Final Noreen Project

GREAT ZIMBABWE UNIVERSITY
THE EFFECTS OF SPLITTING AGRICULURE INTO DIFFERENTH LEARNING

AREAS AT ADVANCED LEVEL AT NYANGA SCHOOLS IN NYANGA DISTRICT
BY
DZINGIRE NOREEN
REG NUMBER M166741
A RESEARCH PROJECT SUBMITTED TO THE GREAT ZIMBABWE UNIVERSITY

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF THE BACHELOR OF
EDUCATION ‘HONOURS’ DEGREE IN EDUCATION
SUPERVISOR: MR CHATENYA
YEAR: 2019
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I the undersigned do hereby proclaim that this dissertation is my own production and the
research findings and investigations have not been anywhere else to serve any other purposes.
Other related sources that the research made use of has been acknowledged through referencing.
Noreen Dzingire
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RELEASE FORM
Name of Author
NOREEN DZINGIRE
Dissertation
The Effects of Splitting Agriculture into different learning areas at Advanced Level
Degree Program
Bachelor of Education Honours Degree in Secondary In-serviceScience in Peace Studies

Honours Degree
Year granted
2020
Permission is hereby granted y by Great Zimbabwe University to generate copies of this

research project and or borrow the copy of this dissertation for personal, academic, scholarly or
for related research purposes. Any other duplication whatsoever without the author’s permission
is strictly prohibited
Signed…………………………………………………….
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Permanent Address
7143/1 Pumula North
Bulawayo
Phone Number: +263 773 569 101 / +263 716 157183
ndzingire@gmail.comdzingiretendai24@gmail.com
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APPROVAL FORM
AL FORM
FACULTY OF EDUCATIONULTY OF SOCIAL

SCIENCES
The undersigned certify that they have read and recommended to the Great Zimbababwe
University for the acceptance of dissertation entitled:
The Effects of Splitting Agriculture into different learning areas at Advanced Level
Submitted by Noreen Dzingire (M166741(………) in partial fulfilment of the requirements of

the Bachelor of Education Honours Degree Science Honours Degree of Science in Peace Studies.
SUPERVISOR ..................................................................
Mr. Chateya
CHAIRPERSON ..................................................................
E C Makuwara
DATE ................................................................
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DEDICATION
To the life of my father David Tendai Dzingire.
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ACKNOWLDGEMENTS
Many thanks and sincere gratitude to the Great Zimbabwe University, particularly the
department of Curriculum Studies for being the hub of knowledge which was crucial in carrying
out my research theoretically and practically. I would also want to appreciate the commitment of
my supervisor who overseen and supervised this entire study.
Special mention goes to my mother Noriah Dzingire and my loving Husband Cloud
Nengomasha. I would want to thank you for your support throughout my study life. Your
unconditional love and generosity is greatly appreciated.
I would also want to acknowledge the support of Dzawanda Dzingire, Tafadzwa Dzingire,
Constance Dzingire, (with support), Edmore Dzingire, Shamiso Dzingire, My Son
Tawananyasha Mcloud Nengomasha, Memory Dzingire, Edward Dzingire, Sonnita Zulu, Betty
Sande, Mai Tino my mother and father in-law, my family and friends whom I cannot mention.
Last but first, I thank the almighty God for his love and kindness without which I wouldn’t be
where I am today.
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ABSTRACT
The effects of spiltingsplitting agriculture at Advanced level schools of Nyanga District schools
in Manicaland province was studied. The study considered training level of teachers, availability
of relevant teaching material and usage. Several respondents comprising of eleven schools and
head respectively participated. Purposive sampling was used. Data collection involved
questionnaires, interviews were used. Data was presented as tables, bar and pie chart. Findinghs
revealed that there have been little effort by majority teachers to advance their level of education
to teach A’ level subjects. Some agriculture teachers had no degrees to teach advanced level. No
staff development on agriculture, lack of relevant resources, overloaded timetables, negative
attitudes of heads and lack of industrial attachment of learners to effectively implement the
curriculum innovation. Major recommendations are that Advanced Education Examination
Council through Curriculum, Research and Development unit should encourage agriculture
teachers to learn and provide bursaries. Syllabuses and educational learning resources should be
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made available in schools. There is need for government to cooperate in resources such as
laboratories, infrastructure that support advanced agriculture learning in schools.
LIST OF ACRONYMS
PA Practical Agriculture
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SC School Curriculum
HS High School
CS Crop Science
AE Agricultural Science
PE Political Ecology
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Effects of Splitting Agriculture into different learning areas at Advanced Level
Dzingire Noreen
DEDICATION
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ACKNOWLEDGEMENTS
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ABSTRACT
TABLE OF CONTENTSSTABLES
RELEASE FORM.........................................................................................................................i
DECLARATION.........................................................................................................................ii
APPROVAL FORM...................................................................................................................iii
DEDICATION............................................................................................................................iv
ACKNOWLDGEMENTS...........................................................................................................v
ABSTRACT................................................................................................................................vi
LIST OF ACRONYMS.............................................................................................................vii
CHAPTER 1................................................................................................................................1
1.1 INTRODUCTION.................................................................................................................1
1.2 BACKGROUND OF THE STUDY......................................................................................1
1.3 STATEMENT OF THE STUDY...........................................................................................2
1.4: LIMITATIONS.....................................................................................................................3
1.5: DELIMINATIONS...............................................................................................................3
1.6 RESEARCH OBJECTIVES..................................................................................................3
1.7 RESEARCH QUESTIONS....................................................................................................4

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1.8 SIGNIFICANCE OF THE STUDY.......................................................................................4
1.9 STRUCTER OF THE STUDY..............................................................................................5
CHAPTER 2: LITERATURE REVIEW.....................................................................................7
2.1 INTRODUCTION.................................................................................................................7
2.2 CONCEPTUAL FRAMEWORK..........................................................................................7
2.2.1 : AGRICULTURAL POLICY AND THE SCHOOL CURICULAR................................7
2.3 SUSTAINABLE AGRICULTURE......................................................................................8
2.4 AGRICULTURE AND ECOSYSTEMS...............................................................................9
2.5 TRENDS IN AGRICULTURAL ACTIVITIES AND FOOD SECURITY........................10
2.6 DEFINATION OF TERMS.................................................................................................11
2.6.1 AGRICULTURE.............................................................................................................11
2.6.2 PRACTICAL AGRICULTURE.......................................................................................11
2.7 TEACHING AND LEARNING METHODS IN AGRICULTURE...................................12
2.7.1 THE PROJECT TEACHING METHOD.........................................................................12
2.7.2 THE DEMONSTATION OF TEACHING METHOD....................................................13
2.7.3 CHALLENGES IN PRACTICAL AGRICULTURE.......................................................13
2.8 STAFING ISSUES IN HIGH SCHOOL AGRICULTURE................................................13
2.8.1 CONTINOUS LEARNING AND RESEARCH...............................................................17
2.9 POLITICAL ECOLOGY AND AGRICULTURAL ECONOMICS...................................22

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2.1.0 CONCLUSION.................................................................................................................23
CHAPTER 3: RESEARCH METHODOLOGY.......................................................................24
3.1 INRODUCTION..................................................................................................................24
3.2 RESEARCH METHODOLODY.........................................................................................24
3.3 RESEARCH DESIGN.........................................................................................................24
3.4 TARGET POPULATION....................................................................................................25
3.5 RESEARCH INSTRUMENTS............................................................................................26
3.5.1 DATA COLLECTION PROCEDURES..........................................................................26
3.6 DATA ANALYSIS..............................................................................................................26
3.7 ETHICAL CONSIDERATIONS.........................................................................................27
3.8 CONCLUSION....................................................................................................................27
CHAPTER 4: DATA ANALYSIS AND PRESANTATION....................................................28
4.1 INTRODUCTION...............................................................................................................28
4.2 NATURE OF POPULATION.............................................................................................28
4.3 IMPACT ON TEACHING STAFF.....................................................................................30
Table 4.3 Analysis of variance of means and standard deviations regarding the splitting of
agriculture into specific learning areas as perceived by teachers when grouped by level of
education....................................................................................................................................30
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Table 4.4 Analysis of variance of means and standard deviations based on respondents’
perceptions regarding the effectiveness of selected teaching methods and tools when schools
are grouped by school location (n=169)....................................................................................31
4.5 LIMITATION IN RESOURCES.........................................................................................31
Table 4.5 Distribution of ranks of constraints as perceived by teachers the SDCs and School
Heads as a result of splitting agriculture into specific learning areas. (n=75)...........................32
4.6 CHALLENGES FACED BY FEMALE LEARNERS........................................................33
Table 4.6 Gender differences in perceptions held by respondents regarding the splitting of
agriculture into specific learning areas......................................................................................34
4.7 CONCLUSION....................................................................................................................34
CHAPTER 5: CONCLUSION AND RECOMMENDATIONS...............................................35
5.1 SUMMARY OF FINDINGS...............................................................................................35
5.2 CONCLUSION....................................................................................................................35
5.3 RECOMANDATIONS........................................................................................................35
REFERENCES...........................................................................................................................37
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CHAPTER 1
1.1 INTRODUCTION: Introduction to this chapter
1.2 BACKGROUND OF THE STUDY.2: Background of the study
High schools play anserve as important role in the recruitment sources for Hhigher Eeducation
enrollment in Aagriculture, in various departments such as wildlife, veterinary, livestock,
agronomy, horticulture and engineering.. In Zimbabwe there is an increasing interest in
communities on agricultural learning to and pursue in agriculture programs both inat Hhigh
Sschools and at Tertiarycollege levels. However, agriculture as a discipline is diverse and
learning areas Advanced level Agriculture hasve been are split into different leraninglearning
areas which are Agriculture Engineering, Crop Science, Animal Science and Soil Science
specific subjects at all levels of education. The purpose of this study is to investigate the effects
of splitting this discipline into specific learning areas. So the objectives of the research have been
outlined based on this premise. Background information and justification to the research was
clearly explained. Finally the limitations and delimitations of this study were explained.
Background
As the demand for food increases worldwide, agriculture is fast becoming more
international, profit oriented, specialized and highly technical. According to. King (2000), he
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arguesexplains that agricultural Ccolleges and Uuniversities in industrial countries are faced with
declining numbers of students, so there is need to carefully evaluate alternative structures and
functions to meet the challenges of a sustainable food supply. A holistic approach to agricultural
production won't keep up with the changes in this sector. PfefferPfeiffer (1998) observed that our
Aagricultural universities have based programs on the principle that the gap between ignorance and
knowing is more important than the gap between knowing and doing. Traditionally, the assumption has
been that, knowledge would lead to appropriate action. There is an increasing evidence that lack of
knowledge is not the problem for sustainable development, rather the problem is the gap between
knowledge and action.
Weston (2001) propounds explained that changes in agriculture require a more applied,, more
efficient and developmental approach to teaching and learning. Whereas King (2000), observes
that, current education and research are compartmentalized into classical departments and disciplines that
often ignore the complex realities of natural, agricultural, and other human-designed systems.
Communication with the agricultural industry likewise is confined to answer specific questions that are
perceived to be within the domain of specialized research and expertise. There is relative isolation from
the natural resource environment and the urban society context.
So it is imperative that teaching strategies ought to be adjusted to enable learners to solve

