ERIC Number: ED403407
Record Type: Non-Journal
Publication Date: 1995-Nov
Reference Count: N/A
Contextualising the Curriculum in Rural Primary Schools: The Role of Agriculture.
The capacity of agriculture to act as a familiar vehicle for development of young rural learners' literacy, numeracy, and other necessary life skills was examined through a literature review and case studies of the use of primary school agriculture (PSA) as a contextualizing subject in the following countries: Tanzania, Kenya, Uganda, Cameroon, Jordan, Papua New Guinea, Sri Lanka, India, Colombia, Brazil, Malaysia, and the United Kingdom (UK). It was concluded that integrating agriculture into basic academic/life skills curricula can enhance learning by providing a unifying theme familiar to most rural children and can also improve school-community relations, thereby increasing the likelihood of parents sending their children to school. The following elements were deemed crucial to successful implementation of integrated curricula: adequately trained teachers; motivated teachers; books/materials relevant to local needs; access to relevant resources; support by local community/parents and community/parent participation in program development; sustained government support; and examinations tailored to curriculum requirements. Appendixes contain the following: overview of PSA; case study; sample text book materials for academic subjects that draw upon agricultural practices/experiences; and sample worksheet materials generated during the PSA case study from the UK. Contains 10 figures and 83 references. (MN)
Descriptors: Agricultural Education, Basic Skills, Case Studies, Curriculum Development, Daily Living Skills, Developed Nations, Developing Nations, Educational Benefits, Educational Needs, Educational Trends, Elementary Education, Foreign Countries, Integrated Curriculum, International Educational Exchange, Learning Activities, Rural Areas, Rural Education
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Overseas Development Administration, London (England).
Authoring Institution: N/A