Can Schools Offer Solutions to Small-scale Farmers in Africa? Analysis of the Socioeconomic Benefits of Primary School Agriculture in Uganda

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“…This study reinforces many widely held assumptions about African youth concerning their attitudes and orientation toward career pathways in agriculture (Fox et al, 2020;Okiror et al, 2011), but also illustrates important differences among these youth between countries, socio-economic settings and gender. Many unfavorable attitudes toward agriculture are held by youth (Sumberg & Okali, 2013); including those originating from farming families, but at the same time these youth recognize that opportunity exists from adopting modern farming methods and commercial agricultural enterprises Okiror et al 2011). These youth regard agricultural enterprises as much more than just involving field cropping, but also consider animal enterprises, horticulture and food processing as attractive options.…”

“…Introduction The Start Them Early Program (STEP) is a youth empowerment intervention of the International Institute of Tropical Agriculture (IITA) that is based on the principle that agriculture is the necessary engine of future economic growth across Africa (Harsch, 2004;Rodin, 2016) and a next generation of modern farmers is needed to achieve that success. Agricultural education at the secondary school level is a means to develop enthusiasm and skill sets needed by young farmers (Okiror et al, 2011). At the same time, the program recognizes the lack of appeal to careers in agriculture among youth who associate it with poverty and drudgery (IITA, 2019;Yaboah et al, 2020).…”

“…In Nigeria, young farmers clubs were shown to encourage youth to learn about better farming techniques under the guidance of the agricultural mentors and through learningby-doing (Adebo, 2009). In Uganda, it was established that students engaged in supervised agricultural programs pass useful information on to their families and communities (Okiror et al, 2011). Clearly, an important element to modernizing agriculture in Africa rests with directing youth toward profitable career pathways in farming and agribusiness, but at the same time requires that their skill sets be raised compared to the current farming generation.…”

Serbest Etkinlik Çalışmaları Dersi Kapsamında Geliştirilen Okul Bahçesi Programına Yönelik Öğretmen Görüşleri

“…Besides its advantages it can be seen that SGP has some disadvantages related to not only its own factors but also outside factors. Outside factors such as being difficult for the uninformed teachers, being difficult to be applied for crowded classes, being uninteresting for the students coming from countryside, being difficult for the class management and being expensive can carry some disadvantages they state (Okiror, Oonyu, Matsiko and Kibwika, 2011). Besides those it leans to Non-Governmental Organization (NGO), public/private institutions, parents and expert support.…”

“…Öğretmenler, OBP'nin avantajları yanında dezavantajlarının da olduğunu ve bu durumun OBP'nin kendi iç faktörlerinden kaynaklanabileceği gibi dış faktörlerden de kaynaklanabileceğini ileri sürmektedirler. Öğretmenler, programın kalabalık sınıflar için uygulamasının zor olması, sadece bitki yetiştiriciliği konusunda bilgi sahibi öğretmenlerle yürütülebilmesi, sınıf hâkimiyetinin zor olması, okul bütçesine yük getirmesi ve kırsal kesimdeki öğrenciler için istenilen motivasyonu sağlamaması gibi iç faktörlere bağlı olarak uygulamada dezavantajlar getirebileceğini ileri sürmektedirler (Okiror, Oonyu, Matsiko and Kibwika, 2011). Bunların yanında sınıf dışı uygulamaların iklim koşullarına bağlı olması, uygulamaların öğretmen dışında STK, kamu/özel kurum ya da kuruluşlara, velilere ve uzman desteğine bağlı olması, okulun yapılacak uygulama için yeterli ya da uygun alana sahip olmaması ve kurulan bahçenin korunumunu sağlamadaki güçlükler OBP'nin dış faktörlerden kaynaklanan dezavantajları olarak görülmektedir.…”