An analysis of agricultural mechanization training programs in schools of agriculture in Nigeria

Abstract

The purposes of this study were to determine the present status of agricultural mechanization programs designed for Agricultural Assistants in schools of agriculture in Nigeria, and to determine future orientation of agricultural mechanization programs designed for Agricultural Assistants by those institutions. The population was delimited to all (24) instructors of agricultural mechanics teaching in Nigerian schools of agriculture (1984-1985). A questionnaire was used to collect the data. All 24 instructors (100%) returned the instrument. The major findings were: 1. Agricultural mechanization programs were receiving a "low priority" when compared to other programs in various institutions. 2. A majority of the instructors perceived a lack of adequate level of skills, competence, and experiences in agricultural mechanics. 3. All the selected fourteen major units of manipulative skills pertaining to tractor-powered technology were presently NOT STRESSED (low level), and that all fourteen units should be STRESSED (high level). 4. A majority of the instructors perceived that they possessed an INADEQUATE level of skills and competence to perform 11 of the 15 major units of skills, namely, air conditioning (91.3%), engine overhaul (75%), final drive (75%), differential system (66.7%), electrical system (66.7%), brake system (58.3%), clutch (58.3%), hydraulic system (58.3%), transmission (58.3%), air and exhaust system (54.2%), and power take-off (54.2%). All the instructors indicated a strong desire to undertake MORE TRAINING to up-grade their skills and competencies. 5. There was a positive correlation between what was presently taught and at what level it should be taught for all the selected fourteen units of tractor-powered technology. For what was presently taught, and the level of skills possessed by the instructors, data revealed a negative correlation for air conditioning and fuel system units, no correlation for transmission and wheels and tyres, and positive correlations for the remaining ten units of skills. 6. Instructors indicated a serious inadequacy of resources, the need for more hours of practical exercise in the curriculum, and the need for more trained manpower in the field of agricultural mechanization programs.