problems using various methods and procedures. Odbubiyi, (1981) emphasized that such
an approach creates an environment in which decision making and analytical thinking are
a critical component of the teaching and learning process.
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On the other handhand, learners come from different backgrounds and are of different
abilities. It therefore sufficient to say learners may be affected in various ways as the adjust
to changes in curricula and learning processes. Specialized learning at high school level
may come with a number of advantages and disadvantages for the learner. It is therefore
important to consider the cognitive and socio-economic implications of this approach on
the learner. Carkhuff (1981) noted that there as many teachers as there are ways of teaching. At
Ssecondary Llevel these approaches have to be carefully planned to match up with the
demands of maximized productivity. On the contrary the teacher and the learner's
primary goal is to satisfy ensure academic excellence in public examinations. According to
Kassem (2000), problems may arise as most teachers would opt for programmed teaching
approaches for exam success at the expense of mastery of critical skills. The mere fact that
secondary school leavers and college graduates alike roam about the streets in search for
white collar jobs rather than be job creators, is confirmation that there is a missing link
between education and the labour market.
The creation of specialized learning areas in agriculture also means that the school
curricularschool curricular are adjusted to fit into the world agenda towards food security
(UNESCO, 2003). In this respect school authorities are obliged to make provisions for
quality education to learners. This may require more investment in the form of learning
materials. In such harsh economic times, budgetary contraintsconstraints may pose
challenges for school administrations. Amadi (2001), observed that despite the increasing
number of agriculture teachers in Africa, an imbalance still exists in the skills they would
have acquired in college. So this study also provides an insight into the differences that exist in
areas of specialization between teachers and how this had affected service delivery.
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School development committees have also been considered in the study. As Muchena (2003)
observed, progressive agricultural teaching is usually limited by talks used. School committee
plays a role in helping the school administrations acquire workshop, livestock and farm tools. In
this study it is therefore important to factor in how school development committees are affected
by the classification of agricultural learning into specific areas. Several Ssecondary S schools in
Nyanga district of Manicaland have recently introduced Agricultural Sciences at advanced
level. The study seeks to make comparisons in learner performance in theis district after
these changes.. With Tthe recent introduction of the new curriculum in 2017 marked
changes in syllabus content and learning areas are noticeable. Most importantly crop and
livestock farming are now treated as specialized learning areas. Hence the study looks into
ways in which this has affected the stakeholders afore mentioned.
You failed to introduce the topic. Introduction of Advanced level Agriculture (old
curriculum) then Dziramasanga commission leading to New curriculum.
1.3
1.3:STATEMENT OF THE STUDY Justification
The researchstudy explores implores on ways of splitting agriculture into separate subjects and
how it has impacted on agriculture pedagogy. Without good classroom management, a conducive
learning environment, motivation and discipline skills, teachers cannot effectively implement
their strategies to enable effective teaching. The splitting of agriculture into specific learning
areas may destabilize the positive vibe in the learning environment. Thus the study aims to
investigate the effects of splitting agriculture into specific areas.
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The study is guided by the need to fill in the literature gap in relation to splitting agriculture into
separate subjects and how it has impacted the agriculture pedagogy. The study explores how
Teachers and School authorities are presented with challenge of maintaining pass rates as well as
competent high school graduates for higher learning. Thus the central problem to this study is to
establish how these changes in the school curriculum have impacted the implementation of the
education agenda.
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Teachers and policy makers will find this study to be of importance in many ways
including classroom delivery and continuing curriculum development. School authorities
will bebe better able to make informed decisions on the procurement of learning resources
and creation of a conducive environment conducive environment for learning agriculture.
1.4: Statement of the problem
Without good classroom management, a conducive learning environment, motivation and

discipline skills, teachers cannot effectively implement their strategies to enable effective
teaching. The splitting of agriculture into specific learning areas may destabilize the
positive vibe in the learning environment. It follows that teachers and school authorities
alike are presented with challenges of maintaining pass rates as well as competent high
school graduates for higher learning. So the central problem to this study is to establish
how this change in the school curriculum has impacted of the implementation of the
education agenda. This would go a long way in continuing development to the achievement
of internationalof international goals of modern agriculture.
1.45: LIMITATIONSLimitations
According to Simon (2011) limitations are potential weaknesses in your study and are out of
your control. Due to time and monetary constraints the research only includes learners, teachers
and SDC members. Hence tThe duration of the study was limited to the period of data
collection.
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1.56: DELIMINATIONSelimitations
According to Simon [2011], delimitations are the characteristics that limits the scope to the
extent of defining boundaries of the study. The research was carried out in 5 schools in
Nyanga district of Manicaland. The allowed for data collection was only limited to five
schools only.with expediency.
1.7: Aim
This study aims to investigate the effects of splitting agriculture into specific learning areas.
1.68: RESEARCH OBJECTIVESbjectives

1] The 1.9: Mmain objectives of the study are to:
1.10: Specific objectiveTo explore s
To determine challenges faced by teachers in adjusting to changes as a result of specialized
agricultural teaching.
2] To suggestdetermine ways in which teachers can improve teaching strategies to cope with
the recent changes.
3] To examine theDetermine any impacts of collaborative work between the extension
services department, schools and local farmers.
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4] To analyzedetermine ways in which learners have been affected by the splitting of

agriculture into separate subjects.
5] To explore waysdetermine the ways in which school authorities and development

associations are adjusting to the changes.
1.7 RESEARCH QUESTIONSResearch Questions
The following research questions were used as a guide to this study:

1. What are the challenges being facedchallenges are being faced by Aagricultural Sscience
teachers in after the splitting of the the subject into specific areas.
2. What is the significance of the new teaching strategies that have been put in place to
adjust to these changes.
3. In what ways have learners been affected by third approach to teaching agriculture.
4. How are school authorities coping with the new these adjustments, and how has itthis
impacted on their day to day activities.
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5. With regards to third new approach to teaching agriculture, hHow are schools collaborating
with the extensions department for continuous learning and development with regards to
third new approach to teaching agriculture.?
1.8 SIGNIFICANCE OF THE STUDY

The study significance is premised on, Teachers and policy makers as they will find this study to
be of importance in many ways which includes classroom delivery and curriculum development.
School authorities will be able to make informed decisions on the procurement of learning
resources and creation of a conducive environment for learning agriculture. To fellow academics,
the research ground breaks a new and interesting area of study, that is, the dynamics concerning
the effects of splitting agriculture into different learning areas.
1.9 STRUCTER OF THE STUDY

