top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 22 June 2023

Agriculture Teachers’ Perceptions on the Inclusion of Indigenous Technical Knowledge in Secondary School Agriculture Curriculum, Nakuru County, Kenya

Monica Chepngetich Samoei

Egerton University

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.06.02.752

Pages: 233-243

Keywords: Perceptions, Indigenous Technical Knowledge, Agriculture Curriculum

Abstract

Purpose: This paper explores agriculture teachers’ perceptions of the inclusion of indigenous technical knowledge in secondary school curriculum. Design/methodology/approach: This study used a cross-sectional research design to determine the perceptions of agriculture teachers on the inclusion of indigenous technical knowledge in secondary school agriculture curriculum. Findings: The findings of the study indicate that more than 50% of the agriculture teachers were aware of the different indigenous practices that are carried out in both crop and livestock production, also more than 50% of the teachers agreed that ITK is; cheap, reliable, enriches students with a wide range of knowledge, is friendly and easy to use. 82% of the teachers agreed that ITK should be included in secondary school agriculture curriculum because of its values, 18% were of the opinion that agriculture curriculum is already bulky and the knowledge is outdated hence it should not be included in the curriculum. Practical implications: This study highlights the essence of including indigenous technical knowledge in secondary school curriculum, little of the said knowledge has been taken into consideration by the curriculum developers yet the knowledge can equip the learners with diversified agricultural knowledge which is crucial in crop and livestock production, the knowledge is cheap and readily available. Theoretical implications: The results of the study reveal that most of the teachers were positive about taking ITK into consideration while teaching agriculture. Based on the values of ITK the researcher suggests to curriculum developers to research on ideas and practices related to ITK that could be beneficial to learners and develop learning materials to suit their needs. Originality/value: There are limited studies that highlight the value of indigenous knowledge and its inclusion in secondary school agriculture curriculum.


Statement of acknowledgement

The completion of this work has been through the significant contribution of the following
people who I am eternally grateful to. My sincere gratitude goes to my university supervisors Dr.
James Obara (Egerton university) and Dr. Miriam Kyule (Egerton university) not forgetting the
contributions from Dr. Catherine Munyua (Egerton University). I appreciate their endless efforts
in critiquing, guiding encouraging me and more so shaping this work.

References

  1. Akullo, D., Kanzikwera, R., Birungi, P., Alum, W., Aliguma, L. & Barwogeza, M. (2007). Indigenous knowledge in agriculture: a case study of the challenges in sharing  knowledge of past generations in a globalized context in Uganda. Paper presented at the World Library and Information Congress: 73rd IFLA General Conference and Council, Durban, 19-23 August 2007.

  2. Baars, J. R. & Neser, S. (1999) Past and Present Initiatives on the Biological Control ofLantana camara (Verbenaceae) in South Africa. African Entomology Memoir, No. 1, 21-33.

  3. Brooker, R. W., Bennett, A. E., Cong, W. F., Daniell, T. J., George, T. S., Hallett, P. D., Hawes,  C., Iannetta, P. P. M., Jones, H. G., Karley, A. J., McKenzie, M. B., Paterson, E., Schob C, Shen, J., Squire, G., Watson, C. A., Zhang, C., Zhang, F., Zhang, J. & White, P. J. (2015) Improving intercropping: a synthesis of research in agronomy, plant physiology and ecology. New Phytol 206(1):107–117

  4. Byaruhanga, C., Gakunga, J. N., Olinga, S., Egayu, G., Boma, P. & Aleper, D, 2015. Ethnoveterinary practices in the control of helminths and ticks of livestock amongst pastoralists in Karamoja Region, Uganda. Veterinary Parasitology. 195,183-186.

  5. Chandola, M., Rathones S. & Kumar B. (2011). Indigenous Pest Management Practices Prevalent  among Hill Farmers of Uttarakh and Manish. Indian Journal of Traditional Knowledge. 2011;10(2): 311-315.

  6. Chang’a, L. B., Yanda, P. Z, & Ngana, J. (2010). Indigenous Knowledge in seasonal rainfall prediction in Tanzania: A case of South-Western Highland of Tanzania. J. Geogr. Reg. Plann. 3(4):66-72.
    Chebutuk, R. D., & Kiplangat, N. J. (2008). Mapping and Auditing of Agricultural Indigenous Knowledge in UasinGishu and KeiyoDistric in Rift Valley Province, World Conference on agriculture and IT.

  7. Chota, A., Sikasunge, C. K., Phiri, M., Musukwa, M. N., Haazele, F. & Phiri, I. K. (2010). A Comparative Study of The Efficacy of Piperazine And Carica Papaya For The Control Of Helminths Parasites In Village Chickens In Zambia. Tropical Animal Health Production 4, 315 - 318.

  8. Emeagwali, G. (2014). Intersections between Africa’s indigenous knowledge systems and History. In G. Emeagwali, G. J. S. Dei (eds.), African Indigenous Knowledge and the Discipline: Anti-colonial Educational Perspective for Transformative change (pp.1-17). Rotterdam: Sense Publishers.

