ABSTRACT
This study focused on Development of Entrepreneurial Skill-Based Training Programme for Secondary School Graduates in Pawpaw (Carica papaya) Production in Abia State, Nigeria. The specific objectives were to: determine the objectives of the training programme in pawpaw production, identify the contents of the training programme in pawpaw production, identify the materials required for the training programme in pawpaw production, identify the instructional methods of the training programme in pawpaw production, identify the evaluation methods of the training programme in pawpaw production, develop and validate a draft of the entrepreneurial skill-based training programme for secondary school graduates. Five research questions were answered and five hypotheses tested and in the study. Relevant literatures were reviewed to guide the study. The study adopted Research and Development design. The population for this study was 6,293 made up of 1,014 registered crop farmers in the State, 363 Extension Agents across the three agriculture zones and 4,888 registered unemployed secondary school graduates in Abia State. The sample for the study was 376 respondents. This was determined by using Taro Yamane method (1967). Stratified proportionate sampling was used to classify the sample size into 3 groups; crop farmers, Extension Agents and secondary school graduates. Simple fraction of 0.0597 was used to estimate or determine the proportion of each stratum based on their number on the entire population. These gave a proportion of 61 crop farmers, 22 Extension Agents and 293 secondary school graduates. Simple random sampling technique was used to select one agricultural zone from the 3 zones in the state. Within the selected agricultural zone, simple random technique (balloting) was equally applied to sample 61 crop farmers, 22 Extension Agents and 293 secondary school graduates. Five sets of instruments were used for data collection for the study. The five sets of questionnaire were face-validated by three experts and their suggestions were used to produce the final instrument used for the study. Co-efficient alpha method was utilized to determine the internal consistency of the five sets of questionnaire items in which a coefficient of 0.86 was obtained. The data collected were analyzed using mean and standard deviation, while Analysis of Variance (ANOVA) was used to test the null hypotheses at 0.05. The result of the hypotheses tested indicated that there was no significant difference in the mean ratings of the three groups of respondents (Crop Farmers, Agricultural Extension Agents and Secondary School Graduates). Therefore, the null hypothesis of no significant difference was accepted for all the items. Based on these findings, the study recommended among others that governments of Abia States should direct the management of skill acquisition centres in the states to integrate the developed programme in pawpaw production into skill acquisition centers for training secondary school graduates and other interested individuals for employment in pawpaw production.
TABLE OF CONTENTS
Title Page i
Declaration ii
Certification iii
Dedication iv
Acknowledgements v
Table of Contents vi
List of Tables vii
Abstract viii
CHAPTER 1:
INTRODUCTION
1.1 Background of the Study 1
1.3 Statement of the Problem 10
1.4 Purpose of the Study 11
1.4 Research Questions 12
1.5 Hypotheses 13
1.6 Significance of the Study 14
CHAPTER 2:
REVIEW OF RELATED LITERATURE
2.1 Conceptual
Framework 16
2.1.1 Concept of entrepreneurship 16
2.1.2 Concept of entrepreneurial skills 18
2.1.3 Process
in developing a training programme 21
2.1.4 Objectives
of training programme in pawpaw production 23
2.1.5 Content
of training programme in pawpaw production 26
2.1.6 Materials
of training programme in pawpaw production materials 66
2.1.7 Method
of training programme in pawpaw production training procedures 67
2.1.8 Evaluation
methods of training programme in pawpaw production 74
2.1.9 Process of developing a
draft for entrepreneurial skill based training
programme on pawpaw production 76
2.1.10
Approaches to skill identification in pawpaw production 78
2.1.11
Schematic diagram 88
2.2 Theoretical Framework 89
2.2.1 Training theories 90
2.1.2 Entrepreneurship innovation theory 91
2.2.3 Content theory 92
2.2.4 Occupational
theory 92
2.2.5 Production theory 94
2.3 Review
of Related Empirical Studies 96
2.4 Summary
of Literature Reviewed 105
CHAPTER 3:
METHODOLOGY
3.1 Design of the Study 107
3.2 Area of
the Study 109
3.3 Population
of the Study 110
3.4 Sample and Sampling Techniques 110
3.5 Instrument
for Data Collection 111
3.6 Validation
of the Instrument 111
3.7 Reliability of the Instrument 112
3.8 Method
of Data Collection 112
3.9 Method