Chapter One: Introduction
This chapter is comprised of different parts which are introduction, background of the study,
statement of the problem, research objectives, research questions, justification of the study,
delimitations of the study, limitations of the study, and finally organisation of the study. This
chapter establishes the point of departure in this study by tracing the background of the study and
outlining the objectives of the study.
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Chapter Two: Literature review and theoretical framework
This chapter seeks to pulverize the effects of splitting agriculture into different learning areas as
well as review related literature on challenges faced by agricultural science teachers and how the
school environment impacts the teaching and learning of agricultural sciences. Thus the chapter
will also focus on theoretical framework and detailed literature review.
Chapter Three: Methodology
This chapter outlines the methods of research adopted in this study. It outlines the research
design and methods of data collection. It also outlines how data will be collected and the data
analysis tools to be used in this study.
Chapter Four: Data presentation and Analysis
The chapter intends to give detailed effects of splitting agriculture into different learning areas.
This chapter achieves its objectives by presentation and data analysis of findings gathered in the
scope of this study.
Chapter Five: Conclusion and Recommendations
This chapter will give a summary of all aspects discussed in this research. These are concluding
remarks which covers all issues in each paragraph. It is an overview and summary of findings of
the effects of splitting agriculture into different learning areas. The chapter also proffer
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recommendations to enhance the effects that come with splitting agriculture into different
learning categories.
Hypotheses:
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The following null hypotheses were postulated and tested at 0.05 level of significance.
Ho1: there are no significant challenges to teaching since the abandonment of the holistic
approach to teaching agriculture and the specialized approach.
H02: There is no significant difference in the number of school authorities affected by the
specialization of agricultural sciences at high school level.
H03: There is no significant difference in the number of learners affected by the splitting of
agriculture into specific learning areas.
H04: Since the subject was split into specific areas the extensions department has not faced
any major changes in its programs.
CONCLUSION
The chapter gave a background to the study together with justified aims and objectives.
This formed the basis of hypothesis to be tested.
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CHAPTER 2: LITERATURE REVIEW
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CHAPTER 2
LITERATURE REVIEW 2.10 INTRODUCTION: Introduction to this chapter
This chapter focuses looks at related literature in the area of this study research. A wider
perspective on the meaning of agriculture, agribusiness and its importance. The
implementation of educational curriculum in this respect was explained with reference to
models proposed by scholars. The chapter gives a review of related literature on challenges
faced by agricultural science teachers as well as how the school environment impacts on the
teaching and learning of agricultural sciences. Thus the chapter seeks to examine what other
scholars have written in relation to the effects of splitting agriculture into different learning
categories and attempts to fill in the knowledge gap which has not been covered by previous
scholars.
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2.21: CONCEPTUAL FRAMEWORKonceptual framework

Lieblein et al (2000) observed that agriculture's complex and changing paradigm from a
narrowly owned private food sector to a broader societal activity involving management of
natural resources and social issues poses a challenge to agricultural school systems.
2.2.1 1.1:. AGRICULTURAL POLICY AND THE SCHOOL CURICULAR gricultural

policy and school curricular
During the past years, the research, curricula, and teaching practices employed in
agricultural education have undergone substantial changes [ Ellyard 2011]. To address the
dynamic challenges of a globally sustainable society, numerous scholars have argued for
educational reform argues (Ellyard, 2011; Lieblein et al., 2000; Orr, 1994). Scholars have
noted that there is a growing debate regarding how agricultural production and quality of
rural life can be balanced in the future (Flora et al., 2002; Freibauer et al., 2011).
Stokes et al (1997) emphasisedemphasized that agricultural colleges and universities must

provide education and research for a food system with smaller numbers of farms and farmers,
consolidation in processing and marketing, fewer students interested in conventional
agricultural disciplines, and changing roles of most organizations in the rural sector.
Other rapid changes include new and expensive technologies, consolidation of farms and
commercial input suppliers, unpredictable roles of government, and influences of global
trade. Luang et al (2018) observed that in response to this new economic and social reality,
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a bimodal pattern of farm size is emerging, with a few large enterprises providing a
growing proportion of commodities and many small farms providing products for niche
markets. Within these cultural changes in agriculture, much of the research and training is
moving to the private sector and results are becoming proprietary. Wilson and Morren
(1990), learnt that parallel to these changes on farms, the urban public is no longer content
in viewing agriculture merely as a privately owned source of food production. Today
society is beginning to demand that ecological, ethical and social dimensions must be
included in discussions about the future of agriculture and use of the rural landscape.
Francis et al (2018) proposed two models for greater integration of learning activities
among departments as well as moving more research and education into the field and food
system. Francis et al also propounds that, tThese alternative strategies broaden the concept of
‘faculty’ to include educators from farming business, government, and non-profit groups,
and promote team research and education within the context of the natural environment
and with urban society. Thus Francis [2018] argues that, tThis type of action research and
action learning can provide answers to immediate questions as well as contribute to a long-
term, sustainable, locally-based food system through students who are prepared to deal
with complex issues in the future.
2.3 1.2 SUSTAINABLE AGRICULTUREustainable Agriculture

According to Ellyard 2011 and Lieblein et al. 2000, Compared with other academic fields,
Aagricultural Eeducation hais influenced the most by the trends of climate change and
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urbanization. Numerous scholars have argued that agricultural education reform is

necessary to address the dynamic challenges of a global society ( Ellyard 2011;Lieblein et al.
2000). Relevant institutions must evaluate alternative structures to address the challenges
involved in maintaining a sustainable food supply. ( Lieblein et al. [2000] propounds that,)
particularly those related to enhancing student attitudes and intentions toward rural
practice.
Ellyard (2011) and Lieblein et al (2000), have also argued that, agricultural education reform is
necessary to address the dynamic challenges of a global society. Lieblein et al. (2000) further
explaineexplainsd that ,relevant institutions must evaluate alternative structures to address
the challenges involved in maintaining a sustainable food supply, particularly those related
to enhancing student attitudes and intentions toward rural practice. Previous studies have
indicated that experiencing rural practice can generate positive intentions in students,
thereby encouraging them to work in rural areas after they graduate ( Movahedi et al.
2013;Sharifzadeh and Zamani 2005).
Conversely , Sulaiman, Anne and Van de Ban (2000) suggested the redesigning of agricultural
extension courses around specific skilled areas of learning. Other scholars like Bawden (1996)
,and Lieblein, Francis and King (2000) arguesd for creative theme-based experiential projects
that bridge and integrate various domains of knowledge across disciplines to inform systemic
understanding of complex situations.
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2.4 AGRICULTURE AND ECOSYSTEMSAgriculture and Ecosystems

Chiang (2018) states that,warned that the flammable ecosystems will continue to burn, and
fire will continue to be suppressed in towns and neighborhoods. Stability, a coexistence of
sorts, is necessary to ensure that the careful balance of life continues.
In In addition, Lieblein, Francis, and King (2000) suggestsed that, the gap between
knowledge and action in agricultural education must be bridged to facilitate major
conceptual and structural changes that contribute constructively to domestic food systems
and a future multifunctional agricultural sector. Lieblein et al. (2000) are pf the view held
that, agricultural colleges require imaginative planning and creative action to enable the
field of agriculture to progress from a narrowly oriented private food production sector to
a broad societal activity involving the management of natural resources and social
concerns. Henry (2001) further argues d that, creativity and innovation add more value to
agribusiness than land, labour, or capital. He states that ‘the kind of discipline-centric
education that enablesd us to industrialize the earth will not necessarily help us heal the
damage caused by industrialization.’
Orr (2009) is of the viewconcludes that ‘the disordering of ecological systems and of the
great biogeochemical cycles of the earth reflects a prior disorder in the thought, perception,
imagination, intellectual priorities, and loyalties inherent in the industrial mind.’ Orr
[2009]He considers educational reform as essential for human survival. Enshayan, (1992)
and Lacy, (1993) observed that the challenges to agricultural universities merely fine-tune
current programs to survive in a rapidly changing global industry, or will they pursue
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creative approaches to contribute to innovative local alternatives in food production and

consumption. Kunkle et al. (1996) suggestesd that large changes must occur if universities
are to be important educational players in the future. Bawden et al (1984) also describesd
the importance of problem-solving and experiential learning in a systems context. He We
proposes major conceptual and structural changes that will prepare universities for a
constructive contribution to a future complex and multifunctional agriculture and to
locally-based food systems, and encourage their role as viable research and education
centers.
Yao (2016), explains that the question, 'How can extension thrive, not just survive?' posited
by the 2010 Extension Committee on Organization and Policy, affirms the literature
addressing change in agricultural education. The number of students enrolling in
agricultural colleges and universities is declining in many countries, and such institutions
must evaluate alternative structures to address the challenges in maintaining a sustainable
food supply (Lieblein et al., 2000).
2.5 1TRENDS IN AGRICULTURAL Trends in agricultural ACTIVITIES AND FOOD

SECURITYactivities and food security
The FAO publication of [2015] states that, a third of the world population is at risk of
starvation, the majority beingof whom are in Africa. In this regard, FAQ of [2015] outlines
one of the major priorities of many governments is agricultural self sufficiency. In 1972 the
redemption council of Ghana introduced an Operation Feed Yourself policy to increase
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agricultural production. Under this program schools raised animals to feed learners.
Unfortunately, in the developing world agriculture is mainly subsistence and small scale.
Outdated and primitive farm tools such as hoes and axes, are used. Advanced
mechanization is not affordable to many and there is over reliance on rainfall. Such factors
have contributed to the challenges of food security emanating from limited productivity. A
similar scenario exists in Zimbabwe and the situation gets worse during drought years
mainly because of limited disaster preparedness.
2.6 DEFINATION OF TERMS
2.6.1 The meaning of AGRICULTUREgriculture

