REPORT OF A NATIONAL STRATEGY ON EDUCATION AND TRAINING IN AGRICULTURE AND RURAL DEVELOPMENT
EASTERN CAPE PROVINCE
By Provincial Research Officers:
Kwaru, V V and Gogela, P S
FINAL VERSION 21 NOVEMBER 2002
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TABLE OF CONTENTS
List of Tables (viii) List of Figures (ix) Abbreviations and Acronyms (x) Acknowledgements (xi) Foreword (xiii) Executive Summary (xiv)
1. INTRODUCTION 1
1.1 Background 1 1.2 Purpose of the study 2 1.3 Methodology 3 1.3.1 Study area 3 1.3.2 Methods 5 1.4 Outline of the report 7 1.5 Conclusion 8
2. OVERVIEW OF THE AGRICULTURAL/RURAL SECTOR 9 IN THE EASTERN CAPE PROVINCE
2.1 Introduction 9 2.2 Geographical/environmental features 9 2.2.1 Location and area 9 2.2.2 Main geographical features 9 2.2.3 Land 11 2.3 Demographic features 11 2.4 Agricultural activities in the Eastern Cape 12 2.4.1 The agricultural background of the Province 12 2.4.2 The Eastern Cape Provincial Department of Agriculture 13 (ECPDA) 2.4.3 Categories of farmers 14 2.4.3.1 Farmers’ Unions of the Eastern Cape 15 2.4.3.2 Farmers’ unions of the Eastern Cape 16 2.5 Non-agricultural activities 16 2.6 Agricultural Education and Training (AET) in the 17 Eastern Cape 2.7 Provincial, National and Global Imperatives 17 2.7.1 Career guidance 17 2.7.2 Employment of Agriculturally Competent Educators 17 2.7.3 Exposure of Stakeholders to the global world 18 2.7.4 Agriculture to be more practical oriented 18
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2.7.5 Food Security 19 2.8 Challenges and implications of development needs of 19 Agricultural Education and Training 2.9 Conclusion 20 3. EDUCATION AND TRAINING NEEDS FOR AGRICUL- 22 TURAL AND RURAL DEVELOPMENT 3.1 Introduction 22 3.2 Knowledge and skills needs of farmers 24 3.2.1 Demographics of farmers 24 A: Farmer groups 24 B: Individual farmers 24 3.2.2 Farm size and activities 26 A: Farmer groups 26 B: Individual farmers 27 3.2.3 Knowledge and skills required to undertake the activities 28 A: Farmer groups 28 B: Individual farmers 30 3.2.4 Existing knowledge and skills 31 A: Farmer groups 31 B: Individual farmers 32 3.2.5 Skills gap and training needs 32 3.2.6 Preferred training providers and methods 33 A: Farmer groups 33 B: Individual farmers 35 3.3 Knowledge and skills of service providers 36 3.3.1 Demographics 36 A: Extension agents 36 B: Educators 37 C: Lecturers 37 3.3.2 Activities 38 A: Extension agents 38 B: Educators 39 C: Lecturers 39 3.3.3 Skills required to undertake activities 42 A: Extension agents 42 B: Educators 42 3.3.4 Existing knowledge and skills 42 A: Extension agents 42 B: Educators 43 C: Lecturers 43 3.3.5 Skills gap and training needs 44 A: Extension agents 44 B: Educators 46 C: Lecturers 47
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3.3.6 Preferred training methods and providers 49 A: Extension agents 49 B: FET Educators 49 C: Lecturers 50 3.4 Knowledge and skills needs of managers 51 3.4.1 Activities 51 A: Managers of the Department of Agriculture 51 B: Heads of Institutions 52 C: Heads of private organizations 52 3.4.2 Skills required in undertaking activities 52 A: Managers of the Department of Agriculture 52 B: Heads of Institutions 52 C: Heads of Private Organizations 53 3.4.3 Existing knowledge and skills 53 A: Managers of the Department of Agriculture 53 B: Heads of Institutions 53 C: Heads of private organizations 53 3.4.4 Skills gap and training needs 54 A: Managers of the Department of Agriculture 54 B: Heads of Institutions 54 C: Managers of private organizations 55 3.4.5 Preferred training methods and providers 55 3.5 Conclusion 55 4. PROVISION OF AGRICULTURAL EDUCATION AND 56 TRAINING 4.1 Introduction 56 4.2 Formal Education and Training provision 56 4.2.1 Courses/training offered (Curriculum, qualification) 57 A: HEIs 57 B: FET and GET Schools 58 C: ABET 59 4.2.2 Target groups 59 A: HEI 59 B: FET and GET schools 59 C: ABET 59 4.2.3 Enrolments 60 A: HEI 60 B: GET and FET Schools 60 C: ABET 60 4.2.4 Method of provisioning/training 60 A: HEI 60 B: GET and FET Schools 61 C: ABET 63
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4.2.5 Management 65 A: HEI 65 B: GET and FET Schools 65 C: ABET 65 4.2.6 Cost of tuition 66 A: HEI 66 B: GET and FET schools 66 C: ABET 66 4.2.7 Capacity and resources 67 A: HEI 67 B: GET and FET schools 70 C: ABET 75 4.3 Non-formal Education and Training Provision 75 4.3.1 Courses offered 75 A: Mpofu Training Centre 75 B: Tsolo College 75 C: Extension Agents 75 D: NGOs and Private Companies 75 E: HEI 76 4.3.2 Target groups 76 A: Mpofu Training Centre 76 B: Tsolo College 76 C: Extension Agents 76 D: NGOs and Private Companies 76 E: HEI 76 4.3.3 Enrolment 76 A: Mpofu Training Centre 76 B: Tsolo College 76 C: Extension Agents 76 D: NGOs and Private Companies 76 E: HEIs 76 4.3.4 Methods of Training 78 A: Mpofu Training Centre 78 B: Tsolo College of Agriculture 78 C: Extension Agents 78 D: NGOs and Private Companies 79 E: HEIs 79 4.3.5 Management 79 A: Mpofu Training Centre 79 B: Tsolo College 79 C: Extension Agents 79 D: NGOs and Private Companies 79 E: HEIs 79
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4.3.6 Cost of tuition 79 A: Mpofu Training Centre 79 B: Tsolo College 79 C: Extension Agents 79 D: NGOs and Private Companies 80 E: HEIs 80 4.3.7 Capacity and Resources 80 A: Mpofu Training Centre 80 B: Tsolo College 80 C: Extension Agents 80 D: NGOs and Private Companies 79 E: HEI 79 4.4 Informal training and Indigenous knowledge 80 4.5 Conclusion 81 CHAPTER 5: AGRICULTURAL EDUCATION AND TRAI- 83 NING GAPS 5.1 Introduction 83 5.2 Are the providers targeting the right clients? 83 5.2.1 Extension agents 83 5.2.2 Educators 83 5.2.3 Private Organizations 84 5.3 Are Courses aligned to Clients’ needs? 84 5.3.1 Extension agents 84 5.3.2 Educators 84 5.3.3 Private Organisations 85 5.4 Are methods of provisioning/training (delivery system) 85 preferred methods or conditions of clients? 5.4.1 Extension agents 85 5.4.2 Educators 85 5.4.3 Private Organisations 85 5.5 Is cost of tuition affordable? 86 5.6 Are the admission requirements appropriate for all 86 potential clients? 5.7 Are the resources and capacity of providers geared 86 to meet training requirements? 5.7.1 Extension agents 86 5.7.2 Educators 87 5.7.3 Private Organizations 87 5.8 Is the education/training system adaptable to the new 87 system of outcomes/performance based learning (NQF, SAQA)? 5.9 Is the system relevant to imperatives? 87 5.9.1 Career guidance 87
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5. 9.2 Employment of agriculturally competent Educators 88 5. 9.3 Exposure of stakeholders to the global world 88 5. 9.4 Agriculture to be more practical oriented 88 5. 9.5 Food Security 89 5.10 Conclusion 89
CHAPTER 6: RECOMMENDATIONS AND CONCLUSION 90 95 BIBLIOGRAPHY
Annexure 1 Terms of reference for Provincial AET Research Officers Annexure 2 Terms of reference for PAETTT Annexure 3 Structure of the Project Annexure 4 Map on slope percentage Annexure 5 Map on annual rainfall Annexure 6 Questionnaires used during the study
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LIST OF TABLES
1. 1 Stakeholder groups, research instruments used and number 4 Analysed 2. 1 Vegetation of the Eastern Cape 10 2. 2 Population of the Eastern Cape by District Councils 11 3. 1 Gender, population group and age of individual farmers 25 3. 2 Literacy levels of individual farmers 26 3. 3 The number and percentages of farmers involved in different 28 Enterprises 3. 4 Existing skills and knowledge or training received by individual 32 Farmers 3. 5 Strategic needs as perceived by individual farmers 33 3. 6 Providers who provided training to farmers 35 3. 7 In-service training received during years 2000 and 2001 43 3. 8 Qualifications of staff as mentioned by heads of faculties and 43 Institutions 3. 9 Training needs of the extension agents 44 3.10 Training needs of educators on principals’ perceptions 46 3.11 Training needs of educators 46 3.12 Additional training needs of heads of institutions 53 3.13 Training needs of senior managers of the Department of 54 Agriculture 4. 1 Curriculum and qualifications of formal AET institutions in the 57 Eastern Cape 4. 2 Areas of improvement in curricula of Higher Education in the 59 Eastern Cape as perceived by final year students 4. 3 Enrolment at formal AET institutions in the Eastern Cape 61 4. 4 Skills and knowledge given to learners 63 4. 5 Education and Training desired by learners 64 4. 6 The management methods of HEIs 65 4. 7 Cost of tuition in HEIs 66 4. 8 The condition of resources in HEIs 69 4. 9 Agricultural training facilities available in FET schools 70 4.10 Agricultural publication used 72 4.11 In-service training received during years 2000 and 2001 72 4.12 Professional linkages 73 4.13 Courses offered, target groups and enrolment at Mpofu training 77 Centre 4.14 Courses offered, enrolment and target groups at Tsolo College 78
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LIST OF FIGURES
3.1 Size of farms and percentage number of respondents 27 3.2 Skills required by farmer groups of the Eastern Cape to 30 undertake different farming activities 3.3 Skills available in groups of farmers in the Eastern Cape 31 3.4 Preferred training providers by individual farmers 36 3.5 Intensity of workload of lecturers 39 3.6 Beneficiaries of research 41 3.7 Skills required by lecturers of HEIs in the Eastern Cape 48 3.8 Knowledge required by lecturers 49 3.9 Institutions Preferred by lecturers 51 4.1 Evaluation of different training facilities by lecturers 66 4.2 Evaluation of training materials by respondents 67 4.3 Adequacy and condition of teaching-learning material 70 4.4 Condition/availability of practical facilities 71
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ABREVIATIONS AND ACRONYMS
AAAT Applied Agriculture and Agricultural Technology ABET Adult Basic Education AET Agricultural Education and Training ECAU Eastern Cape Agricultural Farmers Union ECPDA Eastern Cape Provincial Department of Agriculture ECCSEC Eastern Cape Socio-Economic Consultative Council EDAFU Eastern Cape Disadvantaged Farmers’ Union FAO Food and Agriculture Organisation of the United Nations FET Further Education and Training GET General Education and Training GGP Gross Geographic Product GNU Government of National Unity HEI Higher Education Institution HG Higher Grade HSRC Human Sciences Research Council HRD Human Resource Development NAFU National Agricultural Farmers’ Union NDA National Department of Agriculture NGO Non Governmental Organisation NQF National Qualifications Framework NSFT National Strategic Formulation Team PAETTT Provincial Agricultural Education and Training Task Team PDA Provincial Department of Agriculture PE Port Elizabeth PFMA Public Finance Management Act PGDS Provincial Growth and Development Strategy PRO Provincial (Agriculture Education and Training) Research Officer RPL Recognition of Prior Learning SAQA South African Qualifications Authority SG Standard Grade
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ACKNOWLEDGEMENTS
The Provincial Research Officers (PROs) wish to extend a sincere word of gratitude to the following role players for their assistance in carrying out this mammoth task:
The Provincial Department of Agriculture, particularly the MEC and the Head of Department, for allowing this study to be conducted.
The Chief Director of Technical Services, Mr John Allwood, who, despite his tight schedule, assisted the PROs from the time of designing the research tools up to the final stages of report writing.
Mr Ngada, the Director for Technology Development and Transfer, who is also the NSFT member, for nominating the PROs to carry out this task and for providing all the necessary support. Mr Ngada’s secretary, Ms Carol-Ann Pearce and Dohne’s media section and professional staff in general, for support.
Dr Antonie Geyer, the NSFT member representing Principals of Technikons. Busy as he is, he made time for the project and availed his expertise.
Mesdames Zodwa Mgunculu and Tolbat, Messrs Zide, Mtwesi, Ndaba, Bese, Luzipho, Ngxeba, Mohape, Kalawe, Baleka, Bune, Loylani, Mtyeku, Makwelo, Dlangamandla, Takane and Magqazana, all of Technology Development and Transfer, for assisting in pre-testing questionnaires and in data collection. Messrs Sandi, Makinana and Swart, the Regional Directors of Cacadu, O.R. Tambo and Chris Hani, respectively for facilitating support during data collection.
Mr Fadana, the Regional Director for Amatole, for releasing Ms Kwaru for the project.
The following assisted in editing the questionnaires: Dr Mqeta of veterinary Division in Queenstown, Messrs Mapuma, Mkile and Ngxeba.
The officials from the Department of Education, who assisted during data collection phase: Messrs Macingwana of Lady Frere, Ntshinga of Cofimvaba, Mase and Khan of Umtata, Mesdames Dubasi of Exams Section in Queenstown, Thozama Nqai of Cofimvaba and the Deputy Director for Department of Education in Kokstad and all those who assisted them behind the scenes.
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Mr Mike Ngwane of the Office of the MEC for Agriculture, for his contribution to the project. Mesdames Nokuzola Relane and Nomvuyo Mjenxane, for assistance during duplication of questionnaires. Ms Coceka Ndbula, for availing her personal computer on a full-time basis for the project.
The Provincial Agricultural Education and Training Task Team (PAETTT) Members are thanked for their commitment in the project.
The EDITING TEAM, which comprised of Messrs Memka (the old man) and Mayekiso and Ms Nomakhaya Monde, all of Dohne Agricultural Development Institute and Mr Musisi of Tsolo Agricultural College, without whose assistance, willingness, commitment and expertise in research and report writing, this report could not have been written the way it has willingness, commitment and expertise in research and report writing, this report could not have been written the way it has.
Lastly, but not least, the PROs family Members, for their understanding and support during times of neglect and frequent absence from home while conducting this concentration-demanding study.
Pros give thanks to God, who protected them during the course of the project and enabled them to finish it.
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FOREWORD
The study mandated the Eastern Cape Provincial Department of Agriculture by the National Department of Agriculture, in developing an appropriate methodology for the formulation of National Strategy for Education and Training in Agriculture and Rural Development, has been completed. The study will not only help the National Department of Agriculture, but the Province as well, since it depends predominantly on agriculture for its economic development.
It is hoped therefore, that the objectives of the project have been fulfilled by the Province, as personnel have been capacitated with research skills and broader consultation, done to get views from different stakeholders about agriculture education and training, as all reflects in the report.
It is trusted therefore that the National Department of Agriculture will welcome this report with warm hands, as the Province did all it could to support the researchers. All our warm wishes and encouragements are with all those who would be responsible for establishing the National Strategy from the Provincial and National Reports.
A word of gratitude is extended to FAO, for its tremendous contribution in improving the competencies of our personnel. The National Department of Agriculture, the National Project Coordinator, International Experts, Retired Experts, National experts, NSFT Members and all those who were involved in this wonderful exercise, deserve genuine praise.
MEMBER OF THE EXECUTIVE COUNCIL AGRICULTURE
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EXECUTIVE SUMMARY
This report is a result of vast consultation and participation of stakeholders of Agriculture Education and Training (AET) in the Eastern Cape. These are mainly Providers and Users of AET. The providers were identified as Higher Education Institutions (HEIs) offering agriculture (Colleges, Technikons and Universities), Further Education and Training (FET) schools, General Education and Training schools (GET), Adult Basic Education and Training (ABET), Extension Agents and Private Organisations such as Non-governmental Organisations (NGOs), Input Suppliers and Agricultural Consultants. The Users were Farmers, Learners of GET and FET schools, ABET Learners, Final year students of HEIs and Ex- Students of HEIs.
The purpose of the study was to: assess training needs of agricultural stakeholders, both providers and clients of AET in the Eastern Cape, evaluate how AET is provided, inform the policy makers in the Provincial Department of Agriculture, inform the Provincial partners in AET of the training needs of clients so as to provide relevant training, develop an appropriate and sustainable methodology for developing a National Agricultural Education and Training strategy which reflects the diverse needs of stakeholders, especially small-scale farmers, around which organizations and individuals can unite for the betterment of the agriculture sector.
In the process, personnel in the National and Provincial Departments of Agriculture were capacitated with knowledge and skills for using a demand- driven approach for developing a national strategy for agricultural education and training which meets the needs of the agricultural sector in South Africa.
Results revealed that a substantial percentage of farmers particularly farmer groups from rural areas did not receive training at all. A larger percentage of those who had received training felt that the training that they had received was elementary and did not exactly meet their need. The kind of training they needed is the kind of training that would take them through the whole production system. In trying to explain the latter they mentioned the following aspects: market research, value adding, packaging, farm mechanics and farm buildings on top of technical know-how and the export laws. They were also concerned about the accreditation and the global recognition of the training they received. On the contrary new entrants in farming business entertained basic training as a step ladder that will lead them towards the achievement of their ultimate goals. The providers of AET particularly Extension Agents were found to be lacking in some of the skills that the farmers were also lacking in. It is felt that the agricultural education and training system was flawed since it could not train people for meeting future challenges. Book-3(a)rv/C
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Provision of AET is either formally, non-formally or informally. There are some problems with the last two forms of AET provision. Non-formal AET is provided by Higher Education Institutions, Department of Agriculture and Private organizations. The problem is that is is uncoordinated as a result there is duplication of services amongst the providers. In-formal AET is provided to Emerging Farmers by White Commercial Farmers in the form of mentorship programmes. The study has revealed that there are major problems between the parties involved i.e. the Provincial Department of Agriculture, the Mentors and the Emerging Farmers themselves. The study also revealed that the Learners of Agricultural Science could be developed into prominent young and successful farmers if their suggestions and pleas could be given an ear.
The study has also revealed the urgent need for collaboration between the Provincial Departments of Agriculture and Education and the National Department of Labour.
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INTRODUCTION
CHAPTER 1
1.1 Background
This study was conducted in the Eastern Cape Province of the Republic of South Africa. The study was a result of the initiative of the National Department of Agriculture (NDA). In the absence of a South African Strategy on Agricultural Education and Training and there was a lack of capacity at National level to develop one, the National Department of Agriculture approached the Food and Agriculture Organization (FAO) of the United Nations for assistance. The resolution arrived at by these two organizations was that the National Strategy on Agricultural Education and Training be informed by opinions of all stakeholders (providers and clients) of Agricultural Education and Training (AET) at Provincial as well as National level.
Participation by previously disadvantaged groups such as subsistence, emerging and resource-poor or small-scale farmers as well as youth and women, was emphasized. It was also agreed that FAO would assist NDA to come up with a sustainable methodology for developing a National Agricultural Education and Training Strategy, which would reflect diverse needs of stakeholders, especially small-scale farmers, around which organizations and individuals could unite for betterment of the agricultural sector.
The development of the methodology at Provincial level started with the appointment of the member of the National Strategy Formulation Team (NSFT), to represent the PDA at National level and co-ordinate the activities of PROs. Subsequent to this was the appointment of two PROs.
The NSFT Members and Pros established the Provincial Agricultural Education and Training Task Team (PAETTT). The main responsibility of the PAETTT was to provide guidance at all stages of investigation.
The PAETT constituted members who came from various institutions: PDA, Farmers’ Unions, NGOs, Research Institutes, Universities, Colleges of Agriculture, Women’s groups, Government Training Centers, Commodity groups, other Government Departments such as Labour, Correctional Services and the Department of Education.
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The main activities of the PROs were to collect data relating to labour market analysis and training needs assessment from all stakeholders in the Province and to write a Provincial Report. The Eastern Cape Provincial Report would be used, in conjunction with the National report and reports from other Provinces, in developing the National Strategy on Education and Training in Agricultural and Rural Development and would also be used for planning purposes at provincial level.
The PROs were capacitated through workshops. The first workshop was on Data Collection. This was followed by a second workshop on Data Analysis, Interpretation and report writing. Finally, two short workshops were conducted to assist the PROs in report writing.
1.2 Purpose of the study
A. PROVINCIALLY
• To assess training needs of agricultural stakeholders, both providers and clients of AET, in the Eastern Cape. • To evaluate how AET is provided, i.e. formally and non-formally. • To inform the policy makers in the Provincial Department of Agriculture. • To inform the Provincial partners in AET of the training needs of clients so as to provide relevant training.
B. NATIONALLY
• To develop an appropriate and sustainable methodology for developing a National Agricultural Education and Training strategy which reflects the diverse needs of stakeholders, especially small scale farmers, around which organizations and individuals can unite for the betterment of the agriculture sector. • To develop a group of personnel in the National and Provincial Departments of Agriculture who are able to adopt and use a demand-driven approach for Preparing a national strategy for agricultural education and training which meets the needs of the agricultural sector in South Africa. • To achieve greater participation by stakeholders, at National and Provincial level, public and private at different levels of the education and training system including primary, secondary and higher education, the producers and the community, in planning a National Agricultural Education and Training Strategy.
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1.3 Methodology
1.3.1 The study area
The study was conducted in the District Municipalities of the Eastern Cape, namely: Alfred Nzo, Amatole District, Chris Hani, O.R. Tambo, Ukhahlamba, Western (Cacadu), Nelson Mandela Metropole. Table 1 presents the number of respondents and the type of research instrument used for data collection.
