There are no known studies that have been conducted focusing on the congruency or discrepancy of pre service agricultural education programmes in relation to secondary school agriculture teaching in Zimbabwe. The purpose of this study was therefore to make a qualitative More
There are no known studies that have been conducted focusing on the congruency or discrepancy of pre service agricultural education programmes in relation to secondary school agriculture teaching in Zimbabwe. The purpose of this study was therefore to make a qualitative investigation on the contribution of pre service agricultural education training programmes to the teaching of high school Agriculture. A participatory investigation approach was used to gather data, where among other relevant stakeholders, school authorities, agricultural teachers and training institutions staff were consulted on the congruency or discrepancies between pre - service agricultural education programmes and expected competencies of a qualified agricultural teacher. Teachers displayed requisite content and pedagogical competencies in the teaching of agriculture at secondary school level gained from their pre-service agricultural education. The study established the need for continuous in-service and staff exchange course programmes for agricultural teachers in order to keep them abreast with the dynamism and technological innovations in agricultural education sector.
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Compartmentalised extension prohibits the uptake of new technology thereby inhibiting agricultural growth. Extension services aimed at increased agricultural growth should have a market-led and evidence-based pluralistic advisory system that is coordinated by the govern More
Compartmentalised extension prohibits the uptake of new technology thereby inhibiting agricultural growth. Extension services aimed at increased agricultural growth should have a market-led and evidence-based pluralistic advisory system that is coordinated by the government’s Agricultural and Technical Services division in response to the needs of farmers. This study sought to assess extension needs of government front line extension workers. The research was conducted in four districts of Zimbabwe. The research used a mix of qualitative and quantitative methods, including a survey and focus group discussions. The Competency Borich Needs Assessment Model to assess the extension competence needs was adopted. The results revealed that the extension officers were slightly above moderate level of competency in 10 of the 21 agricultural competencies and at moderate level in 1 of the 21 agricultural competencies. Regarding the required level of agricultural competencies needed by extension workers, the results showed a fairly high total mean level (TM = 3.45). Therefore, the extension workers believed that agricultural competencies were moderately needed to be improved. There is greater need to spruce up technical, extension and organisational competencies within the whole structure of Agricultural extension front line staff.
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