Agriculture was defined by Nelson (2005), as the science, art and business of land
cultivation, rearing of crops and rearing of animals. Agriculture as a science involves all the
knowledge systems involving agricultural production which enables better understanding
crucial for problem solving in a variety of situations. Agricultural sciences focus on the
cellular and molecular levels of agriculture, agricultural economics and policies that impact
on agriculture at national or international level. As an art agriculture includes the
experiences and skills acquired by those carrying out agricultural activities. Wellington
(1998), explains that it is important to note that agricultural activities such as raising crops
or animal rearing should be of direct value to man.
2.6.2 PRACTICAL AGRICULTUREractical Agriculture

Lunetta et al (2007), definesd practical teaching and learning as a way of creating a
learning experience in which students interact with materials or secondary sources of data
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to observe and understand the natural world. In this regard practical agriculture involves
learners working individually or in groups manipulating or observing real objects or
materials. In some casescases, this may involve observing teacher demonstrations. It is
believed that such approaches stimulate learning by motivation and enhancement of
understanding (SCORE, 2008). When plannedWhen planned well agricultural
practicalspractical’s engage learners both physically and mentally making classroom
sessions interesting and enjoyable. Hodson (1990) and Johnson (1999), noted that practical
agriculture enhances the learners' conceptual understanding of scientific ideas allowing
them to see and experience scientific phenomena. As part of conceptualization and
internalisationinternalization practical activities allow for discussion and reflection among
learners and teachers as well (Reiss, 2003).
Okorie (2008), rieteratedreiterated that practical education encompasses farming and agro
allied business organizations including other services and sales in agriculture. Emphasis
being placed on proficiency in farming practical agriculture equips learners with requisite
knowledge attitude practice and skills for tasks in this field.
2.7 TEACHING AND LEARNINGeaching and Learning METHODS IN

AGRICULTUREethods in Agriculture
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Several methods are used by teachers in this subject depending on the skills the teacher
wishes to convey to the learners. Teacher flexibility is vital since learners come from
different backgrounds, environments and goals. Learners also vary in the way they absorb
information and how they demonstrate knowledge. So the teacher should facilitate learning
by choosing teaching methods that cater for different learning styles and ensure equal
opportunities to learn. A review of the demands efficacy and challenges of each approach is
outlined.
2.7.1 THE PROJECTThe Project TEACHING METHODeaching Method

According to Jansen [2012], tThe basis of this approach is that the best form of learning is by
doing.implementing practical’s This encompasses experiments, group discussions which
allows for the revisiting of ideas and experiences. Jansen (2012) goes on to, describes the
project teaching method as an approach whereby students work for a period of time in
order to intensely investigate real world issues or problems in an interdisciplinary
approach so as to produce something concrete through individual efforts or group work.
Project topics are in line with the curriculum and a lot of brainstorming is done to clearly
define the objectives of the research project. As the project evolves, learners develop in-
depth knowledge on the subject matter (Fallic et al, 2008). Skills acquired by learners
include planning, organisingplanning, organizing, problem solving, data collection and
analysis (Katz and Chad, 2000). It was emphasized by Blumfeld and Kradjick (2002), that
learner autonomy any authenticity areis paramount notwithstanding room for
collaboration.
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Nare and Buck (2012), however cited lack of skills in managing projects on the part of
teachers, bad attitude over this method and teacher unwillingness as the main challenges
towards learner centered method of teaching and learning. Rogers et al (2010) arguesd
that, this problem emanates from the teachers' well ingrained beliefs against student
centered approaches to learning.
2.7.2 THE DEMONSTATION OF he Demonstration TEACHINGeaching METHOD

ethod
In this aIn this approachpproach the teacher is the principal actor with learners watching with
the intent of doing later (Zakaria et al, 2018). This approach is mainly used for Introduction
of concepts, procedures development understanding and enlist various senses of a human
being. Mundi (2006), commended the method as highly motivating for learners and saves
on time. When resources are scarce and when dealing with hazardous materials the method
would prove safer.
2.7.3 CHALLENGES IN PRACTICALhallenges in Practical AGRICULTUREgriculture

Ikeoji et al (1998), highlighted the importance of evaluation delivery processes in achieving
teaching objectives in agriculture. Problems of classroom management, discipline,
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balancing work and personal life inadequate materials and time management were cited by
Martin [(2009]), as the main challenges faced by agricultural science teachers in class.
Problems with broad curricula have been noted to compromise teaching and learning as
"too much" work needs to be covered over a very short time resulting in compromised
delivery [Olaitan (2005]).
2.8
STAFFING ISSUEStaffing Issues IN HIGH SCHOOL AGRICULTUREin High School

Agriculture
William (1989) explaineexplainsd that teachers are an important tool for any educational
process. A UNESCO publication of [1998] statesd that the teacher is tool for eradicating
ignorance and illiteracy. The document explains the importance of teachers in the
provision of learning opportunities and skills to tackle life's challenges.
Camp et al (2002), warnewarnsd of a general shortage in agricultural sciences teachers on a

global scale. The researchers observed that a limited number graduated as teachers in
agriculture. Of these some shunneshunnedd the teaching profession for other more
financially rewarding careers in agriculture. Boone and Boone (2007), also explainesd that
teacher attrition was the single most largest factor determining the demand for qualified
agriculture teachers to fill out vacant posts. Broughman et al (2000), notesd that, teacher
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shortages can be sporadic for urban areas in contrast to rural schools. HoweverHowever,
the shortage of certified teachers remains a contemporary issue. Joerger (2002), is also of
the viewexplained that, the needs of a beginning agricultural science teacher should be
assessed on a regular basis. Such information he recommended would provide a basis for
professional development for teachers in this subject area.
The goal of sustainable agriculture is to meet society’s food and textile needs in the present
without compromising the ability of future generations to meet their own needs.
Practitioners of sustainable agriculture seek to integrate three main objectives into their
work: a healthy environment, economic profitability, and social and economic equity.
Every person involved in the food system—growers, food processors, distributors, retailers,
consumers, and waste managers—can play a role in ensuring a sustainable agricultural
system.
There are many practices commonly used by people working in sustainable agriculture and
sustainable food systems. Growers may use methods to promote soil health, minimize water
use, and lower pollution levels on the farm. Consumers and retailers concerned with
sustainability can look for “values-based” foods that are grown using methods promoting
farm worker wellbeing, that are environmentally friendly, or that strengthen the local
economy. And researchers in sustainable agriculture often cross disciplinary lines with
their work: combining biology, economics, engineering, chemistry, community
development, and many others. However, sustainable agriculture is more than a collection
of practices. It is also process of negotiation: a push and pull between the sometimes
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competing interests of an individual farmer or of people in a community as they work to

solve complex problems about how we grow our food and fiber.
Efficient agricultural policies are essential to meet increasing demand for safe and
nutritious food in a sustainable way. While growth in demand for food, feed, fuel and fibres
presents significant opportunities for agriculture, government policies must address
challenges such as increasing productivity growth, enhancing environmental performance
and adaptation to climate change, and improving resilience of farm households to market
shocks brought on by weather and other unforeseen circumstances.
Policy evaluation provides needed evidence for governments to ensure that their agri-food
policies address these challenges well. Efficient policies clearly separate targeted measures
that provide income support to farm households in need, from measures that support
increased farm productivity, sustainability, resilience and overall profitability.
Domestic support policies have changed over the years.
Countries have substantially altered their agricultural trade and domestic support policies
over the past two decades. In some countries, support provided to farmers has become
more decoupled from production – meaning that many farmers no longer receive payments
for producing a specific commodity – and instead has begun to target environmental
outcomes. But in some developed countries, support remains high and linked to
production, while some emerging economies have also significantly increased policy
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interventions that distort production decisions. In both cases, support could have been
better targeted at public services that benefit producers, consumers and society over
The OECD publishes an annual Agricultural Policy Monitoring and Evaluation report,
which provides up-to-date estimates of government support to agriculture for all OECD
and the European Union as a whole, plus key emerging economies. The 2019 edition
includes Argentina, Brazil, People’s Republic of China, Colombia, Costa Rica, India,
Kazakhstan, the Philippines, the Russian Federation, South Africa, Ukraine, and Viet
Nam.
Prior to being included in the annual report, countries generally undergo an in-depth
country review which discusses in detail strengths and weaknesses of both the country’s
agricultural sector and its agricultural institutions and policy environment. The subsequent
partnership for the annual report builds on these studies to follow agricultural policy
developments. Countries also provide important peer review of both policy data and
analyses in the report.
Data underpinning the report come from the OECD producer and consumer support
estimates (PSE and CSE) database. The OECD uses a standardisedstandardized methodology
to create this set of agricultural support indicators that allow for comparison of
agricultural support between countries, and over time. This methodology is continuously
updated and refined to maintain and improve its relevance in a changing policy
environment.
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The OECD is also a founding member and partner in the International

