Utilization of ICT Facilities for Enhancing Instructional Delivery of Agricultural Science in Nigerian Secondary Schools

This study examined the availability, functionality and utilization of ICT facilities for effective instructional delivery of agricultural science in Nigeria Secondary Schools. Descriptive survey research design was adopted for the study. Three research questions guided the study. The study area was North-central States of Nigeria and the population was 1706 teachers of agricultural science in secondary schools. Purposive Sampling Technique was adopted to select 853 Heads of Departments of Agriculture from the secondary schools. The researchers developed a 60-items questionnaire titled utilization of ICT facilities for instructional delivery of agricultural science (UICTFIDAS) for data collection. Three experts validated the instrument. Cronbach Alpha method was used to test the reliability and a coefficient value of 0.82 was obtained. Research question one was answered using frequencies and percentages, while mean and standard deviation were used to answer research questions 2 and 3. Findings of the study revealed that most ICT facilities were not available, and the few available were not utilized because of non-functionality in most secondary schools in the study area. The study concluded that there was need for a refocus on ICT integration in the education system, which is a common trend in the millennium. Recommendations were made among which, was that government should collaborate with stakeholders in providing adequate ICT facilities, organize seminars and workshops to empower teachers with ICT knowledge and skills. In addition, school administrators should ensure utilization and maintenance of ICT facilities available in their schools

Utilization of ICT Facilities for Enhancing Instructional Delivery of Agricultural Science in Nigerian Secondary Schools

This study examined the availability, functionality and utilization of ICT facilities for effective instructional delivery of agricultural science in Nigeria Secondary Schools. Descriptive survey research design was adopted for the study. Three research questions guided the study. The study area was North-central States of Nigeria and the population was 1706 teachers of agricultural science in secondary schools. Purposive Sampling Technique was adopted to select 853 Heads of Departments of Agriculture from the secondary schools. The researchers developed a 60-items questionnaire titled utilization of ICT facilities for instructional delivery of agricultural science (UICTFIDAS) for data collection. Three experts validated the instrument. Cronbach Alpha method was used to test the reliability and a coefficient value of 0.82 was obtained. Research question one was answered using frequencies and percentages, while mean and standard deviation were used to answer research questions 2 and 3. Findings of the study revealed that most ICT facilities were not available, and the few available were not utilized because of non-functionality in most secondary schools in the study area. The study concluded that there was need for a refocus on ICT integration in the education system, which is a common trend in the millennium. Recommendations were made among which, was that government should collaborate with stakeholders in providing adequate ICT facilities, organize seminars and workshops to empower teachers with ICT knowledge and skills. In addition, school administrators should ensure utilization and maintenance of ICT facilities available in their schools

Mechanisms for ensuring food security and sustainable environment through youths’ participation in agricultural education

Agricultural education play a central role in disseminating knowledge, skills and attitudes toward managing environmental resources which support food productivity. Its goals are basically achieved through formal education. Hitherto, youths have been involved in environmental stress mitigation efforts both at the school and community levels but are still short of adequate knowledge. Current trends of environmental stress and its associative impact on the food growing soils and space call for its integration into agricultural education programme. This paper identifies mechanisms for ensuring Food Security (FS) and Sustainable Environment (SE) through Youths’ Agricultural Education. First, the paper discussed the concepts of sustainability as it affects the environment and food security. It also discussed constraints of FS and SE. Mechanisms discussed includes: curriculum content review and update, adequate funding by government, training and retraining of manpower, and involvement of youth clubs and organizations. Furthermore, use of mass media; extension services; school farm; and organizing workshops, seminars; and integration of population studies in the curriculum were also considered. Finally, it was suggested among others that government should review school curriculum and renew her commitment through designing and implementing policies and programmes aimed at ensuring FS and SE.Keywords: Agricultural Education, Mechanisms, National Food Security, Sustainable Environment, Youths