A transformative learning perspective analysis of the agricultural extension programmes in Ngwezi settlement scheme in Mazabuka, Zambia
Date
2017
Authors
Buumba, Makala Precious
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
This study analysed the agricultural extension programmes from a transformative learning
perspective in Ngwezi settlement scheme in Mazabuka District. The Ngwezi settlement
scheme is located along the Ngwezi River plain which runs from the Magoye area eastwards
for over thirty miles and is inhabited by small holder farmers. The study had three objectives:
to examine the process of developing the curriculum for agricultural extension programmes
in Ngwezi settlement scheme; to assess the instructional methods of the agricultural extension
programmes in Ngwezi settlement scheme; and to determine the contextual factors that
influence the transformation of farmers who undergo agricultural extension programmes in
Ngwezi settlement scheme. A descriptive design was employed by the study. Purposeful
sampling was used to select extension officers and convenient sampling to select lead farmers
and follower farmers. The total number of respondents presented in this study is 72 follower
farmers, 20 lead-farmers and 3 extension officers. Data was collected using questionnaires
and interview guides. Qualitative data was analyzed based on categorizing similar themes as
they emerged and was presented in narrations. Quantitative data was analyzed using
Statistical Package for Social Sciences and results was presented using frequency distribution
tables. The study showed that the process of developing the curriculum for agricultural
extension programmes was non participatory. The extension officers, lead farmers and
follower farmers all indicated that they were not involved in the process of designing the
contents of the agricultural extension programmes. With regard to the methods used the most
common methods were the lecture format, group discussions, individual visits and
demonstration plots in delivering content. The study also showed that farmers in Ngwezi
settlement scheme were practicing what they learnt and that they were motivated to practice
because their yields had increased. However, the farmers indicated that they were facing
challenges with agriculture equipment; funds; poor rains; inputs such as seeds, herbicides,
and fertilizer; infrequent visits from camp officers; markets; and agriculture shops. The other
challenge is that follower farmers felt used by lead farmers to benefit inputs and hence, many
follower farmers had withdrawn from the agricultural extension programmes. The study
revealed that despite the relevance of the programmes in the settlement scheme, farmers still
needed new lessons to be introduced and this was seen by the researcher as a gap that was
created due to the fact that the owners of the programmes were left out in the process of
developing the curriculum. In this regard, their needs were not taken into consideration. The
study recommended that the Ministry of Agriculture should come up with a deliberate policy
to ensure that projects and programmes intended to bring about development apply
transformative learning principles. It also recommended that the government should urgently
increase funding to the Ministry of Agriculture to improve the effectiveness of the extension
system in Zambia.
Description
THESIS M.ED
Keywords
Development of curriculum--Agricultural extension programmes--Zambia , Instructional methods--Agricultural programmes--Zambia