Can Schools Offer Solutions to Small-Scale Farmers in Africa? Analysis of the Socioeconomic Benefits of Primary School Agriculture in Uganda

Autor/inn/en	Okiror, John James; Oonyu, Joseph; Matsiko, Frank; Kibwika, Paul
Titel	Can Schools Offer Solutions to Small-Scale Farmers in Africa? Analysis of the Socioeconomic Benefits of Primary School Agriculture in Uganda
Quelle	In: Journal of Agricultural Education and Extension, 17 (2011) 2, S.135-151 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-224X
Schlagwörter	Quasiexperimental Design; Advisory Committees; Agricultural Education; Foreign Countries; Gardening; Educational Environment; Parent Child Relationship; Knowledge Level; Skill Development; Comparative Analysis; Family Environment; Transfer of Training; Agricultural Occupations; Elementary School Students; Uganda + Suchen Sie Ihr Suchwort? Beratungsstelle; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Ausland; Gartenarbeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Wissensbasis; Kompetenzentwicklung; Qualifikationsentwicklung; Familienmilieu; Training; Transfer; Occupation; Beruf; Landwirtschaftlicher Beruf
Abstract	Agriculture;This paper discusses the factors influencing application of school gardening knowledge and skills by pupils at school and household level; and whether pupils are effective sources of information to their parents. A quasi-experimental design was used to compare cohorts of 30 pupils randomly selected from eight schools in Kumi and Tororo districts of Uganda. In each school, 15 pupils were randomly assigned to either a home or school supervised gardening group. The groups were guided and evaluated by teachers and members of agriculture advisory committees drawn from local communities. Findings show that application and learning transfer of agriculture knowledge and skills depend on opportunities availed to pupils at school and homes to practice what they learn. Pupils' performance depended on willingness of parents and teachers to offer support such as availing land for home gardens. Contrary to existing literature pupils effectively passed gardening information to their parents despite language constraints, timidity and usefulness of the messages. In Uganda, agriculture is a fully-fledged subject in primary schools. Findings show that if schools are to contribute to farming at village level, existing curricula should include supervised home gardening and that parents can be targeted through school gardening outreach programming. The paper contributes to the debate about the value of school agriculture as a solution to unemployed school-leavers rather than a dead end that competes with the priorities of basic Education for All. (Contains 5 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10