Agriculture Education University of Goroka, Schools as Effective Agents for Agricultural Extension

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Presentation For the Science for Impact- Building The Critical Mass. Workshop Facilitated by CTA and Jointly Organized by UNRE, NARI and USP School of Agriculture and Food Technology, Samoa …

Presentation For the Science for Impact- Building The Critical Mass. Workshop Facilitated by CTA and Jointly Organized by UNRE, NARI and USP School of Agriculture and Food Technology, Samoa

Theme 1: What Kind of Graduates are Needed?
Four speakers represented the private sector support service, training of agriculturalteachers, the needs of conservation organization and oil palm research.

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  • 1. Presenter: John Yandawai (Mr.) Schools as Effective Agents for Agricultural Extension
  • 2.
    • Introduction
    • Organization
    • Background/History
    • Programs
    • Student Enrollment
    • Courses
    • Agriculture Education and PNG Education Reform
    • Capacity to Expand
    • Partners
    • Problems
    • Conclusion
  • 3.
    • UOG is the Premier teacher training institution in the South West Pacific
    • 1961 - Goroka Teachers’ College (GTC) established as a primary teachers college.
    • 1968 - GTC converted to a secondary teachers’ college.
    • 1975 – GTC Became UPNG Campus
    • 1995- Enrolled first intake of Bachelor of Education students
    • 1997 – Became a University
    • It has 3 Faculties (Education, Humanity, Science).
    • Agriculture is a section in the Department of Science Agriculture & Health within the Faculty of Science
  • 4. Organization Chancellor Vice Chancellor PVC Academic PVC Admin Dean Faculty of Education Dean Faculty of Science Dean Faculty of Humanity HOD Home Economic & TVET HOD Maths & Computing HOD Sci, Agri & Health Coordinator Agriculture Section
  • 5.
    • Background/History of Agriculture Education at UoG
    • 1960’s and 1970’s - Agriculture taught in PNG high schools as an important non-core subject.
    • 1974 - a one-year agriculture teacher education was offered at GTC on the advice of the NDOE.
    • The students who enrolled for the program were graduates of agriculture colleges.
    • 1989 Advanced Diploma Introduced
  • 6.
    • 1990 - PVTE & PGDE introduced and ADT phased out. Agriculture students majored in Science or Commerce within two years with all education courses on offer.
    • 1997 - Agriculture Education Degree program begins.
    • 2007 -Bachelor of Agriculture Extension Degree program started.
  • 7.
    • Undergraduate Diploma & Degrees
        • Agriculture Education
          • Diploma in Agricultural Education (1 yr)
          • Bachelor of Education In-service Secondary (2 yrs)
          • Bachelor of Education In-service Primary (2 yrs)
          • Bachelor of Agriculture Education (Pre-service 4 yrs)
        • Agriculture Extension
          • Bachelor of Agriculture Extension (4 yrs)
      • Postgraduate Diploma/ Degree
          • Post Graduate Diploma in Education (Agriculture) (1 yr)
  • 8. Programs and Student Enrollment NO PROGRAM PREREQUISITE YEARS AWARD TEACH AT 1 PVTE Cert/Diploma in Agriculture 1 Diploma in Teaching Agriculture Primary – Lower Sec , Voc/tec 2 PGDE Degree in Agriculture Plus 1 PGDE Upper sec Coll-Uni 3 Bed In-service Secondary Diploma in Agric Education 2 Bachelor Agric Education Secondary Upper sec Coll-Uni 4 Bed In-service Primary Diploma in Primary Ed 2 Bachelor of Agric Ed Primary Primary, low sec 5 Bachelor of Agriculture Education (pre-service) Grade 12 & Foundation year science 4 Bachelor of Agri Education Lower sec Upper sec Tech/voc 6 Bachelor of Agriculture Extension Grade 12 foundation yr science 4 Bachelor of Agriculture extension Agr Ext & teaching
  • 9.
    • To educate highly qualified agriculture teachers to teach in primary schools, high schools, secondary schools and teachers colleges and Universities throughout PNG and the Southwest Pacific in line with cliental needs (ie NDOE Curriculum statement).
    • To produce appropriately trained agriculture extension officers to work as agriculture extension officers in government organizations, non government organizations and the private sector. The main aim of this training would be to reduce poverty, increase food security in line with Governments MTDS policy and other cross cutting policies based on issues like climate change, HIV.
  • 10.
    • In PNG, the National Curriculum Statement (NCS) provides six broad learning outcomes :
    • “ cultural awareness” - equity and inclusiveness,
    • “ lifelong learning” – encourage innovation, creativity and the development of attitude to learning after school,
    • “ knowledge and skills” - clarity and focus in content specification,
    • “ ethics and good citizenship” develop positive moral and ethical values with respect of others based on personal integrity and social responsibility,
    • “ technology” - appreciate traditional technology and understand the use of technology to enhance their lives,
    • “ enterprise” - provides opportunities for students to develop a culture of enterprise and wealth creation, through the demonstration of initiative, and creativity in the formal and non formal settings.
