Teachers and Learners in Vocational Agricultural High Schools Face Challenges: The News from Cameroon, (Published)
Challenges in teaching and learning agriculture remain an important and unresolved problem across sub-Saharan Africa. The purpose of this study was to explore the challenges in teaching and learning agriculture in Vocational Agricultural High schools in Cameroon. Using a mixed method descriptive survey research design, data was collected with separate questionnaires for students and teachers. A total of 98 respondents, 18 teachers and 80 students from the 3 existing agricultural high schools were involved. Purposive, proportional and convenience sampling techniques were used to select the respondents. Data collected was analysed using descriptive statistical techniques. Several challenges were identified: inadequate teaching and learning resources, frequent use of teacher-centred teaching methods and the need to improve on training of teachers. Gaining vital insights into the current capacity and capability of the Technical and Vocational Education and Training (TVET) system in Cameroon especially related to the teaching and learning of agriculture and generating evidence needed to inform policy on possible ways of improving TVET delivery in high schools can contribute to the development of a skilled workforce and Cameroons sustainable development. We recommend the putting in place of a comprehensive TVET development policy that will make sure the available resources are well coordinated and distributed while those that are completely absent are purchased and all stakeholders participate in defining the training of teachers and students to ensure quality. This, could result in properly trained youths with directly employable skills, reduce unemployment and poverty, and in consequence, foster sustainable development.
Keywords: Challenges, Educational Policy, Skills Development, Teaching and Learning, agricultural education
Challenges of Teaching and Learning of Accounting Education in Tertiary Institutions in Enugu State of Nigeria (Published)
The main purpose of the study was to determine the challenges of teaching and learning accounting education in tertiary institutions. The study was guided by two research question and two null hypotheses. The population was 33 lecturers of accounting education in tertiary institutions in Enugu State. No sampling was carried out due to the manageable size of the population. The instrument used for data collection was a 17 item questionnaire developed by the researcher. The instrument was validated by three experts and the reliability of the instrument was determined using Crombach Alpha which yielded reliability index of 0.84. The instrument was administered by the researcher and three trained research assistants. 31 out of 33 copies of questionnaire were well responded to, returned and used for data analysis representing 93.93 percent return rate. Mean and standard deviation were used for data analysis and t-test statistics was used to test the null hypotheses. Some of the findings include; poor remuneration of teachers, lack of qualified accounting education teachers, lack of supporting staff, poor office condition, inadequate classroom and lack of model office as the challenges to teaching accounting education in tertiary institution. The null hypotheses showed no significant difference between the experienced and inexperienced lecturers rating on the itemized challenges. Based on the finding it was recommended among others that qualified and competent accounting education graduates should be employed, classroom facilities should be provided and maintenance of facilities should be carried out from time to time.
Keywords: Accounting Education, Human Resources, Material Resources., Teaching and Learning