Teaching secondary school agriculture at the psychomotor domain: a conceptual framework for enhanced skills development for food security

Abstract

Purpose: To develop a conceptual framework that can be employed in secondary school agriculture classes on skills development for food security. Design/Methodology/Approach: The conceptual framework was developed from the findings of an earlier study by the authors on the effect of agricultural teaching approaches on skills development for food security. Qualitative data were collected and analysed through descriptive statistics. Findings: Skills development can be enhanced at the psychomotor domain of Bloom’s taxonomy through integration of practical agricultural activities as guided by the conceptual framework. The skills developed at secondary school level can be timely applied for food security and nutrition which can ultimately reduce poverty and boost economic development in any country. Practical implications: The conceptual framework can be used as a guide to developing agricultural skills which can be the drivers of economic development in any country. Such a transition can be an avenue for ultimate achievement in eradicating extreme poverty and hunger by the year 2030. Theoretical Implications: The paper makes a contribution to the growing body of knowledge by highlighting practical learning opportunities that can be incorporated within the psychomotor domain. The hands-on-skills developed are applicable at meeting the four pillars of food security. Originality/value: In the current studies on secondary school agriculture a conceptual framework that incorporates learning at the psychomotor domain of Bloom’s taxonomy is hardly found. When incorporated into the theory, the framework can be a guide to skills development for enhanced food security and nutrition.