Loading…

Flash Player 9 (or above) is needed to view presentations.
We have detected that you do not have it on your computer. To install it, go here.

Like this presentation? Why not share!

Projecting Rural food processing industries with a touch of ICT

on

  • 1,048 views

A group of students were taken to a local food processing site where cassava is processed into a local food called ‘Gari’ to observe some of the processes that go on there. They also had a ...

A group of students were taken to a local food processing site where cassava is processed into a local food called ‘Gari’ to observe some of the processes that go on there. They also had a hands-on practice on some of the processing techniques at the processing site. They were also asked to develop strategies to help the rural / local folks to package and market their products to attract more customers. The students were also assigned roles to develop ways of helping them to ensure proper records keeping in order to maximize profit. Find other great lessons like this one on the Partners in Learning Network (Africa): http://africa.partnersinlearningnetwork.com

Statistics

Views

Total Views
1,048
Views on SlideShare
1,048
Embed Views
0

Actions

Likes
0
Downloads
22
Comments
0

0 Embeds 0

No embeds

Accessibility

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • This Virtual Classroom Tour template has been provided so you can develop your own Virtual Classroom Tours. Use the template to record a special learning project that you have found particularly successful in your classroom. Then share the project with other teachers in your school, district or beyond. Here’s how: Follow the prompts on each slide and in the embedded Word documents, in this PowerPoint document, to insert your project information. When you have finished inputting all of the project information that is requested, delete the prompts. Select each one and press the Delete key. Note: To enter the title of your Virtual Classroom Tour you must select View , Master , Slide Master , and enter it on the slide master. Then click Close Slide Master . This will cause the title to appear on each of the slides. From the File menu choose Save As … and save the document as a PowerPoint Show. (Use the File type: drop-down list to choose PowerPoint Show). You can then distribute the Virtual Classroom Tour.
  • Open the Word documents at the bottom of each slide by double clicking the icons. Follow the prompts [in the yellow boxes] for inserting information about your learning project.
  • On this slide, embed the student handouts and the resources created for this project. Some examples are a student project overview, Internet and other resources, directions for art projects, or instructions to students for peer editing of projects. To embed the resources, follow these steps: Have the resource document available. From the Insert menu choose Object . Select Create from File… and click Browse… . Find the file you want to include and click OK . Select Display as icon and click Change Icon… and add a suitable caption. Click OK to add the caption and click OK to embed the file. Position the document icon at the bottom of the slide. You can go to View , Grid and Guides , and click Display Grid on Screen for a grid on which to line up your icons.
  • Add any assessment materials you developed for the project to this slide. Have the resource document available. From the Insert menu choose Object . Select Create from File… and click Browse… . Find the file you want to include and click OK . Select Display as icon and click Change Icon… and add a suitable caption. Click OK to add the caption and click OK to embed the file. Position the document icon at the bottom of the slide. You can go to View , Grid and Guides , and click Display Grid on Screen for a grid on which to line up your icons. To include the Standards targeted through your learning project, open the Mapping the Standards document and then add your own standards at the bottom of the document. Links are included to help you search for local curriculum and technology standards.
  • Use these resources for assistance in working with and learning more about Microsoft Office applications.

Projecting Rural food processing industries with a touch of ICT Projecting Rural food processing industries with a touch of ICT Presentation Transcript