of Data Analysis 113
CHAPTER 4:
RESULT AND DISCUSSION
4.1 Result Presentation 115
4.1.1 Research question 1 115
4.1.2 Research question 2 116
4.1.3 Research question 3 120
4.1.4 Research question 4 121
4.1.5 Research question 5 122
4.2 Hypotheses Tested 123
4.2.1 Hypothesis 1 123
4.2.2 Hypothesis 2 124
4.2.3 Hypothesis 3 130
4.2.4 Hypothesis 4 131
4.2.5 Hypothesis 5 132
4.3 Major
Findings of the Study 133
4.4 Discussion of Findings 134
CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary
138
5.2 Conclusion 139
5.3 Recommendations 140
References 142
Appendices 147
LIST OF TABLES
1: Mean ratings of crop
farmers, extension agents and secondary school graduates 115
2: Mean ratings of crop farmers, extension agents and
secondary school graduates 116
3: Mean ratings of crop farmers, extension agents and
secondary school graduates 120
4: Mean ratings of crop farmers, extension agents and
secondary school graduates 121
5: Mean ratings of farmers, extension agents and
secondary school graduates 122
6: Analysis of Variance (ANOVA) of the mean ratings of
the respondents 123
7: Analysis of Variance (ANOVA) of the mean ratings of
the respondents 124
8: Analysis of Variance (ANOVA) of the mean ratings of
the respondents 126
9: Analysis of Variance (ANOVA) of the mean ratings of
the respondents 130
10: Analysis of Variance (ANOVA) of the mean ratings
of the respondents 131
11: Analysis of Variance (ANOVA) of the mean ratings
of the respondents 132
CHAPTER 1
INTRODUCTION
1.1
BACKGROUND TO THE STUDY
Pawpaw, Carica papaya, is one of the main fruits
in caricaceae family. The fruit is popularly grown and consumed in Nigeria.
According to Manshardt in Ugwoke et al.
(2013) pawpaw is widely believed to have originated from Caribbean Coast of
Central America ranging from Argentina and Chile to Southern Mexico. It is now
present in every tropical and subtropical country. The fruit was rapidly
propagated in the tropics, most likely due to the abundant and highly viable
seeds. The crop has adapted quite well to tropical areas with fertile soils and
abundant rainfall. The history of pawpaw spread was initiated approximately in
1500, when the Spanish conquerors carried seeds to Panama and Dominican
Republic (Medina et al., 2003). It is
a fast growing aborescent herb that grows all year round. The pawpaw fruit is
produced on herbaceous tree grown from seeds and produce fruits within some
months of planting. Most fruits consumed are grown in the wild but little are
cultivated (Agbowuro, 2013). Thomas (2015) observed that pawpaw produces one to
six fruits in one fruiting season. Ripe pawpaw is often eaten raw without its
bark or seeds, while the unripe green fruits can be eaten raw or as salads.
According to Mirza (2011)
mature green pawpaw contains more vitamin A than carrots, more vitamin C than
oranges; abundant vitamin B factors and Vitamin E. It contains proteolytic
enzymes like papain and chymopapain which have antiviral, antifungal and
antibacterial properties. Medically, papaya leaves are processed into tea as
treatment for malaria (Talathi et al.,
2011). Martinez in Asogwa (2014a) stated that pawpaw fruit has been used as an
ethno medicine for treatment of high blood pressure. Ripe pawpaw is an
effective medicine for ringworm, due to its anti-helmintic properties, while
the unripe fruit lowers blood pressure. Asogwa (2014b) stated that pawpaw
production can provide employment to youths and farmers and those involved in
the processing and marketing of its fruits and seedlings. Due to high demand of
pawpaw in Abia State, there is constant need for existing farmers to increase
production. The opportunities exist for more farmers and secondary school
graduates to engage in the business of pawpaw production.
Production as explained by
Ebong (2000) involves the utilization of technical transformation of resources
into output. Uko (2003) explained production as the rational combination of
various output resources in order to create a stipulated output. Iwena (2008)
viewed production as all the activities geared towards creation of goods and services
for man’s benefits. In the view of Ekong in Maduka (2016) production is the
management of factors such as land, labour, capital and entrepreneur to create
goods and services for the improvement of standard of living of an individual
and society. Production in the context of this study is geared towards the
utilizations of land, capital and labour by the pawpaw farmers to grow, process
and market pawpaw in Abia State. Pawpaw production involves different stages
which are growing, harvesting, processing into juice and marketing of the
products (seed, fruit and juice) to the final consumers. Most activities in
pawpaw production could be engaged in by an individual especially farmers.
