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

Autor/inn/en	Kidane, T. T.; Worth, S. H.
Titel	Student Perceptions of Agricultural Education Programme Processes at Selected High Schools in KwaZulu-Natal Province, South Africa
Quelle	In: Journal of Agricultural Education and Extension, 20 (2014) 4, S.381-396 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-224X
DOI	10.1080/1389224X.2013.872046
Schlagwörter	Foreign Countries; High School Students; Student Attitudes; Agricultural Education; Educational Policy; Identification; Teacher Education; Science Education; Science Teachers; Teacher Shortage; Teaching Methods; Learning Processes; Student Surveys; Questionnaires; South Africa + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Politics of education; Bildungspolitik; Identifikation; Identifizierung; Lehrerausbildung; Lehrerbildung; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrermangel; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Schülerbefragung; Fragebogen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10