By Wangi Francis
In life, every moment presents a learning opportunity and those of us who embrace this philosophy tend to consistently pick up valuable lessons which we use to transform ourselves. Learning takes place from the moment we are born up to the moment when we die. As we experience life, regardless of what we do about those experiences (even when we decide not to act on them) we learn from those experiences. We also tend to learn more and indeed master skills and facts when we are actively involved in practical activities as opposed to when we are passive participants in the learning process. Therefore, many pedagogical approaches are currently advocating for learner-centred approaches where the teacher participates as a facilitator and whose role is to direct the learning process as opposed to just delivering content.
In an effort to contribute positively towards practical pedagogy, VVOB education for development is implementing the Learning Entrepreneurship and Agriculture Practically (LEAP) programme in Ugandan teacher and instructor training colleges. Among other interventions, the programme focuses on project-based learning (PBL) to boost students’ motivation and develop their entrepreneurial and technical skills for (self-) employment in agriculture.
In LEAP, Project Based Learning is defined as a teaching and learning method that engages learners for an extended period of time in investigating and responding to a real world, engaging, and complex question, problem, or challenge that is agricultural or agripreneurial in nature (process) and results in a final product e.g. market study report, garden set up, picture of agricultural produce, sales, poster etc. (artefact) in order to develop learners’ skills in agripreneurship, connect them to world of work contacts, and motivate them to pursue agriculture as a career (outcome).
There is strong evidence about the effectiveness of PBL at other levels of education and for other subjects, but mostly from high resource countries[i] [ii] [iii]. Some evidence also exists about the successful use of PBL in agricultural education in low-resource contexts, such as Kenya and Uganda, where it has been used to promote agri-entrepreneurship. This evidence shows that well selected or trained entrepreneurial farmers or extension agents can add to the learning success when they are engaged as mentors[iv] [v] [vi] [vii].
In LEAP, the PBL component is specifically implemented in partnership with NTC Unyama, NTC Mubende, NTC Kabale and National Instructors College Abilonino (NICA).
The LEAP programme aims to strengthen Newly Qualified Instructors (NQIs), Newly Qualified Teachers (NQTs) and in-service O-level teachers in Subject / content knowledge (i.e. mastery of everyday working procedures in agricultural production and running a (small) agribusiness; understanding of Uganda’s agri-entrepreneurship ecosystem) Pedagogical content knowledge ( i.e. effective, gender-responsive study career guidance methods and project-based learning for agri-entrepreneurship; and effective, gender-responsive support-supervision to guide students’ internships) and Networking skills (i.e., developing collaborative relations with the agriculture world of work). One of the result areas of this programme is a capacity development trajectory focusing on National Instructors College Abilonino (NICA), NTC Mubende’s and NTC Unyama’s capability to deliver quality PRESET, specifically by improving Industrial Training and School Practice and by modelling PBL for agri-entrepreneurship. Secondly, it focuses on testing and improving the co-created Teaching and Learning Support Materials (TLSMs) for Study and Career Guidance (SCG) and Project based Learning (PBL) through school practice with student cohorts between 2023 and 2026. The assumption is that the student teachers will pick up PBL skills from the lecturers delivered during the lectures conducted in colleges and in turn, the student teachers will apply the same approaches during school practice and indeed after school practice as and when they get absorbed into the school system as resident teachers.
Project Based Learning focuses on creating solutions for communities in addition to providing opportunities for students to actively participate in crafting solutions to community challenges and applying the skills learnt in dealing with real life challenges. The teacher or instructor who has been impacted by LEAP is expected to be more confident in interpreting the relevant curriculum, developing Teaching and Learning Support Materials (TLSMs), supporting learners in identifying projects, planning for their implementation and eventually realizing a product.
Fully integrated in LEAP, is gender-responsive pedagogy whereby we pay attention to the specific learning needs of both female and male learners and support in integrating specific targets in the strategies and TLSMs being developed for PBL and SCG. In our case, sometimes this may mean addressing specific challenges that may face female learners pursuing male dominated subjects such as agriculture or it may refer to presenting of scenarios that help learners to appreciate the value of including all genders in any practical teaching of agriculture and entrepreneurship.
This article received editorial support from Fortunate Kagumaho (Communications & Partnerships Advisor) Grace Mwaura (Strategic Education Advisor) and Marit Blaak (PhD) (Strategic Education Advisor)
References'
[i] Kokotsaki, D. et al (2016) 'Project-based learning : a review of the literature.', Improving schools., 19 (3). pp. 267-277. Link: 19191.pdf (dur.ac.uk)
[ii] Krajcik et al (2021) The Relationship between Teacher’s Support of Literacy Development and Elementary Students’ Modeling Proficiency in Project-Based Learning Science Classrooms. Link: Publications | MLPBL Project (open3d.science)
[iii] Saavedra et al., 2021 Knowledge in Action Efficacy Study Over Two Years. Link: Knowledge in Action Efficacy Study_18feb2021_final.pdf (usc.edu)
[iv] Kibett & Kathuri, 2005 Effects of project-based learning on student performance of higher cognitive skills in secondary school agriculture. Link: Kibett & Kathuri ZJER vol.17 no.1..pdf (ids.ac.uk)
[v] Kluve et al., 2017 Interventions to improve the labour market outcomes of youth:
a systematic review. Link: wcms_508938.pdf (ilo.org)
[vi] Mukembo & Edwards (2016) Project-based learning: Equipping youth with agripreneurship and other valuable life skills by linking secondary agricultural education to communities for improved livelihoods. InnovATE Project, Virginia Tech University. http://www.oired.vt.edu/innovate/wp-content/uploads/2015/09/MukemboProjectBasedLearning-FINALdocx.pdf
[vii] Mukembo et al (2020) Comparative Analysis of Students’ Perceived Agripreneurship Competencies and Likelihood to become Agripreneurs depending on Learning Approach: A Report from Uganda. Link: EJ1263498.pdf (ed.gov)