A farmer, in the opinion
of Olaitan (2005) is a person who grows
crops or rears animals for the benefit of mankind. A farmer can either be a man
or a woman. In the context of this study, farmers are individuals who own or
manage pawpaw production in their farms in Abia State. These farmers do not
have the entrepreneurial skill required to produce pawpaw; rather they grow
pawpaw as an ordinary crop in their farms which is usually in a small quantity
and cannot meet the high market demand thereby creating a larger gap between
the demand and supply of pawpaw in the market. This observed discrepancy has
been existing for years despite the assistance and technical advice of the
extension agents to these subsistence farmers to be able to establish and
manage their pawpaw plantation commercially.
An Extension Agent, in the
opinion of Iwena (2008) is a person who is trained in management of crops and
livestock and is involved in the dissemination of new ideas and techniques from
the research institutions to the farmers.
An Extension Agent acts as an intermediary between researchers and
farmers. Davis (2008) stated that Extension Agents are individuals set to
support and facilitate people engaged in agricultural production to solve
problems and obtain information, skills and technologies to improve their
livelihoods and well-being. Ubakamma, et al. (2009) enumerated functions of
Extension Agents to include the following.
Extension Agents:
(a)
organizes and conducts training for farmers. The extension agent sets up demonstration
farms to encourage farmers because most illiterate farmers are always skeptical
of any innovation;
(b)
plans and executes farming education programme. As an extension agent goes about helping
farmers to identify their problems and solve them, he has enough facts to plan
and execute farming educational programmes that concern the community;
(c)
acts as a connecting link between the research institutes and
the farming communities. The extension
agent helps the farmers to identify their problems; the agent takes the
problems to research institutes like universities or special agencies set by
the government. He also takes the
solutions proffered by the research institutes to farmers for adoption to solve
their farming problems;
(d)
teaches the farmers improved farm practices. At the demonstration farms set up by the
extension agent, farmers are meant to observe and participate in practising new
farm methods.
In this study, an
agricultural Extension Agent is a person who identifies pawpaw farmers’
problems, takes the problem to research institutes for solution and then take
the solution back to the farmers to adopt new farming practices in order to
improve their output. It is expected
that both the farmers and extension agent could help in providing information
that would be useful for developing a training programme on pawpaw production
for secondary school graduates in Abia state.
In the view of Onuka
(2003) secondary school graduates are school leavers who have completed the
senior school certificate programme, some of whom may continue their studies in
higher institutions or may decide to enter into occupational field. Secondary school graduates, according to
Federal Republic of Nigeria (FRN, 2013) are those who have successfully
completed six years in secondary school education. In reference to the study,
secondary school graduates are individual specially youth who have undergone
the six years in secondary school programme and have no intention of furthering
their education. In Abia State, it is observed by the researcher that many
secondary school graduates do not have interest in crop farming. Instead, they
are found roaming the streets and engaged in social vices like robbery,
kidnapping, internet fraud and other crimes. Meanwhile, the energy and time of
such unemployed secondary school graduates could be harnessed into pawpaw
production as an occupation. This will not only discourage them from committing
crimes on the street but provides them with income for their basic need and
also close the gap that exists between the quantity of pawpaw supplied by
farmers and that demanded by consumers in the market. For the secondary school
graduates to take up such occupation, they need to acquire the necessary
entrepreneurial skills in pawpaw production operations.
According to Okorie (2001)
skill is the habit of acting, thinking and behaving in a specific way that the
process becomes natural to the individual through practice. Osinem and Nwoji (2005) posited that skill is
the ability to perform an act expertly. It is that expertness, practiced
ability or proficiency displayed in the performance of a task. Alade (2006)
viewed skill as the physical manipulative process that culminates in the
achievement of ultimate goals. Ejiofor (2010) explained skill as well
established habits of doing things by people in a given profession or occupation.
The author noted that to possess a skill is to demonstrate, act, think and
behave in specific activity in such a way that the process becomes natural to
students to practice. Skills which are geared towards profit maximization is
referred to as entrepreneurial skills.
Entrepreneurial, in the
view of Jala (2004) is an act of having quality business vision, opportunity,
mission strategies and resources. Timmons (2007) described entrepreneurial as
the creating and building something of value from practically nothing or
creating and distribution of something of value and of benefits to individuals,
group organization and society. Meredith et
al. (2013) said that entrepreneurial is the combination of personal
characteristics, financial means and resources within one’s environment to
improve productivity.
