Agriculture is the most important subject that needs to be done since it gives us food we eat.

It is the
growing of crops and keeping of animals. These two things are very important to us. However this essay
is going to discuss on the implementation of Agriculture projects to meet the requirements of
Agriculture Syllabus that can be a challenge in most rural schools, and also to suggest possible solutions
to those challenges. The key words projects and syllabus are going to be defined.

According to Score, (2008), project is any science of teaching and learning activity which involves
students working individually and observing real objects and materials,as opposed to the virtual world.
However a project method is a learning approach based on students working for a period of time
inorder to intensively investigated real world issues or problems in an interdisciplinary approach so as to
produce something concrete through individual efforts or group work.

According to Gwarinda,(2016:24), a syllabus is an outline or summary of the content to be learned in an

educational programme. It is designed by curriculum planners directly representing the central or local
government, examining bodies or in some countries, private colleges and universities. However the
syllabus is always designed in accordance with the interest of the dominant class in society. Therefore a
syllabus may be defined as a course or programme outline meant to give the teacher a general guide on
how to go about the teaching and learning situation. In its preamble, a syllabus may give the target
group for the course and sometimes states the requirements for the people to be involved in the
programme. If the syllabus has all this information, it means every teacher should have his or her own
syllabus so that he or she can have enough time to read and understand it. He or she also needs
occasionally check whether what she is doing is satisfying the aims and objectives of the syllabus.

Rosenberg, (2003), says lack of knowledge affects teachers to achieve their objectives. However in most
rural areas, there are few Agriculture trained teachers so this may lead to the school to take the teacher
of any subject area to teach Agriculture even he or she has no knowledge about it. Most teachers did
not want to train Agriculture subject as they said it is a subject for farmers forgetting that this subject
gives them food they eat and being said that they have disadvantages in teaching Agriculture topics
because they have no exactly knowledge about it. So this may lead most rural schools being affected on
achieving the objectives that are in the Agriculture Syllabus.

According to Tanner, (2014), shortage of tools results in ineffective teaching of Agriculture practicals.
Therefore in most rural schools, there is no tools to do Agriculture practicals so that this maybe a
challenge to meet the requirements of the Agriculture Syllabus. The Agriculture tools are very expensive
and this may affect the schools in rural areas because sometimes they have no adequate money to buy
them. And this affects learners in rural areas because some other learners are not able to pay their fees.
As this curriculum needs to learn by doing this maybe a challenge most rural schools to meet the
requirements of the Agriculture Syllabus.

The school has also a lack of space to take in the Agriculture practicals. In most rural schools the school
yard is very small and this may lead them not to take part in Agriculture practicals in . Some rural schools
does not have even an orchard and the place to do their garden practicals. As we looked at at the
schools that are in most rural schools we can actually make sure make sure that this school has no place
for doing Agriculture practicals, the school yard is very small and they can even doing their sports at a
school at it's neighbour, they do not have even the grounds to conduct their sports. This may lead for
them not to meet the requirements of the Agriculture Syllabus because of their space.

According to Barker (2002), negative attitudes is a barrier to school curriculum implementation. Some
school leaders in most rural schools says that Agriculture is the subject for farmers so that they cannot
like the Agriculture lessons t be conducted at their schools forgetting that Agriculture is the most subject
that needs to be done because it gives us the food we eat. Most rural schools do not aware on the
Agriculture subject and this affects them to meet the requirements of the Agriculture Syllabus. Their
learners did not know what can be meant by the term Agriculture because even if it can be found on
their timetable, they did not conduct the lessons of the unawareness that is caused by the school
leaders. Even their teachers become lazy because they know that their leaders is not aware on this
subject.

Kocchar,(1996), says that lack of cooperation by teachers may result in as barrier on implementation of
the curriculum. Therefore it is very true because most teachers in most rural schools have no
cooperation even the school has no Agriculture trained teachers, the school does not find the teacher
that is aware of this Agriculture subject and mayy conduct the Agriculture lessons with learners so that
the school have Agriculture subject. And they need to be cooperated and call to the ministry that they
need the Agriculture trained teachers and also the teacher will come, but if the school lacked
cooperation no other ways that they can do, the school could not meet the requirements of the
Agriculture Syllabus.

However these challenges have possible solutions to overcome them. On the issue of lack of knowledge,
the school needs to find the fully trained teachers that can teach the learners successfully and achieve
the objectives of the Agriculture Syllabus. The issue of shortage of tools, as most parents in rural areas
cannot afford to pay for school fees, the school needs to have the donour who can provide them with
these Agriculture tools so that learners are able to conduct the Agriculture practical lessons. The school
needs to have adequate space for for them to conduct the Agriculture subject. The school must have the
place for garden and also for the orchard plantations. Also the school leaders needs to have positive
attitude on the Agriculture subject so that they can meet the objectives of the Agriculture Syllabus. The
teachers of the schools and their leaders needs to have cooperated so that they tell the Ministry of
Primary and Secondary Education that they need the fully trained Agriculture teacher and they can be
given at their schools.

In conclusion, even the most schools in rural areas have challenges in implementing the Agriculture
projects to meet the the requirements of the Agriculture syllabus at their schools, the teachers and their
leaders needs to follow the possible solutions inorder to overcome those challenges. So that the school
must come with the fully trained Agriculture teachers and may conduct the lessons well so that they will
come up with the successfully achieved objectives.

REFERENCES

Barker, R. E. (2002), Progressive Teaching in the Primary School. Harare: College Press.
Chanakira, E. (2000), Teacher Education in Zimbabwe. Harare: College Press.

Jacob, G. (1996), Teaching Learning Dynamics. Sydney: Allyn and Bacon Publishers.

Kocchar, S. K. (1996), Methods and Techniques of Teaching. Delhi: Sterling Publishers.

Levin, J. (2007), Curriculum Development. New York. Macmillan.

Mkandla, A. V. (1996), Professional Studies. Bulawayo: Religious and Commercial Publishers.

Rosenberg, J. W. (2008), A Practical guide to teaching: London: Heinman Publishers.