INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)  
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue XI November 2025  
TowardsAttaining Sustainable Strategies for Improving Livelihoods in  
The Lowveld Region Through The Teaching of Agriculture in Rural  
Secondary Schools.  
Emily Mangwaya 1,Silvia Mutadza2, Ezron Mangwaya3  
12Lupane State University  
3Midlands State University  
DOI: https://dx.doi.org/10.51244/IJRSI.2025.12110057  
Received: 18 November 2025; Accepted: 27 November 2025; Published: 06 December 2025  
ABSTRACT  
The Lowveld region of Zimbabwe, characterized by its arid climate and limited economic opportunities, faces  
significant challenges in achieving sustainable livelihoods. Agriculture, being the backbone of the region's  
economy, presents a viable pathway for improving rural livelihoods. However, the effectiveness of agricultural  
education in secondary schools plays a pivotal role in equipping the youth with the necessary skills and  
knowledge to engage in sustainable agricultural practices. This paper explores the current state of agricultural  
education in Lowveld secondary schools, identifies challenges faced in teaching Agriculture, and proposes  
intervention strategies to enhance the quality of agricultural education. The study argues that improving  
agricultural education can contribute significantly to sustainable livelihoods in the region. Data for this study  
was gathered through a review of existing literature, interviews with educators, focus group discussion with  
secondary school learners and observations in selected schools. The findings reveal gaps in the curriculum,  
inadequate resources, and a lack of practical training. The paper concludes with recommendations for curriculum  
reform, teacher training, and community engagement to foster sustainable agricultural practices and improve  
rural livelihoods.  
Keywords-Agriculture, sustainable livelihoods, Lowveld region, secondary school learners  
INTRODUCTION  
The Lowveld region of Zimbabwe, spanning areas such as Chiredzi, Mwenezi, and Beitbridge, is characterized  
by low rainfall, high temperatures, and limited economic opportunities Madhanzi,(2021. Agriculture remains  
the primary source of livelihood for the majority of the population, yet the region faces persistent challenges  
such as food insecurity, poverty, and environmental degradation. In this context, agricultural education in  
secondary schools is critical for equipping the youth with the skills and knowledge needed to engage in  
sustainable agricultural practices. This paper examines the role of agricultural education in promoting sustainable  
livelihoods in the Lowveld region, focusing on the current state of agricultural teaching, challenges faced, and  
potential intervention strategies.  
METHODOLOGY  
This study employed a mixed-methods approach, combining qualitative and quantitative data collection  
methods. Data were gathered through the following methods. Firstly, a review of existing literature on  
agricultural education and rural livelihoods in Zimbabwe was conducted to establish what has currently been  
investigated on the phenomenon in question. Such a review was necessary so as to assist the researchers to focus  
on other factors relating to fostering the development of quality livelihoods in the Lowveld region of Zimbabwe.  
Interviews with 20 Agriculture teachers purposively sampled from 10 secondary schools in the Lowveld region  
were also conducted with a view to generating current data on how agriculture contributes to the development  
of sustainable livelihoods in the Lowveld. The sampled schools have been offering Agriculture for ten years and  
the selected teachers have a minimum of five years teaching experience making them information rich on both  
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INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)  
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue XI November 2025  
the teaching of the subject as well as its contribution to sustainable development. Observations of Agriculture  
lessons and school facilities in selected schools as well as conducting focus group interviews were the other tools  
used to generate data for this study. The data were analyzed thematically to identify key patterns and insights.  
How is Agriculture Currently Being Taught in Lowveld Secondary Schools?  
Agriculture is a compulsory subject in Zimbabwean secondary schools, and it is taught from Form 1 to Form 4.  
The curriculum covers topics such as crop production, animal husbandry, soil science, and agricultural  
economics. However, the teaching of Agriculture in Lowveld secondary schools is largely theoretical, with  
limited emphasis on practical skills Ministry of Primary and Secondary Education 2022. Agriculture education  
in the Lowveld region of Zimbabwe is primarily delivered through formal and informal channels. In formal  
education, agriculture is taught as a subject in primary and secondary schools, as well as in tertiary institutions  
such as agricultural colleges and universities. Participants, in this study, observed that the agriculture curriculum  
often focuses on theoretical knowledge. This is supported by Bryington (2020) who pointed out that the practical  
application of this knowledge is limited due to resource constraints, such as inadequate access to land, farming  
equipment, and demonstration plots.  