Besides, Dumbiri and Amusa
(2010) expressed entrepreneurial skills as the required capacities to perceive
business opportunities, take advantage of the scarce resources, control and
coordinate available human and material resources for success in any production
enterprise. Nwobasi (2011) identified entrepreneurial skills to include
managerial skills, job/technical skills, human relations skills,
innovative/enterprising skills. Therefore, entrepreneurial skill is the ability
of the secondary school graduates to combine personal characteristics,
financial means and resources within one’s environment to create business
opportunities in pawpaw production for profit making in Abia State. The
unemployed or underemployed secondary school graduates could acquire these
skills if they are exposed to an entrepreneurial skill training programme in
pawpaw production enterprise through contact with the extension agents of ADP
in the state.
A training programme is a
package designed for training individuals in a specific skill. Romanov (2008)
said that training programme is a specific structure of material high in volume
and intensity used for equipping people with knowledge, skill and attitude
required in a job. Asogwa (2010) defined
a training programme as a specific structure that shows a step by step
procedure of instruction. In the context of this study, entrepreneurial
skill-based training programme is a training programme species the objectives,
activities and evaluation strategies for equipping secondary school graduates
with knowledge, skill and attitude in pawpaw production for self employment.
Currently in Abia State, a
focused survey by the researcher to five skill acquisition centers shows that
there are training programmes in poultry production, bakery, vulcanizing,
tailoring, bead making, soup making among others; but none on pawpaw
production. Also, in a visitation to Abia state Agricultural Development
Project (ADP), some agricultural extension agents indicated that they do not
have training programme on papwpaw production in the state. The absence of a
training programme in pawpaw production is strong evidence that there is need
for development of an entrepreneurial skill-based training programme in pawpaw
production for secondary school graduates in Abia State.
Development, in the
statement of Amugwuamu (2004) is a process of creating ideas which brings an
event into existence. Development as defined by Robert (2008) is a creative
knowledge prepared by industry as a function through research in a working
model. The author stressed further that it simplified the constraints and
opportunities for progressive change in a physical outlook such as size, shape
and function before production. In view of Gyankosh (2010) it is the process of
producing something new or more advanced. Developing a skill based training
programme, according to Wheeler (2000) involved several processes which include
identification of objectives, selection of content, selection of instructional
materials and methods of implementing the stated objective and evaluation
method to ascertain the level of achievement of the objective.
Objectives refer to the
specific, overt changes in student’s behaviour that are expected to result from
participation in a unit of learning activities. In view of Burbank and Pett (2007) objectives are what
learners are expected to know, do create or feel after undergoing a learning
process. It could mean the purpose of teaching and the behaviour which those
that participate in the entrepreneurial skill based training programme are
expected to exhibit after the training. Onyike in Oteh and Akuma (2011) stated
that objectives are of two different categories like general objectives and
specific objectives. The general objectives are those which describe school
wide outcomes while specific objectives are the more specific ones which
describe behaviours to be attained. In the context of this study, specific
objectives bring clarity in designing the training programme in pawpaw and
selection of content of the programme.
Content as stated by
Osinem (2008) is the knowledge, skills, attitudes and values to be learned.
Oteh and Akuma (2011a) described content as the knowledge, concepts,
principles, generalizations, theories, attitudes, values, skills and processes,
to which learners are exposed. Content could mean the subject matter like
pawpaw production or what is taught in school. In this study, content of pawpaw
production training programme would include growing (planning, pre-planting
operations, planting operations and post planting operations), processing
(planning for processing, processing of pawpaw into fruit and fruit juice) and
marketing of pawpaw products to different market like ‘Ahia-uhuru Aba’, ‘Ubani
Ibeku Modern market’, ‘Orie-Ugba market’ among others. Content selection
determines the instructional materials to be selected for use during the
training session.
Instructional materials,
according to Olatunji (2005) referred to those materials or devices, which a teacher
or instructor employs in teaching so as to aid students understanding of the
lesson. Agbulu and Wever (2011) postulated that instructional materials are
important because they are used for the transference of information from one
individual to another help the teacher in extending his learners’ horizon of
experience, stimulate learner’s interest and help both teachers and students to
overcome physical limitations during the presentation of subject matter. In the submission of Onyejemezi in Asogwa et al. (2013) instructional materials
are resources or teaching materials which a teacher utilizes in the course of
presenting a lesson in order to make the content understandable to the learner. In the context
of the study, instructional materials are those devices or material resources
that would be used by a teacher or instructor while training the secondary
school graduates on pawpaw production. The instructional materials required for
effective training of secondary school graduates in pawpaw production will be
identified in this study since it will stimulate and sustain students’ interest
and reduce classroom boredom especially where variety instructional methods of
training are used.
