2.1 Background
2.2 Purpose of the field research
2.3 Methodology
2.4 Outcomes
The proposal for this research was based on the findings of an initial desk study which set out to examine how agriculture could be used as a means of contextualising the primary school curriculum in rural areas. These findings were published in a Report which was circulated to a range of interested parties.
The desk study highlighted the following key issues:
i) There are serious problems associated with the provision and effectiveness of primary schooling in developing countries. These problems are particularly bad in rural areas;ii) Relevance of the curriculum to the experience of the pupils is an important factor. In many rural primary schools, the curriculum is set at an inappropriate level, and its origin emanates from a cultural/societal background far removed from that of the rural learners. The situation is worsened in many countries by inadequate resources, poorly trained teachers and the absence of support from policy makers, school administrators and community members. Rigid national curricula and examination systems also contribute to the problems;
iii) By relating the content of the curriculum, and subsequent teaching and learning strategies, to the life experience of the pupils, it may be possible to make schooling more meaningful. In rural areas, agricultural experience can provide an ideal vehicle for contextualising learning in all subjects, including languages, mathematics, science, social studies, health and nutrition, etc. By integrating the agricultural experience of individual pupils into their learning, it may be possible to link the learning environments of school, home and community. Since meaning is the focus here, it is crucial, however, that agricultural examples are not forced into subject areas where they are inappropriate. Identification of appropriate parts of the curriculum for contextualisation through agriculture is critical;
iv) Reports of educational developments at primary level reveal that a number of countries have developed an integrated approach in the primary school curriculum, either nationally, or in a few pilot schools. Agriculture has rarely been noted specifically as a vehicle for contextualising teaching and learning, although it is likely that teachers in some schools do use it in this way. There are examples of textbooks which draw on agricultural examples when illustrating mathematical and scientific procedures and also for language teaching;
v) There seems to be a case for investigating the potential of agricultural knowledge and experience to be used as a means of contextualising teaching and learning, and to examine the implications for curriculum development, resource allocation, teacher training, examinations procedures, and policy formation. In particular, there are implications for a certain decentralisation of decision making. Some degree of responsibility for the way in which teaching and learning takes place would have to move from central planners to teachers, and again from teachers to pupils. This will require commitment, support and vision from policy makers, teachers and managers, pupils and community members alike.
The purpose of this second phase of the research was to gather information about schools which have used agricultural experience as a means of contextualising teaching and learning, by looking at the implications for teaching and learning practices, resources, school management and teacher training, and to evaluate the impact of this practice on school attendance, school performance, development of school-community links, and on teacher, pupil and parental attitudes. Case studies were used to examine the capacity of agriculture to act as a familiar vehicle for the development of young rural learners' basic skills of literacy, numeracy, and other life skills which are perceived as necessary for a fruitful and productive life.
At the same time the research aimed to highlight the problems which may arise in attempting to use agriculture in a way which may challenge its traditional role as a vocational subject area. The study aimed to identify examples of good practice, and based on these, highlight issues of importance to educational policy makers, teachers and other interested parties.
Details of the methodology are given in Volume II of this report; a summary is presented also in section 7 of this volume.
This research would yield policy suggestions for future interventions, based on the findings of the desk study and the case studies. It would provide guidelines for planners and practitioners relating to the ways and means of integrating agricultural experience and knowledge into primary/basic education programmes, in order to maximise the benefits identified whilst at the same time minimising those constraints which are likely to arise. The outcomes of this research should be of particular value to decision makers at national and international levels when planning the overall structure of their primary education programmes, and to donors as a guide to policy decisions relating to educational funding. It should be of benefit also to both the Education Division and the Natural Resources and Policy Advisory Department of the DFID, providing them with the opportunity to explore and develop collaborative research activities, particularly in subsequent phases of this research process.