The types of respondents from whom data was sought included the Providers of formal and non-formal Agriculture Education and Training (AET) as well as the Users of AET. The providers are all institutions or bodies that provide education and training: General Education and Training and Training (GET) schools, Further Education and Training (FET) schools, Higher Education Institutions (HEIs): Technikons, Colleges and Universities, Private Companies/Organizations. Other type of respondents were farmers (individual and farmer groups), junior and senior managers of the Department of Agriculture, heads of departments (Agriculture, Correctional services, Labour and Land Affairs)
Table 1.1: Stakeholder groups, research instruments and number analyzed.
STAKEHOLDER GROUP RESEARCHED No. INSTRUMENT ANALYSED USED A. HEI OFFERING AGRICULTURE 1. Management of Institutions of Higher Education Q 4 2. Lecturers Q 25 3. Final year students Q 69 4. Ex-students Q 99 B. FARMERS 1. Individual farmers Q 298 2. Farmer groups I & Q 173* C. DEPARTMENT OF EDUCATION 1. Man on the street interviews I 11 2. Principals of FET Q 31 3. Educators of agric science Q 49 4. Subject advisers Q 3 5. Learners Q 189 5. ABET I 2 D. DEPARTMENT OF AGRICULTURE 1. Junior to Senior Management Q & I 11 (replaced by Senior Management)
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STAKEHOLDER GROUP RESEARCHED No. INSTRUMENT ANALYSED USED 2. Extension Agents Q & I 102 E. DEPARTMENT OF CORRECTIONAL SERVICES 1. Provincial head I 1 F. DEPARTMENT OF LABOUR 1. Provincial head agricultural training I 1 G. DEPARTMENT OF LAND AFFAIRS 1. Planner/ELRAD I 1 H. MANAGEMENT: PRIVATE COMPONIES, Q & I 14 NGO’S, AGRIC CONSULTANTS
Notes: I = Interview Q = Questionnaire * = average number of farmers in a group was 18
The providers of non-formal education from whom data was collected were agricultural graduates employed in the PDA and other sectors, Non- Governmental Organizations (NGOs) and private sector. Data was collected also from the supervisors of Extension Agents in their respective employment sectors.
The Users of AET from whom data was collected were: FET Schools’ Agricultural Science Learners Final year students of Higher Education Institutions Individual Farmers (also individual members of commodity groups) Groups of Farmers
The providers of formal education from whom data was collected were: Principals of Further Education and Training (FET) Schools offering agricultural science as a field of study FET schools’ Agricultural Science Educators Educators of Natural Science at General Education and Training (GET) schools Lecturers offering tuition to agricultural students Subject Advisors GET Educators offering Natural Science
1.3.2 Methods
Data collection was inclusive of qualitative and quantitative methods. The sampling method used was a combination of cluster (multi-stage) sampling and convenience (chunk) sampling. Data collection methods varied from distribution of standardized questionnaires to various stakeholders to the use of participatory methods of data collection.
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Meetings were held with farmers associations, group interviews were conducted using interview guidelines, relevant information was captured during the proceedings of stakeholders’ meetings, interviews done with individuals or groups of people on the street (i.e. Man-on-the-street interviews) and telephonic interviews were other methods used. There are questionnaires that were filled by individuals and questionnaires that were filled by groups of farmers, where the decision on how to answer each question was made by the group. Those that were filled by individuals include the following respondent groups: Individual Farmers, Principals of Further Education and Training (FET) Schools, Educators, Learners and Extension Agents. Interviews were done with Educators of both GET and FET schools, Subject Advisors, Chief Education Specialist of ABET, Head of Agricultural Department and some Extension Agents and some farmers. Various categories of variables were used in collecting data from each stakeholder. The variables used to extract information included the following:
Personal profile/demography
The agricultural qualifications they possess Area of specialization Their tasks and responsibilities Courses that should be included in the curriculum of the Higher Education studies Training needs
The categories of variables that were used in the survey conducted on the Department of Education stakeholders, aimed at getting data on the following aspects:
Condition and adequacy of facilities and instruments used for agriculture education and training Methods of AET provision Training received by Agricultural Science Educators Training needs of Educators Whether or not Agricultural Science Educators have a tertiary level training in agriculture Fields (subjects) with which Agricultural Science is combined Sources of agricultural information The kind of training provided to Learners The kind of training sought by Learners Forms of linkages used to enhance agricultural science provision Views on how to enhance South African AET to global competitiveness
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Some of the questionnaires were pre-tested before they were distributed to the various respondents. This was done by giving out a few questionnaires to respective respondent groups for filling and questions were re-phrased on seeing that respondents could not comprehend them.
1.4 Outline of the report
The report will cover issues that are of importance in the formulation of the strategy on education and training in agriculture and rural development. The following issues will be addressed as titles of the chapters as follows:
Chapter 2 is an overview of the agricultural sector in the Province. In this chapter topics like geographical/environmental features, demographic features, Agricultural activities, Non-Agricultural activities, Agricultural Education and Training, Provincial, National and Global Imperatives and challenges and Implications of development needs of agriculture education, are discussed.
Chapter 3 deals with Education and Training needs for Agriculture and Rural Development. This chapter presents the results on training needs analysis (TNA) of the different respondents from different stakeholders groups. Issues like activities that the stakeholders are presently engaged in, knowledge and skills required to undertake such activities and their existing knowledge and skills are addressed. Skills and knowledge gaps are identified.
Chapter 4 deals with Provision of Agricultural Education and Training. This chapter presents the details of institutions and organizations currently providing AET, both formal and non-formal.
Chapter 5 deals with Agricultural Education and Training gaps. This chapter deals mainly with discussion of the findings. It tries to match the AET needs and the current AET provision.
Chapter 6 draws some conclusions from the information collected and makes recommendations based on the results of the survey. It gives some ideas regarding issues of importance which the strategy needs to address.
1.5 Conclusion
The information contained in the report will hopefully fulfill the main objective of the project, that of involving large numbers of stakeholders in providing data which can be used to provincial planning and development of a national strategy.
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CHAPTER 2: OVERVIEW OF THE AGRICULTURAL/RURAL SECTOR IN THE EASTERN CAPE PROVINCE
2.1 Introduction
This chapter gives a background of agriculture in the Province, particularly of agriculture in the former homelands and the strategic goals of the Provincial Department of Agriculture (PDA). The chapter touchers on the geographic features, demographic features, agricultural activities taking place in the Province, non-agricultural activities, agricultural education and training, Provincial, National and global imperatives and Challenges and implications of development needs of agriculture educations.
2.2 Geographical/Environmental Features
2.2.1 Location and area
The Eastern Cape is located on the south eastern seaboard of South Africa and is the second largest province with an area of roughly 17 million hectares and represents 14% of South Africa’s land mass. The capital, Bisho, is conveniently located 60 km from East London, one of the two ports in the Province, the other being Port Elizabeth.
The Province lies equidistant from the major market centres of South Africa, Gauteng, Durban and Cape Town and there are modern airline, road and railway networks which connect with these centres (Truswell, 1977, P.C. Lent, et al, 2000).
2.2.2 Main geographical features
The predominant rocks are Sedimentary Rocks. Including sandstones, mudstones and quartzites or Ordovician to Devonian age and also sandstones and mudstones of Permian to Triassic age, which are intruded by Jurassic-age dolerite dykes and sills.
The topography of the Eastern Cape is steep. There are three principal altitudes: the coastal plateau has an altitude of 300-500m, the Midland Plateau with an altitude of 1000-1200m and the Highland Plateau with an altitude of 1500m. Mountain ranges separate these plateaus and the highest mountain peaks reach an altitude of 2500m (Van Averbeke and De Lange, 1995).
The climate varies from mild temperature conditions of 14-23º C along the coastal areas to slightly more extreme conditions of 5-35 º C among the inland areas (Lent, et al, 2000). The average minimum temperature in the Eastern Cape during July ranges from the lowest of -3º C at Senqu
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municipality to 12 º C at the coastal areas of Amatole and O.R. Tambo district municipalities. The average maximum temperatures range from the lowest 24 º C in parts of Elundini, Mhlontlo, Kou-Kamma and Kouga municipalities to 33 º C at Ikwezi municipality (Raath, 2001).
About 85% falls within the arid or semi-arid zone. Rainfall increases from west to east and coastal areas are wetter than inland areas. The inland mountain area experience winter snow and summer rainfalls (Lent, et al, 2000).
The annual average rainfall ranges from the lowest of between 101-200 mm in Karoo areas of the Western District (Cacadu) and the highest of between 1001-1200mm in parts of Ingquze, Engcobo and Elundini municipalities (Raath, 2001).
Table 2.1: Vegetation of the Eastern Cape Province
TYPE % OCCUPATION
Grassland Biome 39.8 Nama Karoo 25.4 Thicket 16.4 Savanna 10.2 Fynbos 6.0 Forest 2.2 Succulent Karoo <0.1 Source: (adapted from Lent el al, 2000)
Soils in the Eastern Cape are characterized by low infiltration, compaction, shallow rooting-depth and phosphorus deficiency. Soils in the western part of the Eastern Cape are characterized by alkalinity while acidity prevails in soils of the eastern part of the Eastern Cape and are the main factors that limit the potential of Eastern Cape soils (Lent, et al, 2000).
2.2.3 Land
The Eastern Cape covers an area of about 17 million ha. About 4 660 000 ha of this land is communal land (Anon) and is inhabited by 65% of the population of the Eastern Cape (ECSECC, 2000). About 13 million ha constitute land that is suitable for natural grazing, 1 million ha is suitable for rain-fed cropping system and 155 000 ha being irrigation lands (ECSECC, 2000).
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2.3 Demographic features
The Eastern Cape Province is divided into six District municipalities.
Table 2 presents the statistical distribution of the population among the district municipalities.
Table 2.2 : Population of the Eastern Cape (by District Councils)
DISTRICT COUNCIL POPULATION AREA POPULATION (Km² ) DENSITY DC 10 WESTERN 363 585 58 242 6 (CACADU) DC 12 AMATOLE 1 657 373 23 675 78 DC 13 CHRIS HANI 822 891 37 111 22 DC 14 UKHAHLAMBA 327 868 25 553 14 DC 15 O.R. TAMBO 1 504 411 15 535 90 NELSON MANDELA 969 711 1 952 714 METRO ALFRED NZO 544 167 7 913 72 EASTERN CAPE 6 190 006 169 373 37 PROVINCE Source: Municipal Demarcation Board, 2000
2.4 Agricultural Activities in the Eastern Cape
The Province focuses mainly on agriculture for its economic development. Although the agricultural sector is relatively small in terms of its value of output, it is but labour intensive. It is the third largest sector in terms of labour employment and contributes to the Provincial economy (Eastern Cape Development Corporation, 2002). It contributes 13% of formal employment in the Province (ECSECC, 2000).
2.4.1 The agricultural background of the Province
The Province was established by amalgamating the three administrations: the former homelands of Transkei and Ciskei and the portion of the former Cape Provincial Administration. Upon the take-over of the Province by Government of National Unity (GNU), many public sector officers, particularly those in the management echelon took severance packages and left the public sector. This resulted in a brain drain in the public sector as experienced personnel left. During the apartheid era, there were huge commercial agricultural projects (schemes) in the homelands, which were
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run by parastatal bodies: Tracor in Transkei and Ulimocor in Ciskei. The parastatals were meant for capacitating people, landowners in particular with farming knowledge and skills, so that they could later on, take over and run the projects on their own. The landowners were not trained, but worked in the schemes. The schemes experienced financial losses due to huge personnel expenditure and were therefore liquidated. Upon liquidation, some of the schemes were severely vandalized and this resulted in great loss of infrastructure.
The homeland Governments’ Departments of Agriculture used to own tractors and cultivating implements, which were used to cultivate farmers’ lands at subsidized tariffs. Land cultivation declined abruptly as the new government sold out those tractors to the public, stating that it would no longer do farming for the people.
2.4.2 The Eastern Cape Provincial Department of Agriculture (ECPDA)
The vision of the ECPDA: A dynamic agricultural support service provider, which, stimulates, catalyses and promotes a rapid and sustainable agricultural growth and economic development, within the framework of resources conservation and equitable land administration (Policy Speech, 1999/2000)
The ECPDA’s activities are currently guided by the Strategic Plan 2002- 2005, which in turn is guided by the Strategic Plan for South African Agriculture, the Provincial Growth and Development Strategy (PGDS) and other policies. The Strategic plan for Eastern Cape Agriculture gives shape to envisaged deliverables and direction towards the fulfillment of the Department’s vision.
The strategic plan 2002-2005 is not rigid and its flexibility on various circumstances that might accrue with time and which may require change.
The ECPDA stands on eight strategic goals:
1. To promote sustainable utilization of natural resources. 2. To encourage increased food and fibre production 3. To increase economic activity from agriculture, thus increasing its current contribution to the Province’s GGP of 3.6% to 5%. 4. To provide enabling legislation 5. To facilitate equitable access and participation by the previously disadvantaged farmers to agricultural activities and resources. 6. To improve global competitiveness and profitability 7. To develop integrated and sustainable rural development 8. To facilitate change management (Policy Implementation, 2002)
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The strategic framework of the department has the following elements:
1. Land care 2. Agricultural Advice and Technology Development 3. Agricultural and Rural Development 4. Agricultural Regulation and Legislation 5. Administration, Financial control and Human Resource Development 6. Financial Support for Farmers (Policy Implementation, 2001/2002)
2.4.3 Categories of farmers
There are different categories of farming groups in the Eastern Cape. There are several ways in which farmers may be categorized. Some people categorize them according to their farm size and production output, where those farming in small farm sizes with subsistence and below subsistence production levels are called small holder farmers (Bembridge, 1987) of small-scale farmers.
Farmers are categorized according to market orientation i.e. those that produce mainly for market are called commercial farmers and those small- scale farmers who have an inclination towards commercialization are called progressive small-holder farmers or emergent commercial farmers. Many people of the Eastern Cape regard commercial farmers as white farmers, although there is a relatively small number of African commercial farmers. The same applies to small-scale farmers, as they are regarded as African Farmers, although there are White farmers who commercialize farming in small holdings. The problem lies with the ambiguity of the description of what it actually is that is small, whether is the farm size, the production output or small in the eyes of rural communities due to landlessness or maybe, use of other people arable lands for one’s crop production.
Some farmers are categorized according to the manner in which the apartheid government inflicted them. The previously disadvantaged farmers refer to those farmers who were deprived of farming resources (land, capital, entrepreneurship) by the apartheid government.
Some farmers are categorized according to the commodities they are farming with, e.g. Maize Producers or Poultry Farmers. Some are categorized according to the environments in which they practice farming e.g. rural farmers.
Some farmers are categorized according to land tenure rights, e.g. LRAD farmers refer to those farmers who have acquired land rights through the
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current land redistribution programme for agricultural development, resource-poor farmers refer to those farmers without any land rights or livestock (Bembridge, 1987). Some people claim that for the mere fact that a person resides in a rural area and owns a site, even though there is no agriculture practiced, that person is a farmer and such people are usually called “aspirant farmers”. Some farmers are categorized according to their age groups e.g. young farmers or pensioner farmers.
Young farmers constitute the out-of-school youth and the school-going youth. The farmers practice farming either on a part-time or full time basis and school-going youth practice farming either at school or at their homes or both or in local projects. School-going youth participate in agricultural youth shows and have since the year 2001, participated in the National Agricultural Youth Show Championships.
There are two distinct categories of farmers in the Province to which all the categories mentioned in the above paragraphs are aligned. They are commercial farmers and small-scale farmers and the latter is sometimes called emerging farmers. In the Eastern Cape Province, there is a total number of about 316 738 farmers, made up of about 6 338 commercial farmers and 310 400 small-scale farmers (Abstract of Agricultural Statistics, 2002).
2.4.4 Farmers’ Unions of the Eastern Cape
The majority of farmers in the province have affiliated either as individuals or as groups to either of the three prominent unions of the province: Agri- East Cape, the farmers’ union that affiliates to Agri-SA and the two Unions that affiliate to NAFU, namely, ECAFU and EDAFU.
The Agri Eastern Cape takes on board all categories of farmers and most, if not all, of the white commercial farmers of the Eastern Cape are members thereof. ECAFU takes on board African farmers who regard their farming level and expertise as being below the standards of the white farmers who belong to Agri Eastern Cape. EDAFU represents farmers who regard themselves as having been previously disadvantaged.
The strategic intent of the Provincial Department of Agriculture (PDA) is to merge these three unions to form one Provincial Farmers’ Union. Efforts are being made to merge the farmers’ unions, but to dismantle the currently existing structures seems to require compromise, humility and selflessness on the part of farmers or maybe divine intervention. The fear of small-scale farmers or previously disadvantaged farmers is that they do not have skills and expertise which the commercial farmers of Agri Eastern Cape have and are therefore in fear of being engulfed.
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2.5 Non Agricultural Activities
Household income sources are salaries and wages, jobbing, old age pension, retirement annuities, cash remittances, child maintenance, child grants, spaza shops, telephone shops, cultivating other farmers lands using one’s own tractors, carting sands and wood for other people, brick- making sewing, beadwork, leatherwork, baking and furniture making.
2.6 Agricultural Education and Training (AET) in the Eastern Cape
Formal Agriculture Education in the Eastern Cape Provinde is provided by 581 FET schools (HSRC, unpublished), which constitute agricultural schools, academic schools, comprehensive schools and technical schools, tertiary level agricultural education is offered by three Higher Education Institutions (HEI) and one Agricultural Institution. HEI are Fort Hare University, Grootfontein College and PE Technikon and the Agricultural Institution being Fort Cox College of Agriculture. The latter is in the process of transforming into a HEI. University of Fort Hare is regarded as a historically Black University and is a renowned university in the Sub-Saharan continent as some of the prominent Sub-Saharan Leaders studied there.
GET schools provide Natural Science Learning Area in which some aspects related to agriculture are reflected, like “Understanding the soil”, and “Growing crops”, (two topics related to agriculture, that are found in Grade Seven’s Learner’s Book). The Learner’s Book for Grade Nine reflects agriculture in activities 3.2 and 3.3 with topics “Investigating soil erosion” and “Investigating plant growth”, respectively.
Non-formal education and training is provided in the form of short courses, workshops, on-farm demonstrations, research trials, field visits and information or farmers’ days. Tsolo College, Mpofu Training Centre are the major institutions of the PDA that render non-formal agricultural training to farmers.
The technical agricultural staff of the PDA at both local and district municipality levels, provide non-formal education and training to farmers. Private Sector Companies, Non-Governmental Organizations, Department of Correctional Services, Land Bank and some farmers.
2.7 Provincial, National and Global Imperatives
The Province of the Eastern Cape has as one of its development objectives, just like other provinces: “Investment in people”, as enshrined
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in Provincial Growth and Development Strategy of the Eastern Cape Province. The Province has to strive for global competitiveness in order to meet the challenges of the 21st century.
There are numerous views from different stakeholders in the Eastern Cape Province about how agriculture education and training could be improved to achieve global competitiveness. Some of these views can conveniently be discussed under the headings below.
2.7.1 Career Guidance
Career guidance is one aspect that has to be promoted to ensure that the learners in both GET and FET schools develop a sense of direction as to which career direction they should go. Most of Learners realize it at a later stage as to which subjects (fields) they should have chosen to enable them to pursue their career choice. It is on this light that curricula review becomes essential to ensure that subject combination leads to specific career choices and that Learners are given guidance towards the choice of career.
2.7.2 Employment of Agriculturally Competent Educators
It is of utmost importance to Principals of the Eastern Cape to ensure that Agricultural Science in FET schools is offered by competent Educators, who have undergone training in agriculture or else who have been capacitated with knowledge and skills about agriculture and farming in general. This is not only the view of Principals and some Agricultural Subject Advisors, but also of FET Learners doing Agricultural Science in the schools in the Eastern Cape Province. Learners are of the perception that some Agricultural Science Educators are not stimulating them to love the subject, because they do not have interest at heart about agriculture. This might be due to the fact that some Educators taught agriculture because that was the only offer available for their employment and therefore do not mind about its impact on the Learners’ livelihood.
2.7.3 Exposure of Stakeholders to the Global World
It is a known fact that when someone has been confined in a certain environment without any exposure to the outside world, one will always assume that what one knows is best. A challenge arises when a previously confined person is exposed to the outside world, where one would be able to compare one’s standard to the world standards. Exposure increases one’s knowledge base. Tours and international trips could help develop the insight of Educators, Agricultural Subject Advisors, Lecturers, Extension Agents, their Supervisors as well as Farmers and should therefore be promoted.
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The export market for agricultural products is open to all, small-scale and commercial farmers alike. The farmers need to identify niche markets. They should also be acquainted with the quality of produce that enters the global market.
2.7.4 Agriculture to be more practical oriented
Agricultural training in colleges and FET schools as well as in non-formal agricultural training should focus more on skills development.
Some agricultural graduates in the Eastern Cape Province are unable to get jobs simply because they were not groomed in skills and expertise that the employment sectors require. The practically of agriculture could enable those who drop out from school to make a living for themselves through farming.
2.7.5 Food security
The majority of the Eastern Cape’s rural communities are facing problems of food insecurity due to a high unemployment rate, aggravated by lack of inputs for land cultivation. This results in people not being able to access at all times, enough food to maintain a healthy lifestyle (LAPC, 1993).
Food security is one of the National goals, targeting every South African. Agricultural education should therefore focus on promoting black entrants in commercial agriculture as the black people form the vast majority of the rural poor in South Africa. Training people in basic farming and promoting use of backyards for agricultural purposes could help address food security problems. The major issues that causes food insecurity is abandonment of arable lands by those who have rights of utilization. There are many people who love farming and would like to practice it, but
are limited by lack of land, while there are others who possess unused arable lands but are not eager to give their lands to those who are in need. These unused (wasted) arable lands contribute to the poverty status of the Province. This requires that policies be developed to address problems of wasted arable lands. Kick start packages for economic farming could also help address the problem of abandoned arable lands.
The establishment and promotion of the most economic methods of agricultural production, coupled with intensive training of people in market research and development, could also address the problem of food insecurity in the Province.
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2.8 Challenges and implications of development needs of Agriculture Education and Training
Agricultural education and training should not be viewed as just educating people, but should have a strong focus on what it shall achieve after it has been given. Agriculture in the Eastern Cape Province is offered in 581 out of a total of 896 schools, 276 of which offer Agricultural Science under both Standard Grade and Higher Grade.