OrganisationsOrganizations Consortium for Measuring the Policy Environment for
Agriculture, which is working to develop a harmonisedharmonized and consolidated
database of well-documented agricultural support indicators for an even larger set of
countries.
Policymakers need to create a better and more coherent policy environment to meet food
demand sustainably.
Agricultural policy packages need to be both coherent and efficient to enable the sector to
develop its full potential and achieve key public policy objectives. The sector is facing a
number of challenges related to meeting future demands for food, fuel, fibrefiber and eco-
services in a more sustainable manner in the context of a changing climate.
The latest Agricultural Policy Monitoring and Evaluation report shows that the 53
countries studied provided USD 528 billion (EUR 465 billion) annually to support their
agricultural sectors during the 2016-18 period. 70% of support is provided through policies
that artificially maintain domestic farm prices above international levels. What is more,
these policies obstruct efforts to make agriculture more productive, sustainable and
resilient, and only a small share of less than 20% went to general services like research and
development or infrastructure, which are needed to equip the agricultural sector for future
challenges.
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Our research and analysis on this subject over past 30 years gives rise to the following key
policy recommendations:
 Remove existing policy dis-incentives to increasing productivity, sustainability and

resilience.
 Re-direct agricultural support towards ensuring the availability of public services

that benefit producers, consumers and society overall.
 Encourage collaboration on knowledge generation and transfer between public and

private actors – nationally, regionally and internationally.
 Draw on the full range of economic instruments, including information, education,

regulation, payments and taxes, in pursuit of environmental and climate change
goals.
 Streamline risk management policies by clearly defining the limits between normal
business risks, risks for which market solutions exist or can be developed, and
catastrophic risks requiring public engagement.
 Improve understanding of the overall financial and well-being situation of farm

households to design farm-income support measures targeting those in need.
 Develop coherent policy packages that can address the many opportunities and
challenges confronting the sector and farm households.
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2.8.1 CONTINOUS LEARNINGontinuous learning AND RESEARCHand Research

King (2000), proposesd 2 models for greater integration of learning activities among
departments as well as moving more research and education into the field and food system.
These alternative strategies were said to broaden the concept of ‘faculty’ to include
educators from farming, business, government, and non-profit groups, and promote team
research and education within the context of the natural environment and with urban
society. This type of action research and action learning was then said to provide answers
to immediate questions as well as contribute to a long-term, sustainable, locally-based food
system through students who are prepared to deal with complex issues in the future. This
calls for the establishment of a body that monitors the extent to which policies adapt to
growth, resilience and sustainability needs.
Roöling and Wagemakers, (1998), built on this foundation a conceptual look at research and
education, with discussion of how they related to farms and farmers’ questions, and how they
are isolated from broad ecological challenges and from human communities. They
described two alternative conceptual frame works for a university of the future based on
action research and action education that operated through a continual interfacing and
intimate involvement with both the natural environment and society.
Hugo and Moulton (1992), empasisedemphasizes that the building and blocks that house
the university are symbolized in a rigid structure with strict divisions between
departments. The departments in building block sciences and humanities --chemistry,
physics, mathematics, botany, zoology, economics, sociology, others -- each provide basic
teaching of concepts in isolation from each other. Often found on the same campus, or in
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the same buildings, these departments are primarily connected by the plumbing and
electrical systems. Agricultural students take their first courses here, and then move into
more applied areas like crop science, soil science, animal science, agricultural engineering,
agricultural economics, food science, and others -- and take another disconnected collection
of courses.
Yao (2016) mentioned that learners eventually specialize, and take more courses in one
department of their major and learning the unique language and research methods of a
specific discipline. In this isolated, specialized context, science is focused on component
technologies, justtechnologies, just as humanities deal separately with components of
culture. Most designed education and research take place within the confines of the
interests of the department and its instructors on narrow questions and issues. The study
suggests that internal organization and activities of the school, college or university could
be characterized by:
 • Research and teaching within departments on specific components of production

systems, and encouragement of individual academic excellence over team activities.
 • Minimal interaction among departments and relatively few linkages outside the
university except by individual researchers on technology components.
 • Teaching as primarily classroom lectures and time-honored, laboratory-based

exercises with exams and reports for evaluation, with little on-farm or other
experiential learning.
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 • Teachers who are certified by PhD-granting sister institutions and who see
themselves as the ‘stage on the stage,’ with minimal classroom presence of farmers,
business leaders, or government agency specialists.
There is useful communication between agricultural universities and practical agriculture,

but the contacts are almost entirely linked through disciplinary segmentation of topics.
Interaction with farmers is by individual specialists or extension educators, usually on
specific components of technology or questions about single practices. In this model
learners are not frequently involved with people outside the university, and the process of
extension is generally conducted by specialists not involved with research. The process
follows the principle of transfer of technology and application of objective, ‘one size fits all’
answers from university to the farm. Activities in teaching and research are relatively
isolated from the natural environment, except in natural resource departments. The
predominant production approach is management, control, and domination of all natural
conditions for maximum production.
Lu (2018), alludes that the preferred paradigm that must emerge is how we manage this
same natural resource base to meet multiple objectives and how we can learn from natural
systems to provide clues on how to modify current systems. Agricultural university
interactions with the general society usually are limited to needs-driven advisory councils,
to contacts with input providers interested in specific technologies they have to sell, and to
those who come to the university with questions for each specialist. People in agricultural
schools need greater communication with a wider audience (Lieblein et al, 2018).
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Orr (1994) explainesd that, in some systems, there is feedback from farmers to the school,
college or university through extension educators who work in sites around the state or
country. The general case description here of current university activities focuses on the
dominant structure of the present situation (Chiang, 2016). Below is an outline by Röling
and Wagemakers, (1998) on how such a program is implimentedimplemented.
 • Departments or individual scientists respond to farmers with specific questions on

farming components, such as hybrids or varieties, tillage techniques or
herbicide/fertilizer recommendations, or record keeping methods.
 • There is a hierarchy of organization, information transfer through extension, and

some feedback from clients which is subjected to disciplinary filtering.
 • Support from specific commodity groups is for research on specific crops or

animal species, or from corporations interested in specific marketable products.
 • There is relative isolation from natural environment due to narrow focus on

management of agro-ecosystems and minimal interaction with issues in the food
system and broader society.
Maguire (2000) however retorts that systems research or studies that link agriculture to the
natural environment or to society have limited financial support because the results are not
easily commercialized. Focus on longer-term goals is difficult with two-year grants and
five-year strategies. There is a lack of research and teaching direction on relevant and
complex issues that face society and its long-term needs, and limited attention to
agriculture’s contribution to improving rural landscapes or quality of life. Flora (2002)
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noted that the lack of relevance to current challenges is due largely to the major structural
and programmatic disconnection between today’s universities and both the natural
environment and the societies of which they are a part, and on which they depend for
support. The disconnection mirrors a similar distance in society between producers and
consumers, and between consumers and environment. Only through careful and thoughtful
evaluation of discipline-based departments and exploring innovative alternatives can our
schools hope to re-establish relevance and connections.
Flora et al., (2002) and Freibauer et al (2011), explored some potential schools, college and
university organizational models for the future. The main goal being to educate candidates
who can handle complexity and change, and who can develop as autonomous learners.
According to the model the institutions of learning also need to embrace a new rural
paradigm, where it is recognized that agriculture and food systems cannot be developed
without connecting to the intelligence, creativity and competence of students, farmers and
consumers. This implies a shift from adoption of information by students and others to
continuous learning.
Farmers become experts not by adopting science-based technologies but by becoming

better learners (Smaling et al., 1999). The graduates of the future should not only be
experts in subject knowledge, they should also be experts in how to implement knowledge.
The same could be said of consumers. Agricultural universities need to redesign both
structure and functions to meet these challenges. An integrative agricultural university of
the future there could be different organizational structures and communication patterns,
both within and outside the campus.
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The importance of new learning structures has been articulated by Röling and
Wagemakers (1998). The first characteristic in the integrative institution of agricultural
learning is an emphasis on cross-disciplinary integration, shown as porous walls. In the
building block sciences and humanities on the top floor the integration could be achieved
by team-taught courses, readings and projects that bridge conventional disciplines, or
logical sequencing of topics from one course to the next. Practical examples from crop and
animal production, and from economic and social sciences, can help introduce the
advanced courses in applied sciences. The lower floor likewise has integration among
disciplines.
(Flora et al, 2002 and Freibauer et al, (2011) mentioned that teachers need to cultivate
student imagination for addressing the dynamic challenges associated with developing and
maintaining a globally sustainable society. Maguire (2000) urged agricultural educators to
determine whether agricultural providers have the imagination and capacity to service the
needs of new clients. Lieblein et al. (2000) suggested that agricultural colleges require
imaginative planning and creative action to progress from being a narrowly oriented
private food production sector to becoming a broad societal activity involving the
management of natural resources and social concerns.
Li pei et al, (2017) explainesd that, rural entrepreneurship is a new venture that is
established in rural areas through interventions aimed at encouraging people to establish
new businesses, as well as those resulting from unique endowments in rural areas that do
not exist in metropolitan areas. Previous studies have indicated that future interventions
must be designed by considering the increasing concerns of rural entrepreneurs such as
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managing work–life balance, social mobility and career flexibility Wyn, [(2004]), as well as
by carefully designing coursework, planning placement experiences and developing long-
term strategies for rural practices [(Orpin & gabrielGabriel , 2005]), in contrast with people
living in rural areas who relocate to urban areas in pursuit of financial wealth and social
mobility, many urban residents typically perceive rural areas as relatively undeveloped and
isolated [(Bostrom , 2003]). In addition, the number of students enrolling in agricultural
colleges and universities has declined in many countries [(Lieblein et al., 2000]). To address
the dynamic challenges of a globally sustainable society, numerous agricultural scholars
have argued that educational reform is necessary [(Lieblein et al., 2000]).
Previous studies have indicated that future interventions must be designed by considering
the increasing concerns of rural entrepreneurs such as managing work–life balance, social
mobility and career flexibility Wyn, [(2004]), as well as by carefully designing coursework,
planning placement experiences and developing long-term strategies for rural practices
[(Orpin & Ggabriel, 2005]). In contrast with people living in rural areas who relocate to
urban areas in pursuit of financial wealth and social mobility, many urban residents
typically perceive rural areas as relatively undeveloped and isolated [(Bostrom, 2003]). In
addition, the number of students enrolling in agricultural colleges and universities has
declined in many countries [(Lieblein et al., 2000]). To address the dynamic challenges of a
globally sustainable society, numerous agricultural scholars have argued that educational
reform is necessary [(Lieblein et al., 2000]). Some college programmesprograms have
modified their curricula and rural placement programmesprograms to expose college
students to beneficial farming practices in rural areas.
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Among the various education domains, agricultural education is influenced greatly by

