Informations et ressources scientifiques
sur le développement des zones arides et semi-arides

Accueil du site → Master → Zambie → A transformative learning perspective analysis of the agricultural extension programmes in Ngwezi settlement scheme in Mazabuka, Zambia

University of Zambia (2017)

A transformative learning perspective analysis of the agricultural extension programmes in Ngwezi settlement scheme in Mazabuka, Zambia

Buumba, Makala Precious

Titre : A transformative learning perspective analysis of the agricultural extension programmes in Ngwezi settlement scheme in Mazabuka, Zambia

Auteur : Buumba, Makala Precious

Université de soutenance : University of Zambia

Grade : Master of Education in Adult Education 2017

Résumé partiel
This study analysed the agricultural extension programmes from a transformative learning perspective in Ngwezi settlement scheme in Mazabuka District. The Ngwezi settlement scheme is located along the Ngwezi River plain which runs from the Magoye area eastwards for over thirty miles and is inhabited by small holder farmers. The study had three objectives : to examine the process of developing the curriculum for agricultural extension programmes in Ngwezi settlement scheme ; to assess the instructional methods of the agricultural extension programmes in Ngwezi settlement scheme ; and to determine the contextual factors that influence the transformation of farmers who undergo agricultural extension programmes in Ngwezi settlement scheme. A descriptive design was employed by the study. Purposeful sampling was used to select extension officers and convenient sampling to select lead farmers and follower farmers. The total number of respondents presented in this study is 72 follower farmers, 20 lead-farmers and 3 extension officers. Data was collected using questionnaires and interview guides. Qualitative data was analyzed based on categorizing similar themes as they emerged and was presented in narrations. Quantitative data was analyzed using Statistical Package for Social Sciences and results was presented using frequency distribution tables. The study showed that the process of developing the curriculum for agricultural extension programmes was non participatory. The extension officers, lead farmers and follower farmers all indicated that they were not involved in the process of designing the contents of the agricultural extension programmes. With regard to the methods used the most common methods were the lecture format, group discussions, individual visits and demonstration plots in delivering content

Présentation

Version intégrale 1,4 Mb)

Page publiée le 2 mai 2020