There are 13 schools that offer Agriculture Science under Higher Grade only in the Province and 292 schools that offer it under Standard Grade only (HSRC, unpublished). This therefore means that out of 581 schools, 289 schools have Agriculture science offered under Higher Grade and this is just over a half.
The challenge in this regard is to find answers to the following questions: Why so many schools are not offering agriculture at Higher Grade? How and how frequent are the Agricultural Science Educators empowered with knowledge and skills? How are these schools distributed in the Province? What role do Extension Officers play in order to enhance agriculture in schools? Are there any partnerships between the Departments of Education and Agriculture to enhance agriculture in schools? If there are, how strong are they or how can they be strengthened? With about 68 615 Learners enrolled for agriculture in the Eastern Cape Schools, why is this Province the poorest while such a huge number of young people are engaged in agriculture studies?
The other challenges are around the Departments of Agriculture and Labour in ensuring that non-formal education is offered by well-trained and well-equipped people. Numerous non-formal training sessions are conducted in the Province, but the outcome is very slightly visible. It is well known that the land issue is still a problem, but where there are no problems with land, why are people reluctant to take risks?
The tertiary level institutions that offer agriculture in the Province should learn from their ex-students where the shortfalls to their curricula are. If that were so, the ex-students of these institutions who are currently unemployed, would not be struggling seeking jobs, but would know what alternatives there are for them in life.
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2.9 Conclusion
The Eastern Cape, which is South Africa’s poorest Province, has plenty of resources that need to be tapped in order to change its poverty status completely. The Strategic Plan has been developed already, for giving direction to economic development of the Province through agriculture. What is important is to implement what has been planned.
The challenge is about who is to implement what, with whom, how, when and where. The other challenge is whether the implementers are skilled enough and are willing to implement the plan.
It is therefore the responsibility of the people of the Eastern Cape to ensure that Agriculture Education and Training in this Province contributes to better life for all through global competitiveness of agriculture.
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CHAPTER 3. EDUCATION AND TRAINING NEEDS FOR AGRICULTURAL AND RURAL DEVELOPMENT
3.1 Introduction
This chapter presents findings mainly on the training needs analysis of farmers (groups of resource poor farmers, individual farmers), service providers (ex-students and lecturers of various institutions and managers from the Provincial Department of Agriculture and private organizations) and heads of selected institutions in the Eastern Cape Province.
Bembridge (1984) is of the opinion that, in order to come up with training needs of an individual one should consider the difference between previous training and the training required for optimum performance, the performance and the capability of an individual. Masigo and Mashego (2002) citing Burton and Merrill (1997) define a need as “a discrepancy or a gap between the way things ‘are’ and the way things ‘ought to be’”. Training needs are categorized by different authors in many ways. Few of them that are relevant to this study will be discussed. These are:
• Macro level needs. These are needs which have to address national or even international issues and are usually driven by national or international political, economic and social imperatives.
• Meso level needs. These are needs of a specific organization, group of employees in a particular occupation, or members of a specific population group. These needs have to do with those factors that are necessary for the organization as a whole to survive or to deliver on its mandate.
• Micro level needs. These are needs of an individual employee or a small group of employees. These needs are determined by comparing the individual employee’s performance with the stated performance norms and standards for the job.
• Stated needs. These are the job requirements indicated what the jobholder ought to have in order to perform a particular job.
• Implied needs. These are needs imposed by the changes in the environment and forces the individual to adapt.
• Felt needs. These are needs perceived by the individual employee as important for him/her.
• Normative needs. These needs exist when the performance of the group or individual is below a norm or standard.
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• Expressed needs. These are needs created by a demand for a particular service or product.
• Comparative needs. This need exists because of deprivation of one individual for something in comparison to an equivalent person.
• Anticipated or future needs. These are needs motivated by future needs for something.
• Critical incident needs. These are needs created by incidents of problems or failures in the system (Masigo and Mashego, 2002) citing Van Dyk (1998) and Nadler (1982).
In this report, the Macro, Meso and Micro level needs, Felt needs, Expressed needs, Anticipated or Future needs, as well Critical incident needs, have been used in identifying the training needs for stakeholders.
Though the chapter pays more attention to training needs of service providers, other information is also presented. This other information includes the demographic characteristics of the respondents (population size, age and education) size of the farm and the activities undertaken by the farmers in their farms, the existing training providers as well as those preferred by target groups. However, the information referred to above, will not be apply to every respondent group mentioned above. It is important therefore to note that the type of information sought was not the same, in some instances it was not applicable to other groups and in some it was not included in the research tool that was used to elicit data.
3.2 Knowledge and skills needs of farmers
3.2.1 Demographics of farmers
A. Farmer Groups
(Participatory Rural Appraisal) There were 173 groups of farmers from whom data was collected. The total number of farmers in these groups was estimated to be 3 154. The gender analysis of these farmers showed that the majority (64%) were men. Some commodity groups like wool growers were male dominated while other commodity groups like poultry were female dominated. The age range was estimated to be between 20 and more than sixty years. When they were asked about their literacy level the response was as follows: Tertiary level Degree/Diploma = 16.9%, Grade 12=29.4%, Grade 8-11 = 37.5% and Grade 7 and below = 16.2%.
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B. Individual
(Questionnaires) The total number of individual farmers surveyed was 293. The majority of the respondents in this group were men (64%). Women amounted to only 34% and the other 2% could not be identified as they did not respond to the question. Out of 293, 14.7% were whites, 78.5% blacks, 5.5% coloureds and1.3% did not respond to the question. Seventy five percent (75%) of farmers was middle aged to old aged, 26% between the age of forty and fifty, 23% between the age of fifty and sixty and 26% were above the age of sixty. Eighteen per cent (18%) belonged to the age group of thirty to forty years old, 5% between the age of twenty and thirty and there were no farmers under the age of twenty years. The information is presented in Table 3.1
Table 3.1: Gender, population group and age of individual farmers (n=293)
CATEGORY NUMBER PERCENTAGE
Gender Male 188 64 Female 100 34 No response 5 2 TOTAL 293 100 Population Group Whites 43 14.7 Blacks 230 78.5 Coloureds 16 5.5 No Response 4 1.3 TOTAL 293 100 Age 20 – 29 10 3.4 30 – 39 40 13.6 40 – 49 58 19.8 50 – 59 51 17.4 60+ 58 19.8 Missing data 76 26.0 TOTAL 293 100.0
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The literacy levels of individual farmers were as shown in Table 3.2.
Table 3.2: Literacy Levels of Individual Farmers (n=293)
CATEGORY NUMBER PERCENTAGE
Senior degree 9 3.1 Diploma or Bachelor’s degree 26 9.0 N5 1 0.3 Grade 12 (Matriculation) 85 29.0 Grade 9 (Standard 7) 56 19.0 Grade 8 (Standard 6) 9 3.1 Grade 7 (Standard 5) 2 0.7 Equal or below grade 6 (Standard 4) 86 29.4 Competency certificates 7 2.4 No response 12 4.0 TOTAL 293 100.0
3.2.2 Farm size and activities
A. Farmer Groups
Out of the 173 groups from whom data was collected, 34% were involved in vegetable growing in the form of community gardens, 12% in red meat production, 10% in crop production, 10% in poultry, 7% in piggery, 7% in wool production, 5% in dairy, 2% in piggery and crop, 2% in piggery and poultry, 2% in cultivated pastures crop and vegetables, 2% in high value crops and the other 2% in high value crops and red meat. It is worth mentioning that these groups were mainly from rural areas where they farm on communal land without farms of their own. Farm sizes of groups differ greatly. Farm sizes range from backyard gardens of 25m x 25m (0.0625 ha) to 4ha for crop production and there are communal rights to grazing land.
B. Individual farmers
The size of farms ranged from 0.1 to more than 3000 hectares. However, only one per cent had farms bigger than 3000 hectares. The majority (84%) had farms ranging from one hectare to 1000 ha. Eight percent (8%) had farms that ranged between 1001 to 2000 hectares. The other six per cent had no farms, but nevertheless, they were involved in farming by making use of home gardens in their residential sites. Others were in a process of acquiring farms through Land Redistribution for Agricultural Development (LRAD), as they indicated. The information with regard to the size of farms possessed by individual farmers is presented in Figure 3.1. (Different types of grids)
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Figure 3.1: Size of farms and percentage number of respondents
No farms = 6% >3000 ha = 1%
2001-3000 = 1%
1001-2000 ha = 8%
1-1000 ha = 84%
The enterprise/s or activities of individual farmers are shown in Table 3.3 As the table indicates, a greater percentage of the farmers were involved in red meat production followed by cash crops and vegetable production.
Table 3.3 The number and percentages of farmers involved in different enterprises (n = 293)
MAIN ENTERPRISE/ ACTIVITIES NUMBER PERCENTAGE Livestock 79 27.0 Cash crops 62 21.2 Mixed farming 45 15.4 Vegetables 41 14.0 Poultry 24 8.2 Piggery 11 3.7 Fruit 10 3.4 Dairy 9 3.1 No response 9 3.1 Game 1 0.3 Trees 1 0.3 Dried roses 1 0.3 TOTAL 293 100.0
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3.2.3 Knowledge and Skills required to undertake the activities
A. Farmer Groups
The knowledge and skills required by farmer groups are shown in Figure 3.2. The farmers wanted training in their existing and potential enterprises. A larger proportion of these groups (20%) wanted training on crops and vegetables to include farm business management, farm mechanics and farm buildings and the enterprise chain, 17% wanted training on farm business management only, 15% wanted red meat production, 15% crop production, 10% poultry production, 7% vegetable production, 5% pig production, 5% wool production, 2% dairy farming, 2% dairy farming coupled with farm mechanics, farm buildings and farm business management.
Some of the farmers required advanced training in all the commodities mentioned above. Some farmers indicated that they don’t only want to know the how part of production but the whole production system. They indicated it strongly that they need knowledge about markets. They need to know what happens to their produce after it has left the farm gates, things like export market laws. The issue of export market seemed to be crucial since some black farmers producing citrus in Cat River, indicated that they were (at time of interview) in debt of repaying export market costs of year 2000. They claimed that they received information that the citrus they marketed abroad rot before it could be sold. They could not verify the truth because of lack of knowledge about export laws. What they cried about was that they were made to sign contracts of repayment of debt incurred through market costs. The debt had to be paid over a period of five years, debt they claimed were struggling repaying. There was no disaster fund paid to curb the loss. Cat River Citrus farmers also expressed that their farming is barred by competition from Western District Municipality farmers who bring their oranges to East London market and flood it. This results in huge losses on their part as prices drop dramatically.
During the interview sessions some individuals would express the feeling that no matter how best the training could be, whilst they still farmed on communal land, it would not have a significant impact. Some individuals would mention that they require training that would make them attain certain National Qualification Framework (NQF) levels and others would like to have training on tendering and export laws.
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Figure 3.2: Skills required by groups of resource poor farmers of the Eastern Cape to undertake different farming activities
Dry fmechs, fbuild, bm = 2% Wool Prod = 5%
Crop and Poultry Crop Prod = 15% = 2% Vegetable Prod = Cr, vg, frmcs, 7% frmbdgs, bm = 20% Poultry Prod = 10%
Pig Prod = 5%
Bus Mangmt = Dairy Farming = 17% 2% Red Meat Prod = 15%
Note: Cr, vg, frmbdgs, bm = crop, vegetables, farm mechanics, farm buildings, business management
B. Individual farmers
The most important skills required appeared to be technical, farm business management and marketing. Technical skills refer to livestock production (Large and small stock production, sheep shearing and wool sorting), crop production, poultry farming, pig farming. Computer skills, value adding, land policies, human resource management and electronic trade were other areas of interest. Apparently, veld management and farm mechanics were not important, judging by the proportion of respondents who required them. It was strange to notice that veld management in the Eastern Cape being the livestock area was not seen as an important training need.
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3.2.4 Existing knowledge and skills
A. Farmer Groups
Most of the groups indicated that they received elementary training in their respective enterprises while 17% of the groups indicated that they never received any form of training. The other groups mentioned that the training they received was quite rudimentary or elementary. Thus 29% received training on elementary vegetable production, 10% on crop production, 10% on poultry production, 10% on pig production, 10% on beef production, 5% on dairy farming, 5% on wool production, including shearing and sorting, 2% on business and the remaining 2% on crop production and business management. This information is demonstrated in Figure 3.3.
Figure 3.3: Skills available in groups of farmers in the Eastern Cape
Ecr & Bus Mngmt, 3, 3% Bus Mngmt, 3, 3% No skills, 17, 17%
Elementary rd/beef Prod, 10, 10%
Elementary Wool prod, 5, 5% Elementary cr pr, 10, 10%
Elementary pig prod, 10, 10%
Elementary Dry frm, 5, 5%
Elementary vg pr, Elementary poult, 29, 27% 10, 10%
Note: Cr pr = Crop production Vg pr = Vegetable production Poltr = Poultry Dry = Dairy Busnsmngnt/Busmngt = Business Management pr or pro = Production wol = wool rd = red meat
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B. Individual farmers
The kinds of skills possessed by individual farmers are shown in Table 3.3. The information presented shows that the majority (55.8%) did not have any particular skill, not even basic skills. The skills possessed by the other 44.2% were very basic.
Table 3.4: Existing skills and knowledge or training received by individual farmers (n = 293)
SKILLS AVAILABLE/TRAINING NUMBER OF PERCENTAGE RECEIVED RESPONSES None 174 55.8 Technical Skills 105 33.7 Basic farm business management skills 26 8.3 Basic human resource management 4 1.3 Land policies 1 0.3 Basic computer skills 1 0.3 Project Management 1 0.3 TOTAL 312 100.0
(Note: Technical skills include basic livestock and crop production, veld management, seedbed preparation and the irrigation management)
3.2.5 Skills gap and training needs
The survey identified the required skills to undertake the activities as explained in paragraph 3.2.2 above. Paragraph 3.2.3 also above, identified the existing skills and knowledge. Therefore, the skills gap can be identified from those two. What is short to cover up the gaps is advanced courses in the activities they are engaged in (refer paragraph 3.2.3 above). In addition, the organizational skills of both farmer groups and individual farmers need to be improved in order to facilitate the management of their own environment and resources.
When asked on how to improve the AET to meet the future challenges of the 21 century in South Africa, the responses were as shown in Table 3.5.
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Table 3.5: Strategic needs as perceived by individual farmers
STRATEGIC TRAINING NEEDS RESPONSE PERCENT
Don’t know/no response 85 27 Computer literacy 63 20 Bridge gap between emerging and commercial 16 5 Farmers Invest in youth starting from lower grades 44 14 Aim at poverty alleviation or eradication 4 1 Focus on job creation 2 1 Should consider incentives for learners and 27 9 Farmers Must be participatory 43 14 AET be collaborative i.e. to involve 10 3 Departments of Agriculture and Education as well as private sector companies AET be accessible and continuously evaluated 18 6 TOTAL 312 100
3.2.6 Preferred training providers and methods
This section presents the preferences of farmers with regards to the training providers.
A. Farmer Groups
The respondents were asked whether they received training in the past, and if so, who the training providers were. Apparently, some farmers received training, which seemed to be provided by government Departments (such as Agriculture, Labour and Land Affairs), NGOs and consultants, as well as institutions (universities, colleges and research institutions). The Departments provided training to 59% of the groups, NGOs and consultants to 22% and institutions to 2%. The remaining 17% did not receive training at all. When asked about the training providers they preferred, some changes were observed. Though still a larger percentage (49%) preferred to be trained by Government Departments, the preference has decreased by 10% in favour of training by institutions. Also preference for NGOs and consultants has decreased by a considerable margin. About a quarter of the respondents were not particular about providers as long as they received training that is of high quality and accredited.
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The following training methods were preferred: It is highly preferable to have courses conducted under local conditions.
Trainers should be knowledgeable about the subject.
Trainers should understand values and cultures of the people of the environment in which training is to be conducted.
Training programmes should be provided in the vernacular as well as in English, so that those who prefer English to the vernacular could attend the English programme.
Trainers should therefore research the area before they come and conduct training in it, so that the training can be relevant and address the specific needs of the farmers.
Training should not be conducted during these times/seasons unless it is for correcting a specific aspect which usually takes place during that season: harvest time, ploughing season, weeding time.
Young people should not be mixed with old people in a course, particularly when it is conducted away from home, because they become a nerve to elderly people. At local level mixing is not regarded as a problem.
The duration of training conducted away from home should not exceed two weeks for elderly women, because they think of their children and grand children. Elderly men do not mind about duration as long as it would not interfere with other farming activities. Single youth do not mind about duration as long as skills and knowledge would be acquired. Married youth do not want training to exceed two weeks, because they do not want to leave their spouse for a long time.
Training should be advertised early in advance by various Providers and course contents, duration, venue and costs be included in the advert so that the farmers can be able to choose which course to attend.
After each training there should be visits by the Providers to ensure that implementation takes place.
B. Individual farmers
The types of trainers who provided training to individual farmers in the past are presented in Table 3.6. The table also shows the proportion of farmers who received training from that particular trainer, as well as that of farmers who did not receive any training. Government Departments
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Table 3.6: Providers who provided training to farmers (n = 293)
PROVIDERS NUMBER PERCENTAGE None 192 65.5 Government departments 58 19.8 Institutions 3 1.0 Unions 3 1.0 NGOs and consultants 22 7.5 NGOs and government departments 2 0.7 Boskop (now closed) 9 3.1 No Response 4 1.4 TOTAL 293 100.0
The preferred training providers as indicated by individual farmers are shown in Figure 3.4. It is interesting to note that even though these farmers have been exposed to training of some service providers, when it comes to preference, the majority of them (62%) do not have a specific preference. This could be due to what was mentioned by some farmer groups that the training they have received so far is elementary and not accredited. Therefore any provider who would come with the kind of training they needed would be accepted.
Figure 3.4: Preferred training providers by individual farmers
Institutions = 5% No response = 13% Inst, NGOs & Gov Dept = 10% Consult = 5%
NGO & Consult = 4% Inst & Gov = 1%
Any prov = 62%
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3.3 Knowledge and skills need of service providers
3.3.1 Demographics
A: Extension agents
Ninety-nine percent of the respondents were African and one percent was for White agricultural graduates. Women constituted 3% only. One percent of the graduates were employed by UVIMBA BANK and the rest, by Provincial Department of Agriculture. Principal agricultural scientists constituted 7%, Chief Agricultural development technicians 73%, Chief Animal Health Technicians 7%, Senior Agricultural dev. Technicians 3%, Senior Animal Health Technician 1%, Assistant Directors 3%, Development Technicians and Chief Industrial Technician 1%. About 22% of these graduates were from Chris Hani, 78% from Alfred Nzo, Ukhahlamba and from O.R. Tambo. These extension agents received their tertiary level education from the following institutions: 32% from Fort Cox, 47% from Tsolo College, 12% from Fort Hare, 1% from each of the following institutions: Potchefstroom, University of the North, Unitra, Makerere University, 2% from P.E. Technikon, 2% Technikon SA and 1% did not respond.
B. Educators
Educators referred to in this text refer to FET school educators and HEI Lecturers. Nine GET Educators of Natural Science Learning Area (2 men and 7 women) were interviewed. Returns (filled and returned questionnaires) from forty (40) schools, were received from Agricultural Science Educators of FET schools. Of this group, 71.4% are Blacks,
Coloureds, 10.2% are Whites and 18.4% were not specified. About 41% of the Educators held tertiary level diplomas, 31% held bachelor’s degrees, 20% held postgraduate degrees and 8% did not respond. About 35% of the Educators were furthering their studies at the time of the research, two of whom were doing agriculture studies: BTEC and MTEC. About 57% of the Educators did receive tertiary level agricultural training. About 90% of the Educators educate Grade 12 Learners. Two FET school Agricultural Science Educators were interviewed on the street.
C. Lecturers
The lecturer respondents came from five different institution in the Eastern Cape, namely, Fort Cox, Tsolo, Grootfontein, University of Fort Hare and P.E. Technikon. The total number of respondents was 25 (eight from Fort Cox Agricultural College, nine from UFH, one from Tsolo Agricultural
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College, two from Grootfontein College, three from P.E. Technikon and the other two could not be identified).
The gender analysis showed 92% of the respondents to be males. The majority of respondents (48%) was blacks. A large number (32%) of respondents belonged to the age group 28 to 35 years old. Honors and Masters degree were the highest qualifications of nine and eight respondents respectively. Only four had Doctorates, three in UFH and one in P.E. Technikon. Of the 25 respondents, there were only 10 respondents who had professional teaching qualifications. Six of the 10 possessed Higher Diplomas in Education. The qualifications of the staff in general as mentioned by head of Faculties and Institutions investigated are presented in Table 4.2.
3.3.2 Activities
A. Extension agents
Animal Health Technicians deal with animal disease control and training of farmers on topics related thereto. Those in positions of Chief Animal Health Technician and Controllers also do administrative and supervisory services.
Agricultural Development Technicians render the following agricultural services in their respective areas: facilitate meetings, promote establishment of farmers’ organizations, help farmers organize farmers’ days, train farmers and promote food security and economic growth through agriculture. In areas where there are no Control Agricultural Development Technicians, Chief Agricultural Development Technicians also do administrative and supervisory services.
Agricultural Scientists train farmers and Agricultural Development Technicians, prepare training modules and information leaflets and also conduct research that is in line with their areas of specialization.
Assistant Directors supervise the services of subordinate staff and perform administrative services.
The officer from UVIMBA Bank is responsible for advising and recommending the approval of loans.
About 71% of extension agents are either highly satisfied or satisfied with their jobs, while 26% is either least satisfied or not satisfied at all and 3% did not respond. However, the potential of these change agents is limited by the following factors which bring about dissatisfaction: lack of transport, lack of equipment for training and demonstrations, lack of office
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accommodation and poor working conditions resulting from absence of computers and transparency about performance assessments procedures.
B. Educators
About 90% of the Educators included in the sample educate Grade 12 Learners (prepare lessons, prepare and supervise practicals, mark test and exams, organize excursions). Some of the grade 12 educators also provide tuition to grades 10 and 11 learners.
