The Status of Environmental Issues In Selected Agricultural Tvet Courses Towards Poverty Alleviation and Sustainable Development

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Addis Ababa Univerisity


The purpose of the study was to assess whether the courses of Agricultural Technical Vocational Education and Training (ATVET) colleges included environmental issues such as land degradation, deforestation and depletion of biodiversity. In order to assess the courses, data were gathered through curriculum analysis, questionnaires, interviews and, classrooms and sites observations. Three curriculum guides were selected with sampling techniques from the three departments that were included in the research. Three colleges were selected among the twentyfive existing ATVET colleges. From the three colleges 53 instructors and 334 trainees were participated. The data obtained through the various instruments were analyzed both quantitatively and qualitatively. The findings showed that the courses are addressing environmental issues especially land degradation. The teaching methods that are included in the courses are appropriate to achieve the objectives included in the curriculum. However, it was dominated by lecturing. The finding also showed that there is a statistically significant mean difference between the achievement test scores of male (M=56.60, SD=12.655) and female (M=49.24, SD=12.747), t(332)=4.227, p∠0.05. But there is no statistically significant mean difference among colleges and departments in their level of awareness about natural resources management. The finding also indicated that the trainees’ moral, capacity and courage to work in rural areas were not satisfactory. And there is no appropriate criterion to select candidates for ATVET colleges. The ATVET colleges are not well furnished and equipped to give adequate services to the trainees. Based on the findings, the researcher recommends that: future curriculum revision might include clearly stated objectives, teaching and evaluation techniques that are related to environmental education; focus should be given to training of teachers on how to teach environmental issues; select candidates based on knowledge and competences; and allocate enough spaces for demonstration sites of the colleges