Opinion
Accessing Agriculture Through Education
The administration of General Olusegun Obasanjo, rtd, introduced the Universal Basic Education(UBE). The programme was launched at a time when the country was realising the consequences of its mono-economic background. It was actually aimed at addressing the plight of the Nigerian educated citizens, who instead of being self-reliant and independent after graduation, ended up still dependent.
The scheme was introduced to equip the young with the requisite entrepreneurial skills with which to make them independent and relevant to the society, and this guided the drafting of the curriculum of the UBE.
What this means is that the usual endless wait for white-collar employment, a sector that appears too saturated and so, difficult to absorb the teeming number of young out-of-school persons on yearly basis, may become a thing of the past.
The goal of the UBE, therefore, was to provide the child with diverse basic knowledge and skills for entrepreneurship, wealth generation and educational advancement as well as provide opportunities for the child to develop manipulative skills that will enable him function effectively in the society, among others.
Apart from the Early Childhood Care and Education (ECCE) which captures children from age 0-5 years, Universal Basic Education could best be described as a foundation for life-long learning. And for a country that has considered agriculture as an alternative to oil exploration which had been the sole source of revenue for the country, nothing short of an early introduction of agriculture as a compulsory core subject from Basic One (1) through Basic Nine (9) can suffice. The reason is to acquaint the child with the nitty-gritty of agriculture as an enterprise or a revenue earner. The fact that agriculture can be undertaken with little take-off finance makes its early introduction worth-while.
This goes a long way to express the extent of our sincerity and seriousness in addressing the problem of Nigerian economy through agriculture. The truth is that societal values and problems are best addressed through the instrument of the school.The embodiment of the attitudes, knowledge and skills which a society intends to impart to her citizen can only be facilitated through the school via the curriculum.
The school curriculum content is a very viable tool used by any nation to achieve greatness. It is an organization of subject matter, which addresses the needs, problems, desires, values and dreams of a society designed to be achieved through the school.
When Nigeria saw the need to make her citizens computer-literate, coupled with the problem of girl-child marriage (early marriage), she was able to address these issues through the integration of computer education, population studies, and family life education with other related subjects. Today, the outcome is a teeming population of computer literates, which has boosted the requisite awareness in information and communication technology.
According to Ozturk Llhan, in his article: “The Role of Education in Economic Development: A Theoretical Perspective”, published in Journal of Rural Development and Administration, vol: xxxiii, education in every sense remains one of the fundamental factors of development. No country can achieve sustainable economic development without substantial investment in human capital.
Suffice it to say that education raises people’s productivity and creativity while promoting entrepreneurship and technological advancements in addition to its role in securing economic and social progress as well as improve income distribution.
Amidst numerous definitions or explanations of education that have been advanced by various scholars, its relevance to the society via the impact on humanity has remained one salient point that keeps education outstanding. Whether formal or informal, it remains a veritable tool for societal transformation.
In recognition of the auspicious role of this all-important course of life in the overall development of humanity, which is evident in the society, Federico Major, a director-general of UNESCO, once asked, “If not through education, can the common welfare-development as we would term it today, be advanced and ensured?”
Of course, in UNESCO, education is not only considered an end, it is also viewed as a means to an end hence its enshrinement in the universal declaration of human rights. Those who understand the working of education consider it a principal and if possible a sole means of action.
The relationship that exists between the society and the education sector could best be described as a symbiotic one; this, therefore, makes it difficult for anyone to treat any of the nomenclatures in isolation. It takes the education sector to analyse the problem(s) of the society so as to use its pedagogic principles to bring about a lasting solution.
I think we may actually be running after the shadows if we fail to pass through the early child-care programme, the UBE programme of the Federal Republic of Nigeria to send a message of the need to redirect the strength and focus of Nigerians to agriculture as an additional revenue base of the country.
Sylvia ThankGod-Amadi
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