C. Lecturers
Lecturers offer tuition at colleges, technikons and universities. Apart from teaching responsibilities, the data showed that some lecturer respondents were also studying. The respondents were asked to rate the work load of various teaching responsibilities and their responses are presented in Figure 3.5. All activities (as listed in Figure 3.5) were regarded as being moderate by most respondents (ranging from 12 to 14).
Figure 3.5: Intensity of work load
14
12
10 Very light 8 Light Moderate 6 Heavy
4
2
0 Lecturing Cond pract Prep of class Res act Admin
When asked about frequency of revising training programmes, the majority (60%) said they revised their training programmes on receipt of new information or discoveries. Thirty six per cent revised them annually and once in two years by the remaining 4%. All respondents had professional linkages with other lecturers in their respective institutions.
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The majority had linkages with other institutions (92%), research stations (56%), extension officers (72%), as well as farmers (76%).
Agro-industries and Agri-business were the only organizations in which the majority (80% and 84% respectively) of lecturers did not have professional linkages. The practical classes were either conducted by lecturers (56%) only or with the help of a technician (44%).
The beneficiaries of research as indicated by respondents, are shown in Figure 3.6. Apparently, research was intended for various beneficiaries, namely, students, farmers, breeders, nutritionist, commercial companies as well as policy makers. Amongst these, students and farmers were the most popular beneficiaries. As also shown in Figure 3.6, 44% were doing research that would benefit students and farmers.
Figure 3.6: Beneficiaries of research
Students = 8%
No response = 28%
Farmers & Policy Students & Makers = 4% farmers = 44%
Nut & cc = 8%
students and breeders = 4% fabmucc = 4%
Note: fabrnucc = farmers, breeders, nutritionists and commercial companies.
When asked about the person responsible for the evaluation of the standard and quality of lectures and practicals, a few responses were given. These responses included colleagues (4 respondents), students (3), colleagues and students (7), evaluation committee (1), head of department (2), students and outside lecturers (1), collegues and outside lecturers (1) and outside lecturers and CERTEC (1). Colleagues and students were the most frequent response given. As was the case with other questions, five respondents did not give an answer. The majority
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(60%) of respondents rated the level of activity of students during the practical sessions as being ‘active and enthusiastic’. Sixteen per cent said they were active because of compulsion, 12% said they were passive and the other 12% did not respond.
Seventy two per cent have involved in research activities. The research activities of 15 of the 17 respondents were related to their teaching work. The other two were involved in research that was not related to their teaching work. Five respondents did not respond to the question and the remaining two were not involved in research at all.
3.3.3 Skills required to undertake activities
A. Extension agents
Skills required of extension agents to undertake their activities include: Training, project management, facilitation/presentation, interpersonal relations, analytical thinking and innovative problem solving, conflict resolution, team building/teamwork, negotiations, communication, networking (CORE, 1999) and specific job-related technical skills.
B. Educators
The skills required by educators to undertake the activities are: Teacher’s course. Education Bulletin states what qualifications an educator should have when advertising the post.
3.3.4 Existing knowledge and skills
A. Extension agents
The Extension agents have technical knowledge about the respective fields they serve. Some do not have the technical skills they ought to have, hence they require such training. Some expressed that they require refresher courses, because the knowledge they gained during tertiary level training became moribund for lack of use. Assistant Directors, Controllers, Agricultural scientists and some Chief Agricultural Technicians have knowledge about Government polices: Public Service Regulations, Basic Conditions of Employment Act, Labour Relations Act and Public Finance Management Act.
B. Educators
All the Educators under this study were questioned about the in-service training they received during the past two years. 98% of the Educators supplied the information tabulated in Table 3.7.
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Table 3.7: In-service training received during years 2000 and 2001 NUMBER OF COURSES PERCENTAGE No training received 62.5 One Course 25 Two courses 8.3 Three courses 4.2 TOTAL 100
Table 3.7 shows it clearly that in-service training is scarce among Agricultural Science Educators as two years lapsed with about 63% not having received any kind of training.
C. Lecturers
Table 3.8: Qualifications of staff as mentioned by Heads of Faculties and Institutions
INSTITUTION PhD M.Sc BSc Btech Dipl Others
Fort Cox 0 6 2 4 6 4 PE Tech 1 3 0 0 1 0 Grootfontein 1 5 6 0 3 7 UFH 8 15 4 0 0 0
The average number of years in teaching was almost nine years and seven years in the respective institutions. Nine to five years of teaching experience was the largest occurring frequency, with a total number of 12 respondents. During the past two years, the majority (60%) did not undergo any in-service training. For those who did (the other 40%), the service providers appeared to be universities (Rhodes, Univeristy of Transkei and Pretoria), with a duration of one to five days. With regard to the employment status of the respondents, the majority (72%) occupied fulltime positions.
3.3.5 Skills gap and training needs
A. Extension agents
Training needs of extension agents have been derived from three sources, the first one is the research done by the Human Resource Directorate of the Provincial Department. Focus groups of ten members each were used. The second source was PAETTT members in a meeting and the third one was questionnaires that the extension agents completed.
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Table 3.9: Training needs of the extension agents As per Human Resource As per PAETTT Self Perception Development Plan perception A. Extension officers A. Extension offers Research skills, Computer skills, Typing Technical training, Animal and crop skills, Facilitation skills, Farm planning, Skills relevant to disease identification Vegetable production, Fruit and crop project need, and Prevention, soil production, Poultry production, Small Administration, classification and stock management, Livestock manage- Project manage- analysis farm ment, Project management, ment, Participa- planning Hydroponics Fruit production, Nursery tory rural lively- Project Management management, Tissue culture, Marketing hood, Manage- Leadership skills, Pest and disease management, ment skills, Envi- Conflict Irrigation scheduling, Pasture ronmental plan- Management management, Environmental ning, Farm busi- Computer literacy management and planning, Marketing ness system, General research and planning, Business plan Farm planning, Management compilation, Plant pathology Should be a follow (including up person, Administration) Be approachable, Financial Be able to deal management with stressed Stress Management farmers Budgeting Customer service B. ANIMAL HEALTH TECHNICIANS B. ANIMAL HEALTH Computer skills, Dairy technology and TECHNICIANS hygiene. Meat examination course, Horse castration, Preliminary diagnosis, Artificial insemi- animal disease sur- nation, Ostrich production, Drug usage veillance, Computer and control, Driving skills course, artificial insemination Primary animal health care, Basic office Project Management administration. slaughtering and Middle management course, T.B. Tes- dressing of poultry ting, CA Testing, Horse castration, (value adding) Vet legal course/updates, Meat Communication, inspection preservation and Drivers license storage of harves- ted maize Leadership Conflict Management
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B. Educators
Principals’ perceptions about training needs of educators are given in Table 3.10 below:
Table 3.10: Training needs of Educators on Principals’ perceptions
TRAINING NEED FREQUENCY PERCENTAGE
Animal husbandry 6 19.3 Practical skills 4 12.9 Communication skills 1 3.2 Agricultural economics 3 9.7 Soil related studies 5 16.1 Marketing 1 3.2 Crop production 5 16.1 Fruit production 2 6.5 Resource conservation 2 6.5 No response 2 6.5 TOTAL 31 100.00
The Educators’ perceptions of their own training needs are reflected in Table 3.11
Table 3.11: Training needs of Educators (n=49)
TRAINING NEED FREQUENCY PERCENTAGE
Soil survey 11 20.0 Crop farming practicals 7 12.7 Animal husbandry practicals 8 14.5 Crop farming knowledge 4 7.3 Marketing 4 7.3 Economics 4 7.3 Animal health care 14 25.4 Nature conservation 3 5.5 TOTAL 55 100
Tables 3.10 and 3.11 show no big difference in terms of skills needs of Educators as felt by Educators and as perceived by their Principals. Practicals in both tables are mentioned, that which supposes its importance. The relations that exist between tables 3.10 and 3.11, in terms of skills needs reflect that the principals are aware of skills needs of Agricultural Science Educators.
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C. Lecturers
Only 12 respondents responded to the question of training requirements. The training skills of these respondents are shown in Figure 3.7. It is important to note that some respondents required more than just one skill. Human resource management and research methodology were the most needed skills. Each of these had a frequency of three responses. Teaching was another skill that was required by two respondents. The other skills required, as well as their frequencies are also shown in Figure 3.7.
The skills required by lecturers as perceived by their heads were as follows: According to the Head of Fort Hare, the staff in the Faculty of Agriculture did not require additional skills: only one skill was required in Grootfontein (electronic trade), two in P.E. Technikon (team work and entrepreneurial skills and four in Fort Cox College (Value adding, research methodology, Biometry and Agricultural Administration).
Figure 3.7: Skills required by lecturers of institutions of higher learning in the Eastern Cape
Wool Clas 1 NTS4-NTS6 1 spray paint 1 Comp lit 1 GIS 1 Teach skills 2 Res Methodology 3 Statistics 1 Data Analysis 1 HRM 3 Turf mngmt 1 Landscape 1
00.511.522.533.5
(Note: Human r Management = Human Resources Management)
Only seven respondents responded to the question of knowledge required and the majority (18) did not respond. Nevertheless, the responses of those who did are shown in Figure 3.7. Computer literacy as well as rural development policy appeared to be the most important types of knowledge
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required by respondents. Other types of knowledge mentioned were food security issues, business planning and horticulture. The majority (22 respondents) did not respond to the question of the attitude required. The remaining three all mentioned ‘willingness to work’ as the attitude required at work.
Figure 3.8: Knowledge required by lecturers
Bus Plan
Rural Dev
Comp Knowl
Food sec issues
Horticulture
00.511.522.5
3.3.6 Preferred training methods and providers
A. Extension agents
There were no specific training providers or methods that extension agents made mention of.
B. FET Educators
The following institutions were preferred by the respondents: Fort Hare University, Fort Cox College, University of the Free State, Tsolo College, ACAT, Cedara College, Döhne ADI, Potchefstroom University, University of Natal, Cwaka College, Bensfield, University of Stellenbosch, Pretoria Technikon and Unviersity of Transkei.
The frequencies in terms of preferences are: University of Fort Hare : = 35% Fort Cox College : = 19% University of Orange Free State : = 7% No response : = 19%
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The frequencies of other institutions were all below 2% and collectively shared in the remaining 20%.
C. Lecturers
The preferred institutions where the respondents would like to obtain the skills and knowledge reflected in figures 3.7 and 3.8, are shown in Figure 3.9. Again, as it was the case with other questions, some respondents did not give a response. Most (five respondents) of those who responded preferred the University of Fort Hare. Three different reasons were given as to why Fort Hare was a preferred institution. These were: to support the development of previously disadvantaged training institutions (four respondents), advanced in research (two respondents) and nearest institution (also two). Pretoria Technikon was also preferred by three respondents and mainly because of its quality education. University of Natal was preferred for its popular food security programme, Port Elizabeth Technikon and Technikon SA for practical training and Stellenbosch for good quality education.
Figure 3.9: Institutions preferred by lecturers
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0 Technikon Pta Technikon Fort Hare Univ of Natal Stellenbosch PE Technikon RSA Univ
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3.4 Knowledge and Skills Needs of Managers
3.4.1 Activities
A. Managers of the Department of Agriculture
In reference to the Code of Remuneration (1999), the Managers of the Department of Agriculture perform the following activities: Organize all activities in such a way that all organizational goals are achieved in the most effective manner including redirecting resources if necessary.
Determine all types of policy in the organization within his/her power of authority. To liaise with other institutions and individuals and executive commitments with regard to public appearance. Execute advisory commitments. Formulate strategic policies which will enable Departments/Admini- strations to successfully fulfill its role in delivering a service to the community/clients. Determine the most effective work procedures and methods to achieve organizational goals. Compile budget and manage personnel activities responsible for but within budgetary constraints. Exercise control over all functions and personnel under his/her supervision in order to determine if organizational goals are achieved and taking corrective action if deemed necessary. Effective provisioning and utilization of personnel by means of effective resource utilization and the application of fair labour practices in order to achieve organizational goals. Represent the Department/Administration in high level committees.
B. Heads of institutions
The tool used did not make provision for this data at the time of the survey.
C. Heads of private organizations
The tool used did not make provision for this data at the time of the survey.
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3.4.2 Skills required to undertake activities
A. Managers of the Department of Agriculture
According to the Code of Remuneration (1999) the skills required by managers of the Department of Agriculture to undertake activities are training skills, human resource management, financial management, planning and organizational skills, computer utilization skills, analytical thinking, conflict management, strategic management, change/diversity management, research skills, policy formulation skills (Code of Remuneration, 1999).
B. Heads of Institutions
The tool used did not make provision for this data at the time of the survey.
C. Heads of private organizations
The tool used did not make provision for this data at the time of the survey.
3.4.3 Existing knowledge and skills
The tool used did not make provision for this data at the time of the survey.
A. Managers of the Department of Agriculture
These are some of the existing skills and knowledge mentioned by some of the managers of the Department of Agriculture: conflict management, negotiation, development of national statistical system, job evaluation, leadership development, community development, managing diversity, project management, PFMA interpretation.
B. Heads of institutions
Table 3.12: Additional training needs of heads of institutions
Fort Cox Fort Hare
Computer Literacy Financial management Value adding/food processing Staff development Labour law
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The training needs required by heads of institutions are shown in Table 3.12. Only the Heads of Fort Hare and Fort Cox needed additional training.
C. Heads of private organizations
The tool used did not make provision for this data at the time of the survey.
2.4.4 Skills gap and training needs
A. Managers of the Department of Agriculture
The majority of questionnaires that were sent to Managers of the Department of Agriculture, especially senior management, did not come back. This is believed to be due to their tight schedule. Those questionnaires that were returned were mainly completed by chief agricultural technicians who are slightly involved in management. Realizing that they were mentioning technical skills as their training needs, it was felt that analyzing their questionnaires would not yield the required results. As an alternative to this, training needs of senior managers were extracted from their performance agreements. The training needs are for ten (10) Directors and are shown in table 3.15. Senior management courses, Public Finance Management Act (PFMA), Project Management and Information Technology followed by strategic planning were found to be important needs amongst the managers. Training needs such as world trade agreements, developing communities from grassroots and best practices for integrated rural development focused on sustainable livelihood were interesting though not viewed as important by the majority of the managers.
Table 3.13: Training needs of Senior Managers of the Department of Agriculture Training needs Frequency Senior Management Course 9 Public Finance Management Act 9 Project Management 9 Strategic Planning 7 Information Technology 9 Public Service Act 2 Developing communities from grassroots 1 Best practices for Integrated rural development 1 focused on sustainable livelihood Organizational Development 1 World Trade Agreements 1 Agribusiness through mentorship 1
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B. Managers of private organizations
With regard to manager’s training needs, the managers of five out of 13 organisations that were investigated did not respond to this question. Either they did not need any training or they did, but had no idea what exactly. Nevertheless, for those who responded, their training needs were knowledge of organic farming (2), communication skills (2), business administration skills (1), marketing skills (2) and computer literacy (1).
3.4.5 Preferred training methods and providers
Information on the above was not obtained for all groups (Managers of Department of Agriculture, Heads of institutions and Managers of private organizations) because the tool used for data collection made no provision for such.
3.5 Conclusion
The survey indicates that there are gaps in the knowledge and skills of farmer groups, service providers and managers.
From the farmers’ side, a large percentage of farmers require technical training on crops and vegetables and identified that training should encompass farm business management which will cover the need for training in the whole production system. This therefore, demands that all service providers, especially the Department of Agriculture, address this need in the formulation of their training programmes to ensure that training is brought to all farming communities.
Deficiencies in the knowledge and skills of service providers, i.e. Extension Agents and Educators have been identified. The Extension Agents do not have some of the skills they ought to have. The same problem exists with Educators who have not received in-service-training for the last two years.
Gaps in the knowledge and skills of managers were reflected in their performance agreements and hence need to be given serious attention as this will hamper implementation of AET strategies.
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CHAPTER 4. PROVISION OF AGRICULTURAL EDUCATION AND TRAINING
4.1 Introduction
This chapter will focus on formal and non-formal provision of agricultural education. The main areas of concentration are: the training that is offered, target groups, enrolments, method of provision, cost and tuition, capacity and resources. Emphasis will be more on the method of provision. This chapter also presents information that was obtained from managers of organizations (NGOs, input suppliers and consultants), lecturers of institutions as well as heads of these institutions. It reports on the vision and mission of these organizations/institutions, the kinds of clients they serve, the type of training they offer, the condition of resources in their organizations/institutions and their thoughts about challenges facing agricultural education and training in South Africa.
4.2 Formal Education and Training (higher, further and basic education)
The institutions that provide agricultural education in the Eastern Cape Province were mentioned in sub-section 2.6 of Chapter 2.
4.2.1 Course/training offered (curriculum, qualifications)
A. HEI
Table 4.1: Curriculum and qualifications of formal AET institution in Eastern Cape
Institution Qualification offered Specialization and core subject PE Technikon National Diploma Farm Management Agriculture Plant production Management Agricultural law Agricultural engineering Personnel management Agricultural practice B. Tech Agric. Leadership development, plant Management production, strategic management, financial management D. Tech Research based Univ. of Fort Hare Bachelor of Agriculture economics Agriculture Land use planning Extension 1. Economics Land use planning 2. Extension
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Institution Qualification offered Specialization and core subject Bachelor of science in agriculture 1. Economics Agricultural economics 2. Animal science Economics 3. Animal science of Major modules animal science pasture science Animal science 5. Crop science and Pasture science soil science Land use planning 6. Soil science Crop science Horticultural science Land use planning Crop science Soil science Land use planning Soil science Land use planning Fort Cox College 1. Pre-Diploma Practical mathematics, Agriculture certificate Basic scientific concepts Applied biology 2. Diploma in Communication skills agriculture Basic computer skills Agric business Crop production Animal production
Grootfontein 1. Higher certificate in Animal production agriculture Agricultural management Agricultural engineering 2. Diploma in Crop production agriculture Environmental management
Small stock production Agricultural management Environmental management Agricultural Extension Tsolo Agricultural Farmers’ skills Home economics (sewing, College development baking and food preservation) programme Animal production (Short Courses which (pigs, sheep, goats and
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Institution Qualification offered Specialization and core subject provide daitying) certificates) Poultry production (Broilers and eggs) Calibration and maintenance of machinery
It is worth noting it that business management is not included in any of curricular of HEI institutions of the Eastern Cape.
The final year students expressed that there were courses they felt should have been included in their curricular in order to make them to be more competent. These are reflected in Table 4.2.
Table 4.2: Areas of improvement in curricula of four institutions of Higher Education in the Eastern Cape as perceived by final year students FORT COX FORT HARE GROOT P.E. TECHNIKON FONTEIN 1. Administration Agricultural Horticulture Communication skills Source policy 2. Tractor drivers Agricultural Water More practical License statistics management and waste treatment 3. Communication Communication Windmills Wine farming with commercial skills farmers 4. Safety and Budgeting Fencing Animal observation security in the and connection to work place human thought
5. Hatchery Conservation Mechanics Shearing of wool Practice implements 6. Shearing and Agri-business Sugar-beet Prevention and wool sorting treatment of diseases of farm animals 7. Practicals of Forestry Tourism food processing 8. Improve the More computer marketing of Competency agric products Crop planting Wild life Cattle courses Poultry Irrigation
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B. FET AND GET
This study revealed that only about 26% of the Learners are currently doing Agricultural Science coupled with Mathematics. It is also revealed that about 49% of students would love to pursue tertiary level studies that require Mathematics as a pre-requisite. This therefore suggests that these Learners did not receive any career guidance about agricultural or related careers. The Learners in GET schools receive a General Education and Training Certificate (GETC) on passing Grade 9 Exams. FET school Learners receive a Senior Certificate on passing their Grade 12 Exams.
C. ABET
The learning areas offered at ABET are the same as formal schooling i.e. Arts and Culture. Economic and Management Science, Life Orientation, Numeracy and Mathematics, Techonology, Human and Social Sciences, Communication Literacy and Language Learning and Natural Sciences. The deference is that adults have electives such as Applied Agriculture and Agricultural Technology (AAAT) and Small Medium and Macro Enterprises. The adult learner may chose one elective and seven learning areas or both electives and six learning areas.
4.2.2 Target groups
A. HEI
Learners who have passed grade twelve (12), coupled with some science subjects for some courses.
B. GET and FET Schools
Learners doing Grades 1 to Grade 9 for GET and Learners doing Grades 10, 11 and 12 Learners for FET.
C. ABET
ABET targets, Rural Women as they have been seriously discriminated in the past, Out of School Youth but should be above the age sixteen (16) and any adult who could not get Basic Education.
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4.2.3 Enrolment
A. HEI
Table 4.3: Enrolment at formal AET institution in the Eastern Cape Institution Male Female Total White, Coloured Black % and Indians % Fort Cox 142 68 210 0 100 Fort Hare 197 135 332 1.2 98.8 Grootfontein 83 10 93 78 22 P.E. Tech 131 44 175 19 81
B. GET and FET Schools
About 57% of the FET schools that offer Agricultural Science in the country as a whole, offer Agricultural Science in Standard Grade (SG) (E. Cape contributes 12%) and only about 3% offer it in Higher Grade and the E. Cape Province contributes 0.5% to this. The pass rates are much higher for SG (66%) than for HG (34%). Enrolments for Agricultural Science in E. Cape schools constitute 32.3% of the total number of enrolled Learners. Information could not be furnished for GET schools.
C. ABET
No figures are available.
4.2.4 Method of provisioning/training
A. HEI
Training provided from these institutions may involve full time training at the institution where students have to master all aspects of a prescribed curriculum. Students receive instruction from the lecturers and practical staff on the theoretical and practical aspects of the curriculum, but they are also expected to gauge whether students have fully grasped what they were taught. They write tests and examinations and before they could be certified as having satisfied the requirements of the course.