Agriculture in the Lowveld is also taught through informal approaches. Such approaches are often community-  
based and include extension services provided by the government and non-governmental organizations (NGOs).  
These programs aim to equip farmers with practical skills and knowledge to improve productivity and  
sustainability. Observations by participants in this study indicate limited use of informal approaches. This is also  
supported by Mutekwa (2021) who asserts that the reach and effectiveness of these approaches are often hindered  
by limited funding, poor infrastructure, and a lack of trained personnel.  
Another observation by participants is that the current curriculum is broad but lacks depth in addressing region-  
specific challenges such as drought-resistant farming and water conservation. Additionally, most teachers rely  
on lecture-based methods, with limited use of participatory or experiential learning approaches.  
Furthermore, secondary school learners confirm that while the curriculum includes practical components, many  
schools lack the necessary resources, such as school gardens, livestock, and irrigation equipment, to implement  
these activities effectively.  
Challenges in Teaching Agriculture in Lowveld Secondary Schools  
Several challenges hinder the effective teaching of Agriculture in the Lowveld region. One of the most significant  
challenges in teaching agriculture in the Lowveld region is the lack of resources. One teacher observed that it is  
normal practice to find a class of forty students sharing one textbook. Learners, through focus group discussions,  
also confirmed that they lack access to agriculture textbooks hence it is difficult for them to acquire skills that  
could enhance livelihood skills in the Lowveld. This was also confirmed through class observations. In support  
of the foregoing Chazovachii (2023) notes that schools and training centers often lack basic infrastructure, such  
as laboratories, irrigation systems, and farming equipment, which are essential for practical training. This limits  
the ability of students to gain hands-on experience, which is crucial for understanding and applying agricultural  
concepts.  
Another challenge raised by participants in this study is that the current agricultural curriculum is often criticized  
for being too theoretical and not aligned with the practical needs of farmers in the region. As intimated by  
Scoones, (2008) the curriculum does not adequately address local challenges such as drought, soil degradation,  
and pest management, which are prevalent in the Lowveld. As a result, graduates often find it difficult to apply  
their knowledge in real-world farming scenarios. Teachers in this study noted that the interaction between  
extension workers and agriculture teachers and students in the Lowveld is not quite visible yet extension services  
play a critical role in disseminating agricultural knowledge and best practices to farmers. According to Matsa  
(2021) such services are often underfunded and understaffed, leading to limited outreach and impact. Farmers,  
teachers and students particularly those in remote areas, often lack access to the latest agricultural technologies  
and practices, which hampers their productivity and sustainability.  
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INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)  
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue XI November 2025  
Mutambara et al (2022), note that the Lowveld region is particularly vulnerable to climate change, with frequent  
droughts and erratic rainfall patterns. These environmental challenges make it difficult for farmers to achieve  
consistent yields which in turn affects the relevance and effectiveness of agricultural education. In the context  
of this study teachers and learners in Lowveld schools pointed out that they often struggle to incorporate climate-  
smart agricultural practices into the curriculum due to a lack of resources and expertise.  
In discussing the development of sustainable livelihoods participants indicated that poverty and unemployment  
are significant barriers to effective agricultural education in the Lowveld region. Many families cannot afford to  
send their children to school, and those who do often prioritize subjects perceived to offer better employment  
opportunities, such as business or science, over agriculture (Matsa, 2021). This results in a lack of interest and  
motivation among students to pursue agricultural studies.  
Other challenges identified by both teachers and learners include, but are not limited to the following:  
1. There is a shortage of qualified Agriculture teachers in the Lowveld region. Additionally, many teachers  
lack training in modern agricultural techniques and sustainable practices.  
2. Schools often lack adequate facilities such as greenhouses, irrigation systems, and storage facilities for  
agricultural produce  
3. There is minimal collaboration between schools and local communities, which limits opportunities for  
students to learn from experienced farmers (Mutekwa,2021).  
Intervention Strategies for Improving Agricultural Education  
To address the challenges identified, the following intervention strategies were proposed by teachers, agriculture  
opinion leaders and secondary school learners:  
Corroborating Mutambara et al (2022) extension workers, teachers and secondary school learners  
suggested the need to revise the agricultural curriculum to make it more relevant to the local context. This  
could involve incorporating modules on climate-smart agriculture, sustainable land management, and pest  
control strategies that are specific to the Lowveld region. In addition participants proposed that practical  
training should be emphasized, with more focus on hands-on activities and field-based learning.  
