Competence-based education: reflections on the context of teaching agriculture in Ghana’s pre-tertiary schools
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Date
2023
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Cogent Education
Abstract
The ideal context for competence-based education (CBE) in the global
south appears elusive with negative ramifications on both the teacher and the
student. Using Ghana as a case study, this article shines light on the research
question: What are the contexts and the implications of the contexts in which
agriculture is taught on competence-based education? Drawing on a mixed methods approach involving cross-sectional data on 112 students, 238 teachers, and
qualitative enquiries involving key informant interviews, and on-site observations.
The findings showed inadequate facilities and low enrolment in agriculture.
Specifically, 34% of pre-tertiary schools had less than 5% of the total student
population offering agriculture. Theory-based pedagogies still dominate contrary to
the core principles of competence-based education, culminating in students limited
hands-on exposure that demotivates teachers and learners. We recommend the
Ministry of Education focuses on competence-based education by increasing fund ing allocation to address the inadequate facilities, classrooms, and equipment
needed for the effective teaching, learning, and the practice of agriculture. This
article argues for sustained investment and conscious efforts directed at addressing
challenges constraining CBE to allay the myths, drudgery, and low potentials
ascribed to agriculture, with an ultimate aim to motivate the youth to pursue
agriculture as a career and game-changer in providing self-employment and
resolving the high unemployment phenomenon in the sub-region.
Description
Research Article
Keywords
Teaching facilities, agriculture, senior high schools, education, pedagogy
Citation
To cite this article: Seth Dankyi Boateng, Daniel Adu Ankrah & Seth Awuku Manteaw (2023) Competence-based education: reflections on the context of teaching agriculture in Ghana’s pre-tertiary schools, Cogent Education, 10:1, 2207793, DOI: 10.1080/2331186X.2023.2207793