  • 11.
    • Eight general aims have been developed from the NCS
    • Give students knowledge, skills and understanding of traditional agriculture
    • Importance of agriculture in the economy
    • Provide opportunities for students to make a living
    • Respect agriculture as a means of livelihood
    • Provide them with background for further studies
    • To encourage inquisitive minds in agriculture
    • Identify and contact available resource personnel to assist in agriculture developments
    • Use available resources to start entrepreneurial activity
  • 12.
    • Teachers must be passionate agriculturalists
    • Must be innovative/creative
    • Be leaders in the field/role models
    • Have high level of ethics and professionalism
    • Good public relation skills
    • Must be committed
    • Must be prepared to teach agriculture in very demanding/unfriendly situations
  • 13.
    • Introduction of Natural Resources Management Courses in Upper Secondary
    • The emphasis on TVET –agriculture is a component - business enterprises)
    • Introduction of Technical Vocational Schools
    • 2050 plan which tries to achieve a retention rate of 70% plus of school age children in school from the current 56%.
  • 14. Lower Secondary Agriculture Strands Upper Secondary Increase of Teaching Time (as core subjects) Sustainability Agriculture Technology Agriculture Enterprise Applied Agriculture Forestry Fisheries Integral Resource Management & optional courses Time increased from 240-250 min per week 50 minute periods = 5 periods/wk 40 minute periods = 6periods
  • 15.
    • Applied Agriculture
    • Forestry
    • Fisheries
    • Integral Resource Management
    • Aquaculture
  • 16.
    • Introduction to applied agriculture
    • Practical Food Crop Production
    • Livestock Production
    • Farm Technology
    • Farm Management
    • Agriculture Economics and Marketing
  • 17.
    • Applied Farm Management
    • Introduction to Applied research skills
    • Field Crop Production
    • Soil Management
    • Agriculture Extension
    • Optional Courses (apiculture, coffee curriculum, aquaculture, agribusiness etc)
  • 18.
    • To successfully provide for a growing need for agriculture teachers UOG needs specialist graduates from UNRE & UNITECH, and others like HATI etc.
    • Revisit some programs within institutions of higher learning to be a step ahead now that content in Agriculture knowledge would have increased to secondary school
    • The need for creative graduates is necessary
    • And a need for a collaborative net work to make sure all Institutions are delivering to standards
  • 19.
    • While programs have increased student numbers have declined
    • Selections are cut of by quota system by Education faculty and sometimes they have knocked back selections
    • Most of the Diploma graduates from Vudal are actually those who are at the bottom so we do not accept them straight after graduation but after 2 or more years of experiences so some good students do not apply again (communication problems)
    • Those with certificates have problems with English proficiency and organsational skills
  • 20. Student numbers
  • 21. Years Number of students graduated in agriculture education 1999 31 2000 26 2001 29 2002 30 2003 21 2004 17 2005 24 2006 18 2007 15 2008 19 2009 17
  • 22.
    • Only four academic funded positions
    • One Farm Manager and one Laboratory Technician
    • 3.9ha Model Farm which is in need of a lot of basic developments
    • One well equipped laboratory (Funded by Japan which needs, reagents, lamina air flow, and fume cupboard and others to be fully operational
  • 23.
    • NDAL
    • PDAL
    • NARI
    • NAQIA
    • FPDA
    • CIC
    • CCI
    • NFA
    • Ramu Agro Industries Until NBPOL took over
    • A number of Private Businesses and Farmers
  • 24.
    • There is a vast potential and these are been discussed with NDAL, PDAL, CIC, NFA
    • Need 8 positions and only 4 are available
    • Lack of Land for expansion
    • Bottle neck in system where we are directly under HODs and Deans from different fields other than agriculture
    • Need to have partnerships with organizations who are not part of UoG Agric Section as yet
    • Need to collaborate with other agriculture schools Universities and Colleges in PNG before we look outside of PNG
    • Be recognized by the Government, organizations and funding agencies as a part of the overall agriculture education and development in PNG where it plays a key role in producing agriculture teachers who will mould the young in the country
  • 25.
    • There is a need to realign and upgrade programs and courses to meet the emerging needs of the nation as shown by the upgrade of Natural Resource Management and courses that were taught of as minor before (aquaculture, agribusiness, appropriate technology, rural management and extension efficiency)
    • Effectively include cross cutting issues like HIV, Climate change, sustainable farming
    • Need to collaborate with Institutions at the coast for training for coastal crops and conditions for animal husbandry
  • 26.