Managing Curriculum Design Practices on the Teaching of Agricultural Sciences in the General Education and Training Band

This study investigates how curriculum design management influences the teaching of Agricultural Sciences in South Africa’s General Education and Training (GET) band. The integration of Agricultural Sciences into the Natural Sciences curriculum after 1994 has resulted in loss of subject identity, challenges in implementation, and inadequate teacher preparation. A mixed methods approach was used, involving sixty (60) teacher questionnaires and interviews with three (3) curriculum advisors and three (3) principals. Findings reveal misalignment between curriculum intentions and classroom practice, limited professional development, shortages of qualified teachers, and outdated teaching methods. Strengthening curriculum management, improving teacher training, and reconsidering the subject’s structural placement are essential for effective implementation. The study recommends targeted professional development, improved deployment policies, and reinstating Agricultural Sciences as a distinct subject in the GET band.

Agricultural Sciences, Curriculum Design, Curriculum Management

1. AgriSETA. (2023). Annual sector skills plan 2023–2024. AgriSETA. https://www.agriseta.co.za [Google Scholar] [Crossref]

2. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute. [Google Scholar] [Crossref]

3. Department of Basic Education. (2011). Curriculum and Assessment Policy Statement (CAPS): Natural Sciences and Technology Grades 7–9. Government Printer. [Google Scholar] [Crossref]

4. DeSimone, L. M., & Garet, M. S. (2015). Best Practices in Teachers’ Professional Development in the United States. Psychology, Society, & Education, 7(3), 252–263. [Google Scholar] [Crossref]

5. Food and Agriculture Organization of the United Nations (FAO). (2020). Agricultural education and training: Trends and challenges in developing countries. FAO. https://www.fao.org/publications [Google Scholar] [Crossref]

6. Fullan, M. (2007). The New Meaning of Educational Change (4th ed.). Teachers College Press. [Google Scholar] [Crossref]

7. Garwe, E. C. (2015). Factors Influencing Students' Enrolment and Performance in Agricultural Sciences at Secondary School Level in Zimbabwe. International Journal of Humanities and Social Science, 5(2), 187-196. [Google Scholar] [Crossref]

8. Kgothlang, L. E., & Teane, F. M. (2021). Challenges of Implementing Agricultural Sciences in South African schools: A curriculum perspective. Journal of Contemporary Education Research, 5(4), 45–56. [Google Scholar] [Crossref]

9. Kock, J. A. (2011). The Status of Agricultural Education in South African Schools. South African Journal of Agricultural Extension, 40(1), 1-12. [Google Scholar] [Crossref]

10. Kolb, D. A. (1984). Experiential learning: Experience as the Source of Learning and Development. Prentice-Hall. [Google Scholar] [Crossref]

11. Komba, S. C. (2015). The Effectiveness of Professional Development in Overcoming Teachers’ Knowledge Gaps in Pedagogy and Technology Integration. Journal of Education and Practice, 6(35), 1-12. [Google Scholar] [Crossref]

12. Loyens, S. M. M., & Gijbels, D. (2008). Understanding the Effects of Constructivist Learning Environments: Introducing a Multi-directional Approach. Instructional Science, 36(5–6), 351–357. [Google Scholar] [Crossref]

13. Mukundi, L., & Maile, S. (2019). Teacher Preparedness for Teaching Agricultural Sciences in South African Secondary Schools. South African Journal of Education, 39(3), 1–12. https://doi.org/10.15700/saje.v39n3a1563 [Google Scholar] [Crossref]

14. Msimanga, A. (2019). Teacher preparation for agricultural sciences in South African schools: A review of challenges and opportunities. Journal of Agricultural Education, 60(2), 1-15. [Google Scholar] [Crossref]

15. Mutshinya, V.O (2018). Challenges Facing the Implementation of Agricultural Education Curriculum in Secondary Schools in South Africa [Unpublished doctoral dissertation]. University of South Africa. [Google Scholar] [Crossref]

16. Piaget, J. (1970). Science of education and the psychology of the child. Orion Press [Google Scholar] [Crossref]

17. Schleicher, A. (2018). World-class: How to build a 21st-century school system. OECD Publishing. [Google Scholar] [Crossref]

18. Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4–14. [Google Scholar] [Crossref]

19. Tadesse, M., & Molla, E. (2021). Teachers' Pedagogical Practices and Students' Learning Experiences in Agricultural Sciences in Ethiopian Secondary Schools. Journal of Vocational Education & Training, 73(4), 589–608. [Google Scholar] [Crossref]

20. UNESCO. (2021). Agricultural Education and Training for Sustainable Development: Global report. UNESCO Publishing. https://unesdoc.unesco.org. [Google Scholar] [Crossref]

21. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. [Google Scholar] [Crossref]

22. Wiggins, G., & McTighe, J. (2005). Understanding by Design (Expanded 2nd ed.). Association for Supervision and Curriculum Development (ASCD). [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study