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Competence-based vocational agriculture education for sustainability in Burundi: perspectives from different educational stakeholders

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Název: Competence-based vocational agriculture education for sustainability in Burundi: perspectives from different educational stakeholders
Autoři: Jean Claude Nyamweru, Willy Marcel Ndayitwayeko, Aad Kessler, Harm Biemans
Zdroj: Journal of Vocational Education & Training. 77:1166-1188
Informace o vydavateli: Informa UK Limited, 2024.
Rok vydání: 2024
Témata: Competence-based education, sustainable agriculture, educational stakeholders, Burundi, vocational agriculture education
Popis: One of the most important goals for vocational agriculture education in Burundi (ITAB) is to develop the sustainable agriculture competencies of students. Competence-based education (CBE) is the current official approach for ITAB curriculum design. The present study aimed to examine to what extent the ITAB curriculum addresses sustainable agriculture competencies and fulfils CBE educational design principles from the perspectives of educational stakeholders. Survey data from a sample of 224 respondents, including teachers (N = 115), students (N = 96), and curriculum advisors (N = 13), were collected and analysed. Respondents felt that the ITAB curriculum does not sufficiently foster sustainable agriculture competencies from the curriculum content view, and that study programmes are only partially competence based in terms of educational design. These educational limitations were experienced much more by teachers and students, while for advisors, the current curriculum was already largely competence based. These findings have implications in terms of curriculum re-design. More concretely, study programmes should be regularly updated to reflect the changing dynamics of sustainable agriculture and to truly promote students’ sustainability competencies. Furthermore, and crucially, attitudinal aspects of competencies should be emphasised to enable behavioural changes in students with regards to their preparedness to constitute a pool of motivated sustainability change-agents.
Druh dokumentu: Article
Jazyk: English
ISSN: 1747-5090
1363-6820
DOI: 10.1080/13636820.2024.2428770
Přístupová URL adresa: https://research.wur.nl/en/publications/competence-based-vocational-agriculture-education-for-sustainabil
https://doi.org/10.1080/13636820.2024.2428770
Rights: CC BY
Přístupové číslo: edsair.doi.dedup.....2867e61891f2c40ef128a4ed842feb1e
Databáze: OpenAIRE
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  Data: Competence-based vocational agriculture education for sustainability in Burundi: perspectives from different educational stakeholders
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  Data: <searchLink fieldCode="AR" term="%22Jean+Claude+Nyamweru%22">Jean Claude Nyamweru</searchLink><br /><searchLink fieldCode="AR" term="%22Willy+Marcel+Ndayitwayeko%22">Willy Marcel Ndayitwayeko</searchLink><br /><searchLink fieldCode="AR" term="%22Aad+Kessler%22">Aad Kessler</searchLink><br /><searchLink fieldCode="AR" term="%22Harm+Biemans%22">Harm Biemans</searchLink>
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  Data: <i>Journal of Vocational Education & Training</i>. 77:1166-1188
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  Data: <searchLink fieldCode="DE" term="%22Competence-based+education%22">Competence-based education</searchLink><br /><searchLink fieldCode="DE" term="%22sustainable+agriculture%22">sustainable agriculture</searchLink><br /><searchLink fieldCode="DE" term="%22educational+stakeholders%22">educational stakeholders</searchLink><br /><searchLink fieldCode="DE" term="%22Burundi%22">Burundi</searchLink><br /><searchLink fieldCode="DE" term="%22vocational+agriculture+education%22">vocational agriculture education</searchLink>
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  Data: One of the most important goals for vocational agriculture education in Burundi (ITAB) is to develop the sustainable agriculture competencies of students. Competence-based education (CBE) is the current official approach for ITAB curriculum design. The present study aimed to examine to what extent the ITAB curriculum addresses sustainable agriculture competencies and fulfils CBE educational design principles from the perspectives of educational stakeholders. Survey data from a sample of 224 respondents, including teachers (N = 115), students (N = 96), and curriculum advisors (N = 13), were collected and analysed. Respondents felt that the ITAB curriculum does not sufficiently foster sustainable agriculture competencies from the curriculum content view, and that study programmes are only partially competence based in terms of educational design. These educational limitations were experienced much more by teachers and students, while for advisors, the current curriculum was already largely competence based. These findings have implications in terms of curriculum re-design. More concretely, study programmes should be regularly updated to reflect the changing dynamics of sustainable agriculture and to truly promote students’ sustainability competencies. Furthermore, and crucially, attitudinal aspects of competencies should be emphasised to enable behavioural changes in students with regards to their preparedness to constitute a pool of motivated sustainability change-agents.
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      – SubjectFull: educational stakeholders
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      – SubjectFull: Burundi
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