B. GET and FET Schools
The Curriculum 2005 has Principles and twelve Critical Outcomes which guide the Educators on how to provide tuition to Learners. The Principles are:
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The Principle of Learner-Centeredness: focuses on putting the Learner first. The Principle of Relevance: focuses on ensuring that all learning and teaching activities are relevant to the learner’s socio-politico- environmental circumstances. Principle of Integration: focuses on relating competencies achieved from one learning area to another. Principle of Inclusion: focuses on adapting learners to the environment. Principle of Critical and Creative Thinking: Encourages learners to critically analyse issues they are taught about and be able to question issues and find out more about them. Principle of Flexibility: Programmes designed by Educators should be Learner-friendly. Principle of Progression: Ensures adherence to progression regulations. Principle of Portability: Records of competencies of Learners and curriculum of school enable a Learner to adapt easily in a new school and fits well within that grade. Principle of Quality, Standards and International Compatibility: Ensures the development, implementation and maintenance of highest standards amongst the Learners. Principle of Accountability and Transparency: Which affords the public to scrutinize the school curricula and opens room for curricula review. Principle of Anti-Bias: Ensures that there is no unfair discrimination to all at schools – even to parents that visit the schools. This ensures that everyone is treated with equal respect. Principle of Sustainability and Capacity Building: Ensures that materials are properly used and are able to develop sound knowledge, skills and good attitudes among Learners. Principles of Participation and Ownership: Parents and community involvement is highly promoted so that they own the education and training of their children.
FET schools that offer Agricultural Science (Field 1), provide or both theory and practical, while others provide theory only due to lack of facilities and necessary equipment for practical purposes. Practical exposure through tours and excursions are other methods used. When asked about the agricultural education they received, the Grades 10, 11 and 12 Learners gave the following answers: 25.4% received theory only, 50.2% received mostly theory, 16.4% received equal ratio of theory to practical, 3.2% received mostly practical and little theory and 4.8% did not respond to the question.
The skills that Agriculture science Educators give to Learners are: (See Table 4.4 below). The number of educators giving knowledge/skill to learners are expressed in percentages.
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Table 4.4: Skills and knowledge given to Learners (n=49)
KNOWLEDGE/SKILL NUMBER PERCENTAGE
Soil sampling 44 90 Fertilizer application 30 61 Composing 29 59 Pesticides/weedicide application 18 36 Dehorning/Debudding 10 21 Castration of animals 10 21 Milking cows/goat 6 12 Handling animals 14 29 Treatment of sick animals 8 26
In table 4.4 above, it is reflected that most of the Educators (90%) do equip Learners with soil sampling skills. Fertilizer application and composing are also other popular skills given to Learners.
The soil survey, which encompasses soil sampling, testing and analysis and which is reflecting in the training needs of Educators in Chapter 3, justify the need for such training as it can be established that most Educators perform such practicals with their Learners. The type of Agricultural Education that Learners desire to acquire is tabulated in Table 4.5.
Table 4.5: Education and training desired by Learners (n=189)
KNOWLEDGE/SKILL NUMBER PERCENTAGE
That which will enable them to pursue 89 47 careers of their choice That will equip them with farming skills 28 15 That will be more practical than theoretical 21 11 Equal practical to theory 42 22 Theory only 2 1 That will give more theory than practical 7 4 TOTAL 189 100
Among the choice careers that were mentioned by the Learners is a farming career. Some learners would love to be farmers. The emphasis on practicals and farming skills as reflected in the Table 4.5 above, indicates that.
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C. ABET
Unemployed agricultural graduates are employed to teach Applied Agriculture and Agricultural Technology (AAAT). Training is based on specific outcomes per learning area (mostly group work) and critical cross filled outcomes. There are unit standards per learning area.
4.2.5 Management
A. HEI
Table 4.6: The management methods of HEIs
INSTITUTION HOW IT IS MANAGED
1. Fort Cox ECDA, Board of Directors 2. Fort Hare By Executive Dean, HODs and Faculty Board 3. Grootfontein NDA 4. P.E. Technikon Technikon Council and Senate
B. GET and FET Schools
The schools are managed by two bodies: the School Management Team (SMT) and the School Governing Body (SGB). The School Management Team is formed by the Principal of the school, the heads of divisions (HODs) and co-opted Educators. The School management Team is responsible for the running of academic activities in the school. The School Governing Body is made up of Parents, Teachers and Learners. Their responsibility is to ensure the smooth running of the school in terms of wellbeing of the school and other social aspects.
C. ABET
There is an ABET directorate within the Department of Education which came into existence as a result of the ABET Act No. 52 of 2000. The centres (schools) are headed by Centre Heads and the highest level is the Director.
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4.2.6 Cost of tuition
A. HEI
Table 4.7: Cost of tuition in HEIs Cost item Fort Cox Fort Hare Groot P.E. fontein Technikon *Tuition fees R4 480 R5 520 R7 215 R27 400 (split over 4 years for B-Tech degree) *Total costs without Accommodation R4 480 R7 215 *Total costs without Accommodation R4 480 R7 215 *Hostel accommodation R2 000 R3 950 R7 900 R9 600 *Total costs including Accommodation R6 480 R9 470 R15 155
B. GET and PET Schools The tuition differs with schools. With boarding schools it is much higher than in ordinary government day schools. In the latter, tuition costs anything between 120 and R180 and in Boarding schools it costs between R210 and R260 per month for all who attend as day scholars. There is an additional amount of R900 per term to the boarders for accommodation and meals.
C. ABET ABET belongs to the first band of education which is compulsory, basic and free.
Figure 4.1: Evaluation of different training facilities by lecturers
10
9
8
7
6 Poor 5 Unsatisfactory 4 Satisfactory Good 3
2
1
0 Laboratories Library Internet access Livestock fac Crop fac
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Lecturers of various institutions were asked to evaluate the training facilities in their institutions. From the responses obtained, it was noticed that not all 25 lecturers evaluated the training facilities that were listed. It was assumed then that these facilities were either not available in their institutions or the respondents just did not evaluate
A total number of sic respondents did not evaluate laboratory facilities, three for libraries, one for internet, nine for livestock facilities and again nine for crop facilities. For those who responded, the information is presented in Figure 4.1. Apparently, library facilities were the most unsatisfactory of them all. A total of ten respondents gave this response. The largest frequency for a ‘good’ response (9 respondents) was obtained on the internet facilities. Other than that, a ‘satisfactory’ response was the most common response for all training facilities that were evaluated. The range of frequencies was from six to nine respondents.
The evaluation of training materials is shown in Figure 4.2. As with the case of training facilities, some respondents did not evaluate the materials. Again, a ‘satisfactory’ type of response was common.
The majority of respondents rated the training materials as being satisfactory, with practical materials having the largest frequency (14 respondents). The largest frequency (9) for the ‘unsatisfactory’ response was obtained in the ‘books’ training material. As demonstrated in Figure 4.2 libraries were also rated unsatisfactory by the majority. This could mean that library materials and equipment were not up to standards in the institutions studied.
Figure 4.2: Evaluation of training materials by respondents
14 12 10 8 Poor 6 Unsatisfactory 4 Satisfactory 2 Good 0 Books Audio Lab equip prac equip Prac mat Visuals
The condition of resources as evaluated by Heads of Institutions is shown in Table 4.8
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Table 4.8: The condition of resources in HEIs
Condition Fort Cox Fort Grootfontein PE Tech Hare Well equipped library with Good Poor Excellent Excellent computer and internet services Learning resource to Good Fair Good Excellent support OBE context Budget for practical work or Poor Fair Poor Fair internship training Leadership training to Good Poor Fair Excellent support graduates Well equipped laboratories Good Poor Poor Excellent Bursaries for resource poor Poor Poor Poor Fair and deserving students Availability and utilization of Fair Good Excellent Poor the farm Availability of resources to support disabled students
B. GET and FET Schools
Some GET schools are having vegetable gardens, orchards and poultry structures. The schools that have their Learners participating in the 4H Clubs of the Department of Agriculture do have at least vegetable gardens where 4H Club members are trained on vegetable production. Some Principals of FET schools offering Agricultural Science indicated that there are very few schools with facilities for practical training. The number and condition of agricultural training facilities of schools of principals under this study, is presented in Table 4.9.
Table 4.9: Agricultural training facilities available in FET schools
FACILITIES/ NUMBER GOOD FAIR POOR EQUIPMENT Vegetable garden 11 2 2 8 Garden tools 4 2 - 2 Orchard 1 - - 1
Agricultural Science Educators revealed that the materials and equipment used for agricultural training are not in adequate supply and that their
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condition is not good. Figure 4.3 shows that the adequacy and condition of books, on the other hand. is either satisfactory or good.
Figure 4.3 Adequacy and condition of teaching-learning material
45
40
35
30 Poor 25 Unsatisfactory Satisfactory 20 Good 15 Unavailable 10
5
0 Books Audio Visuals Lab equip prac equip
Audvis = Audio-visuals Prac-eq = Practical equipment Lab-eq = Laboratory equipment
Figure 4.3 also indicates that Audio-visuals, Laboratory equipment and practical equipment (for crop and animal husbandry practicals) are either inadequate and in bad condition or they are not even available.
Figure 4.4 indicate the condition of practical facilities and whether or not they are available in some schools.
Figure 4.4: Condition/availability of practical facilities
50 50 45 40 35 39 35 30 30 31 25 25 20 21 15 18 10 10 9 10 5 5 2 5 5 0 Poor Unsatisfactory Satisfactory Good Unavailable
Lab Livestock Crop
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These inadequacies somehow demotivate Agricultural Science Learners. This can be substantiated by their replies to the question that asked what it is that could be done to stimulate them to love agriculture. These are the answers that were given in order of priority:
practicals should be done and that modern farming technology be used proper learning-support material be provided Audio visuals be used during their training Bursaries be made available for tertiary level training Agriculture be taught by knowledgeable Educators
Some mentioned that doing the practical itself makes them happy for it enables them to practice at home what they learnt at school. Some were made happy by the Educator’s motivation and knowledgeability. When asked what it is that makes them miserable during practical sessions, a few learners made mention of the fact that practicals are done while the Learners are dressed in school uniform. Some complained about the scaring attitudes of their Educators.
Besides the Textbooks, Educators use the following publications to equip their learners: (See Table 4.10).
Table 4.10: Agricultural publications used
PUBLICATION % FREQUENCY Farmers’ Weekly 65.9 Landbou Weekblad 15.9 Nu-Farmer 2.3 Die Boer 4.5 Agricultural Journals 31.8
Table 4.10 reflects that the most popular publications used by Agricultural Science Educators’ are Farmers’ weekly, followed by Agricultural journals. The popularity of farmers’ weekly should be derived by the fact that it is a relatively old publication and is used quite a lot in various schools as it is a good resource for pictures of various breeds of livestock and poultry. There is also a fair number of educators using Landbou Weekblad. The Landbou Weekblad and Die Boer are not as popular as the Farmers’ Weekly and this could be attributed to the fact that for Transkei schools, who are in the majority in this study, do not study Afrikaans language.
Nu-farmer is a fairly new publication, which could gain popularity if it could be brought to schools as well.
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Table 4.11 below, shows the in-service training that has been undergone by Agricultural Science Educators during the years 2000 and 2001.
Table 4.11: In-service training during years 2000 and 2001
NUMBER OF COURSES FREQUENCY PERCENTAGE
No training was received 30 61.2 One Course 12 24.5 Two Courses 4 8.2 Three Courses 2 4.1 No response 1 2.0 TOTAL 49 100
Some training reflected above is in form of workshops that are conducted by Agricultural Subject advisors to Educators.
Table 4.11 above, reflects that the majority (61.2%) of Educators did not receive any training during the years 2000-2001. This may be due to the fact that the Department of Education does not have formalized training programmes for Agricultural Science Educators. Some Agricultural educators who were interviewed on the streets revealed that they last attended agricultural courses during the early 90’s at (Transkei-in-Service Training Institute) TRINSET. It was revealed that those courses were very good to them and they could make a difference in their teaching, if they could be revived.
Educators do establish professional linkages with other professional bodies. Responses about professional linkages are tabulated in TABLE 4.12.
Table 4.12: Professional linkages (n=49)
LINKAGES FREQUENCY PERCENTAGE Other Agricultural Science Educators 42 39.6 Lecturers in other institutions 9 8.5 Research Institutes/Stations 11 10.4 Agro-industries 3 2.8 Agricultural Science Subject Advisor 20 18.9 Agricultural Extension Services 9 8.5 Farmers 12 11.3 TOTAL 106 100
The linkages the educators have with other professional bodies enable them to acquire more information to improve their knowledge base. Tables 4.11 reflects it that the Agricultural Science Educators have very poor linkages with institutions that could help them develop their knowledge base. There are many assumptions that can be made as to why there are such poor linkages.
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Assumption 1: Poor linkages with farmers, local farmers in particulars, may be due to the fact that farmers are not farming so wonderfully that their farming could appease the eyes of a passerby and therefore educators are not attracted to their activities. This could be justified by the Learners’ suggestions about what it is that could stimulate them to love agriculture, where they stated that when the farmers are fruitfully engaged in their farming practices.
Assumption 2: The Extension officers may not be seeing any need for visiting the schools since there may not be any school garden which indicates that Agricultural Science is offered at that particular school.
It is one of the learners’ suggestions that Extension Officers should visit their schools and that more Extension officers be employed so that they can be distributed in all villages.
Assumption 3: The school might not be having any network (telephones/inter- net) by which Educators may contact other relevant institutions or else in the presence of such, they might be deprived of access due to financial constraints to maintain such networks.
According to the responses obtained from Educators on rating their access to internet, the feedback was as follows:
36% indicated that there is poor access to internet; 32% indicated that there is no internet at all; 14% did not respond; 10% indicated that access to internet was satisfactory; 8% indicated that access to internet is unsatisfactory.
Assumption 4: It may be that the Educators are unable to access such institutions because they are very far from the Educator’s school or homestead. The majority of Educators (65%) in this study are from about 227 km. – 400 km. away (single trip) from Fort Hare or Fort Cox, which are the closest institutions to them in the Province where valuable agricultural information could be obtained.
Assumption 5: Agricultural Science Educators may not be bothering themselves about establishing such linkages, for it is the responsibility of the Department of Education to avail means of sustaining such linkages.
Some of these assumptions are derived from the inputs made by Learners when answering the Questions on what it is that could stimulate them to love agriculture and also the questions that invited their views and aspirations about how South African Agriculture Education could be improved.
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Educators of the latter assumption are those about whom the Learners in this study suggested change in attitude or those that led Learners to suggest that Agricultural Science should be taught by knowledgeable Educators and that there should be a Teacher Exchange Programme, where Educators of one school go and educate Learners of another school.
C. ABET
According to Kwayiba (Chief Education Specialist for ABET, personal communication), the capacity and resources are extremely poor.
4.3 Non-formal Education and Training Provision
4.3.1 Courses offered
A. Mpofu Training Centre (refer to Table 4.13) B. Tsolo College (refer to Table 4.14) C. Extension Agents
Technical courses offered by Extension agents are very basic. They are highly suitable for beginner farmers. Courses in farm business management are also offered and these courses cover may economic aspects of farming, like budgeting, book keeping, farm-record keeping and farm management. Awareness campaigns are also made particularly on notifiable animal diseases.
D. NGOs and Private Companies
Poultry, Piggery, Crop and Vegetable Production and also farm Business Management courses are common among NGOs. Some do offer tractor maintenance and Fencing courses. Some Companies provide wool harvesting courses where they train farmers on sheep shearing and wool sorting and some provide courses on irrigation management.
E. HEIs
Training is provided by Lecturers and field assistants. Courses are usually very basic and practical sessions are conducted.
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4.3.2 Target groups
A. Mpofu training Centre (refer to Table 4.13)
B. Tsolo College (refer to Table 4.14)
C. Extension Agents
Target groups of extension Agents are farmers, rural farmers in particular.
D. NGOs and Private Companies
NGOs target farmers and Private Companies are mostly targeting the farmers that use their products or farmers they canvass for using their products. Some Private Companies also target Extension Agents.
E. HEIs
Target groups are farmers as well as Extension Agents.
4.3.3 Enrolment
A. Mpofu training Centre (refer to Table 4.13)
B. Tsolo College (refer to Table 4.14)
C. Extension Agents
The Extension Agents do not have a specific number of trainees since training is provided through information or Farmers’ days where a large group of farmers gather.
D. NGOs and Private Companies
Some NGOs enroll not more than 30 farmers per course. Some depend on the number of members of that particular project.
E. HEIs
The research instrument used could not provide for this kind of information.
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Table 4.13: Courses offered, target groups and enrolment at Mpofu Training Centre
COURSE TITLE NUMBER GROUPS TRAINED TRAINED (OFFICERS/FARMERS) Vegetable Production 33 Farmers Poultry Farming 86 Farmers Piggery Farming 21 Farmers Dairy Farming 5 Farmers Farm Business Management 30 Farmers Fencing 9 Farmers Goat Farming 7 Farmers Animal Handling 14 Officers Tractor Maintenance 13 Farmers Financial Management 8 Dept. of Welfare Staff Artificial Insemination 36 Fort Cox Students Sheep shearing 18 Young Farmers Wool sorting 35 Officers and Farmers TOTAL TRAINED BY 09/2002 325
Note: Table 4.13 reflects training that has been conducted during the financial year 2002/2003.
Table 4.14: Courses offered, enrolment and target groups at Tsolo College
COURSE TITLE NUMBER GROUPS TRAINED TRAINED (OFFICERS/FARMERS) Vegetable/Field Crop Production 79 Farmers Poultry Farming 51 Farmers Piggery Farming 42 Farmers Sewing 24 Women’s Groups Baking 24 Women’s Groups Project Management 59 Farmers & Women’s Groups Calibration of Machinery and 14 Farmers Equipment Tractor Maintenance 13 Farmers Agricultural Marketing Extension 69 Agricultural Development Technicians TOTAL TRAINED BY 09/2002 375
Note: Table 4.14 reflects training that has been conducted during the financial year 2002/2003.
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4.3.4 Methods of Training
A: Mpofu Training Centre
Short courses ranging from two days to two weeks are offered. Some courses are provided on the institution and some on site. Theory coupled with intensive practical training is the method of provisioning. Certificates of attendance are awarded on completion of these courses.
B. Tsolo College
Methods of provisioning are the same for both Tsolo and Mpofu.
C. Extension Agents
Extension Agents provide training on site. Visual aids and practical demonstrations are the usual methods of provision. Corrective measures to farming methods used on site are made immediately. Theory is also provided as base.
D. NGOs and Private Companies
Most NGOs provide training on site. There are some NGOs who serve as Training centres and provide training on their centres.
E. HEIs
HEIs usually train farmers at their institutions.
4.3.5 Management
A. Mpofu Training Centre
Mpofu Training Centre is under the Department of Agriculture as a training wing and a satellite station of the Directorate of Technology Development and Transfer. The institution is headed by manager who is at the level of a Controller.
B. Tsolo College
Tsolo College is also a training wing of the Department of Agriculture’s directorate of Technology Development and Transfer. The institution is headed by the Manager who is at the level of Deputy Director and assisted by Assistant Directors.
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C. Extension Agents
Extension Agents’ services are guided by the performance agreements they enter with their immediate supervisors.
D. NGOs and Private Companies
Some NGOs are managed by the Board of Directors. Private companies are managed by Managers.
E. HEIs
The data collection tool used could not provide the information.
4.3.6 Cost of tuition
A. Mpofu Training Centre
The cost of tuition and boarding is 100% subsidized by the PDA.
B. Tsolo College
The same applies as at Mpofu Training Centre.
C. Extension Agents
Tuition provided for free as it is the service Extension Agents are employed to offer.
D. NGOs and Private Companies
NGOs in most cases are funded by the Department of Labour for their services. The Department of Labour has fixed tariffs for categories of courses. Trainees therefore do not pay for the training. Private companies provide training for free as it mostly serve for marketing their products.
E. HEIs
The research tool used could not provide for this information.
4.3.7. Capacity and Resources
A. Mpofu Training Centre
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The institution is fairly equipped in terms of human resources (i.e. teaching and support staff) but lack in some training facilities. Where the trainers lack in particular expertise, the Extension Agents of the PDA and Private Companies are used for providing training at the Centre.
B. Tsolo College
Tsolo is also fairly equipped with trainers/facilitators, but lacks in some training facilities.
C. Extension Agents
Extension Agents have capacity to train farmers but lack in facilities. This is one aspect that dent their reputation the most.
D. NGOs and Private Companies
NGOs and Private Companies are in most instances adequately equipped with resources.
E. HEIs
Higher Education Institutions are adequately equipped with human resources and facilities. The only institution that does not have its own farm is PE Technikon.
4.4 Informal training and indigenous Knowledge
Informal training is in form of Mentorship programme. Two farmer groups who have mentors were interviewed and the information they provided was that they were not happy about the training they received. They felt that the Mentors hide some information particularly that which pertains to get deeper knowledge on what happens after their produce has left the packing shed and this was the information that farmers felt they were deprived of. They stated that instead of information sharing and capacitation, they were treated as farm workers with the mentors being their “bosses” to them.
Partnerships for the mentorship programme were developed by Agri- Eastern Cape, who approached the Provincial Department of Agriculture offering their members’ expertise to assist emerging farmers. Agri- Eastern Cape offered to identify mentors who would provide the service. Agri-Eastern Cape requested remuneration for the mentorship, but the Head of Department of Agriculture disagreed stating that mentorship should be done on a voluntary basis. The ECPDA together with the
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Standing Committee viewed this as creating Consultants, hence they declined to remunerate farmers (Minute of the meeting, 2002).
The commercial farmers who love to share their expertise with previously disadvantaged small-scale farmers have a priviledge of doing so through the Levy Grant System. In this system the farmers train the farm workers or previously disadvantaged small-scale farmers and when they forward their Tax Returns they receive a Grant for the expenses incurred while conducting those courses (Van Niekerk, M., unpublished).
Application of indigenous needs to be promoted. There is need for promotion of studies about indigenous knowledge. Those people resourceful in this knowledge should be used in various agricultural institutions to provide tuition to Learners or students to protect it from extinction.
Conclusion
The observation from the study is that non-formal training is receiving more attention in the Province. Almost all agricultural service providers do provided non-formal training. Any programme related to AET should involve all stakeholders i.e. recipients and providers in an effort to identify needs, resources available and preferences related to methods of provision and jointly take action in meeting these needs.
While it is still important to train and produce agricultural graduates/diplo- mats/certificate holders, service providers in the AET should move faster into the direction of farmer training since these are the ultimate clients and producers.
