Pedagogical Approaches in Agricultural Science and the Nigerian Teachers’ Education Reforms

Abstract

 The Nigerian Educational Reform Act of 2007 provides information on wide-ranging reforms for the country’s education sector.  Great changes are occurring in the global world, and the Nigerian agricultural educational system must respond to these changes or become obsolete and irrelevant. There is evidence in Nigeria which over the years has shown that government investment in education has not achieved the desired results, goals and objectives. The failure of the educational sector has increased the incidence of poverty and deprivation of the vulnerable groups.  While the conceptual ideas and provisions are laudable, the issue of implementation becomes a matter of concern. This necessitated the paper, pedagogical approaches in agricultural science and teacher education reforms: prospects and challenges. The paper explores the basic concepts of reform, educational reforms, pedagogical approach, agricultural science and teacher education. The paper also examined; teacher-centered, learner-centered, and learning-centered pedagogy as pedagogies and its form making learning by doing as a focal point. The paper concludes with the need to systematically use different ways of teaching, and different pedagogical approaches, in agricultural science education as a reform in Nigerian education system.