Instructional method, in
the submission of Carr (2002) is the approaches used in presenting the subject
matter to the students or trainees. Olatunji (2005) said that instructional
method is a recurrent pattern of teacher behavour, applicable to various
subject matters, characteristic of more than one teacher, and relevant to
learning. In teaching pawpaw production, a variety of instructional method may
be adopted to achieve effectiveness. Such methods include demonstration, group
discussion, field trip, project methods but need to certify if they can
actually be used for training secondary school graduates in pawpaw production
in Abia State. The instructional methods will help to arouse the interest of
the secondary school graduates during training, generate and answer questions
from the trainers during evaluation for success of the instruction.
Evaluation as described by
Olatunj et al. (2004) is the process
that enables one to judge or determine whether there are changes in behavior,
whether those changes reflect stated objectives and the extent to which the
desired objectives have been achieved. Awotua-Efebo in Oteh and Akuma (2011b)
stipulated evaluation as the collection, analysis and interpretation of
information about any aspect of a programme of training as part of a recognized
process of judging its effectiveness, its efficiency and any other outcomes it
may have. It is the process of determining the extent to which the stated
objectives of the training programme have been achieved. This is important
because evaluation, according to Olaitan (2003) is the process of determining
the degree to which the objectives of an instructional/educational activity
have been achieved. It can also be seen as a process of ascertaining the
success or failure of an enterprise. In this study, evaluation is the process
of assessing the strengths and weaknesses (in terms of personnel and resources)
of the training programme to be developed for secondary school graduates in
papwpaw production. To ensure the suitability of the programme to be developed,
it needs to be subjected to validation by experts before it can be used for the
actual training.
According to UNESCO
(2012a) validation of a material for learning is the confirmation by an
officially approved body that learning outcomes or competences to be acquired
by an individual have been assessed against reference points or standards
through pre-defined assessment methodologies. According to the U.S. Food and
Drug Administration (2015) it means the confirmation and provision of objective
evidence that the particular requirements for a specific intended use can be
consistently fulfilled. Validation of a programme by experts involves
confirming the authenticity and appropriateness of the content, delivery
methods, instructional materials and evaluation techniques chosen for the
programme.
1.2
STATEMENT OF THE PROBLEM
In Abia State, pawpaw is
one of the fruit crops that are highly consumed as fruit vegetable. The fruit
is used for preparing soup, salads and eaten raw as fruit or fruit juice. The
stems are used as feed for domestic animals like pigs; the leaves and roots are
used to treat malaria. The benefits of pawpaw to man has increased the demand
for pawpaw production enterprises. Despite the fact that there is high demand
for pawpaw, its short supply to meet market demand throughout the year has
posed a problem of great concern to the researcher.
At presents, pawpaw
production is in the hand of few farmers who grow pawpaw as a mixed or
intercrop in their farm. They produce pawpaw just for their family consumption
having just very small quantity for sale throughout the year without any
intention of commercializing their production as an enterprise; probably
because they do not possess the required entrepreneurial skills for its
production. This situation results in a short fall between the quantity
supplied by these categories of farmers and the quantity demanded by the
consumers in the market.
Meanwhile, this gap could
be filled by unemployed or underemployed secondary school graduates if they are
trained using the entrepreneurial skills training programme in pawpaw production
to be developed. The secondary school graduate finds it difficult to go into
pawpaw production because of no interest in crop farming , lack of
entrepreneurial skill, lack of startup capital. As a result, they move to urban
cities like Aba, Port Harcourt, and Lagos in search of white collar jobs that
are very scarce these days. These problems still create a gap between the
demand and supply of pawpaw in the market.
The teachers of
agriculture who are supposed to teach the students the required skills in
pawpaw production cannot demonstrate the practical skills in pawpaw production
due to limited time, lack of laboratory and absence of availability of
entrepreneurial skill based training programme for pawpaw production in
secondary school curriculum. These hinder the teachers in impacting the
required skills to students.
The governments at
different levels, being aware of this situation, have made various initiatives
to improve crop production by establishing National Directorate of Employment
(NDE) and skill acquisition centers in each local government area in the
state. A visit by the researcher to such
centers reveals that they are doing their best in programmes like tailoring,
bakery, bead making, carpentry, vulcanizing, piggery, snailry, beekeeping among
others but there was no entrepreneurial skill based training programme in
pawpaw production. The interaction of the researcher with some of the
instructors in the skill acquisition centers visited in the area revealed that
they want to train people in certain crop production like pawpaw production but
lack developed training programme in pawpaw production. This calls for study
into the development of a training programme in pawpaw production as the first
step to equipping secondary school graduates with entrepreneurial skills in
pawpaw production in Abia State.
