Agricultural skills training and competence of agriculture secondary school teachers: a case of agriculture teacher training at kyambogo university

Abstract

This thesis presents results from a study carried out to examine the mode of training of Agriculture secondary school teachers in the Department of Agriculture at Kyambogo University, in relation to the expectations of secondary school agriculture syllabus. The study included; examination of expectations for inclusion of agriculture as a subject in the secondary school curriculum, secondary school agriculture teacher training at Kyambogo University and the best options for Agriculture teacher training in the Department of Agriculture at Kyambogo University. The research design was a case study using qualitative research approach to collect and analyze data. Data was sought from the Commissioners for secondary education for private schools and for Government schools, in the Ministry of Education and Sports, Agriculture specialist at National Curriculum Development Centre, teaching staff in the Department of Agriculture at Kyambogo University, head teachers and heads of Agriculture departments in secondary schools, secondary school Agriculture teachers, final year students of the Agriculture programmes in the department of Agriculture at K.yambogo University, personal observation and secondary data. The main reasons for the inclusion of Agriculture subject in the secondary schools' curriculum were to equip learners with knowledge and modern agriculture production skills for increased agricultural production in the community and for self reliance/employment in Agriculture. The teachers in secondary schools and staff in the Department of Agriculture at Kyambogo University were substantially aware of these very reasons that Agriculture subject in the secondary school curriculum was to equip learners with knowledge and modern agriculture production skills for increased agricultural production in the community and for self reliance/employment in Agriculture. However, due to theoretical nature of assessment by Uganda National Examination Board, theoretical teachers by training, non supportive head masters, inadequate funds and lack of demonstration plots meant that teachers in secondary schools did not teach well agriculture as a hands on subject. Efforts are made at Kyambogo University to give practical training in agricultural skills through activities on the University farm, in laboratories and field trips as the teacher training programmes require. Unfortunately, the training is characterized by fewer tasks which are inadequately evaluated, non repeat of tasks, lack of demonstration plots, lack of field attachment, inadequate materials, inadequate time designated for practicals and minimal participation of teaching staff in practical tasks that culminate into poor supervision and instruction of practical tasks. Thus graduating teachers are denied the opportunity to acquire agricultural production skills and the competence needed to pass on the skills to the secondary school learners. Hence, at Kyambogo University there is need for more practical tasks, closer supervision of demonstration plots, introduction of field attachment, teaching staffs need to take greater part in practical tasks to enhance supervision of tasks and projects given to students. Besides, identification of needed skills which should be tested and certified through developing occupational competence based assessment tests need to be considered. Tools and materials provided should match the technological advancement so that graduates are competitive in the field of work.