This study explored the teaching of agriculture in Kenya's primary schools. It sought in particular to determine how the principles of "modern" agriculture may be taught effectively. / Previous studies on education and agricultural productivity have ignored the mechanisms through which schooling affects the acquisition of agricultural knowledge and skills. This study attempted to bridge this gap. To do so field work was carried out in four schools and their catchment areas in Kiambu and Kwale districts of Kenya. The data stemmed from field notes, tape recorded lesson transcripts, interviews and questionnaires as well as an exhaustive review of prior studies and government documents. / The findings indicate that the schools offer possibilities for effective teaching of the principles of "modern" agriculture. However, whether or not the school will play this role well or poorly depends largely on the improvement in general of the quality of primary schooling. This task involves increasing school resources, modification of the agricultural curriculum, improvement of teacher training, change in teaching methods and assessment policies.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.74546 |
| Date | January 1990 |
| Creators | Abagi, Jared O. (Jared Okwach) |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Doctor of Philosophy (Faculty of Education.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 001170112, proquestno: AAINN66422, Theses scanned by UMI/ProQuest. |
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