|Primary School Agriculture: Volume I: Pedagogy (GTZ, 1985, 144 p.)|
|Part I: Pedagogical foundations of primary school agriculture|
|4. A Science-Based approach to primary school agriculture|
This approach contains the study of the child's everyday-life environment as one of its central ideas. It has been stated as follows:
"Focus On the Local Environment
The didactic centre of the reformed primary school curriculum is supposed to be the local environment, with which pupils, teachers and parents are familiar. The children's learning process will start from that very environment in order to become aware of its problems and try to find solutions. According to this concept the educational activities should be organized around centres of interest or problems which relate to the environment in question. The content of teaching will differ from region to region, even from one locality to another in the same region." (IPAR-Buea, Report on the Reform of Primary Education, 1977, p. 71)
Primary school agriculture can help to achieve this aim. Farming is part of children's lives in most of the country. They usually help to farm from a very early age. The use of the environment is a sound educational principle. In order to make full use of the educational possibilities offered by the environment one would have to observe the following guidelines:
- Local crops should be at the centre of teaching and school farm work.
- Local farming methods should be discussed.
- Good local farmers should take part in teaching and farm work.
- If new crops and methods are discussed in school, they should be related to local conditions.
- Agriculture should not be taught as an isolated field of productive activities. It should be presented as a part of people's way of life and cultural tradition. By following these guidelines one will automatically africanize the content of teaching.
The use of the environment is a sound educational principle.