  9. Gumbo, M. T. (2016). A model for indigenizing the university curriculum: A quest for educational relevance. In V. Msila, & M.T. Gumbo (Eds.), Africanizing the curriculum: Indigenous Perspectives and Theories (pp. 121-139). Stellenbosh: Sun Press

  10. Hewson, M. G. (2015). Embracing indigenous knowledge in science and medical teaching. Retrieved from; http: www.springer.com/978-94-017-9299-8

  11. Ingram, K., Kirshen P., & Roncoli, C. (2002). Reading the Rains: Local Knowledge and Rainfall  Forecasting in Burkina Faso, Society & Natural Resources, 15:5, 409-427.

  12. Kalita, P., & Kumar, D. (2017). Reducing Post-harvest Losses during Storage of Grain in  Developing Countries. ADM Institute for the Preservation of Postharvest Loss, University of Illinois at Urbana-Champaign,

  13. Kafle, S., Khanal, S., & Khatri, S. (2021). Perceived Attributes and Adoption of Indigenous Technological Knowledge on agriculture- A case Study from Bhirkot Municipality of Syangja District, Nepal, Cogent Food & Agriculture, 7:1, 1914384.

  14. Kijazi, A. L., Changa, L. B., Liwenga, E. T., Kahemba, A., & Nindis, S. J. (2013). The use of Indigenous Knowledge in Weather and Climate Prediction in Mahenge and Isman Wards, Tanzania. A Journal of Geography and Regional Planning. Vol. 6(7).PP 274-280

  15. Lodhi, S. & Mikulecky, P. (2010). Management of Indigenous Knowledge for Developing Countries. International Conference on Communication and Management in Technological Innovation and Academic Globalization, Puerto De La Cruz, 30 November-2 December 2010, 94-98.

  16. Mapara, J. (2009). Indigenous Knowledge Systems in Zimbabwe: Juxtaposing Postcolonial. Journal of Pan African Studies. Vol. 3, no. 1 September 2009.

  17. Mello, F. B., Daniela, J., Kelly, C. & João, R. B. M. (2005). Effects of Lantana camara (Verbenaceae) on General Reproductive Performance and Teratology in Rats. Toxicon: Official Journal of the International Society on Toxinology, 45, 459-466.

  18. Methal P. S., Negi K. S., Rathi R. S. & Ojha S. N. (2012). Indigenous Methods of Seed Conservation and Protection in Uttarakhand Himalaya. Indian Journal of Traditional Knowledge. Vol.11 (2), April 2012.

  19. Msila, V. (2016). Africanisation of education and search for relevance and context. In V.  Msila,  & M. T. Gumbo (Eds.), Africanising the Curriculum: Indigenous  perspectives and  Theories (pp.57-69). Stellenbosch: Sun Press.

  20. Modi, A. T. (2002) Indigenous storage method enhances seed vigour of traditional maize. South African Journal of Science 98:138–139

  21. Nuha, M. O. Isam, A. M. A. & Elfadil, E. B. (2010). Chemical composition, anti-nutrients and extractable minerals of Sicklepod (Cassia obtusifolia) leaves are influenced by fermentation and cooking. International Food Research Journal: 17, 775-785

  22. Ogunnyi, M. B. (2007). Teachers’Stances and Practical Arguments Regarding a science-Indigenous Knowledge Curriculum, Part 1. International Journal of Science Education, 29(8).

  23. Osunbitan, J. A. Olushina, J. O. Jeje, J. O. Taiwo, K. A. Faborode, M. O. & Ajibola, O. O. (2000). Information on micro-enterprises involved in cassava and palm oil processing in  the Osun and Ondo states of Nigeria. Technovation: 20, (10), 577–585.

  24. Parvez, S., Malik, K. A., Ah Kang, S & Kim, H. Y, (2006). “Probiotics and their fermented food  products are beneficial for health,” Journal of Applied Microbiology, 100(6). 1171-85. June 2006.

  25. Reid, W. V., Berkes, F., Wilbanks, T. & Capistrano, D. (2006). Bridging Scales and Knowledge Systems, Concepts and Applications in Ecosystem Assessment, Island Press, U.S.A.

  26. Semali, L. M., & Kincheloe, J. L. (1999) What is Indigenous Knowledge? Voices from the Academy. New York, NY: Falmer Press

  27. Shava, S. (2016). The representation of indigenous knowledge. International handbook of research on environmental education, 384-393.

  28. Shizha, E. (2006). Legitimizing Indigenous Knowledge in Zimbabwe: A theoretical Analysis of postcolonial School Knowledge and its Colonial Legacy. Journal of Contemporary Issues in Education, 1(1), 21-35

  29. Van Hylckama Vlieg, J. E. Veiga, P. Zhang, C. Derrien, M. & Zhao, L. (2011). Impact of microbial transformation of food on health—from fermented foods to fermentation in the gastro-intestinal tract. Current Opinion in Biotechnology: 22, (2), 211–219.

bottom of page