The impact of informal education on secondary school students’ engagement in agriculture in Katagum Local Government Area, Bauchi State
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Background of the study
In recent years, informal education has emerged as a pivotal mechanism for enhancing practical knowledge and skills among secondary school students, particularly in regions where formal agricultural training is limited. In Katagum Local Government Area, Bauchi State, the agricultural sector remains a cornerstone of the local economy, and informal educational approaches—ranging from community demonstrations to peer-led workshops—have been increasingly integrated into student learning experiences (Ade, 2023). This educational modality enables students to gain hands-on experience and develop an appreciation for sustainable agricultural practices. Informal education provides a complementary framework that bridges the gap between theoretical classroom learning and real-world application, thereby fostering a more robust engagement with agriculture (Bello, 2024). Moreover, the incorporation of indigenous farming techniques alongside modern practices has further enriched the educational landscape, making learning more context-specific and culturally relevant (Ibrahim, 2023).
The interplay between informal educational activities and agricultural engagement has been shown to stimulate critical thinking, creativity, and problem-solving skills among learners. These attributes are essential for the effective management of local agricultural resources and for addressing challenges such as climate variability and soil degradation (Okoro, 2024). The initiative also encourages student participation in community-based projects and seasonal farming activities, offering experiential learning opportunities that are often absent in conventional school curricula (Chukwu, 2025). Additionally, collaborative learning environments fostered by informal education can lead to improved peer support and knowledge sharing, which are crucial in a communal society where agriculture plays a significant economic role (Ogun, 2023).
Despite these promising trends, several challenges remain. Inadequate funding, limited access to updated resources, and a lack of trained facilitators often hinder the full realization of informal educational benefits. Nonetheless, stakeholders have observed that when these constraints are addressed, informal education significantly increases students’ interest and active involvement in agriculture. The rapid changes in agricultural practices, driven by technological advancements and shifting market dynamics, further underscore the importance of flexible learning platforms that can quickly adapt to new information and practices (Ade, 2023). In summary, informal education not only supplements formal schooling but also plays a transformative role in preparing secondary school students for future agricultural endeavors, fostering both economic resilience and community development.
Statement of the problem
Despite the acknowledged benefits of informal education in enhancing agricultural engagement among secondary school students, several challenges impede its effective implementation in Katagum Local Government Area. One major issue is the inconsistent integration of informal educational practices within the traditional curriculum. Many schools lack the necessary infrastructure and expertise to seamlessly incorporate community-based agricultural projects, which leads to a disparity between the theoretical knowledge imparted in classrooms and the practical skills required in the field (Bello, 2024). Furthermore, limited funding and scarce educational resources have resulted in sporadic and unsystematic exposure to informal learning opportunities, thereby curtailing students’ potential to engage deeply with agricultural practices (Ibrahim, 2023).
Another pressing concern is the inadequate training of educators who are expected to facilitate informal learning. Often, teachers have minimal exposure to contemporary agricultural practices and innovative teaching methods that emphasize experiential learning. This gap in teacher preparedness not only diminishes the quality of instruction but also reduces student motivation and confidence in engaging with agricultural activities (Okoro, 2024). Additionally, socio-economic factors such as family obligations, local cultural beliefs, and the allure of urban migration have further complicated students’ willingness and ability to participate in agricultural endeavors (Chukwu, 2025). These issues, compounded by a lack of continuous professional development programs for educators, create a significant disconnect between the potential benefits of informal education and its practical application on the ground (Ogun, 2023).
In light of these challenges, there is a critical need to explore the specific factors that hinder or promote student engagement in agriculture through informal educational channels. Addressing these problems could lead to more effective educational strategies that align with local agricultural needs, ultimately fostering community development and economic sustainability.
Objectives of the study:
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To examine the role of informal education in enhancing agricultural skills among secondary school students.
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To identify the challenges and opportunities in integrating informal agricultural training into the school curriculum.
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To propose strategies for improving the effectiveness of informal education in promoting agricultural engagement.
Research questions:
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How does informal education influence agricultural engagement among secondary school students?
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What challenges do schools face in implementing informal educational programs in agriculture?
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Which strategies can enhance the impact of informal education on agricultural participation?
Research Hypotheses:
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Informal education significantly improves students’ practical agricultural skills.
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Lack of adequate resources negatively affects the integration of informal education into the curriculum.
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Effective community partnerships enhance the impact of informal education on agricultural engagement.
Significance of the study
This study is significant as it provides a comprehensive analysis of how informal education can transform agricultural engagement among secondary school students. The findings will offer insights for educators, policymakers, and community leaders in Katagum Local Government Area to optimize teaching methods and resource allocation. By highlighting the challenges and opportunities in the integration of informal education, the study aims to inform policy decisions that bolster sustainable agricultural practices and local economic development. The enhanced understanding of practical education modalities will also contribute to improved student outcomes and community resilience.
Scope and limitations of the study:
This study is limited to investigating the impact of informal education on agricultural engagement among secondary school students in Katagum Local Government Area. It focuses on current practices, available resources, and the involvement of community stakeholders without incorporating external factors beyond the local context.
Definitions of terms:
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Informal education: Non-structured, experiential learning outside the formal school curriculum.
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Engagement: Active participation and involvement in practical learning activities.
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Agriculture: The science and art of cultivating plants and livestock for human use.
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