The South African Education Agenda: Identifying Markers for Rewriting Agricultural Extension Curricula

Autor/in	Worth, S. H.
Titel	The South African Education Agenda: Identifying Markers for Rewriting Agricultural Extension Curricula
Quelle	In: Journal of Agricultural Education and Extension, 13 (2007) 2, S.131-145 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-224X
Schlagwörter	Rural Extension; Agricultural Education; Lifelong Learning; Foreign Countries; Rural Development; Curriculum Development; Educational Change; Agricultural Occupations; Educational Policy; Theory Practice Relationship; Cognitive Style; Higher Education; South Africa + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Life-long learning; Lebenslanges Lernen; Ausland; Rural environment; Development; Ländliches Milieu; Entwicklung; Curriculum; Curriculumentwicklung; Lehrplan; Bildungsreform; Occupation; Beruf; Landwirtschaftlicher Beruf; Politics of education; Bildungspolitik; Theorie-Praxis-Beziehung; Cognitive styles; Kognitiver Stil; Hochschulbildung; Hochschulsystem; Hochschulwesen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Changes in education and agriculture in South Africa indicate that agricultural extension practitioners should facilitate continuous learning among farmers. This requires that extension practitioners acquire new skills. To provide these skills requires a critical examination of agricultural extension curricula in the light of South Africa's educational, agricultural and rural development policies with a view to rewriting extension curricula. An initial theoretical examination of extension education in the light of South African education policy yields seven learning outcome indicators encapsulating theory and practice in: 1) theory and practice in problem solving; 2) collect, analyse, organize and critically evaluate information relevant to his extension responsibilities; 3) theory and practice in Participatory Technology Development and innovation; 4) theory and practice in systems (systems thinking), including beyond farm systems; 5) theory and practice in learning facilitation; 6) theory and practice in participatory "curriculum" (extension outcomes, content and process) development; and 7) theory and practice in learning and learning styles. Tertiary institutions and other stakeholders can use these indicators to examine and continuously adjust curricula to ensure extension practitioners are equipped to deliver relevant support to farmers as the agricultural landscape changes. (Contains 2 tables, 1 figure, and 2 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10