Competence-Based Education: Reflections on the Context of Teaching Agriculture in Ghana's Pre-Tertiary Schools

Autor/inn/en	Boateng, Seth Dankyi; Ankrah, Daniel Adu; Manteaw, Seth Awuku
Titel	Competence-Based Education: Reflections on the Context of Teaching Agriculture in Ghana's Pre-Tertiary Schools
Quelle	In: Cogent Education, 10 (2023) 1, Artikel 2207793 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ankrah, Daniel Adu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2023.2207793
Schlagwörter	Foreign Countries; Agricultural Education; Competency Based Education; Educational Facilities; Enrollment; Secondary Education; Student Centered Learning; Teacher Characteristics; Student Interests; Secondary School Students; Experiential Learning; Teacher Qualifications; Teacher Attitudes; Ghana + Suchen Sie Ihr Suchwort? Ausland; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Bildungsstätte; Einschulung; Sekundarbereich; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Studieninteresse; Sekundarschüler; Experiental learning; Erfahrungsorientiertes Lernen; Lehrqualifikation; Lehrerverhalten
Abstract	The ideal context for competence-based education (CBE) in the global south appears elusive with negative ramifications on both the teacher and the student. Using Ghana as a case study, this article shines light on the research question: What are the contexts and the implications of the contexts in which agriculture is taught on competence-based education? Drawing on a mixed methods approach involving cross-sectional data on 112 students, 238 teachers, and qualitative enquiries involving key informant interviews, and on-site observations. The findings showed inadequate facilities and low enrolment in agriculture. Specifically, 34% of pre-tertiary schools had less than 5% of the total student population offering agriculture. Theory-based pedagogies still dominate contrary to the core principles of competence-based education, culminating in students limited hands-on exposure that demotivates teachers and learners. We recommend the Ministry of Education focuses on competence-based education by increasing funding allocation to address the inadequate facilities, classrooms, and equipment needed for the effective teaching, learning, and the practice of agriculture. This article argues for sustained investment and conscious efforts directed at addressing challenges constraining CBE to allay the myths, drudgery, and low potentials ascribed to agriculture, with an ultimate aim to motivate the youth to pursue agriculture as a career and game-changer in providing self-employment and resolving the high unemployment phenomenon in the sub-region. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01