Relating mechanisms of higher education and research closely to the reality in the society for rural transformation in the Amhara region, Ethiopia
Affiliation(s)
Department of Plant Science, College of Agriculture and Environmental Science, Bahir-Dar University, Bahir Dar, Ethiopia. Department of Rural Development and Agricultural Extension, Faculty of Agriculture, Gondar University,Gondar, Ethiopia. North Gondar Research Centre, Amhara Region Agricultural Research Institute, Gondar, Ethiopia.
Department of Plant Science, College of Agriculture and Environmental Science, Bahir-Dar University, Bahir Dar, Ethiopia. Department of Rural Development and Agricultural Extension, Faculty of Agriculture, Gondar University,Gondar, Ethiopia. North Gondar Research Centre, Amhara Region Agricultural Research Institute, Gondar, Ethiopia.
ABSTRACT
Higher education and research in Ethiopia is going through a decisive phase of reform and expansion. As a system it is increasingly required to respond and gear adequately to the development needs of the society and the country. This change is taking place through a government-led radical review of the system’s status and challenges, and by devising mechanisms of consensus building, as well as ownership and overcoming the resistance to change. Higher education and research institutions of Bahir Dar and Gondar Universities and ARARI, in Ethiopia are not satisfactorily responsive to rural transformation in addressing problems of small-scale farmers. This calls for responsive education and research that addresses farmers’ constraints. Thus, to survey the suitability/appropriateness of the current training programmes of higher education and research institutions to address the actual problems of farmers is of paramount importance. To this effect, tools such as interview guide, checklist and questionnaires were put to use for data collection. Primary data was collected from observation, focus group discussions and key informant interviews. Descriptive statistics for quantitative data and triangulation for qualitative data were the prime techniques for data analysis. The result of the study shows that university heads, instructors, students, research heads, researchers and employees rated the suggested mechanisms, namely “inviting speakers from industries and farming community”, “visiting guest lecturers” and “special entrepreneurial project”, as the top most important for ensuring training and research closely to the reality in the society of Amhara region in facilitating agricultural growth and rural transformation. Besides, employers and farmers responded that fresh graduates are deficient with relevant technical skills because of less emphasis on experiential learning on higher education. Therefore, the curriculum for the training should give much weight to incorporate these suggested mechanisms and the higher institutions curriculum should be arranged in such a way that the trainees could obtain appropriate technical know-how.
Higher education and research in Ethiopia is going through a decisive phase of reform and expansion. As a system it is increasingly required to respond and gear adequately to the development needs of the society and the country. This change is taking place through a government-led radical review of the system’s status and challenges, and by devising mechanisms of consensus building, as well as ownership and overcoming the resistance to change. Higher education and research institutions of Bahir Dar and Gondar Universities and ARARI, in Ethiopia are not satisfactorily responsive to rural transformation in addressing problems of small-scale farmers. This calls for responsive education and research that addresses farmers’ constraints. Thus, to survey the suitability/appropriateness of the current training programmes of higher education and research institutions to address the actual problems of farmers is of paramount importance. To this effect, tools such as interview guide, checklist and questionnaires were put to use for data collection. Primary data was collected from observation, focus group discussions and key informant interviews. Descriptive statistics for quantitative data and triangulation for qualitative data were the prime techniques for data analysis. The result of the study shows that university heads, instructors, students, research heads, researchers and employees rated the suggested mechanisms, namely “inviting speakers from industries and farming community”, “visiting guest lecturers” and “special entrepreneurial project”, as the top most important for ensuring training and research closely to the reality in the society of Amhara region in facilitating agricultural growth and rural transformation. Besides, employers and farmers responded that fresh graduates are deficient with relevant technical skills because of less emphasis on experiential learning on higher education. Therefore, the curriculum for the training should give much weight to incorporate these suggested mechanisms and the higher institutions curriculum should be arranged in such a way that the trainees could obtain appropriate technical know-how.
Cite this paper
Alemayehu, G. , Yehuala, S. , Worku, Y. , Nigussie, Z. and Seraw, G. (2012) Relating mechanisms of higher education and research closely to the reality in the society for rural transformation in the Amhara region, Ethiopia. Agricultural Sciences, 3, 780-787. doi: 10.4236/as.2012.35094.
Alemayehu, G. , Yehuala, S. , Worku, Y. , Nigussie, Z. and Seraw, G. (2012) Relating mechanisms of higher education and research closely to the reality in the society for rural transformation in the Amhara region, Ethiopia. Agricultural Sciences, 3, 780-787. doi: 10.4236/as.2012.35094.
References
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[1] Engestro, M.Y. (1987) Learning by expanding: An activity—Theoretical approach to developmental research. Orien-ta-Kunsultit, Helsinki. [2] Mager, R.F. (1961) On the squencing of instructional content. Psychological Reports, 9, 405-413. [3] Illeris, K. (2002) The three dimensions of learning: Contemporary learning theory in the tension field between the cognitive, the emotional and the social. NIACE, Leicester. [4] Mezirow, J. (1991) Transformative dimensions of adult learning. Jossey-Bass, San Francisco. [5] BoPED (2002) Bureau of planning and economic development report, in the Amhara regional state. Bahir Dar. [6] UNECA (United Nations Economic Commission for Africa) (1996) Sustainable agriculture and environmental rehabilitation program (SAERP). Statistical Master book on sectoral conditions and activities, in the Amhara regional state. [7] Gergen, K.J. (1994) Realities and relationships. Harvard University Press, Cambridge.