To improve the quality of agricultural education, there needs to be significant investment in infrastructure.  
This includes the construction of well-equipped laboratories, demonstration farms, and irrigation systems  
that can be used for practical training. Schools and training centers should also be provided with modern  
farming equipment to enhance the learning experience (Mavedzenge et al 2019).  
Another intervention proposed by participants is that extension workers should be revitalized through  
increased funding and the training of more extension officers. These officers should be equipped with the  
latest agricultural technologies and practices, which they can then disseminate to secondary schools.  
Additionally, mobile extension units could be deployed to reach remote areas, ensuring that all secondary  
schools and farmers have access to vital information and support ( Chazovachii,2023).  
Given the vulnerability of the Lowveld region to climate change, there is a need to promote climate-smart  
agricultural practices. This could involve training teachers and farmers on techniques such as conservation  
agriculture, agroforestry, and water harvesting (Madhanzi, 2021). These practices can help farmers adapt  
to changing climatic conditions and improve their resilience.  
To address socio-economic barriers, there needs to be a concerted effort to raise awareness about the  
importance of agriculture and its potential to provide sustainable livelihoods. This could involve  
community outreach programs, farmer field schools, and partnerships with local leaders to promote  
agricultural education. Teachers and secondary school learners also suggested that scholarships and  
financial incentives could also be provided to encourage more students to pursue agricultural studies.  
Acknowledging that many agriculture teachers in the Lowveld were not adequately trained a proposal to  
provide ongoing professional development for Agriculture teachers, focusing on modern farming  
techniques, climate-smart agriculture, and participatory teaching methods was made by participants  
To improve the teaching of agriculture in the Lowveld participants suggested the need to equip schools  
with essential resources such as farming tools, irrigation equipment, and greenhouses to facilitate practical  
learning.  
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INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)  
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue XI November 2025  
The findings of this study highlight the critical role of agricultural education in promoting sustainable livelihoods  
in the Lowveld region. By equipping students with practical skills and knowledge, schools can empower the  
youth to engage in productive agricultural activities, thereby contributing to food security and economic  
development. However, achieving this goal requires addressing the existing challenges through targeted  
interventions and collaborative efforts.  
CONCLUSION  
Agricultural education has the potential to transform rural livelihoods in the Lowveld region of Zimbabwe.  
However, this potential can only be realized through a concerted effort to address the challenges faced by schools  
and to implement effective intervention strategies. By reforming the curriculum, providing adequate resources,  
and fostering community involvement, stakeholders can create an enabling environment for sustainable  
agricultural practices. This, in turn, will contribute to improved livelihoods and economic resilience in the region.  
REFERENCES  
1. Bryington S ed (2020). Lowveld practices: A critical analysis of resilience in marginalized Southern  
African Community University of Montana  
2. Chazovachii, B. (2023). The Impact of Small-Scale Irrigation Schemes on Rural Livelihoods: The Case of  
Panganai Irrigation Scheme, Bikita District, Zimbabwe. Journal of Sustainable Development in Africa,  
14(4), 217-231.  
3. Madhanzi , C.T.(2021) Facilitating improved livelihoods through agriculture Harare, Government of  
Zimbabwe  
4. Matsa, M 2021 Climate-Smart Agriculture Sourcebook. Rome: Food and Agriculture Organization.  
5. Mavedzenge, B. Z., Mahenehene, J., Murimbarimba, F., & Scoones, I. (2019). Changes in the Livelihoods  
of Zimbabwe’s Rural Poor: The Case of Masvingo Province. Harare: Institute of Environmental Studies.  
6. Ministry of Primary and Secondary Education. (2022). Zimbabwe Agriculture Curriculum Framework.  
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7. Mutekwa, V. T.ed (2021). Climate Change Impacts and Adaptation in the Agricultural Sector: The Case  
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8. Scoones, I.ed (2018). Sustainable Rural Livelihoods: A Framework for Analysis. IDS Working Paper 72.  
Brighton: Institute of Development Studies.  
9. Mutambara et al (2022). Poverty and Poverty Datum Line Analysis in Zimbabwe. Harare: Zimbabwe.  
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