This shift will make changes faster, more direct and more beneficial in the light of increased agricultural production. Non-formal and informal training should be taken in a serious light by encouraging learnerships and recognition of prior learning. FET schools should provide agriculture education with the aim of producing competent young farmers and or future agricultural or related graduates.
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CHAPTER 5. AGRICULTURAL EDUCATION AND TRAINING GAPS
5.1 Introduction
The main aim of this chapter is to synthesize the information presented in Chapter 3 and 4, respectively. It aims at checking the balance of training provided by AET institutions and the needs of the clients. It tries to pick up the methods of agricultural training provision currently employed by training providers and compare them with what the users of AET would regard as the standard. It reveals whether or not the training provided meets the clients’ expectations.
5.2 Are Providers targeting the right clients?
5.2. Extension agents
Extension agents were identified to be animal health technicians, agricultural development technicians, agricultural scientists, assistant directors and Uvimba Bank Officer. The clients of these agents are the farmers. The providers are targeting the right clients, however, there are other groups apart from farmers that require extension agents’ services, for example, Learners and Educators, Commodity targeting is another area of concern whereby Extension officers tend to focus more on projects like vegetable, poultry and piggeries while giving little attention to other important commodities like livestock and wool, which have a potential for export markets.
5.2.2 Educators
Educators included FETs, GETs and Lecturers whose clients are Grade 10 – 12 Agricultural Science Learners, Natural Science Learners, ABET Learners and students of Higher Education Institutions respectively. Some of these clients are rightly targeted since they intend to pursue a career in agriculture. Others, especially some of the Grade 10 – 12 Agricultural Science Learners, are wrongly targeted, since they take Agriculture as an additional field that will enable them to obtain a Grade 12 Certificate.
5.2.3 Private Organisations
The clients of the above providers i.e. farmers, are rightly targeted as the providers offer training and advisory services to them.
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5.3 Are the Courses/programs aligned to clients needs?
5.3.1 Extension agents
Some of the clients claimed that the courses/programs offered to them were elementary and hence required training on the whole production system. Others needed elementary training since there are new entrants in the commodity groups. Others felt that the duration of the courses was too long and lack proper timing. Lack of accreditation was another area of concern since they needed courses that would make them qualify for NQF levels. This might be good for some clients, but it is more relevant to farmers.
5.3.2 Educators
The FET Learners mentioned that there was little or no practical at all on courses offered. This requires serious concern as some of these Learners practice farming at home. ABET Learners complained about lack of practical training, the trainers who lack indigenous knowledge and inability to improvise where there was lack of resources. The natural science educators felt that the Learners are not properly empowered with agricultural skills since very little is reflected about agriculture in the Learners’ Books. There are no facilities available for practicals for both FET and FET Learners. The Learners complained about the absence of school competitions in practical agriculture, which could somehow enhance their farming skills. Practical agriculture in both GET and FET schools should be compulsory if agriculture is truly regarded as South Africa’s main focal area for economic development. It is better to groom children at early childhood so as to make them agriculture-loving citizens.
The final year students indicated lack of training in specific areas which could make them confident of themselves as graduates. Ex-students indicated gaps in their previous training e.g. computer skills and farm business management.
5.3.3 Private organizations
The response of the clients is the same as in 5.3.1 above.
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5.4 Are methods of training (delivery system) meeting preferred methods or conditions of clients?
5.4.1 Extension agents
Practical training was preferred to theoretical training by the majority of farmers and audio-visual methods were highly preferred. There were mixed feelings about the language used in training manuals. The majority opted for the local versions. Training programs should be advertised well in advance and the pre-training audit be carried out for the training to be relevant to the farmer. They also preferred that training be conducted on site. The majority felt that the maximum period per module should be two weeks and should avoid busy times i.e. planting, weeding, harvesting, shearing and festive seasons. More competent trainers, patient with slow learners and who understand cultural background were preferred. Follow- up programmes to training provided, were preferred.
5.4.2 Educators
The FET learners preferred teacher exchange programs. The learners need outside service providers e.g. extension officers to give tuition. The learners would like educators to give individual attention to learners. Use of audio-visuals was highly preferred by FET learners. Training should be accompanied by excursions, tours and workshops. The learners of Higher Education Institutions complained about lack of practical training as some of the institutions like PE Technikon do not have a farm.
5.4.3 Private Organisations
Same as in section 5.4.1 because these organizations employed graduates from the same institutions that produce extension officers, particularly Fort Cox and Fort Hare.
5.5 Is the cost of tuition affordable?
The cost of tuition is affordable to some people. Tuition given by extension agents is free, tuition given at GET schools is affordable since it is subsidized. Tuition given by private organizations is funded by grants from government departments like Labour and Welfare. Higher education training is not free and relatively not affordable as students are struggling to pay their fees.
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5.6 Are the admission requirements appropriate for all potential clients?
The admission requirements are appropriate for some potential clients, but there are barriers like age, language, etc. that have to be looked at. Also, recognition of prior learning (RPL) should be considered in respect of people who do not have an academic qualification. Learnerships like one- two days on-farm training could be of benefit to individuals by way of collecting credits.
5.7 Are the resources and capacity of providers geared to meet training requirements?
5.7.1 Extension Agents
The resources for extension agents are inadequate in terms of meeting training requirements, e.g. lack of audio-visual and training material, transport problems which affect the time and delay training sessions, lack of protective clothing. The extension agents are not well equipped with the necessary training skills e.g. lack of communication and facilitation skills, specific technical skills and hence they require refresher courses and workshops. There is misallocation of extension officers in terms of services to be rendered to the clients, for example where an officer who specialized in animal production being put in charge of a crop farming area. Also, the training background is a limitation to serving all categories of clients. The training of extension agents should be re-adjusted to meet the needs of all clients.
5.7.2 Educators
The resources of these service providers are in a poor condition and in some cases non-existent. For example laboratories, libraries, livestock facilities and school gardens are lacking in many schools. Some educators have not received training in agriculture. The learners felt that some educators are not stimulating them to love agriculture because they have no interest in it.
5.7.3 Private organizations
Some private organizations are practically oriented and they bring inputs and materials to facilitate training.
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5.8 Is the education/training system adaptable to the new system of outcomes/performance based learning (NQF, SAQA)?
As reflected in sections above, there is inadequacy of training facilities and materials and hence the education system does not comply with the new system, but it is adaptable if the inadequacies are addressed. It is phasing in, but the application in rural areas is not there. Learnerships and RPL should also be considered.
5.9 Is the system relevant to the imperatives?
The system is relevant to the imperatives, since there are new changes taking place particularly with curricula development.
5.9.1 Career guidance
The provision of AET should aim at empowering people with knowledge and skills so that they could use them for the betterment of their lives. At any level of education, agriculture education and training should ensure that its recipients or users are able to transform it into an economic unit. It was discovered that investment in the training of blacks for skilled and semi-skilled employment is limited (Nomvete, 1993). To redress this deficiency, it is necessary that at all levels of human development agricultural skills be developed. Farmers, Learners, Principals, Educators and Agricultural Graduates all expressed one common feeling: that agriculture education be started at lower grades of education. The GET and FET schools alike are experiencing problems of lack of suitable infrastructure for agricultural training.
Because of the inadequacies, OBE is seen to be failing in terms of agricultural skills development. The shape of any country’s future is influenced by what one plants in children’s minds. If therefore, agriculture is the focus sector for South Africa’s economic development, an investment that could be done would be in targeting young people.
5.9.2 Employment of agriculturally competent Educators
At all levels, it is imperative that Agricultural Science Educators should have training in agriculture. Some of the educators do not have agricultural training hence there is no love for the subject, making it very difficult to impact agricultural knowledge to the Learners. The contributing factor to this may be the unavailability of agriculture courses in Teacher- Training Institutions. There might also be lack of institutional capacity within the Department of Education for training their agricultural science Educators. Practical involvement of educators in farming should be credited to them as skills acquired.
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5. 9.3 Exposure of stakeholders to the global world
International exposure of all stakeholders i.e. both providers and users of AET is crucial to enhance global competitiveness, both in training and production.
5. 9.4 Agriculture to be more practical oriented
Practical agriculture in schools builds moral and strengthens the careers of those people involved in learning agriculture. It also addresses the problem of scarcity of jobs by giving people an opportunity for self- employment in agriculture and agricultural related activities. The FET schools have indicated that they require the services of Extension agents. Some of these Extension Agents require practical skills. This therefore results in a gap where it is not very known whether the practical deficiencies of Educators could be bridged by Extension Agents who serve at local level, because the very area in which the practical is required might be the area the Extension Agent has little or no concern due to lack of interest in that particular enterprise. This therefore reflects an urgent training need for Extension Agents in specific technical areas.
5.9.5 Food security
Agricultural education and training especially to the youth will contribute tremendously to household food security. Training of elderly people should aim at improving on the already existing farming activities in which they are engaged. This will achieve the short term and medium-term goals of poverty alleviation.
5.10 Conclusion
The gaps identified in the agricultural education and training have been outlined as deficiencies in the system. Ways and means of addressing these deficiencies have also been mentioned. This being the case therefore, the relevance of the system is the achievement of the Provincial, National and Global imperatives.
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CHAPTER 6: RECOMMENDATIONS AND CONCLUSION
The initial Provincial task towards the formulation of a National Strategy on Education and Training for Agriculture and Rural Development has been completed with the identification of grey areas in the AET system in the Eastern Cape Province. The ultimate goal is to close the gaps/constraints with the view of offering relevant training to the recipients by the service providers. The outcome of the exercise resulted in the following conclusions and recommendations about Agriculture Education and Training provision.
To develop sustainable agricultural growth in the Eastern Cape Province and in the country as a whole, it is imperative to invest agriculture in youth. The agricultural sector is regarded as sector of focus for the economic development of South Africa. The Primary goal of the National Department of Agriculture is to lead agricultural development for economic growth in South Africa and also play a constructive role in agriculture development in Africa. This could be achieved by ensuring that young growing children are enticed towards agriculture to change the status quo of farming in the hands of elderly and pensioner farmers to young farmers and to build up an agriculture-loving society. Youth-friendly methods of AET provision should be developed and promoted, starting at school level. These methods could be practical competitions, tours and excursions as well as incentives, e.g. taking home some of the agricultural produce they laboured for at school.
For this to happen, the Local Government, the Departments of Agriculture and Education in partnership with Learners’ Parents and Private Sector Companies, should be committed to ensuring that there are adequate and protected facilities for practical agricultural training. This could be accompanied by strategic interventions for engaging school-going youth in community agricultural development projects.
For out-of-school youth, the unemployed agricultural graduates should be targeted for farmer development. They should be screened as to which enterprises they would love to farm with, establish their strengths and weakness in such enterprises and then be trained in the areas of deficiency and thereafter be given land suitable for such enterprises, land with facilities for farming purposes and financial support for starting their projects. Youth that has not undergone agricultural training before, should be exposed to agricultural successes of other youth and also to successful farmers in general. Those showing interest after exposure, should be given chance to chose the enterprises they would to start farming with and then be trained on such enterprises. Land and financial support should be given to them for farming purposes. All this should be backed up by strategic monitoring systems.
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Another area of concern is facilities: training facilities and infrastructural facilities should be provided to enhance farming. In terms of training facilities, government and private sectors have to devise means of establishing relevant training facilities, upgrade the existing ones and ensure that adequate and appropriate equipment is provided.
Infrastructural facilities like fencing of arable lands and grazing camps, irrigation systems, dams, livestock holding facilities etc. should be established or upgraded for proper implementation of AET received.
The study revealed a negative perception of farmers about wool production, veld management and livestock farming in general, since their training needs were based more on other issues than on the above- mentioned. This requires serious concern since the Eastern Province is predominantly good for livestock production. This then requires livestock and pasture/rangeland specializes and relevant commodity groups to devise ways of raising awareness to farmers about the importance of livestock and veld in boosting the economy of the Province.
Training of AET Users should be aligned with the needs and to be coordinated to avoid duplication and unnecessary competition among service providers. This can be achieved by forming AET Coordinating Committees which will be representative of both users and providers of AET at local municipalities, district municipalities as well as at Provincial level. The terms of reference of the Committees should be to screen service providers, coordinate, monitor and standardize training.
Effective AET should be geared towards ensuring that the Users of the training are kept focused on agriculture as big business. This means that the skills, knowledge and technology imparted and hence received should be translated into money, not withstanding the provision of food and fibre. Training efforts should therefore be redirected towards making money from agriculture, as this will change the mindset of those not interested in agriculture particularly the youth.
The training of Extension agents is of utmost importance. The majority of farmers in this study, indicated that they prefer Extension Agents of the Provincial Department of Agriculture for training provision. There is a noise that the Extension Agents require training in technical skills. This has been a huge noise for some years, but little effort is made to address these deficiencies. Instead, there seems to be a subtle diversion of focus towards HEIs training farmers and also Commercial farmers training previously disadvantaged farmers.
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The HEIs that are currently training farmers, are the very institutions that produced the Extension Agents that lack in critical skills for farmer development. It is therefore recommended that these institutions first address the deficiencies they caused among their graduates, before they divert their focus towards the farmers, whom their graduates were trained to develop. Skills development among Extension Agents should be prioritized, as the majority of their clients i.e. the farmers (small scale farmers in particular, desire their services). The study revealed that business skills are not included in curricula of HEIs. There is need for business studies to be included in every agricultural curriculum of HEIs.
The training of Extension Agents should direct them towards specialization. Diversified service provision by Extension Agents has been in existence for quite a number of years and has yielded no significant contribution to the economy of the Province. The majority of Extension Agents of the Eastern Cape Province, who opted for severance packages, are found to be doing other businesses rather than farming. This therefore suggests that the training they received and the services they rendered could not make them confident enough to take farming for a living.
Specialization training could turn some Extension Agents into full-time farmers. Much as that could be argued as it would result in loss of personnel who would opt for farming, but at the same time it would boost the economy dramatically, as farming would be driven by well-trained and competent black farmers in the Province. This would surely improve the number of black entrants in the economy of South Africa. On the contrary, when well-trained and specialized Extension Agents are provided with necessary training facilities and transport, could be eager to perform their duties effectively and efficiently. This would result in improved work performances and therefore improved services to the farmers.
The services of Extension agents are not required by farmers alone, but by learners and Agricultural Science Educators as well. This then suggests a speedy focus on how to empower these agents so that they be able to meet the needs of their clients.
The current move towards the mentorship programme could be of help to the previously disadvantaged farmers if it could be meant for holistic empowerment of farmers. Previously disadvantaged farmers should not only be assisted with the production and marketing of their produce, but should be enabled to know various marketing opportunities out there and how they could be tapped. The mentorship programme should be closely monitored to ensure that previously disadvantaged farming groups enter the competitive business world.
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The Levy Grant System could benefit those commercial farmers who would opt for training previously disadvantaged farmers or farm workers. Commercial farmers should therefore be encouraged to make use of such opportunities. This Levy Grant System seems to be unknown to people or maybe unpopular, not only in the Province, but in the country as a whole. The Department of Labour should be encouraged to advertise its policies to the public.
Agriculturally competent Educators should be employed to educate Agricultural Science Learners. Agricultural competency should not be measured in terms of tertiary level agricultural training alone, but could also be measured in terms of skills gained through involvement in agricultural activities, practical agriculture in particular. Training of Agricultural Science Educators should be properly programmed and implemented.
For purposes of exposure, it is recommended that Agricultural Science Educators, Farmers, Extension Agents and other service providers be teamed up to undertake tours (national and international) together so that there be interaction and sharing of views.
In conclusion, it is evident that the current agriculture education and training system should be improved. The study that has been conducted on agricultural education and training could be justified as a necessary undertaking. The Eastern Cape Province has made its input towards theformulation of the National Strategy on Education and Training in agriculture and Rural Development. As the actual write-up of the National Strategy would assume its phase upon the presentation of this report, it is important in the meantime, that the Province start preparing interim structures that will facilitate the implementation of the strategy.
May all the people of the Eastern Cape Province see the need for change and change for the better and best, so that the poverty status of the Province could be wiped away by all, in unity.
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BIBLIOGRAPHY
Adult Basic Education and Training, Act No. 52 of 2000.
Anon (undated). Department of Land Affairs, Eastern Cape.
Ayerst, P., A. Clark, Khumalo, G. and Z. Ndwandwe, 1999. Natural Science Grade 7. Shuter and Shooter.
Bembridge, T.J. 1987. Considerations in Agricultural Extension for less developed Countries in Southern Africa. Extension Strategies for the year 2000, SASAE Conference proceedings (22-24 April) 152-169.
Bembridge, T.J. 1998. A. Systems Approach Study of Agricultural Development Problems in Transkei. A. Dissertation Presented for the Degree of Doctor of Philosophy at the University of Stellenbosch.
Brookes, D.W., A. Ziervogel, R. Mudaly, Ndimande S. and B. Alant, 2001. Science for Our World Nasou, Cape Town.
Code of Remuneration, 1999.
Department of Agriculture, 2001. Unlocking Agricultural Potential, Province of the Eastern Cape.
Department of Agriculture, 2002. Building the Rural Economy, Province of the Eastern Cape.
Department of Agriculture, 2002. Strategic Plan 2002-2005. Province of the Eastern Cape.
Department of Education, 2001. School-Based Curriculum Management Programme. GET BAND. School Managagement Team Workshop Manual.
Eastern Cape Business Information Service, 2002. About the Eastern Cape Province. Eastern Cape Development Corporation.
Eastern Cape Socio-Economic Consultative Council, 2000. Advancing Democracy Growth and Development. The Imperatives of Integrated Rural Development in the Province of the Eastern Cape.
Eastern Cape Socio-Economic Consultative Council, 2002. Profile of Chris Hani District Municipality.
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Eastern Cape Socio-Economic Consultative Council, 2002. Rural Development Document.
Eastern Cape Department of Agriculture, 1995. White Paper on Agriculture.
Eastern Cape Livestock Cencus, 1998.
Grootfontein College of Agriculture, 2002. Prospectus Human Sciences Research Council, unpublished.
Human Resource Skills Development Plan, 2002. Unpublished document.
Kwayiba, 2002. Training needs of ABET staff, Personal Communication.
LAPC, 1993. Briefing Paper on Food Security and Food Policy.
Lent, P.C. Scogings, P.F. and van Averbeke, W. 2000. Agriculture and Rural Development Research Institute. Fort Hare.
Masigo and Masego (unpublished). North West Draft Provincial Report. A. Methodology to Develop a National Strategy on Education and Training for Agriculture and Rural Development.
Masilime, 2002. Newsletter for the Department of Agriculture, Eastern Cape. Fourth issue.
Minutes of the Meeting (2002). Agri-Eastern Cape, MEC for Agriculture and Head of Department of Agriculture.
National Department of Agriculture, 2002. Abstract of Agricultural Statistics.
National Department of Agriculture, 2002. Strategic Plan 2002 to 2005.
National Department of Education, 1997. Curriculum 2005, Lifelong Learning for the 21st Century.
Nomvete, B.D. 1993. The Economic Democratization of South Africa. W.R. Publications, Johannesburg.
P.E. Technikon, 2002, Prospectus.
Raath, J. 1999. GIS – Eastern Cape, Department of Agriculture, Eastern Cape.
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Reconstruction and Development Progrmme, 1994. Discussion Document.
South African Constitution. Act No. 103 of 1994.
Statistics South Africa National Department of South Africa, 2000. Employment Trends in Agriculture.
Tsolo College of Agriculture, 2002. Prospectus.
University of Fort Hare, 2002. University Prospectus.
Van Niekerk, M. unpublished. Levy Grant System.
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ANNEXURE 1
TERMS OF REFERENCE
Provincial AET Research Officers (PRO) (2 for each Province : Total 18)
Duration : Full time for 10 months
These research officers will be made available and funded by the Provincial Department of Agriculture. It is preferred that one research officer is a member of staff of the NDA and one is from another organization or institution (NGO), University in making appointments consideration should be given to gender and racial balance.
Duties
1. Attend national training workshops (2) and final national PET strategy forum and make presentations as required.
2. Collect and analyse data, including secondary data, relating to labour market analysis and training needs assessment. In particular, assess education and training provision for Agriculture and the Rural Sector and identity mismatches in demand and supply. Assess relevant and performance of the AET system to the market needs. Describe and analyse existing agriculture education and training institutions at all levels relevance of facilities, staff, programmes and curricula. Assess degree and type of AET system and institutions and diversity of their funding sources. Assess representation in AET institutions policy and management committees of outside stakeholders, especially farmers. Assess the extent of AET institution linkswith extension, research, farming community and other stakeholders.
3. Identity stakeholders (at provincial level, public and private, at different levels of education and training system, including primary, secondary and higher education and non-formal training, the producers, community, etc.) Liaise and cooperate with the stakeholders and other relevant bodies in collecting and compiling this data.
4. Organise a briefing and planning workshop (1 day) for members of the Provincial Agricultural Education and Training Task Team (PAETTT).
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5. Write a report on the findings which is suitable for presentation to the final provincial workshop (2 days) of PAETTT where priorities and recommendations will be identified.
6. Liaise with members of PAETTT and keep them updated on the progress of the research.
7. Liaise with the NPC on organizational matters.
8. Interact with the IC and TCDC/Res
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ANNEXURE 2
Terms of Reference
Provincial Agricultural Education and Training Task Team (PAETTT)
Duration: As required for 12 months
The composition of the Provincial AET Task Teams is to be decided by the Provincial Departments of Agriculture in co-operation with NDA HRDD taking into account all the stakeholders in AET at Provincial level. The chair of this Team is to be decided by members. Consideration should be given to gender and racial balance.
Duties
1. Represent views of their stakeholders group.
2. Attend the provincial briefing workshop (1 day) and the final provincial workshop (2 days) and meet at other times as requested by the Chair in co-operation with the Research Officers.
3. Provide support and guidance for the Research officers in the collection and analysis of data.
4. Discuss findings of the provincial AET survey, identify provincial priorities and recommendations for the reform of AET as the basis for a National Strategy.