1.5
PURPOSE
OF THE STUDY
The main purpose of this study was to Develop
Entrepreneurial Skill-Based Training Programme for Secondary School Graduates
in Pawpaw Production in Abia State, Nigeria.
Specifically, the study:
1.
determined
the appropriate objectives for the training programme in pawpaw production for
secondary school graduates in Abia State;
2.
determined
the contents of the training programme
in pawpaw production for secondary school graduates in Abia State;
3.
identified
the materials required for the training programme in pawpaw production for
secondary school graduates in Abia State;
4.
identified
the instructional methods considered appropriate for the training programme in
pawpaw production for secondary school graduates in Abia State;
5.
identified
the appropriate evaluation methods for the training programme in pawpaw
production for secondary school graduates in Abia State;
6.
developed
and validated a draft of the entrepreneurial skill based training programme for
secondary school graduates.
1.6 RESEARCH QUESTIONS
The following research
questions guided the study;
1.
What
are the appropriate objectives for the training programme in pawpaw production
for secondary school graduates in Abia State?
2.
What
are the contents of the training programme in pawpaw production for secondary school graduates in Abia State?
3.
What
are the materials required for the training programme in pawpaw production for secondary school graduates in Abia State?
4.
What
are the instructional methods considered appropriate for the training programme
in pawpaw production for secondary school
graduates in Abia State?
5.
What
are the appropriate evaluation methods for the training programme in pawpaw
production for secondary school graduates in Abia State?
1.7
HYPOTHESES
The following null hypotheses were formulated
and tested at the probability of 0.05 level of significance.
Ho1: There is
no significant difference in the mean ratings of Farmers, Extension Agents and
Secondary school graduates on the objectives of training programme in pawpaw
production for secondary school graduates in Abia State.
Ho2: There is
no significant difference in the mean ratings of Farmers, Extension Agents and
Secondary school graduates on the contents of training programme in pawpaw for
secondary school graduates in Abia State.
Ho3: There is
no significant difference in the mean ratings of Farmers, Extension Agents and
Secondary school graduates on the training materials in pawpaw production for
secondary school graduates in Abia State.
Ho4: There is
no significant difference in the mean ratings of Farmers, Extension Agents and
Secondary school graduates on the instructional methods considered appropriate
for the training programme in pawpaw production in Abia State.
Ho5: There is
no significant difference in the mean ratings of Farmers, Extension Agents and
Secondary school graduates on the appropriate evaluation methods for pawpaw
production for secondary school graduates in Abia State.
1.6 SIGNIFICANCE
OF THE STUDY
The findings of the study
will be of great benefit to various groups of people if implemented. These are
the secondary school graduates, teachers and instructors, curriculum planners,
government and researchers.
The findings of the study
will provide information to secondary school graduates on the existence of an
entrepreneurial skill based training programme in pawpaw production at skill
acquisition centers. The graduates could use the information to assess
themselves in skill acquisition centers for training in pawpaw production
enterprises. The graduates that will engage in pawpaw production to become self
employed after the training period.
The findings of the study
will provide information to Extension Agents on the objectives, contents,
materials, methods and evaluation methods for training individuals in pawpaw
production. The Extension Agents could help in identifying the objectives,
contents, materials, methods and evaluation methods and also utilize the
information packaged as a skill based training programme to train secondary
school graduates or prospective crop farmers in pawpaw production for self
employment.
The findings of the study
will further provide information to curriculum planners on objectives,
contents, materials, methods and evaluation methods of the entrepreneurial
skill based training programme. Curriculum planners can include the information
during curriculum review of secondary school agricultural science curriculum
for effective teaching and learning in the state.
The findings of this study
will provide information to the Government through the Ministry of Agriculture,
Abia State on existence of skill based training programme in pawpaw production.
The Ministry can direct the youth in the study area to go to skill acquisition
centre to get more knowledge and skills for self employment in pawpaw
production. The training programme can be utilized by the Ministry to organize
conferences and workshops for the teachers or instructors, graduates and
farmers that are interested in pawpaw production to equip them with pawpaw
production entrepreneurial skills.
The findings of this study
will also provide information to researchers on how to develop a training
programme in related crop production. The information may be utilized by
researchers as reference materials and so becomes a base for further research
on programme development.
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