitudes for agricultural service delivery still remain a challenge in farming communities to cater for the vast and dynamic agricultural needs. The study investigated how the content of the crop production curriculum taught at Agricultural Institutions supported service delivery competence requirements, assessed the extent to which teaching and learning methods enhanced competence acquisition and determined the relevance of the training given to Agricultural Extension Workers to the competence requirements. A descriptive study design was adopted employing a qualitative approach. Respondents were students, lecturers, farmers and agricultural institutions administrators. Responses were also collected from extension workers, the district Production and Marketing Officers, the Agricultural Officer and NAADS coordinators at the District. Interviews, observation and documentary analysis aided the process of data collection. Data analysis was done qualitatively by so1ting, editing, and coding of the findings. It was found out that the content of the crop production curricula supported acquisition of the required knowledge, skills and attitudes for service delivery to a limited extent. The teaching and learning methods enhanced acquisition of the required crop production knowledge, skills and attitudes for extension service delivery to a limited extent. The methods included: lectures, team teaching, research discussions and Information technology: projects, demonstrations, outreach programs, industrial training, study tours and exhibitions. The teaching and learning methods were influenced by the expertise of lecturers/instructors, time allocation and the availability of tools, equipment and materials. While the training of the extension workers would be relevant to the service delivery competence requirements, it provided limited crop production knowledge, skills and attitudes. To cater for the mismatch, it was recommended that; relevant course content of the crop production curricula such as crop agronomy, pest and disease control, soil and water conservation, agricultural extension methods should be maintained. More time need to be accorded to the practical component; teaching and learning methods should be modified and integrated; tools, equipment and materials be availed; the lecturers and instructors should be provided with pedagogical skills of teaching; the training should be integrated with training students at agricultural research centers, farmers' farms and at other agricultural related fields such as agro-based industries, agro-processors and agro-input providers
xi, 124 p. ;
2013-11-01T00:00:00ZThe relationship between teacher training and learning outcomes of agriculture teacher trainees in primary teachers’ colleges in eastern Uganda
https://hdl.handle.net/20.500.12504/1219
The relationship between teacher training and learning outcomes of agriculture teacher trainees in primary teachers’ colleges in eastern Uganda
Nangono, Mike
Effective teacher training is critical for the development of competent teaching
workforce, less of which generates ineffective graduates. The study examined
the relationship between teacher training and learning outcomes of Agriculture
teacher trainees in Primary Teachers’ Colleges in Eastern Uganda.
Specifically, the study assessed the relationship between the pedagogical
competencies of tutors and teacher trainees of Agriculture, examine the
relationship between Agriculture subject matter competencies of tutors and
teacher trainees of Agriculture, and examine the influence of training process
on the competencies of teacher trainees of Agriculture in Primary Teachers’
Colleges in Eastern Uganda. A cross sectional survey research and mixed
methodology designs was used to select a sample of 200 respondents. Data
were analyzed using descriptive, Pearson correlation coefficient, and linear
regression. Study findings revealed that there is a weak positive significant
relationship between pedagogical competencies and student learning outcomes
(r=.278**; p=.000<0.01). Further, there is a weak positive significant
relationship between learning environment and student learning
outcomes(r=.284**; p=.000<0.01). In addition, the findings indicate that there
is a strong positive significant relationship between pedagogical competencies
in the subject matter and student learning outcomes(r=.411**; p=.000<0.01).
The Agriculture subject matter competencies (Beta=0.335, p<0.000) and
learning environment competencies (Beta=3.498, p<0.001) have a statistical
significant positive influence on learning outcomes of Agriculture teacher
trainees. The investigator recommends that there is need to: establish college
demonstration farms where teacher trainees of agriculture are provided a
conducive environment for hands-on training to develop appropriate
competencies for teaching Agriculture; develop a policy for every Primary
Teachers’ College to have a farm to ease practical teaching and learning of
Agriculture; and to stem up supervision of teaching and learning processes to
ensure implementation of active teaching and learning methods that the
Ministry of Education and Sports trained Primary Teachers College on and to
conduct regular in-service professional competence training to refresh and
enhance teaching competencies of tutors. The investigator concludes that there
is a substantial relationship between learning environment and student
learning outcomes, between pedagogical competencies and student learning
outcomes and a substantial relationship between tutor competencies in subject
matter and student learning outcomes in Primary Teachers’ Colleges in Eastern Uganda
xiii,80p.
2022-10-01T00:00:00Z