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ANNEXURE 3
DG/Minister
NDA NPC
NSFT Writing team
NAETF NROs
PDAs PAETTT PAETW
PROs
Employees NGOs
Employers AET Providers
Extension Rural Groups Workers
Farmers Prov Depts
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NATIONAL STRATEGY FOR AGRICULTURAL EDUCATION AND TRAINING FOR RURAL DEVELOPMENT IN SOUTH AFRICA
THIS QUESTIONNAIRE MUST BE COMPLETED BY FARMERS AS USERS OR CLIENTS OF AGRICULTURAL EDUCATION AND TRAINING
Aims of the study: 1. To elicit training needs of agricultural stakeholders 2. To give stakeholders in the agricultural sector an opportunity to voice their opinion on the future of Agricultural Education and Training in South Africa
This information will then contribute to the formulation of the national strategy in agricultural education and training
1. Personal Information
1.1 Age (please tick)
Under 20
20 – 30
30 – 40
40 – 50
50 – 60
60+
1.2 Gender (please tick) M F
1.3 Population group White Black Coloured Indian Other (Please tick)
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2. Educational Background
2.1 Highest grade/standard passed (please tick)
0 – 3 3 – 6 6 – 9 9 – 12
2.2 Highest qualification obtained in agricultural (please state) e.g. Diploma in Animal Science or B.Sc, Crop Science ______
2.3 Institution where qualification was obtained (please state) ______
2.4 Year of qualification (please state) ______
2.5 If you have a formal qualification in agriculture what courses/subjects that were not in the curriculum that could have made you a better farmer (please list) 1. ______2. ______3. ______4. ______
3. Farming involvement
3.1 How big is your farm? (Please state) ______ha.
3.2 Do you rent or own the farm? (Please state) ______
3.3 What enterprise(s) do you farm with? (Please list) 1. ______2. ______3. ______
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3.4 If you have more than one enterprise, on which one are you focusing most? ______
3.5 For how long have you been working on this enterprise? ______years.
4. Training
4.1 What skills do you need in order to realize your vision? (Please list in order of importance).
1. ______2. ______3. ______4. ______5. ______6. ______7. ______8. ______
4.2 Rate the importance of the following skills in your farm business. (Please circle)
Where 1 = least important, 2 = not so important, 3 = important, 4 = very important
Agri-business management 1 2 3 4 Computer literacy 1 2 3 4 Value adding 1 2 3 4 Marketing strategies 1 2 3 4 Technical skills 1 2 3 4 Electronic trade 1 2 3 4 Other 1 2 3 4
(Please specify): ______
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4.3 Do you need training on any of the skills listed above? (Please tick) Yes No
4.4 If yes, fill in the table below.
Skills Suggested Duration Frequency Preferred required Service Venue Providers
4.5 What medium of instruction would you prefer? (Please tick) English Afrikaans Xhosa Other
4.6 What training have you undergone in the past twenty four months? (Please state) ______
4.7 Who decided about the type of training you needed? (Please explain) ______
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4. 8 Who conducted the training? (Please state) ______
4. 9 How relevant was the training you received on your farming operations? (Please explain) ______
4.10 What were the improvements on your farming operations thereof? ______
4.11 Do you see the training you receive from the mentioned providers making you globally competitive? Yes No
4.12 What are the crucial aspects that you feel the training providers should focus on? (Explain) ______
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Farm Business Skills
5.1 What is your target market? (Please tick)
Household consumption
Local people
Local shops
National Market
Export
5.2 Does farming meet all your financial requirements? (Please tick) Yes No
5.3 If no, what other sources of income do you have? (Please circle)
1. ______2. ______3. ______Yes No
5.4 Do you keep farm records? (Please tick) Yes No
5.5 If no, why? (Please explain) ______
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5.6 If yes, what records do you keep? (Please list) ______
5.7 Rate the importance of the following knowledge in your farming business.
Where 1 = not important, 2 = slightly important, 3 = important, 4 = very important Labour relations act 1 2 3 4 Land reform 1 2 3 4 1 ESTA 1 2 3 4 ² LRAD 1 2 3 4
5.8 Indicate in which of the above would you like training. ______
6. Experiential Learning
6.1 Do you sometimes accommodate students from higher institutions of learning for experiential learning on your farm? Yes or No If yes, comment on their capabilities: ______
1 ESTA ² LRAD
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7. How can the Agricultural Education and Training be improved to meet the future challenges of the 21st century in South Africa? (Please discuss) ______
Thank you very much for your input
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FORMULATION OF NATIONAL STRATEGY ON EDUCATION AND TRAINING IN AGRICULTURE AND RURAL DEVELOPMENT
THIS QUESTIONNAIRE IS TO BE COMPLETED BY MEMBERS OF AN AGRICULTURAL COMMODITY GROUP
PURPOSE The purpose of this questionnaire is to elicit information related to Education and Training in Agriculture and Rural Development from members of commodity groups. This information will be used in formulating the National Strategy on Education and Training in Agriculture and Rural Development.
This questionnaire also serves as a tool for relevant stakeholders to air their views and aspirations about the future of Agriculture Education and Training in South Africa.
1. PHYSICAL ENVIRONMENT
1.1 Province: ______1.2 District municipality: ______1.3 Nearest Town: ______1.4 Size of land owned: ______Ha 1.5 Size of land rented: ______Ha
2. YOURSELF
2.1 Your age in years. Tick where applicable.
Under 20 21 – 30 31 – 40 41 – 50 51 – 60 + 60
2.2 Your gender:
Male Female
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2.3 Highest education level: ______
2.4 Are you full-time or part-time in farming? (Please tick)
Full Time
Part Time
3. YOUR FARMING BACKGROUND
3.1 What is the major commodity you are farming with? ______
3.2 How long have you farmed with this commodity? (Please state years or months) ______
3.3 What motivated you to farm with this commodity? (Please explain) ______
3.4 Who motivated you to farm with this commodity? Name: ______Occupation: ______
3.5 Did you have any technical knowledge about farming with this commodity before you started farming with it? (Please tick)
Yes
No
3.6 On what size of land do you produce this commodity? (not farm size) ______Ha
3.7 How many people have you employed specifically for this commodity? ______
3.8 How many contract workers do you employ for this commodity? ______
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4. TRAINING
4.1 What training have you undergone during the past two years? (Please fill the table below) COURSE TRAINING DURATION YEAR PROVIDER OF COURSE
4.2 Rate the effectiveness with which the training providers empowered you. Where 1 = Not effective 2 = Fairly effective 3 = Effective 4 = Highly effective
COURSE EFFECTIVENESS RATE
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4.3 In the courses that you rated above as 1 and 2, in what manner would the effectiveness of the service provider’s training be improved? (Kindly explain)
COURSE IMPROVEMENT AREAS
4.4 What knowledge and/or skills, relevant to the commodity, would you like to undergo?
KNOWLEDGE SKILLS 1. 2. 3. 4. 5. 6.
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4.5 Rate your preferences in terms of venue for training, where 1 = Not preferred at all 2 = Lowly preferred 3 = Preferred 4 = Highly preferred (Please fill the Table below)
VENUE PREFERENCE RATING Local Premises Training Centre Research Institutes Other (Please specify)
4.6 In order of preference, list any languages in which you would love your courses to be conducted. 1. ______2. ______3. ______
5. MARKETING
5.1 Where do you market your produce? (Please tick where applicable)
Locally Nationally Internationally Other (please tick)
5.2 Are you happy about your marketing strategy? (Please tick where applicable).
Yes No
5.3 If no, how can your marketing strategy be improved? (Kindly explain) ______
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5.4 Have you ever undergone any course in marketing? (Please tick)
Yes No
6. FUTURE OF AGRICULTURE EDUCATION AND TRAINING
In your own view, what measures can be done to improve Agriculture Education and Training in this province, such that you can be highly confident of competing with the global market.
______
Thank you very much for your valuable contribution
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NATIONAL STRATEGY FORMULATION ON EDUCATION AND TRAINING IN AGRICULTURE AND RURAL DEVELOPMENT
CHECKLIST FOR COMMODITY GROUPS
1. PHYSICAL ENVIRONMENT
¾ District municipality ¾ Local Municipality ¾ Ward (if applicable)
2. THE COMMODITY
¾ Name of the group and commodity(ies) they farm with. ¾ How long the group has farmed with the commodity(ies). ¾ Who/What motivated the establishment of the group? ¾ How many of the members had technical knowledge of the commodity when the commodity group was established. ¾ If applicable, on what size of land is the commodity farmed/size of structure if pig or poultry. ¾ How many full-time employees, apart from members ¾ How many part-time (contract) employees are employed
3. MEMBERS
¾ Number of members ¾ Gender of members : No. of Males : No. of Females ¾ Education Level No. of members with tertiary level education No. of members with Matric No. of members with Std. 8 No. of members with Std. 5 No. of members below the education level of Std. 5 ¾ No. of members engaged full-time in commodity production/farming ¾ No. of members engaged part-time in commodity production/farming
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4. TRAINING
¾ What training was received by members of the group during the past two years (List courses) ¾ List skills that were acquired from the training ¾ What knowledge was acquired from the training ¾ What knowledge did members expect do get but could not get from the training ¾ What skills (relevant to the commodity) did members expect to acquire from the training but could not get them ¾ In what areas/fields or courses would members love to be trained ¾ Which venue(s) do they prefer the training to be conducted ¾ What attitudes should trainers display while conducting training (e.g. Punctuality, patience with slow-learners, more hands-on than theoretic etc.) ¾ Which language is mostly preferred for use during training sessions ¾ Which other language can also be used (if any) ¾ During which times/seasons of the year should training be conducted ¾ During which times of the year are members usually not available for attending courses. ¾ How long should be the duration of each course (e.g. 5 days, 10 days, etc.) if course is conducted away from home ¾ How long should be the duration of course if conducted locally
MARKETING OF COMMODITY
¾ Where is the commodity marketed ¾ Is market reliable ¾ Were members trained in marketing
AREAS OF IMPROVEMENT IN AGRICULTURE EDUCATION AND TRAINING
\What other business or areas would members like the government to address in order to improve the quality of agricultural training and rural development?
Total Number of members interviewed =
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NATIONAL STRATEGY FOR AGRICULTURAL EDUCATION AND TRAINING FOR RURAL DEVELOPMENT SOUTH AFRICA
INTERVIEW GUIDE FOR RESOURCE POOR FARMERS
1. Province: ______
2. Municipality: ______
3. Name of the project: ______
4. Profile of project members
4.1 Age range: youngest ______oldest ______
4.2 Gender: ______
4.3 Lowest standard passed: ______Highest standard passed:
______
5. Objectives of the project: ______
6. Vision of the project: ______
7. Enterprise
7.1 Type of enterprise/s: ______
7.2 Main enterprise: ______
7.3 Reasons for the choice of enterprise: ______
7.4 Experience in the enterprise: ______
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8. TRAINING
8.1 Training received so far: ______
8.2 Who provided the training: ______
8.3 What is it that you can do as a result of that training: ______
8.4 How do you implement what you learnt: ______
8.5 How was the training determined: ______
8.6 What are your present and future training needs: ______
Training Preferred Preferred Duration Preferred needs providers venue time in order of of the year priority
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9. Suggestions and thoughts about Agricultural and training in South Africa.
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FORMULATION OF A NATIONAL STRATEGY ON EDUCATION AND TRAINING IN AGRICULTURE AND RURAL DEVELOPMENT
THIS QUESTIONNAIRE IS TO BE COMPLETED BY THE MANAGEMENT OF THE DEPARTMENT OF EDUCATION AND CURRICULUM DEVELOPERS
PURPOSE:
-To elicit information pertaining to Agriculture Education andTtraining, for use in the development of a National Strategy on Education and Training in Agriculture and Rural development. -To afford Managers of the Department of Education an opportunity to air their views and aspirations about the future of Agriculture Education and Training in South Africa.
PLEA: Respondents are humbly requested to answer all the questions.
1. PERSONAL DETAILS
1.1 Your Directorate: ______
1.2 District Municipality: ______
1.3 Nearest Town: ______
1.4 Your Rank: ______
1.5 Period of Service in the Department of Education: ______
1.6 Please give the vision of your Department: ______
1.7 Please give the Mission of your Department: ______
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2. AGRICULTURAL SCIENCE IN SCHOOLS
2.1 Agriculture in OBE schools appears in the Natural Science Learning area.
2.2 Do you think it is possible that Learners doing Natural Science can be able to grasp the essence of agriculture?
Yes No
2.3 If Yes, in what ways can this be done? (Please explain) ______
2.4 If your answer in 1.1 is No, how can this situation be reverted? (Please explain) ______
2.5 Our President, Thabo Mbeki proclaimed that agriculture is a focus sector for growth and development. In what ways could schools fulfill this vision? (Please explain) ______
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2.6 If you could be afforded an opportunity to choose between agricultural science being taught as a science subject or staying in Natural Science Learning area, which option would you vote for? (Please tick where applicable)
Agriculture science as science subject
Agriculture in Natural Science
2.7 Please furnish reasons for the choice you have made in question 1.5 above.
______
2.8 Agricultural Science is in many schools theoretic. What plans does the Department of Education have to make it theoretic and practical? (Please explain)
______
2.9 In what ways could the Department of Agriculture and agriculture-related companies assist the Department of Education in improving the image of agricultural science in schools? (Please explain)
______
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2.10 Agriculture is in many general schools not combined with mathematics and other science subjects. What plans does the Department of Education have to remedy this mistake?
______
3. YOUR OPINION ABOUT THE FUTURE OF AGRICULTURE EDUCATION AND TRAINING
3.1 The primary goal of the National Department of Agriculture is to lead agricultural development for economic growth in South Africa and to play a constructive role in agricultural development in Africa. How can Agriculture Education and Training in South Africa be improved so as to achieve this National goal?
______
Thank you very much for your valuable input
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NATIONAL STRATEGY FOR AGRICULTURAL EDUCATION AND TRAINING FOR RURAL DEVELOPMENT IN SOUTH AFRICA
THIS QUESTIONNAIRE MUST BE COMPLETED BY THE MANAGEMENT (DEAN OF FACULTIES/PRINCIPALS/RECTORS) OF INSTITUTIONS OF HIGHER LEARNING IN AGRICULTURE
Aims of the study: 1. To elicit training needs of agricultural stakeholders 2. To assess the relevance of the curricula of higher institutions of higher learning to the labour market needs 3. To give stakeholders in the agricultural sector an opportunity to voice their opinion on the future of Agricultural Education and Training in South Africa.
This information will then contribute to the formulation of the national strategy in Agricultural Education and Training.
1. The Institution
1.1 Name of the Institution: ______
1.2 Province: ______
1.3 District: ______
2. Governance of the Institution
2.1 Vision of the Institution: ______
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2.2 Mission of the Institution: ______
2.2 Who is responsible for the governance of the institution (Please tick)
Board of Directors
Governing Body
Provincial Department of Agriculture
National Department of Agriculture
Other specify
2.3 How is the governing body constituted? (Please tick) ______
3. Staff Profile
3.1 Total number of staff (Please state) ______
3.2 Qualifications of staff
No. of Phd’s = No. of Msc’s = No. of BSc’s = No. of Btech’s = Other =
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3.3 Do you think the present staff is adequately qualified to realize the vision of the institution? (Please tick)
Yes No
3.3 What skills are required of your staff members to realize the vision of the institution : (list, e.g. Agri-business management, value adding)
1. ______2. ______3. ______4. ______
3.4 What strategy do you have to make sure that the skills are available? (Please explain) ______
4. Curricula Development
4.1 What were the core courses/subjects offered five years ago, but which are not offered now? (List them)
1. 2. 3. 4.
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4.2 Give reasons for discontinuing these courses/subjects: ______
4.3 What are the new courses/subjects that the institution has introduced since the past five years? ______
4.4 Give a detailed curricula of your training program currently offered. ______
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4.5 Food security and its relationship to sustainable agricultural and rural development have increasingly become matters of concern for developing countries and for the international community. How relevant are these newly included courses to the above statement? (Please tick)
Not relevant at all
Slightly relevant
Moderately relevant
Completely relevant
4.6 How does globalization affect curriculum development in your institution? (Please explain) ______
4.7 Rank the level of involvement of stakeholders in curricula development: 1 = Not involved at all 2 = partially involved, 3 = involved, 4 = Actively involved
Stakeholders Level of Involvement National Department of Agriculture 1 2 3 4 Provincial Department of Agriculture 1 2 3 4 Agric Industry 1 2 3 4 Commercial farmers 1 2 3 4 Rural farmers 1 2 3 4 Academics 1 2 3 4 Banks 1 2 3 4 Other 1 2 3 4
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4. 8 The job market trends in the 21st century require multidisciplinary curriculum development, in what other fields/disciplines can your graduates be employed other than in the agricultural sector? (Please list the possible employers) 1. ______2. ______3. ______4. ______
4. 9 Presently what happens to the greater percentage of your graduates when they obtain their qualifications? (Circle the most appropriate).
1. Go farming 2. Get job in the agric industry 3. Directly absorbed by government 4. Joblessness
4.10 How does the labour market influence curriculum development in your institution? (Please briefly explain) ______
4.11 What is your opinion on inclusion of indigenous knowledge in the curriculum? (Please explain) ______
4.12 Do you have any training needs as the head of the institution? (Please list) ______
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5. FUNDING
Give the percentage contributions of the following funding sources to your annual budget?
Year Estimated % % % % % Annual budget budget budget budget budget Budget by NDA by PDA by by other Industry student tuition 2002 2001 2000 1999 1998
6. RESOURCES AND FACILITIES
6.1 Describe the resources and facilities of your institution where 1 = poor, 2 = fair, 3 = good and 4 = excellent
Availability of information sources such as a well 1 2 3 4 equipped library and computer center with interest facilities Availability of learning resources to support recourse- 1 2 3 4 based learning in the Outcomes Based Education and Training context Availability of budget to support practical work or 1 2 3 4 internship Training Availability of leadership training to support graduates 1 2 3 4 Availability of well equipped laboratories 1 2 3 4 Availability of bursaries for resource poor and 1 2 3 4 deserving Students Availability and utilization of experimental farm 1 2 3 4 Availability of resources to support the inclusion of 1 2 3 4 disabled students
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7. LINKAGES
7.1 Rate the strength of working relations of your institution with other stakeholders? (Please circle the most appropriate)
International communities 1 2 3 4 Other local educational institutions 1 2 3 4 Farming communities 1 2 3 4 Government departments 1 2 3 4 Other research organizations 1 2 3 4 Industry organizations 1 2 3 4 Extension 1 2 3 4 Others 1 2 3 4
For organizations that were rated 3 and 4 above, please give details of the working relations. ______
8. Please share your ideas on the challenges of agricultural education and training in South Africa in 21st century ______
THANK YOU FOR YOUR CO-OPERATION i ______I Where space provided is not adequate please ‘use additional writing material.
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FORMULATION OF NATIONAL STRATEGY ON EDUCATION AND TRAINING IN AGRICULTURE AND RURAL DEVELOPMENT
THIS QUESTIONNAIRE IS TO BE COMPLETED BY THE LECTURERS OF AGRICULTURAL STUDENTS AT INSTITUTIONS OF HIGHER EDUCATIONS
PURPOSE
The purpose of this questionnaire is to elicit information that could help in the development of a National Strategy on Education and Training in Agriculture and Rural Development. The information gathered will be used in formulating a National Strategy for Agricultural Education and Training in South Africa. The questionnaire also gives lecturers of agricultural students an opportunity to air their views and aspirations about the future of Agriculture Education and Training in South Africa.
1. YOUR INSTITUTION
1.1 Name of the institution: ______
1.2 District: ______
1.3 Nearest Town: ______
1.4 Vision of your institution: ______
1.5 Mission of your institution: ______
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2. BACKGROUND OF THE LECTURER/TEACHER
2.1 State your gender (Please tick)
M F
2.2 Your population group: ______
2.3 Your age (Please tick)
<22 22 – 27 28 – 35 36 – 40 41 – 45 46 – 50 51 – 55 56+
2.4 State the minimum qualification required for the post you are in: ______
2.5 State your highest qualification: ______
2.6 Do you have professional teaching qualifications?
Yes No
If yes, what is it? ______
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2. 7 Work experience (In years):
Lecturing Experience in Other Other work Experience this institution experience in experience the agriculture sector
2. 8 What is your employment status in this job? (Tick as appropriate)
Part-time Full-time, permanent Contract work (e.g. 3 year contract) Other (please specify)
2. 9 State the Faculty ______and Department ______in which you are employed:
2.10 Are you currently engaged in any further studies? (Please Tick)
Yes No
2.11 If yes, what studies are you pursuing? ______
2.12 If appropriate, what motivates you to further your studies? ______
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2.13 What in-service training did you undergo during the past two years. Please fill the table below:
COURSE ATTENDED TRAINING PROVIDER DURATION
3. YOUR TEACHING RESPONSIBILITIES
3.1 Please complete the following table:
No. Course Subject No. of No. of hours per week taught (e.g. Crop Students Lectures Practical (e.g. BSc Protection) Ag) 1 2 3 4 5 6
3.2 How do you perceive the intensity of your work load? (Very light = 1, Light = 2, Moderate = 3, Heavy = 4) (circle one number for each aspect)
Aspect of work Rating Lecturing 1 2 3 4 Conducting practical 1 2 3 4 Preparation of classes 1 2 3 4 Research activities 1 2 3 4 Administration 1 2 3 4
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3.3 How frequently do you revise your training programmes? (Please Tick)
Once in two years
On receipt of new information or discoveries
Other (specify)
3. With which of the following do you have professional linkages? (Please tick)
Lecturers in your institution
Lecturers in other institutions
Research stations
Agro-industries
Agri-business
Extension services
Farmers
Other (state)
3.5 Who conducts practical classes in your subjects? (Tick)
Yourself
Technician
Yourself and technician
Other (specify) ______
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3.6 If the answer above is not yourself, kindly state why. ______
3.7 Evaluate the following training facilities under the headings given: (1 = poor, 2 = unsatisfactory, 3 = satisfactory, 4 = good)
Facility Adequacy Condition Relevance Laboratories Library Internet access Practical livestock facilities Practical crop facilities Other (state)
3.8 Evaluate the training materials you use: (1 = poor, 2 = unsatisfactory, 3 – satisfactory, 4 = good)
Training material and equipment Adequacy Books Audio-visual Laboratory materials Laboratory equipment Practical equipment Practical materials Other (state)
3.9 Who evaluate the standard and quality of your lectures and practicals? (Please tick)
Colleagues Students Outside lecturers Other (specify)______
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3.10 What is the pass rate of your students in the subjects you offer?