climate change and industrialisationindustrialization trends [(Virginia Department of
Education, 2013]). The research, curricula and teaching practices employed in this domain
have undergone substantial changes in recent decades, and institutions must evaluate
alternative structures to address the challenges involved in maintaining a sustainable food
supply ( Lieblein[Lieblein, Francis, & King, 2000]). Under these circumstances, agricultural
education reform and farming practices in rural areas have become two crucial concerns.
2.9 POLITICAL ECOLOGYolitical Ecology AND AGRICULTURAL ECONOMICSand

Agricultural Economics
Yanqiu [(2009]), notesd that, political ecology has done much to disassemble the dominant
narratives used to define, explain, and manage environmental degradation in Africa.
However, it has not seriously challenged a core assumption of these narratives: that the
“natural” environment [(that is, the environment containing natural resources]) is the
rural. This article argues for a critical analysis of human-environment relations. It
attempts to focus on the application of the ecological carrying capacity theory and the
three‐dimensional state‐space model to the eco‐efficiency evaluation of petrochemical
enterprises. This research differs from the existing literature, which focuses on business’ eco‐
efficiency from behavioral motivation and strategic perspective. This paper proposes a three‐
dimensional state‐space.
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In this respect it is important to consider the notion by Herrmann, [(2011]) and Lieblein et
al., [(2000) ] that, for the need to cultivate student imagination for addressing the dynamic
challenges associated with developing and maintaining a globally sustainable society.
Maguire [(2000]) urgesd that, agricultural educators to determine whether agricultural
providers have the imagination and capacity to service the needs of new clients. Lieblein et
al. [(2000]) suggestsed that agricultural colleges require imaginative planning and creative
action to progress from being a narrowly oriented private food production sector to
becoming a broad societal activity involving the management of natural resources and
social concerns. Previous studies have also supported that harnessing student creativity will
go a long way in answering the question: 'How can extension thrive, not just survive?'
posited by the 2010 Extension Committee on Organization and Policy. This affirms the
literature addressing change in agricultural education.
2.1.0 CONCLUSION
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This chapter highlighted various lines of thinking by other scholars surrounding the effects of
splitting agriculture into different learning areas as well as the challenges in practical agriculture,
sustainable agriculture, and agriculture in the face of the new school curricular just to mention a
few.
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CHAPTER 3: RESEARCH METHODOLOGY
Chapter 3
Methodology3.10 INRODUCTION
This chapter summarizes the methods used by the researcher to extract the information on the
research topic under study. It looks at the various ways the research was done and methods
employed and their merits, demerits and their effectiveness to this study. It goes on to show the
way research was conducted, the targeted population and , key informants.
3.2 RESEARCH METHODOLODY

According to Burns and Groove [2003], a research methodology refers to procedures by which
researchers go about their work describing, explaining and predicting phenomena. It is the study
of methods by which knowledge is gained. In this study the researcher used qualitative research
methodologies such as document analysis, observations and interviews in collecting information
that is relevant to the study.
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3.3 RESEARCH DESIGN

A research design is a systematic and orderly approach taken towards the collection of data so
that information can be obtained from the data noted Saunders (2005). It is a master plan of the
methods and procedures that should be used to collect and analyse the data needed by the
decision maker stated Hair et al (2003). According to Oppenheim (1996) the function of a
research design is to help obtain clear answers to a meaningful problem. It is concerned with the
conditions or relationship that exist, assessments that are held, forms that are going on,
circumstances and end results that are evident.
The research design of this study is a case study of the effects of splitting agriculture into
different learning categories in Zimbabwe. According to Mitchel (1983) a case study is “a
detailed examination of an event which the analyst believes exhibits the operations of some
identified general theoretical principles”. Yin (1994) also define case study as “an empirical
inquiry that investigates a contemporary phenomenon within its real life context”. A qualitative
methodology according to Wyse (2011) is “an explanatory research used to gain an
understanding of underlying reasons.
The researcher favored this research design because the adoption of qualitative research in this
study will help to get a deeper understanding how the effects of splitting agriculture into
different learning categories. It traces the effects of splitting agriculture analytically and in detail.
Qualitative research is in itself a descriptive and explanatory in nature and this allows for
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detailed descriptions and valid explanations. The descriptive research design goes beyond mere
collection.
3.4 TARGET POPULATION

Chimedza et al (2001) defined a target population as the totality of all elements under
investigation. It is a group of individuals that have one or more characteristics in common that
are of interest to the researcher and it can be in the form of human beings and non-human entities
such as objects, projects or events, Best and Khan (2003) and Sproul (2001). In this research, the
target population are several schools in Nyanga district in Manicaland. These schools have faced
the effects of splitting agriculture into different learning sectors which is the main focus of this
study. The research seeks to gather relevant information from these groups of people since they
are closely associated to the research question. The key informants are teachers, school Heads
and school children. Thus the study borrows the qualitative research methodology because it
allows for analysis and assessment of data through descriptive data presentation which suits the
requirements of this study.
To add on Introduction
The study sought to find out the effects of splitting agriculture into different learning areas at
Advanced Level.Challenges in teaching and learning of practical agriculture was studied in
detail. Nyanga district secondary schools were selected together with the surrounding farmers in
the area. The chapter gave a description of the research design the population, sampling protocol
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and the instrument used for data collection. Methods for statistical analysis marked the end of the
chapter.
3.1 Research Design

Quantitative research designs are either descriptive (subjects usually measured once) or
experimental (subjects measured before and after a treatment). A descriptive study establishes
only associations between variables. In an un blinded experiment, such variables can help define
the magnitude of any placebo effect Riedmiller (1991). A descriptive survey was adopted as the
research design. Data was gathered from secondary schools offering agriculture in Nyanga
district. Descriptive survey was defined by Fraenkel and Wallen (2000) as a research design that
attempts to describe existing situations without actually analyzing relationships among variables.
Using this method a wide range of responses is obtainable from the current state events. In depth
follow up questions can be explained giving a clear picture of the scenario.
3.1. 1 Descriptive Research
Descriptive research was defined by Ravi and Rao (1994), as a research method that describes
the characteristics of the population or phenomenon that is being studied. This methodology
focuses more on the “what” of the research subject rather than the “why” of the research subject.
In this study however, research instruments were made is such as way that an understanding of
the underlying reasons behind the challenges expressed could be established.
3.1.2 Characteristics of Descriptive Research
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The term descriptive research then, refers to research questions, design of the research and data
analysis that would be conducted on that topic. It is called an observational research method
because none of the variables that are part of the research study are influenced in any capacity.
a A research population is defined by Mbokane (2009) as a well-defined collection of

individuals or objects known to have similar characteristics. The population was mainly
composed of learners and agricultural science teachers from the district. In research terms
a sample is a group of people, objects, or items that are taken from a larger population for
measurement. The sample should be representative of the population to ensure that we can
generalisegeneralize the findings from the research sample to the population as a whole
Hillingdon (2017).
Respondents were made up of 11 agricultural science teachers and 163 learners. To ensure
representativityrepresentatively of sample, sampling was random.
3.52 RESEARCH INSTRUMENTSesearch Instrument

Questionnaires were designed for teachers and learners respectively. Content was guided
by research objectives, research questions and the literature review. Open ended items
were used to avoid subjectivity in responses. Responses were then classified to fit a four
point Likert type scale as follows :follows:
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Strongly agree (SA), Agree (A), Disagree and Strongly Disagree (SD). Appendix A is a
questionnaire for learners and Appendix B is for teachers. Appendix C is an interview
guide for agriculture teachers and school heads for selected schools in Nyanga district.
3.52.1 DATA COLLECTION PROCEDURESData Collection Procedures

