Attitude towards undergraduate training in Agriculture and Veterinary Sciences by Secondary School Students, Teachers and Parents in Kenya

Abstract

The University of Nairobi (UoN)’s research/consultant team, in collaboration with Makerere University (MAK), Sokoine University of Agriculture (SUA) and University of Copenhagen, under a European Union-funded project entitled ‘Enhancing the quality of graduates of agriculture and veterinary sciences to meet tomorrow’s food security challenge (PREPARE-BSc)’, conducted a baseline study on undergraduate training in agriculture and veterinary sciences in Kenya. The aim of the study was to assess the current perception and thinking of secondary school students, parents and teachers about agricultural and veterinary training at university level in Kenya. The study covered 14 schools and 315 secondary school students in which 94 were from public girls boarding, 78 from public mixed, 68 from public boys boarding and 18 from public mixed boarding. Schools were sampled from three locations, that is, urban, pre-urban and rural areas. 90% of the participating students were Form Fours with a mean age of 18 years while 51% were girls and 49% boys. The study also sampled a total of 108 teachers (61% male and 39% female) from 32 secondary schools for the survey. 31% of these teachers were in Science Department while 14 % of them were from Applied Science Department. In addition, a sample of 93 parents, drawn from 15 regions, participated in the study. 55% of the parents were female while 45% of them were male. The parents had various highest academic qualifications in which 12% of them had a master’s degree, 40% had a bachelor’s degree and 9% had a diploma certificate. They had an average of six years as secondary school parents. The collected data, using questionnaires, interviews and observations, was analyzed using quantitative methods involving percentages and frequencies. The study found that many secondary school students study agriculture (58%) and are involved in farming (68%). Secondary school agriculture is mainly taught through practical sessions and group work. In addition, the study found that students’ end of term examinations are clearly organized and feedback on their academic progression is regularly provided. The majority of secondary school students (54%) ranked agriculture as their choice of study in the university while many students expect university facilities like the laboratory, library and internet to be of high quality. Teachers’ highest professional qualifications ranged from masters degree (6%), undergraduate degree level (78%), higher national diploma (2%), ordinary diploma certificate (13%) to approved teacher status by Teachers Service Commission (2%). Since graduation, teachers had averagely taught agriculture and been in their current schools for 11 and six (6) years, respectively. Agriculture is a popular subject and the majority of teachers (70%) and parents (54%) feel that agriculture, which is practically oriented and relates well to local farming systems, should be taught in all secondary schools. Many teachers feel that agriculture training in secondary school is not well facilitated (56%). Both secondary school teachers and parents view a career in agriculture as an important profession and for business purposes in the community. Teachers feel that a career in agriculture compares well with other careers and is deemed important for the community. Many people do not have positive attitudes towards agriculture and generally the community seems not to highly value agriculture as a career. Teachers’ main expectations prior to joining universities are generally met but some teachers had their expectations changed (44%). The teachers appreciate the importance of student associations and formation of links between various universities. They also find undergraduate student orientation and program bulletin important and should be encouraged. Teachers opine that university facilities, such as library and laboratories, are well equipped with adequate staff. Teachers feel that undergraduate internet services are insufficient but sharing opportunities of laboratories and library services between departments are available at institutional level. The study found that clear university course outlines are provided and modes of lecture delivery, through use of practical, group work and case studies, are effective. In the secondary school teachers’ view, university lecturers are competent, committed, motivated and of high integrity. In conclusion, it can be argued that agriculture, as a subject, is a priority to many teachers, students and parents. A career in agriculture, though important to the community, is not highly regarded but universities have good and well equipped facilities for training in agriculture and veterinary sciences. The baseline survey recommends community enlightenment on the importance of agriculture as a profession. There is also need to organize forums for all stakeholders in agriculture to underscore the importance of agriculture and research in ensuring food security in the East African region.