Effect of Agricultural Teaching Approaches on Skills Development for Food Security: A Case of Secondary Schools in Embu County, Kenya

Autor/inn/en	Njura, Hellen Joseph; Kaberia, Isaac Kubai; Taaliu, Simon Thuranira
Titel	Effect of Agricultural Teaching Approaches on Skills Development for Food Security: A Case of Secondary Schools in Embu County, Kenya
Quelle	In: Journal of Agricultural Education and Extension, 26 (2020) 3, S.239-252 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-224X
DOI	10.1080/1389224X.2019.1680401
Schlagwörter	Foreign Countries; Agricultural Education; Secondary School Teachers; Secondary School Students; Skill Development; Food; Hunger; Security (Psychology); Experiential Learning; Community Programs; Competency Based Education; Instructional Effectiveness; Kenya + Suchen Sie Ihr Suchwort? Ausland; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Sekundarschüler; Kompetenzentwicklung; Qualifikationsentwicklung; Lebensmittel; Security; Psychology; Sicherheit; Experiental learning; Erfahrungsorientiertes Lernen; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Unterrichtserfolg; Kenia
Abstract	Purpose: To investigate the effect of the agricultural teaching approaches employed in secondary schools on skills development for food security in Kenya. Design/Methodology/Approach: Descriptive survey design was employed targeting 46,340 students and 235 agriculture teachers. The actual sample size constituted 490 students in 20 focus discussion groups and 111 agriculture teachers. Data was collected using an Agriculture Teachers' Interview Schedule and a Students' Focus Group Discussion Guide. Quantitative and qualitative data were analyzed using inferential statistics and content analysis respectively. Findings: The agricultural teaching approaches employed in secondary schools positively contributed to skills development leading to increased food security. However, the low integration of practical agriculture with hands on experiences derailed adequate skills development and their application for food security. Practical implication: The findings of the study may be used as inputs for the Kenyan education policymakers to develop a guideline on incorporation of agriculture practical sessions on school timetables, school community-based agriculture projects and holiday-based field attachments for students for better skills development as targeted by the Competence Based Curriculum (CBC). Theoretical Implications: This paper makes a contribution to the growing body of knowledge by highlighting learning opportunities that can create more hands-on skills driven towards food security in any country. Originality/value: In current studies on secondary school agriculture in developing countries, a framework which incorporates school community-based projects and field attachments is hardly found. When incorporated into the theory, the approaches can be avenues for enhancing food security from the secondary school level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01