The researcher was introduced to learners and teachers by school heads. Data collection
was done during lesson time and there was a 100% return rate. To ensure validity of the
instrument confidentiality of responses was guaranteed. When filling in the questionnaires
names of respondents were not required and responses were made individually in private.
Records of pass rates in the subject were obtainable from the respective administrations.
The researcher also made visits of the classes and school gardens or farms as a way of
gathering information on the learning environment. The Agricultural extension
department was approached to establish any collaborative work with local schools and
farms.
3.62.2 DATA ANALYSIS
Data analysis is the process of systematically applying statistical and or logical techniques to
describe and illustrate, condense or recap and evaluate data. According to Shamoo and Resnik
(2003) “various analytic procedures provide a way of drawing inductive inferences from data
and distinguishing the signal (the phenomenon of interest) from the noise (statistical fluctuations)
present in the data”. Content analysis and textual scrutiny will be used to scrutinise data. The
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analysis will be based on grounded theory where the task of the researcher is to understand how
effects of splitting agriculture into different learning areas programs are executed, this can be
achieved through documentary review, analysis and interviews. After each session of data
collection, the researcher takes note of key issues. The process involves assessing interview and
other forms of data to add to the analysis of the effect of splitting agriculture into different
learning areas.
ata Analysis
After collecting the questionnaires responses were classified and data scores were tabulated. For
closed responses classification was based on the criteria: agree, strongly agree, disagree and
strongly disagree. In a way the study was not purely descriptive. Quantifiable aspects of this
study such as relative pass rates with respects to school type, gender and relative opinions were
subject to graphical representation.
Descriptive statistical analysis was conducted on relatively frequencies, percentages and means.
Student t-tests were performed as tests of significance to decide if certain fractions of the
population held similar of different views on given challenges in agricultural teaching.
Correlation studies were performed to determine any relationships between extension services
and specialised learning programs. Statistical Package for Social Sciences (SPSS software) was
used for data analysis.
3.3 CONCLUSION
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The chapter described the methodology adopted in the study. Population and sampling criteria
were clearly described. Design of research instruments was explained in detail. Lastly data
collection and analysis was outlined. As part of appendices, research instruments were attached.
3.7 ETHICAL CONSIDERATIONS

Inclination of participants
The researcher will ascertain that the participants taking part in the research do this willingly,
without being forced.
Confidentiality
The researcher will ascertain that all the information given by the respondents will be kept
confidential such that the designations of the respondents will not be disclosed in the research.
3.8 CONCLUSION
Basically this chapter outlined methods employed in the collection of data. It explained the
methods and gave their strength and limitations and how they have been employed in order to
gather information that has been used in this research.
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CHAPTER 4: DATA ANALYSIS AND PRESANTATION
4.1 INTRODUCTION
The chapter serves as a discussion of research findings on the impact of splitting agriculture into
specific learning areas. Challenges noted were classified based on nature of population and
different statuses of respondent. Statistical tools were used to establish correlations and test
hypotheses.
4.2 NATURE OF POPULATION

Eleven schools under study were mainly from a rural setting. Nyanga district has more schools in
rural areas. Mission schools were treated separately as most of them had more donor funds from
non-governmental sources especially churches. Fig 4.1 indicates the distribution of respondents
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with emphasis on location of their schools. This helps explain how schools are impacted in
different ways.
Fig 4.1 Distribution of respondents by school

location
Urban
10%
Mission
20%
Rural
70%
From t-test results at 95% confidence level it was established that learners felt that specializing
agriculture into learning areas has increased the content in subject area. Most shared the views
that more detailed learning has led to acquisition of more knowledge in the subject areas. Strong
positive linear correlations between positive attitude towards specialization and academic
performance were also established in this study. Similarly, poor performers complained about the
imposition of subjects they lacked interests in.
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Worsham et al (1986) observed that in most school systems, the learner has little or no say about
school curriculum issues. The study observed that what the learner studies it was depended on
the educator’s discretion based on learner ability, and other non-cognitive factors such as the
availability of human and capital resources. So poor mastery of content in by some learners
could have been indicators of dissatisfaction and bad attitude towards a specialized learning area
imposed on them.
Learner perceptions on the splitting of Frequencies

agriculture into specific subjects
Strongly Agree Not sure Disagre Strongly
agree e disagree
Specialization channels more time and 69 38 11 31 20

effort in Illustrating difficult concepts and
phenomenon
Promotes detailed teaching of concepts 75 38 17 20 19

and phenomenon
Specializing in a learning area arouses 23 50 4 49 43

interest towards agriculture
Performance has improved after the 21 52 45 41 10

subject was split into specific areas
Specialization has sparked more interest 9 10 10 51 89

in the learning area.
Splitting Agriculture into specific learning 100 21 9 15 24

areas has limited your career prospects in
this field.
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Most of the dissatisfied respondents (62%) were not aware of the career paths synonymous with
the learning area they were studying. It follows that lack of direction, academic-wise could be
explainable in terms of inadequate career guidance or lack thereof. MOFA (2012) publication
explains that if a learner cannot envision the importance of a learning area, they may lack the
motivation to do well in the subject.
4.3 IMPACT ON TEACHING STAFF

Teachers responded with mixed feelings over this new approach to teaching and learning
agriculture. ANOVA results (table 4.3) indicate that teachers level of education determined the
way they perceived the specialization of agricultural learning areas. Most teachers had college
diplomas whilst a sizeable number had first degrees. Most teachers in this category (67%) were
not comfortable with the shift in the agricultural sciences curriculum. The conservative approach
could point to a lack of appreciation to the fundamentals regarding curriculum design, its
development and implementation. All teachers with second degrees were quite positive about
this approach although they cited challenges that needed to be addressed timeously.
Table 4.3 Analysis of variance of means and standard deviations regarding the splitting of
agriculture into specific learning areas as perceived by teachers when grouped by level of
education
Level of education n mean SD F-ratio F-probe

High school graduate 8 4.3 0.15
College diploma 23 4.13 0.34 0.55 0.64
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Bachelor’s degree 14 4.13 0.31

Master’s degree 4 4.04 0.26
Scale: 1= strongly disagree, 2= disagree, 3= uncertain, 4= agree, 5 strongly disagree
Teachers noted that specific learning areas required adjustments in teaching methods. Practical
activities simulations and role-play were encouraged (Table 4.4). Traditional lecture methods
based on the chalkboard as a source of material were becoming inefficient as teaching and
learning tools. Some teachers actually reiterated that the internet should be available to teachers
and learners alike. This would not only serve as a rich library of information, but would also help
teacher manage change rather than be driven by it.
Table 4.4 Analysis of variance of means and standard deviations based on respondents’
perceptions regarding the effectiveness of selected teaching methods and tools when schools
are grouped by school location (n=169).
Group 1 Group 2 Group 3

Teaching methods and (n=4) (n=12) (n=34) F ratio prob
tools µ/SD µ/SD µ/SD
Chalk board 3.20/0.73 3.21/0.74 3.53/0.83 5.04 0
Role play 3.55/0.96 3.28/0.97 3.11/1.08 3.29 0.03
Lecture 3.02/0.91 3.52/0.78 3.43/0.87 3.22 0.04
Supervised class practical’s 3.62/1.16 4.22/0.74 4.29/0.73 3.81 0.02
Simulations 3.77/1.44 4.11/0.89 4.20/0.82 4.27 0.01
Scale: 1= not effective, 2= little effectiveness, 3= somewhat effective, 4= effective, 5= very

effective.
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Group 1- Urban schools
Group 2 – Mission schools
Group 3 – Rural schools
4.5 LIMITATION IN RESOURCES

Teachers and school authorizes are faced with the with the challenges of adjusting their school
curricula, making provisions for new learning areas and guiding learners so that they embrace
the subject in a positive light as they manage the changes in the new curriculum. serious
constraints were cited in this study. Any effort to rank them in order of frequency was made in
table 4.5.
Table 4.5 Distribution of ranks of constraints as perceived by teachers the SDCs and
School Heads as a result of splitting agriculture into specific learning areas. (n=75)
Rank Position %
Constraints 1st 2nd 3rd 4th 5th 6th 7th
Poorly equipped school farm 44 18 8 4 5 10 11
Inadequate tools/equipment 22 38 18 10 8 8 0
Large size and grouping problem 8 19 53 7 3 4 10
Short periods allocated to
practical’s 12 6 0 3 58 0 14
Poorly skilled farm laborers 6 3 8 29 12 7 13
Difficult and time consuming 4 4 3 24 6 29 14
High cost of materials 4 4 6 27 16 45 35
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From the above chat the study observed that most of these challenges were economic. Costs of
procuring goods and services were far beyond their budgets. The situation was worsened by
large class sizes and more classes per stream. The issue of streaming also affected timetable
designs. This lessened time for practical lessons in an effort to incorporate all learning areas
within a limited time budget. Fig 4.2 indicates levels of preparedness by schools to this approach
to agricultural learning. Heads of schools took part in an interview. The bar graph indicates the
number of school heads whose schools would make provisions as classified on the diagram.
Fig 4.2: School authorities level of preparedness for the

specialisation of agriculture into specific learning areas
(n=11)
Available Not Available
8 9
7 6 7
4 5 4
3 2
n s s n n
tio ot tri
p tio tio
sa pl uc c
ni n ld
od du
cha atio Fie pr pro
M
e str o p al
on Cr nim
m A
De
ns
tio
ibi
h
Ex
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Farm implements and equipment were proving to be out of reach for most schools. Due to the
escalating economic woes, schools were now reducing the frequency of field trips it was
discovered.
4.6 CHALLENGES FACED BY FEMALE LEARNERSThe impact on female learners

