Experiential Farmer-Education Enigma: Unearthing Approaches Ugandan Educators Adopt in Contextualising Instruction

Autor/inn/en	Sumani, Michael David; Kanukisya, Blackson; Mwaikokesya, Mpoki John
Titel	Experiential Farmer-Education Enigma: Unearthing Approaches Ugandan Educators Adopt in Contextualising Instruction
Quelle	In: Studies in the Education of Adults, 55 (2023) 1, S.177-196 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sumani, Michael David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
DOI	10.1080/02660830.2022.2099160
Schlagwörter	Foreign Countries; Experiential Learning; Agricultural Occupations; Agricultural Education; Place Based Education; Problem Based Learning; Student Projects; Active Learning; Program Effectiveness; Barriers; Financial Support; Program Design; Teacher Competencies; Uganda + Suchen Sie Ihr Suchwort? Ausland; Experiental learning; Erfahrungsorientiertes Lernen; Agriculture; Occupation; Landwirtschaft; Beruf; Landwirtschaftlicher Beruf; Education; Landwirtschaftliche Ausbildung; Ausbildung; Problem-based learning; Problemorientiertes Lernen; Schulprojekt; Aktives Lernen; Finanzielle Förderung; Programme design; Programmaufbau; Programmplanung; Lehrkunst
Abstract	This paper describes how approaches espousing experiential education principles are adopted by farmer-educators to contextualise farmers' learning and achievement of innovative farming practices. The study used qualitative case study methods of interviews, observations, and document review. Through purposive sampling techniques, twelve farmer-educators were selected from Bududa district. The findings show how farmer-educators adopted place-based education, problem-based education, project-based education, and learning histories to enhance experiential learning of innovative farming practices among small-scale farmers. However, effective experiential education via the aforementioned approaches is hampered by a lack of funding, ineffective programme design, and insufficient professional competencies. The study gives a clearer understanding of how experiential educational approaches can be adopted to provoke farmers' critical reflection through connecting and corroborating past experiences to current scenarios for effective learning and adoption of innovative farming practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01