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Please use this identifier to cite or link to this item: http://nbn-resolving.de/urn:nbn:de:hebis:34-2010102534791

Title: The status and barriers to the implementation and continuation of the school gardening projects in Germany, Nigeria and the United States of America
Other Titles: Obstacles, strenghts and weaknesses
Authors: Akinyemi, Okoro Monday
???metadata.dc.subject.swd???: SchuleSchulgartenDeutschlandNigeriaUSA
???metadata.dc.subject.ddc???: 370 - Erziehung, Schul- und Bildungswesen (Education)630 - Landwirtschaft, Veterinärmedizin (Agriculture)
Issue Date: 25-Oct-2010
Abstract: In drawing a conclusion for this study, care must be taken in generalizing findings since the population of students and teachers investigated were limited to certain levels in the different schools and countries. This study recognized some complexity of the factors underlying the status of school gardening instruction and activities in Germany, Nigeria and the U.S. as inadequate time for decision-making in the process of gardening, motivation of teachers and students. This was seen as the major impediments that influenced the status of gardening in the three countries. However, these factors were considered to have affected students’ mode of participation in the school gardening projects. This research finding suggests that the promotion and encouragement of students in gardening activities will promote vegetable production and increasing the numbers of practical farmers. Gardening has the potential to create opportunities for learning in an environment where children are able to experience nature first hand and to use the shared experience for communication (Bowker & Tearle, 2007). Therefore, the need for students to be encouraged to participate in gardening programs as the benefit will not only reduce the rate of obesity currently spreading among youths, but will contribute to the improve knowledge on science subjects. To build a network between community, parents and schools, a parent’s community approach should be used as the curriculum. The community approach will tighten the link between schools; community members, parents, teachers and students. This will help facilitate a better gardening projects implementation. Through a close collaboration, teachers and students will be able to identify issues affecting communities and undertake action learning in collaboration with community organizations to assess community needs and plan the implementation strategies as parents are part of the community. The sense of efficacy is a central factor in motivational and learning processes that govern educational improvement, standard and performance on complex tasks of both teachers and students. Dedication and willingness are the major stimulator and achievement of a project. Through a stimulator and provision of incentives and facilities, schools can achieve the best in project development. Teachers and principals should be aware that students are the lever for achieving the set goals in schools. Failure to understand what students need will result in achieving zero result. Therefore, it is advised that schools focus more on how to lure students to work through proper collaboration with the parents and community members. Principals and teachers should identify areas where students need to be corrected, helping them to correct the problem will enable them be committed in the schools’ programs.
URI: urn:nbn:de:hebis:34-2010102534791
???metadata.dc.description.everything???: Several studies have shown that educational attainment has reached a historically high level with nearly one in six rural adults holding a degree in a specific domain and three out of four have completed high school. However, in some developing countries where emphasis has not been seriously placed on education for all, the number lags way behind. As the demand for food is increasing, people with agricultural knowledge are required to produce food to meet the growing demand. But the trend in agriculture has not been able to achieve this goal despite the level of school completers in both developed and developing countries. To address this trend, this study assessed the status of school gardening instruction, compared and contrast students’ and teachers’ perceptions on school gardening projects and evaluated the level of teaching in the field of agriculture. This study evaluated factors influencing student and teacher interactions in regards to gardening and identifies the potential solutions that could be used to promote and increase the effectiveness of gardening projects. The potential roles of parents, community members, government and state agencies in the further development of school gardening programs were also evaluated. The data was collected from teachers and students in middle and high schools in Germany, Nigeria and U.S. The primary method of data collection involved the use of questionnaires which were distributed to 300 students and 33 teachers in the three countries; 100 students and 11 teachers were selected from each country. The data were analyzed using quantitative methods. The results of this study identified teachers and school principals as the primary instruments of school gardening success. To increase the promotion, implementation and success of school gardening programs, principals and teachers should identify areas of need for their particular school related to gardening and make improvements to effect positive changes. Also parents, community members, government and state agencies should express commitment to the school’s role in order to set realistic objectives for successful school gardening project.
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