 | Primary School Agriculture: Volume I: Pedagogy (GTZ, 1985, 144 p.) |
 |  | (introduction...) |
| | Preface |
|  | Part I: Pedagogical foundations of primary school agriculture |
| | (introduction...) |
| | 1. Introduction |
| | 2. Objectives for teaching agriculture in primary schools |
| | 3. Approaches to the teaching of agriculture |
| | 3.1 Overview |
| | 3.2 An appraisal of how agriculture is taught at present |
| | 4. A Science-Based approach to primary school agriculture |
| | (introduction...) |
| | 4.1 The relationship between agriculture and science |
| | 4.2 Environment-Based school agriculture |
| | 4.3 The Political dimension: Self-reliant development, social justice, and the link with traditional culture |
| | 4.4 Objectives for primary school agriculture |
| | Part II: Teaching methods |
| | (introduction...) |
| | 1. The scheme of work |
| | (introduction...) |
| | 1.1 The growth cycle of crops as a means to devising the scheme of work |
| | 1.2 The principle of integration |
| | 1.3 The physical strength of school children |
| | 2. The structure of teaching units |
| | 2.1 Breaking down a scheme of work into units |
| | 2.2 Defining objectives for the sub-units |
| | 2.3 Indoor and outdoor activities in a sub-unit |
| | 3. Indoor activities |
| | (introduction...) |
| | 3.1 Classroom preparation of outdoor activities |
| | 3.2 Follow-up of outdoor activities |
| | 4. Outdoor activities |
| | (introduction...) |
| | 4.1 Farm work |
| | 4.2 Observational activities |
| | 4.3 Experimentation |
| | 5. Special problems related to school farm work |
| | (introduction...) |
| | 5.1 Farm care during holidays |
| | 5.2 Income |
| | Part III: Examples for practical use |
| | 1. Teaching sub-units |
| | 1.1 The maize harvest-integrating work, observation and classroom teaching |
| | 1.2 Surveying farm plots - the use of the plane table |
| | 1.3 Results of an experiment on pineapple farming |
| | 1.4 Observing the growth of yams |
| | 1.5 Planning maize farming |
| | 2. Lesson notes |
| | 2.1 Lesson notes on tephrosia |
| | 2.2 Lesson notes on rice |
| | 2.3 Lesson notes on Land Tenure in Kake-Bakundu |
| | 2.4 The integration of agriculture and mathematics |
| | 3. Teacher’s documentation |
| | 3.1 Notes on Land Tenure in Kake |
| | 3.2 Yam growing in Banyang area |
| | 3.3 Traditional rites associated with the planting of maize in Bali(by V. Kette) |
| | 3.4 Some corn dishes in Bali |
| | 4. Record sheets |
4.2 Environment-Based 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.
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