Tech-MODE for Agricultural Education and Improved Livelihoods in ...

More documents

Recommendations

Info

STAKES AND CHALLENGES FOR TECH-MODE IN AGRICULTURAL EDUCATION IN CAMEROON currently being imposed by limited access to, and timid use of, available technology. Tech-MODE can contribute to effective and efficient agricultural and rural development in Africa, leading to sustained livelihoods, particularly among the poor, tillers of the soil and keepers of the hearth. In Cameroon, national development is affected by a chronic and sluggish growth in the agricultural sector which, ironically, is considered the backbone of Cameroon’s future. Time is an important element in this strategy. In the 21st Century, African countries are obliged by rapidly changing circumstances to move fast and swiftly to marry science, technology and policy in their development agendas, particularly with regard to agricultural education. Unhappily, in Cameroon, ICTs are only being sluggishly encouraged and Cameroon is notoriously slow in creating an enabling environment for the rapid and widespread use of ICTs. Cameroon’s education policy is segmented among different ministries of the Government. The Government does not seem to enforce agricultural training in basic and secondary education. To the best of my knowledge, only one nongovernmental organisation provides non-formal education in agriculture by distance to farmers. So far, government-owned and run agricultural training institutions offer formal post-secondary agricultural education in the country. The University of Dschang is the only institution of higher learning offering degree-level training and education in agriculture and agriculture-related disciplines such as agricultural engineering. Taking into account its privileged position as the only national institution for agricultural education at the tertiary level, the University of Dschang experimented boldly with innovative methods in agricultural education through distance learning in 1988 under the leadership of this author. Today, agricultural education by distance is an approved academic programme at the University at both the Associate Degree level and BSc level. This programme by distance is offered in three options: Crop Production, Animal Production and Agricultural Management and consists of 20 courses available in both English and French, essentially in print mode. Course development is a time and labour consuming process, involving many challenges, including demand, access, equity, equality, relevance, quality, management, and funding. Several indicators give hope for Tech-MODE in Cameroon. It is in this context that this case study identifies priority areas, guiding principles, intra and transsectoral issues for ODL in Cameroon. As a recognized leader in ODL and a catalyst, COL can assist African countries in the expansion of Tech-MODE in many aspects, from the formulation of policies, through capacity building, to implementation of sustainable programmes. Finally, the promotion of ODL must be seen to be under two global social forces – globalization and competition – that come not only with opportunities for human progress but also with threats and challenges. The promotion of Tech-MODE must 26 ■ TECH-MODE FOR AGRICULTURAL EDUCATION AND IMPROVED LIVELIHOODS IN SUB-SAHARAN AFRICA: COUNTRY CASE STUDIES
STAKES AND CHALLENGES FOR TECH-MODE IN AGRICULTURAL EDUCATION IN CAMEROON be harnessed to embrace these obstacles and transform them into challenges and opportunities for sustainable development in Africa in the 21st Century. Principal acronyms COL Commonwealth of Learning GCE AL/OL General Certificate of Education Advanced Level / Ordinary Level ICT(s) Information and Communication Technology(ies) NGO Non-Governmental Organisation ODL Open and Distance Learning R&D Research and Development S&T Science and Technology Tech-MODE Technology-Mediated Open and Distance Education UD University of Dschang, Cameroon UoG University of Guelph, Canada 1 Introduction Africa offers many opportunities. Firstly, it is richly endowed with natural resources. Secondly, the continent abounds with unmatched diversity and richness of economic potentials for effective development. Thirdly, the geographical size of the continent is a development asset that needs to be exploited. Finally, its colonial history – an erstwhile obstacle which could be transformed into an opportunity in today’s globalizing world. The fact that the African continent was invaded, exploited and later abandoned by colonialists can be transformed into an opportunity today. Exposure and relations with the world’s major civilizations, such as English, French, Portuguese and German ought to be seen as an opportunity today for easier, friendlier, collaborative and cooperative dialogue for social, economic and political transformations in Africa. Notwithstanding these opportunities, Africa remains the most “backward”, and “hopeless” of all the continents in the world. It has also been referred to as the “dark”, “forgotten” continent. These negative labels have been imposed by a conspiracy of circumstances that characterize perpetual underdevelopment of the region: ethnic conflicts and wars within and outside national boundaries, a yawning chasm of illiteracy, high and stubborn disease prevalence and low levels of development and application of science and technology (Nji, 2004). All these factors negate the development of Africa’s key industry, agriculture, which is considered to be the engine or the lever of development for all the nations of the world. TECH-MODE FOR AGRICULTURAL EDUCATION AND IMPROVED LIVELIHOODS IN SUB-SAHARAN AFRICA: COUNTRY CASE STUDIES ■ 27
Page 1 and 2: Technology-Mediated Open and Distan
Page 3 and 4: Contents Foreword .................
Page 5 and 6: CONTENTS Toward the Introduction of
Page 7 and 8: Foreword The Learning for Livelihoo
Page 9 and 10: Biodata of Country Collaborators Th
Page 11 and 12: BIODATA OF COUNTRY COLLABORATORS He
Page 13 and 14: Executive summary Synthesis of Eigh
Page 15 and 16: SYNTHESIS OF EIGHT COUNTRY CASE STU
Page 17 and 18: 4 Agriculture in SSA SYNTHESIS OF E
Page 23 and 24: • facilitate mainstreaming of Tec
Page 25 and 26: Figures 1 and 2. Tech-MODE workshop
Page 35: SYNTHESIS OF EIGHT COUNTRY CASE STU
Page 40 and 41: STAKES AND CHALLENGES FOR TECH-MODE
Page 59 and 60: Technology-Mediated Open and Distan
Page 61 and 62: TECH-MODE IN AGRICULTURAL EDUCATION
Page 73: TECH-MODE IN AGRICULTURAL EDUCATION
Page 88 and 89:
TECH-MODE IN AGRICULTURAL EDUCATION
Page 90 and 91:
TECH-MODE FOR AGRICULTURAL EDUCATIO
Page 92 and 93:
Page 94 and 95:
Page 96 and 97:
Page 98 and 99:
Page 100 and 101:
Page 102 and 103:
Page 104 and 105:
Page 106 and 107:
Page 108 and 109:
Page 110 and 111:
TOWARD THE INTRODUCTION OF TECH-MOD
Page 112 and 113:
Page 114 and 115:
Page 116 and 117:
Page 118 and 119:
Page 120 and 121:
Page 122 and 123:
Page 124 and 125:
Page 126 and 127:
STATUS, OPPORTUNITIES, POTENTIAL AN
Page 128 and 129:
Page 130 and 131:
Page 132 and 133:
Page 134 and 135:
Page 136 and 137:
Page 138 and 139:
Page 140 and 141:
Page 142 and 143:
Page 144 and 145:
Page 147 and 148:
Status and Potential of Technology-
Page 149 and 150:
STATUS AND POTENTIAL OF TECH-MODE F
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
6.2 Challenges STATUS AND POTENTIAL
Page 161 and 162:
Page 163 and 164:
Extension (e.g. NAADS) Government (
Page 165:
Page 168 and 169:
INTRODUCTION AND ADOPTION OF TECH-M
Page 170 and 171:
Page 172 and 173:
Page 174 and 175:
Page 176 and 177:
Page 178 and 179:
Page 180 and 181:
Page 182 and 183:
Page 184 and 185:
Page 186 and 187:
Page 188 and 189:
Page 190 and 191:
Page 192 and 193:
Page 194 and 195:
show all

Tech-MODE for Agricultural Education and Improved Livelihoods in ...

Create successful ePaper yourself

Delete template?

Save as template?