Enhancing gender equity and sustainable livelihoods issues in Nigeria: complementary roles of information and grassroots mobilization.

Journal of Research in Education and Rural Development (JORERD). Vol. 7.No.1

Abstract

The teaching of agriculture at the primary and secondary school levels of our educational system is a mixture of trained professional teachers and others who have been saddled with the task basically as a secondary responsibility by the school head. The errorneous notion is that anyone can successfitlly teach agriculture because our fore fathers were never exposed to any form of formal education and yet were successful in farming. In some extreme cases, especially at the pi-Unary level, some teachers with no formal training in agriculture have been made agriculture teachers without regard to the issue of professionalism. Since agriculture revolves around man in totality, the issue of trained professionals to handle the subject at all formal educational levels becomes inevitable for effective curriculum delivery and the transmission of values and norms to the younger generations. This paper takes a cusory look at the meaning and imperatives of effective curriculum delivery, concepts of professionalism and the Universal Basic Education scheme, curriculum innovation and change processes in agriculture and the V model in agriculture.