  • Learning Areas Levels Objectives Software Description Home Economics, Visual and General Arts Senior High School III (17 – 18years) The objectives of this project are to expose the students to some of the food processing techniques used by some of the local food processing industries and to find ways of helping the local industries maximize profit through quality packaging, developing marketing strategies for their products and proper records keeping with a touch of ICT A group of students were taken to a local food processing site where cassava is processed into a local food called ‘Gari’ to observe some of the processes that go on there. They also had a hands-on practice on some of the processing techniques at the processing site. They were also asked to develop strategies to help the rural / local folks to package and market their products to attract more customers. The students were also assigned roles to develop ways of helping them to ensure proper records keeping in order to maximize profit. Samuel Avornyo, Mabang Senior High Technical School, Tepa-Ashanti, Ghana, [email_address] , [email_address] MS Word, MS PowerPoint, MS Excel, MS Publisher, MS Research Auto Collage, etc Food Processing, Rural Communities, Gari Keywords Author
  • Documents Background & Planning:   ”Where are you going?” I asked. ”I am going home for my school fees”, he answered. ”Why?” I asked. ”My parents said they don’t have money” He said. ”Are your parents not working?” I continued to ask. He finally said ”They are only involved in some common business of ’Gari’ (A local food made from cassava) toasting.....”. This is an usual conversation that ensues between me and most students who are asked to go home very often for thier school fees. Most of these students come from rural communities in and around the school community where there are sometimes no access roads and getting there is usually by foot. For the past three years, I have been grappling with the question ”Why is it that parents of these children are working alright but the problem of poverty still persists and that they are not able to sponsor their children’s education?” Based on this question, i decided to take a trip to one of such communities and what ensued there out of the interaction I had with some parents and other members in the community informed the carrying out of this project. For details of this project, contact the embedded word documents
  • Documents Click the documents below to view the teaching resources used in this project: Teaching Resources
    • Teaching Resources used:
    • The Republic Of Ghana Agri-Based Rural Enterprises Project Appraisal Report, 2002 - Agricultural & Rural Development Department (OCAR)
    • Job Scheduling in a Small Scale Gari Processing Firm in Nigeria - A.E. Oluleye, E. Oyetunji, Ladi Ogunwolu, and S.A. Oke
    • Determinants Of Technical Efficiency In Gari Processing In Delta State Nigeria - C. O. Chukwuji, O. E. Inoni and P. C. Ike
    • Four Reasons Why Small Businesses Succeed (or Fail) - Robert A. Normand
    • Tips on Financial Management - divorce.co.uk
    • All the teaching resources in the form of PowerPoint presentations used were used unedited with their authors properly acknowledged on the first slides of the presentations.
    View slide
  • Work Samples, Teacher and Learner Reflection Click the documents below to see work samples and reflections from the teachers and learners: Learner Work Samples: Examples of student work generated through participation in this learning project. Teacher Reflection: Thoughts and reflective comments from the teachers involved, including advice for future implementations. Learner Perspective: Comments on how the learners perceived the learning that occurred. Documents View slide
  • Assessment and Standards Click the documents below to see the assessment rubrics and standards cover in this learning project: Assessment Rubrics: Examples of assessment rubrics provided to students showing how the project was assessed. Mapping the Standards: Mapping this project’s learning objectives against curriculum standards. National Educational Technology Standards for Students (NETS): Performance indicators for technology-literate students. Documents
  • School Information: Mabang Senior High Technical School (MASTECH) is a small rural school situated in the Ahafo Ano North District in the Ashanti Region of Ghana about 55km away from Kumasi (The Garden City of Ghana). The school started in 1987 as an Experimental Junior Secondary School and was later converted to a Senior Secondary School in 1991. The school was once adjudged the Best Agriculture School in 1997. The school was first introduced to ICT in the year 2005 though it has not taken part in any international program due to infrastructural challenges like internet facilities, etc. Author Information: I am Samuel Avornyo, a 29year-old Educationist who has worked as a teacher for nine (9) years now. I have been in Mabang Senior High Technical School since 2007. I graduated from the University of Cape Coast, Cape Coast, Ghana in 2007 with a Bachelor of Education (Primary Education). Currently I am the School’s Head of ICT Department and also double as a Housemaster in the school. I am also a member of the District ICT Teachers Support Team for the Ahafo Ano North District in the Ashanti Region of Ghana. I was recently adjudged the 2 nd Runner Up in the 2009 National Best Teacher Award Competition in ‘the Innovative Use of ICT in Education Category’.