Female learners are facing challenges with physical activities in practical agriculture it emerged.
Responses indicated that there was a stereotype against women in agriculture. Student t-test
results (table 4.6) confirmed this. Their male counterparts had a sense of entitlement and felt
obliged to perform well in the subject it was established.
Table 4.6 Gender differences in perceptions held by respondents regarding the splitting of
agriculture into specific learning areas
Gender n mean SD t-value df Prob

male 148 4.12 0.33 -1.51 384 0.8
female 21 4.2 0.31
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Scale: 1= strong negative impact, 2= negative impact, 3= no impact, 4= positive impact, 5=

strong positive impact
4.7 CONCLUSION
This chapter has outlined and discussed the impact of splitting agriculture into different learning
areas and was mainly concerned with the presentation and analysis of research findings acquired
by the researcher.
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CHAPTER 5: CONCLUSION AND RECOMMENDATIONS
5.1 SUMMARY OF FINDINGS

The study has established the impacts of splitting agriculture into specialized learning areas. The
effects on learners, teachers and school authorities were discussed in detail. Teachers raised
pedagogical concerns ranging from availability teaching materials, time table and class grouping
issues. Teacher level of education was also noted to contribute towards the perceptions held over
this paradigm shift. Teachers were more receptive with increasing levels of qualification. School
authorities felt economically incapacitated to make the necessary provisions that facilitate
learning. Girls doing agriculture were noted to have confidence issues when doing agricultural
practicals.
5.2 CONCLUSION
The study observed that there was a general lack of preparedness over the splitting of agriculture
into different learning areas. School authorities need funding to make the necessary adjustments
in the procurement of resources for this learning area. Learners who failed to embrace this
change have suffered a decline in academic performance. Girls doing agriculture are lacking
confidence in practical activities. Teachers are faced with challenges of limited resources. This
has impacted negatively on the choices and efficacy of teaching strategies employed. School
location and catchment area have been impacted on in varying ways. Rural schools have been the
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worst hit financially since the respective SDCs cannot afford to subsidize the school. Mission
schools are coping well. Urban government schools are challenged but the respective SDCs at
times offer some help albeit limited.
5.3 RECOMANDATIONS
There is need for specific career guidance for learners over the specialization of agriculture. This
helps the learner appreciate the subject, exert themselves more and hence improve performance.
Girls need encouragement in doing practical work, any stereotypes may be overcome by
increasing the frequency in field trips to expose the learners to different agricultural fields were
they meet up with other female specialists for example agricultural banks, farm managers and
specialist research organizations such as Tobacco Research Board (Kutsaga) and the Science
Industrial Research and Development and organization (SIRDC). Schools are encouraged to
liaise with local authorities for the acquisition of land that can be used for agricultural activities
as part of fundraising to sustain the subject. Teachers are encouraged to be more innovative by
adjusting the teaching approaches to produce competent high school graduates. Where staff
development is necessary, the educator is encouraged to learn. Donor organizations and the state
are encouraged to assist rural schools as these are the most disadvantaged yet agriculture is the
main economic activity in these areas.
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REFERENCES
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Armachi S (2001) Characteristics of high school learners. Educational journal Vol 1 (4)pp 112-
117 May (2001)
Boone R AND Boone P (2007) Analysis of the current Zimbabwe secondary schools innovative
research in education.
Carkhuff L.A (1981). Teachers and Teacher education in developing countries. London: Groom
Helm.
Ellyard, T, (2011) Lieblein etal 2000 Curriculum Implementation in Zimbabwe schools.
Zimbabwe Journal of Educational Research Volume 2 Number 1 March 1990 pp 25-35.
Henry O.S (2001) Pupils attitudes towards technical/vocational subjects: An exploratory study.
Zimbabwe Journal of Education Research. Volume1 Number 3 PP 377-393
Henry P. (2001) An introduction to New Curriculum and Research
Development.London:Heinmann Educational Books Ltd.
Kassen, O (2001) Implementing educational policies Zimbabwe Harare:University of Zimbabwe.
Lieblein C, Camp F (2002) Factors that affect the distribution of Agriculture.
Movhadhi S, Shainfzader T and Zamani P 2005 Job stress in charging workforce. Investigating
gender diversity and family issues.Washington DC America psychological association.
Pfeffer, S (1998) Life in the classroom. New York, Holt, Rinnat and Winston, inc
Stokes. S and Hult T (1997). Motivating Zimbabwe secondary school students to learn; a
challenge to Journal of African studies development.
Wenston, P (2001). Vocational school fallacy in developing countries. New York; Oxford
University Press.
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GREAT ZIMBABWE UNIVERSITY

THE EFFECTS OF SPLITTING AGRICULURE INTO DIFFERENTH LEARNING

REG NUMBER M166741

A RESEARCH PROJECT SUBMITTED TO THE GREAT ZIMBABWE UNIVERSITY

Bachelor of Education Honours Degree in Secondary In-serviceScience in Peace Studies

Permission is hereby granted y by Great Zimbabwe University to generate copies of this

7143/1 Pumula North

Phone Number: +263 773 569 101 / +263 716 157183

FACULTY OF EDUCATIONULTY OF SOCIAL

Submitted by Noreen Dzingire (M166741(………) in partial fulfilment of the requirements of

To the life of my father David Tendai Dzingire.

Effects of Splitting Agriculture into different learning areas at Advanced Level

1.2 BACKGROUND OF THE STUDY......................................................................................1

1.3 STATEMENT OF THE STUDY...........................................................................................2

1.6 RESEARCH OBJECTIVES..................................................................................................3

1.7 RESEARCH QUESTIONS....................................................................................................4

1.8 SIGNIFICANCE OF THE STUDY.......................................................................................4

1.9 STRUCTER OF THE STUDY..............................................................................................5

CHAPTER 2: LITERATURE REVIEW.....................................................................................7

2.2 CONCEPTUAL FRAMEWORK..........................................................................................7

2.2.1 : AGRICULTURAL POLICY AND THE SCHOOL CURICULAR................................7

2.3 SUSTAINABLE AGRICULTURE......................................................................................8

2.4 AGRICULTURE AND ECOSYSTEMS...............................................................................9

2.5 TRENDS IN AGRICULTURAL ACTIVITIES AND FOOD SECURITY........................10

2.6 DEFINATION OF TERMS.................................................................................................11

2.6.2 PRACTICAL AGRICULTURE.......................................................................................11

2.7 TEACHING AND LEARNING METHODS IN AGRICULTURE...................................12

2.7.1 THE PROJECT TEACHING METHOD.........................................................................12

2.7.2 THE DEMONSTATION OF TEACHING METHOD....................................................13

2.7.3 CHALLENGES IN PRACTICAL AGRICULTURE.......................................................13

2.8 STAFING ISSUES IN HIGH SCHOOL AGRICULTURE................................................13

2.8.1 CONTINOUS LEARNING AND RESEARCH...............................................................17

2.9 POLITICAL ECOLOGY AND AGRICULTURAL ECONOMICS...................................22

CHAPTER 3: RESEARCH METHODOLOGY.......................................................................24

3.2 RESEARCH METHODOLODY.........................................................................................24

3.3 RESEARCH DESIGN.........................................................................................................24

3.4 TARGET POPULATION....................................................................................................25

3.5 RESEARCH INSTRUMENTS............................................................................................26

3.5.1 DATA COLLECTION PROCEDURES..........................................................................26

3.6 DATA ANALYSIS..............................................................................................................26

3.7 ETHICAL CONSIDERATIONS.........................................................................................27

CHAPTER 4: DATA ANALYSIS AND PRESANTATION....................................................28

4.2 NATURE OF POPULATION.............................................................................................28

4.3 IMPACT ON TEACHING STAFF.....................................................................................30

4.5 LIMITATION IN RESOURCES.........................................................................................31

4.6 CHALLENGES FACED BY FEMALE LEARNERS........................................................33

CHAPTER 5: CONCLUSION AND RECOMMENDATIONS...............................................35

5.1 SUMMARY OF FINDINGS...............................................................................................35

1.1 INTRODUCTION: Introduction to this chapter

1.2 BACKGROUND OF THE STUDY.2: Background of the study

So it is imperative that teaching strategies ought to be adjusted to enable learners to solve

1.4: Statement of the problem

Without good classroom management, a conducive learning environment, motivation and

1.68: RESEARCH OBJECTIVESbjectives

4] To analyzedetermine ways in which learners have been affected by the splitting of

5] To explore waysdetermine the ways in which school authorities and development

1.7 RESEARCH QUESTIONSResearch Questions

The following research questions were used as a guide to this study:

1.8 SIGNIFICANCE OF THE STUDY

1.9 STRUCTER OF THE STUDY

Chapter Two: Literature review and theoretical framework

Chapter Three: Methodology

Chapter Four: Data presentation and Analysis