Subject Pass rate (%)
3.11 What is the level of activity of students during practical sessions? (Please tick)
Active and enthusiastic
Active because of compulsion
Passive
Very passive
3.12 Kindly detail the curriculum of the training programme you are currently following. ______
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4. RESEARCH ACTIVITIES
4.1 Are you currently engaged in agricultural research? (Please tick)
Yes
No
4.2 Is your research related to your teaching work? (Please tick)
Yes
No
4.3 Who are the beneficiaries of your research? (Please tick)
Students
Farmers
Breeders
Nutritionists
Commercial Company
Other (specify)
4.4 Who funds your research? ______
4.5 If you are not engaged in research, is there a reason for this? ______
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4.6 Kindly suggest how your research activities could be improved. ______
5. YOUR TRAINING REQUIREMENTS
5.1 In what areas, relevant to your current job, would you like to acquire training. Please fill the table below.
SKILLS REQUIRED KNOWLEDGE ATTITUDE REQUIRED REQUIRED
5.2 In order of priority, kindly list two or three institutions where you would prefer to undergo that training and reasons thereto.
NAME OF INSTITUTION REASONS FOR CHOICE 1. 2. 3.
Book-3(a)/rave/C
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6. YOUR THOUGHTS ABOUT AGRICULTURAL EDUCATION AND TRAINING (AET) IN SOUTH AFRICA?
6.1 What do you think are the main challenges to AET? ______
6.2 What is your vision about the future of your institution? ______
6.3 In not more than 100 words, kindly advise on how to improve the quality of Agricultural Education and Training in South Africa, such that it competes well in the global world. ______
Thank you very much for your time and valuable input
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NATIONAL STRATEGY FOR AGRICULTURAL EDUCATION AND TRAINING FOR RURAL DEVELOPMENT IN SOUTH AFRICA
THIS QUESTIONNAIRE MUST BE COMPLETED BY FINAL YEARS STUDENTS OF THE AGRICULTURE FACULTY UNIVERSITIES, TECHNIKON AND AGRICULTURAL COLLEGES
Aims of the study: 1. To elicit training needs of agricultural stakeholders. 2. To give stakeholders in the agricultural sector an opportunity to voice their opinion in the future of Agricultural Education and Training in South Africa
This information will then contribute to the transformation or formulation of the national strategy in agricultural education and training.
1. YOUR INSTITUTION
1.1 Name of the institution: ______
1.2 Province: ______1.3 District: ______
2. PERSONAL INFORMATION
2.1 Age (circle) 15-20/21-25/26-30/30+
2.2 Gender (Please tick) Male Female
2.3 Population group: ______
2.4 Are you a South African? (Please tick) Yes No
If no, from which country do you come? ______
2.5 Are you from an urban or rural area? (Please state) ______
3. EDUCATIONAL BACKGROUND
3.1 What type of high school did you attend? (Please tick)
Agricultural High Technical High AcademicHigh School School School
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3.2 What science subjects did you study? (Please tick)
Agricultural Biology Business Economics science economics
Accounting Geography Physical Mathematics science
3.3 Did you have farming experience when you applied for this course? (Please tick) Yes No
3.4 If yes, describe the type of work you were engaged in.
Type of work ______
For how long ______
4. PRESENT STUDIES
4.1 For what qualification are you studying? (Please tick)
Certificate Diploma Bachelor’s Degree Higher Degree
4.2 What motivated you to persue career in the field of Agriculture? ______
4.3 What is your specialization? ______
4.4 What motivated you to choose this option: ______
4.5 Do you do practical classes? (Please circle one)? Yes/No
4.6 If no, explain. ______
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4. 7 If yes, list the practicals you attended this year and how long they were.
Practical subjects Length of each class in hours
4. 8 Do you think the practicals you have done so far are the true reflection of what you will be doing in the field? (Please circle) Yes/No
4. 9 If no, what do you think needs to be done to make your practicals realistic? (Please explain) ______
4.10 In the course of your training, have you ever been exposed to the real work situation? (Please circle) Yes/No
4.11 If yes, where and what were you doing? For how long? Who was monitoring your performance? How relevant was the work to your studies? Was it worthwhile? (Briefly share your experiences in not more than hundred words) ______
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4.12 To what extent does the training you have received so far meet your personal objectives? (Please explain) ______
4.13 How satisfied are you with the following (1 = poor, 2 = unsatisfactory, 3 = satisfactory, 4 = good) (Please circle one for each aspect) Relevance of the training 1 2 3 4 Quality of practical classes 1 2 3 4 Teaching methods 1 2 3 4 Teaching materials 1 2 3 4
4.14 Briefly suggest how any of the aspect in question 4.13 could be improved. ______
4.15 What other topics which are not in your present training curriculum do you think should be included to broaded your future prospects? (Please list) 1. ______2. ______3. ______
5. MEDIUM OF INSTRUCTION
5.1 What is the medium of instruction in the institution? ______
5.2 Does the medium of instruction have any impact on your performance in class? (little impact = 1, some impact = 2, serious impact = 3, very serious impact = 4) (Please circle 1 2 3 4
5.3 If your answer to question 5.3 was 2, 3 or 4, what steps does the institution take to help you? ______
5.4 What steps do you take to counteract your language deficiency? (Please explain) ______
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______
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6. JOB PROSPECTS
6.1 What kind of job are you most likely to get when you have finished your training? (Circle one) On a farm Agricultural industry Government
Self employment Research institution Agri-business
Other (Please specify) ______
6.2 As a final year student, do you have any promises for a job next year? (Please circle) Yes/No
If yes, what sort of job? ______
6.3 Do you think that by the end of this year you will be competent enough to take up a job? (Please circle) Yes/No
6.4 If no, what kind of training do you think you will need to help you? Explain ______
7. YOUR THOUGHTS ABOUT AGRICULTURAL EDUCATION AND TRAINING (AET) IN SOUTH AFRICA.
7.1 What do you think are the main challenges to AET?
1. ______2. ______3. ______
7.2 What is your vision for the future of your institution? ______
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7.3 In not more than 100 words, kindly discuss how you would, given chance, improve the quality of Agricultural Education and Training in South Africa, such that it completes well in the global world. ______
Thank you very much for your participation in this valuable study
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NATIONAL STRATEGY FOR AGRICULTURAL EDUCATION AND TRAINING FOR RURAL DEVELOPMENT IN SOUTH AFRICA
THIS QUESTIONNAIRE MUST BE COMPLETED BY EX-STUDENTS OF INSTITUTIONS OF HIGHER LEARNING
Aims of the study: 1. To elicit training needs of agricultural stakeholders. 2. To give stakeholders in the agricultural sector an opportunity to voice their opinion on the future of Agricultural Education and Training in South Africa.
This information will then contribute to the formulation of the national strategy in Agricultural Education and Training.
1. EDUCATIONAL BACKGROUND
1.1 What is your highest agricultural qualification? (Please state, e.g. Diploma, B.Sc. or PhD) ______
1.2 When did you qualify? (Please state year) ______
1.3 From what institution? (Please state) ______
2. TRAINING
2.1 What is your present job? (Please state) ______
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2.2 Summarize your main job description? ______
2.3 What was your 1st job after graduation? ______
2.4 What were your main job functions by then? ______
2.5 How relevant was your training to your job then? (Please explain) ______
2.6 Could you do what you were expected to do without any further training? (Please tick)
Yes or No
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2.7 Which skills that you were not equipped with then that you felt could have made you a better beginner in your profession? (Please state) ______
2.8 What skills in your present job that are needed and you do not have and you feel that they should have been part of your training then? (Please list) ______
2.9 What do you think needs to be done to supplement your training? (Please tick)
1. Go back to the institution be trained a fresh
2. Follow up technical support by the institution
3. In-service training by present employer
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2.10 If you choose number three above, fill in the table below
Skills required Preferred Duration of the Preferred provider course venue
2.11 Given your exposure in the job market, what changes would you like to see in the curriculum in your line specialization? (Please explain) ______
3. What are the challenges faced by Agricultural Education and Training in the 21st century in South Africa? ______
Thank you for your participation in this project1
1 Should the space provided not be adequate, please use additional writing material.
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FORMULATION OF NATIONAL STRATEGY ON EDUCATION AND TRAINING IN AGRICULTURE AND RURAL DEVELOPMENT
THIS QUESTIONNAIRE IS TO BE COMPLETED BY PRINCIPALS OF FET SCHOOLS OFFERING AGRICULTURAL SCIENCE
PURPOSE -To determine the quality of agriculture education received by learners at FET Schools. -To determine the content subjects agricultural science is combined with. -To elicit information that could be relevant for the development of a National Strategy on Education and Training in Agriculture and Rural Development -To give principals of FET schools an opportunity to air their views and aspirations about the future of Agricultural Education in South Africa.
-PLEA : Respondents are requested to answer all questions.
1. SCHOOL BACKGROUND
1.1 Name of the school: ______1.2 Municipality in which the school is situated: ______1.3 Nearest town: ______1.4 Number of educators: ______1.5 Average number of learners per educator: ______1.6 Please give the number of educators offering agricultural science in your school: ______1.7 Do the educators offering agricultural science have major courses in agriculture? (Please tick where applicable) Yes No Some do
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1. 8 What facilities, relevant for agricultural practical training, do you have in your school and state the condition of those facilities whether very good, good, fair or poor? Please fill the table below:
FACILITIES AVAILABLE CONDITION 1. Animal handling facilities 2. School vegetable garden 3. Orchard 4. Poultry structure(s) 5. Milking parlour 6. Other (specify) 7. Other (specify) 8. Other (specify)
1. 9 If facilities are poor, what plans does your school have for renovating them? (Please explain) ______
1.10 If your school is offering agricultural science, but you have no facilities for practical training, how are practical sessions conducted? ______
1.11 Do you make use of the local farmers structures for practical purposes? Tick where applicable.
Yes
No
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1.12 According to your records, what agricultural careers have been taken by your school’s ex-learners during the past five years? (Please circle where applicable)
1. Diploma in Agricultural Extension 2. Diploma in Environmental Education 3. Diploma in Forestry 4. Diploma in Marketing and Agricultural Economics 5. Diploma in Aqua-culture 6. Diploma in Viticulture 7. Diploma in Animal Health 8. Degree in Extension 9. Degree in Animal Science 10. Degree in Agric. Economics 11. Degree in Soil Science 12. Degree in Veterinary medicine 13. Degree in Agricultural Engineering 14. Other (Please specify)
2. SUBJECT COMBINATION
2.1 Please list the content subjects with which the Agricultural Science is combined in your curriculum. Choice 1 Choice 2 Choice 3 1. ______1. ______1. ______2. ______2. ______2. ______3. ______3. ______3. ______4. ______4. ______4. ______
2.2 Kindly give reasons for such combinations Choice 1. ______Choice 2. ______Choice 3. ______
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2.3 Do the curricular stated above enable the learners to take a career in agriculture after passing their matric? (Please tick where applicable.
Yes
No
2.4 What other content subjects do you think agricultural science could be combined with in order to ease access to higher education agricultural training? (Please list)
______
2.5 What was the pass rate for agricultural science during the past three years? Also state the highest symbol obtained in each year. (Please fill the table below)
YEAR PASS RATE (%) HIGHEST SYMBOL 1999 2000 2001
3. EQUIPPING AGRICULTURAL SCIENCE SUBJECT EDUCATORS AND LEARNERS
3.1 How frequently do agricultural science subject educators undertake in- service training in agriculture? (Please circle) 1. Never 2. Every semester 3. Once a year 4. Once in two years 5. Once such opportunities come 6. Other (Please specify)
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3.2 Which Institutions usually train your Agricultural Science Educators? 1. ______2. ______3. ______
3.3 In what areas would you love your agricultural science educators be trained? (Please list) ______
3.4 What agricultural publications do you organize for your school? (Please list) 1. ______2. ______3. ______
3.5 In what activities of the department of agriculture do you engage your school? (Please list) ______
3.6 What linkages does your school have with agricultural institutions? ______
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3. 7 In what areas would you love the agricultural institutions or agriculture- related private sectors to support your school in order to enliven Agriculture Education and Training in your school? ______
3. 8 What form of linkages are there between the agricultural science educators of your school and those of other schools? ______
3. 9 Do the agricultural science educators and learners attend any local farmers’ days organized by the department of agriculture, farmers or commodity groups? (Please tick)
Yes No
3.10 How often do you organize agricultural tours for your learners? ______
3.11 If your answer in 3.11 above is N/A, why do you not organize such Tours? ______
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4. YOUR OPINION ABOUT THE FUTURE OF AGRICULTURAL EDUCATION AND TRAINING
Give your own opinion on how South African Agriculture Education and Training should be developed, such that it can be globally competitive: ______
Thank you very much for your valuable contribution
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FORMULATION OF A NATIONAL STRATEGY ON EDUCATION AND TRAINING IN AGRICULTURE AND RURAL DEVELOPMENT
THIS QUESTIONNAIRE IS TO BE COMPLETED BY EDUCATORS OF AGRICULTURAL SCIENCE LEARNERS AT FET SCHOOLS
PURPOSE -To elicit information related to Agricultural Education, Training and Rural Development which will be ill be used in formulating a National Strategy for Agricultural Education and Training in South Africa. -To give educators an opportunity to air their views and aspirations about the future of agricultural education in South Africa.
-PLEA: Respondents are requested to answer all questions.
1. YOUR SCHOOL
1.1 Name of the school: ______
1.2 District: ______
1.3 Nearest Town: ______
1.4 Vision of your school: ______
1.5 Mission of your school: ______
2. BACKGROUND
2.1 State your gender (Please tick)
M F
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2.2 Your population group: ______
2.3 Your age (Please tick)
<22 22 – 27 28 – 35 36 – 40 41 – 45 46 – 50 51 – 55 56+
2.4 State your highest qualification: ______
2.5 Did you do agriculture in your tertiary level studies?
Yes No
2.6 Work experience (In years):
Teaching Work Other Other work experience experience experience experience in this school in the agricul- ture sector
2.7 Are you currently engaged in any further studies? (Please tick)
Yes No
2.8 If yes, what studies are you pursuing? ______
2.9 If appropriate, what motivates you to further your studies? ______
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2.10 What in-service training did you undergo during the past two years. Please fill the table below.
COURSE ATTENDED TRAINING PROVIDER DURATION OF COURSE
3. YOUR TEACHING RESPONSIBILITIES
3.1 Please complete the following table:
GRADES No. OF No. OF HOURS PER TAUGHT LEARNERS WEEK THEORY PRACTICAL Grade 10 Grade 11 Grade 12
3.2 How do you perceive the intensity of your work load? (Very light = 1, Light = 2, Moderate = 3, Heavy = 4) (Circle one number for each aspect)
ASPECT OF WORK RATING Educating Learners in classroom 1 2 3 4 Conducting practicals 1 2 3 4 Preparation of lessons 1 2 3 4 Research activities 1 2 3 4 Marking of assignments/Tests 1 2 3 4
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3.3 With which of the following do you have professional linkages? (Please tick)
Other agricultural science Educators Lecturers in other institutions Research stations Agro-industries Agricultural Science Subject Advisors Agricultural Extension services Farmers Other (state)
3.4 Evaluate the following training facilities under the headings given (1 = poor, 2 = unsatisfactory, 3 = satisfactory, 4 = good)
Facility Adequacy Condition Relevance Laboratories Library Internet access Practical livestock facilities Practical crop facilities Other (state)
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3.5 Evaluate the training materials you use (1 = poor, 2 = unsatisfactory, 3 = satisfactory, 4 = good)
Training material and Adequacy Equipment Books Audio-visual Laboratory materials Laboratory equipment Practical equipment Practical materials Other (state)
3.6 What agricultural publications do you use for educating your learners?
Farmers’ weekly Landbou Weekblad Nu-Farmer Die Boer Dohne Bulletin Agricultural Journals Other (Please specify______
3.7 What is the pass rate of your students in Agricultural science?
YEAR PASS RATE (%) 1999 2000 2001
3.8 What is the level of activity of students during practical sessions? (Please tick)
Active and enthusiastic Active because of compulsion Passive Very passive There are no practical sessions
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3.9 What skills do you empower your learners with during your teaching/practical sessions? (Please circle where applicable).
1. Soil sampling 2. Fertilizer application 3. Composting 4. Application of pesticides/weedicides 5. Dehorning/debudding 6. Castration of animals 7. Milking of Dairy cows/goats 8. Handling of farm animals 9. Treatment of sick animals 10. Other (please specify)
4. RESEARCH ACTIVITIES
4.1 Are you currently engaged in agricultural research? (Please tick)
Yes No
4.2 Is your research related to your teaching work? (Please tick)
Yes No
4.3 Who are the beneficiaries of your research (Please tick)
Learners Farmers Other (specify)
4.4 Who funds your research? ______
4.5 If you are not engaged in research, then why? ______
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5. YOUR TRAINING REQUIREMENTS
5.1 In what areas, relevant to your current job, would you like to acquire training. Please fill the table below.
SKILLS REQUIRED KNOWLEDGE ATTITUDE REQUIRED REQUIRED
5.2 In order of priority, kindly list two or three institutions where you would prefer to undergo that training and reasons thereto.
NAME OF INSTITUTION REASONS FOR CHOICE 1. 2. 3.
6. YOUR THOUGHTS ABOUT AGRICULTURAL EDUCATION AND TRAINING (AET) IN SOUTH AFRICA.
6.1 What do you think are the main challenges to AET? ______
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6.2 In what ways can agricultural science be enlivened at FET schools, such that it can be of benefit to local communities? (Please suggest) ______
6.3 Kindly advise on how to improve the quality of Agricultural Education and Training in South Africa, such that it competes well in the global world. ______
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FORMULATION OF NATIONAL STRATEGY ON EDUCATION AND TRAINING IN AGRICULTURE AND RURAL DEVELOPMENT
THIS QUESTIONNAIRE IS TO BE COMPLETED BY AGRICULTURAL SCIENCE LEARNERS OF FET SCHOOL
PURPOSE OF THIS QUESTIONNAIRE
-To elicit information about agricultural education from FET learners doing agricultural science. The information will be used in formulating a National Strategy on Education and Training in Agriculture and Rural Development. This questionnaire also serves as a tool for learners to air their views and aspirations about the future of Agriculture Education in South Africa.
PLEA:
The respondents are kindly requested to complete this questionnaire in good faith and contribute to the transformation of Agricultural Education and Training in South Africa.
1. YOUR SCHOOL
1.1 Name of the School: ______
1.2 Province: ______
1.3 District Municipality: ______
1.4 What type of school is it?
1. An Academic school? 2. An Agricultural School? 3. A Comprehensive School? 4. Other (Please specify) ______
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2. PERSONNEL INFORMATION
2.1 Age (Please tick)
13 – 16 17 – 20 20 – 22 22 – 25
2.2 Gender (Please tick)
Male Female
2.3 Are you a South African Citizen? (Please tick)
Yes No
If no, what is your citizenship? ______
2.4 Where is your home situated? Please circle where applicable.
1. In a suburb? 2. In a Township? 3. In a Village? 4. In an Informal Settlement? 5. Other (Please specify) ______
3. YOUR AGRICULTURE EDUCATION
3.1 How long have you studied Agricultural Science as your school subject? Kindly state the grade (e.g. since grade 8)
3.2 What standard/grade are you currently doing? ______
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3.3 Was it your choice to take agricultural science as one of your subjects? (Please tick)
Yes No
3.4 If yes, what motivated you to take this subject? Please explain. ______
3.5 What agricultural education do you receive?
Theory only Mostly theory and little practical Equal ratio of practical to theory Mostly practical and little theory Other (Please specify______
3.6 What agricultural education would you like to receive in future? ______
3.7 What other content subjects are you doing? (Please list) 1. ______2. ______3. ______4. ______
3.8 In what extra-curricula agricultural activities do you participate? ______
3.9 Which institutions are you engaged with in these extra-curricula agricultural activities? ______
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3.10 What agricultural practical training have you been engaged in since last year? (Please explain) ______
3.11 Which one(s) of the practical lessons you have learnt, have you applied at home or anywhere outside the school environment? (Please fill the table below)
PRACTICAL LESSONS LEARNT WHERE APPLIED 1. 2. 3. 4.
3.12 What makes you the most happy during practical training sessions? (Kindly explain) ______
3.13 What makes you miserable during practical training sessions? (Kindly explain) ______
3.14 Do you think that the kind of practicals you do at school can enable you to make a living through them could any unforeseen circumstances deprive you of further studies? (Please circle)
Yes No
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3.15 Kindly suggest methods by which your practical training sessions can be improved, such that they are more interesting and of worth to you and your society. ______
3.16 What agricultural or agriculture-related tours have you taken since you became an agricultural science learner. (Please fill the table below)
PLACEC VISITED PURPOSE OF VISIT YEAR 1. 2. 3. 4. 5. 6.
3.17 On average, what is the highest mark you obtain from the agricultural tests you write? (Please tick where applicable)
Less than 33.3% 33.3 – 40% 40 – 45% 45 – 50% 50 – 55% 55 – 60% 60 – 70% More than 70%
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3.18 If the average mark you get is less than 45%, what measures could be done to help you improve your performance in agricultural science? (Please suggest) ______
4. CAREER IN AGRICULTURE
4.1 Do you intend taking a career in Agriculture after passing your Matric? (Please circle)
Yes No
4.2 If yes, give any three choices in order of priority
1st Choice: ______2nd Choice: ______3rd Choice: ______
4.3 If no, what makes you not to pursue a career in Agriculture? (Please explain) ______
4.4 What is it that could be done to stimulate you to love agriculture to the extent of pursuing an agricultural career? (Please explain) ______
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5. YOUR THOUGHTS ABOUT AGRICULTURAL EDUCATION AND TRAINING (AET) IN SOUTH AFRICA
5.1 What changes would you love to be effected to improve the quality of Agriculture Education and Training? ______
Thank you very much for your valuable contribution
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