The School Curriculum

Richmond, W. Kenneth

doi:10.4324/9780429454097

Cited by 4 publications

(6 citation statements)

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“…Human and natural resource development, individual behavioral and attitudinal transformation, and the development of participative abilities in individuals all require holistic education (Kipkeme, et al, 2015). According to Richmond (2018), there is a growing need to enhance and equip agricultural students with specific professions in order to facilitate occupational aptitude and relevant certification for specific occupation activities. Williams (2015) also stated that it is critical to improve university curricula in order to accommodate comprehensive and extensive practical learnings that provide strong support for theories taught within the four walls of classrooms.…”

Section: Introductionmentioning

confidence: 99%

“…Williams (2015) also stated that it is critical to improve university curricula in order to accommodate comprehensive and extensive practical learnings that provide strong support for theories taught within the four walls of classrooms. As Richmond (2018) points out, knowledge learned without sufficient structure to connect it all together is likely to be forgotten. Some pupils benefit from direct or practical encounters in order to improve their learning capacities (Reece and Walker, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Perceptions of Akwa Ibom State University Agricultural Students on Practical Year Programme

Ekanem

Yusuf

AKPAN

et al. 2022

SVU-International Journal of Agricultural Sciences

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The agricultural undergraduate curriculum in Nigeria was restructured by the introduction of a practical year program (PYP) for students. This study investigated Students' perspectives, constraints, and strategies for enhancing PYP, as well as the impact of PYP on future career choices. A standardized questionnaire was used to obtain data from students. The data was analyzed with the help of frequency distribution and mean. Students had a favorable (sufficient) opinion of PYP, and they formed a positive attitude toward agriculture as a source of income, according to the findings. Delay in payment of allowances (3.48), difficulties combining agricultural work with lectures (3.08), and insufficient safety equipment to be used by students were among the perceived constraints and mean scores (2.95). The conclusion was reached that addressing undergraduate skill acquisition through the PYP would ensure youth employment in extension organizations and efficient extension service delivery to farmers. This would allow for long-term agricultural development.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Perceptions of Akwa Ibom State University Agricultural Students on Practical Year Programme

Ekanem

Yusuf

AKPAN

et al. 2022

SVU-International Journal of Agricultural Sciences

View full text Add to dashboard Cite

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“…Education is vital for human and natural resource development, individual behavioural and attitude change and, enhancement of participatory skills in people (Kipkeme, et al, 2015). Danilevičius (2013) emphasized the importance of strengthening the link between learners in agricultural schools with specific professions as it facilitates occupational aptitude and meaningful qualification for precise occupational activities, that serves as primacy of school curricula to any educational system (Richmond, 2018). It is crucial to boost universities curriculum to accommodate intensive and extensive practical learnings that provide a strong support to the theories taught within the four walls of the class rooms.…”

Section: Introductionmentioning

confidence: 99%

“…Williams (2015) indicates that while theory is profound as a platform for any productive practical training, it should not be made dominant. "Knowledge one has acquired without sufficient structure to tie it together is knowledge that is likely to be forgotten" (Richmond, 2018). According to Reece and Walker (2016) there are students whose learning abilities are better enhanced through direct or practical experiences.…”

Section: Introductionmentioning

confidence: 99%

Perceptions of Undergraduate Students to Practical Agriculture Experience at the University of Fort Hare, South Africa

Yusuf¹,

Popoola²,

Olutegbe³

2019

jae

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The study examined perceptions of final year students of agriculture at the University of Fort Hare to practical agricultural experience. A multi-stage sampling procedure was used to obtain data from 278 which were analysed, using descriptive and inferential statistics. The study reveals that more than half (55.0%) had favourable perceptions of practical agriculture experience (PAE). However, only about half (51.1%) expressed a high level of satisfaction. The majority (61.9%) were in favour of on-the-farm internships. There was a significant relationship between respondents' perceptions regarding improved performance (r = 0.276), general attitude to PAE (r = 0.438) and overall satisfaction with the PAE programme. Based on its findings, this study has implications for the evaluation process of the programme and suggests that the design of the PAE should center around on-farm activities based on a specific number of weeks for internships on commercial farms. This will provide the reallife experiential learning that could stimulate students to venture into practical farming post-graduation.

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“…The term "curriculum" is used and referred to in different ways by different researchers. For some researchers, the curriculum provides a list of content, concepts, and associated teaching tools (Richmond, 1971;Kesidou & Rosemann, 2002), while for others the curriculum includes more than just a list of topics and materials, rather it also specifies the assignments, learning experiences activities, and assessments to be made use of in achieving the curriculum goals (Ross, 2001;Wiggins & McTighe, 2001). Other researchers such as Turner (2003) Van den Akker (2003) differentiated between the intended and the implemented curriculum (as cited in Osta 2007).…”

Section: 2-curriculummentioning

confidence: 99%

A study of the coherence of the Lebanese math curriculum at the intermediate level. (c2014)

Shatila¹

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Curriculum coherence is defined in the literature as the alignment among the three different aspects of the curriculum: the intended, the implemented, and the attained. The aim of this study was to the investigate the alignment of the general objectives of the Lebanese math curriculum (GOMC) with each of: the objectives of the math curriculum at the intermediate level (OMCI), the specific objectives of each of the grade levels in the intermediate level (SOGLI), the national math textbooks (NMT) at each of the latter grade levels, and the official Brevet tests (BT). Various instruments were used to study the latter purpose. Research based criteria were developed for each of GOMC (except for the fifth objective: Valuing mathematics) as basis for evaluating the alignment of the NMT and the BT with the general objectives. The results of the criterion-based evaluation of the tests were used to check the evolution of the official exams throughout the year 2001 till 2013. Moreover, it was used to show whether sessions 1 and 2 BT differ in their degree of alignment with the GOMC. The results showed that the OMCI are aligned with the GOMC. On the other hand, the SOGLI completely neglect the four GOMC, and the three grade level textbooks vary in the their level of alignment with the GOMC; with the grade 9 textbook being the least reflective of the GOMC and the grade 8 textbook being the most reflective (in comparison to the other two textbooks). As for the BT, the results show that throughout the years, the tests are becoming more reflective of the GOMC. However, even in the latest years, two out of the four general objectives are completely neglected. The findings of the study highlighted the importance of revising the Lebanese math curriculum, its textbooks, and assessment tools in terms of their alignment with the general objectives.

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The School Curriculum

Cited by 4 publications

References 0 publications

Perceptions of Akwa Ibom State University Agricultural Students on Practical Year Programme

Perceptions of Akwa Ibom State University Agricultural Students on Practical Year Programme

Perceptions of Undergraduate Students to Practical Agriculture Experience at the University of Fort Hare, South Africa

A study of the coherence of the Lebanese math curriculum at the intermediate level. (c2014)

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