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Challenges In Teaching And Learning Of Practical Agriculture
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According to Awuku et.al (1991), one major means by which Ghana’s
agriculture can move from the subsistence to commercial is by
intensifying Agricultural Education. Dotse (1994) also said introduction
of agriculture into the educational institution are essential
components of the curriculum and indicates strongly that policy makers
have realized that the problem confronting Ghana Agriculture can
partially or if not completely, solved through agriculture education.
The
study of agricultural science in the Senior High Schools is divided
into General Agriculture, Crop Husbandry and Horticulture, Animal
Husbandry, Fishery and Forestry. This means that the teacher who teaches
the students should prepare the students adequately for the task of
positively influencing the student’s attitude, perspectives and habits
of mind especially as they affect the theory and practice of
agricultural science. The teacher’s approach to the subject can
stimulate his students to develop in and subsequently results in good
performance.
According to Awuku et.al (1991), the performance of the
students in agricultural science should match student’s interest and
practice of the subject. He further stated that lack of textbooks, poor
management, poor funding etc as some of the many factors among others
that influence the outcome of the teaching –learning process. It is
therefore imperative for all stakeholders in the educational system to
ensure that practical agriculture is encouraged in schools to help the
nation achieve its goal in food security.
Statement of the Problem
Though
Agricultural Education has been a priority of the government, the
teaching and learning of Practical Agriculture at pre-tertiary levels
leaves much to be desired. According to Baffour-Awuah (1987),
Agriculture Education in Ghana at the pre-tertiary level is faced with
much problems hindering achievement of its goals.
There is low
interest in both teachers and students (Akinmade, 2002). This low
interest could be attributed to the usual approach to teaching this
practical oriented subject which is no longer enticing enough to boost
the required interest.
The best way the youth in school can be taught
agriculture is by “doing†(Awuku et al, 1991) but the common sense is
that most of the youth who completed SHS and were not able to pursue
further studies in Agriculture show disinterest in agriculture and
rather drift to urban centres to find jobs. There
Awuku et al (1991)
indicated that one objective for Agriculture education in the school
curriculum is to make teacher and student a supplementary extension
officer to local farmers. But most students learn Agriculture in the
school mainly because it is one of the examination requirements
(Baffour-Awuah, 1996). Therefore what is the future of Ghana’s
Agriculture? It is therefore imperative for such issue to be addressed.
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