Constraints facing community secondary schools in incorporating agricultural science subject in their schools: the case of Songea Municipality, Tanzania.
| dc.contributor.author | Komba, Protas Laurent | |
| dc.date.accessioned | 2023-08-14T06:50:59Z | |
| dc.date.available | 2023-08-14T06:50:59Z | |
| dc.date.issued | 2012 | |
| dc.description | Thesis | en_US |
| dc.description.abstract | The aim of this study was to find out constraints facing community owned secondary schools in Tanzania in incorporating agricultural science as one of the subjects taught in their schools, with specific reference to Songea Municipality. The study specifically identified the constraints facing the community owned secondary schools in incorporating agricultural science as one of the subject taught and assessed whether or not secondary school students were in need of studying agricultural science subject. Also it examined the views of secondary school students not studying agricultural science subject as well as assess if the Tanzanian education policy favored secondaiy school students to study agricultural science subject or not. It also assessed whether there were self-reliance activities carried out in schools such as animal husbandry, crop cultivation and school projects. The study adopted a cross-sectional survey method whereby students and teachers from randomly selected community secondaiy schools were selected and involved in the study. Descriptive statistics such as frequencies and percentages were used to summarize the information obtained from the respondents. The identified constraints include improper Tanzanian education policy concerning teaching agriculture science subject, lack of teaching and learning materials, inadequate school physical facilities, unavailability of qualified agriculture teachers and also financial problems in schools. The study further found out that students viewed agriculture science subject to be an important subject to them because of its immediate use of the knowledge and skills obtained through studying the subject. Moreover, the study found that there was no self reliance activities carried out in community secondaiy schools. Thus, the study concluded that, there is need to incorporate agricultural science subject in the community secondary schools since the informants were supportive of it, in spite of the constraints associated with incorporating the subject in these schools. | en_US |
| dc.description.sponsorship | Embasy of Belgium | en_US |
| dc.identifier.uri | http://www.suaire.sua.ac.tz/handle/123456789/5615 | |
| dc.language.iso | en | en_US |
| dc.publisher | Sokoine University of Agriculture | en_US |
| dc.subject | Constraints | en_US |
| dc.subject | Agricultural Science Subject | en_US |
| dc.subject | Community secondary schools | en_US |
| dc.subject | Incorporating agricultural science subject | en_US |
| dc.subject | Songea Municipality | en_US |
| dc.title | Constraints facing community secondary schools in incorporating agricultural science subject in their schools: the case of Songea Municipality, Tanzania. | en_US |
| dc.type | Thesis | en_US |