Erudite pedagogic praxis of extension paradigm for technological skills transfer of the emerging farmers

Technological skills transfer approach from extension practitioners to the emerging farmers plays a significant role in the educational developments of the emerging farmers. These approaches have to take into account the methods of teaching that are in line with what is acceptable and underpinned by the adult teaching and learning approaches. Agricultural extension as an educational development programme for the emerging farmers needs to borrow from these approaches. Emerging farmers and extension practitioners in South Africa are mostly a group of diverse adults from different backgrounds and varying political, economic and social statuses. The formal education status of the emerging farmers might play a role in the ability to consume and apply presented information on the farm. However, the manner or approach that the information is presented could determine whether the emerging farmer become resistant to the information or not. The study employed the Participatory Action Research methodology with the philosophical framing of Bricolage to generate data that was analysed using Critical Discourse Analysis. The emerging farmers and extension practitioners volunterily engaged in the emancipatory discourse to outline the learning challenges using agricultural extension methods. Presenting agricultural information to the emerging farmers in the form of the Basic Education pedagogy, undermine the adult education prerequisites for the emerging farmers during training and farm visits. The emerging farmers, as adults exposed to agricultural extension, has to be conducted so guided by the trialled and tested adult education principles. By law, every individual over 15 years of age are entitled to adult education. The extension practitioners need to be acquainted with the adult education perspective

A systematic review of the literature on the causes of early school leaving in Africa and Asia

This paper systematically reviews the literature on the causes of leaving school early in Africa and Asia. Despite the improvement in primary school enrolment in the developing countries by 2015, the persistence of school dropout, however, renders this improvement almost insignificant. This leads to the necessity of observing the prolonged determinants of dropping out from school amid the current global development efforts to improve educational attainment in these countries. For this purpose, we review 43 articles in this study. These articles are peer-reviewed publications on the causes of early school leaving or school dropout in Africa and Asia, from the year 2001 to present (2018). A great number of causes are found to be linked to the reason for leaving school early. However, the most common causes for early school leaving include lack of income, parents' education and employment status, living in a single-parent household, being a illegitimate child, age, region of residence and school performance. Specifically, for Asia, immigration and ethnicity are important factors. This paper recommends that policies to prevent early school leaving require multi-perspective targeting, involving individual, school, community and family. For instance, attention needs to be drawn to the effective trickling down of necessary school provisions and other contemporary societal provisions to all communities. There is also need for improved individual and family awareness on the positive impact of education as well as the dangers of certain cultural beliefs