The role of Large Agricultural machineries as teaching aid
According to Clarke L.J, (2000), in many developing countries as well as in previously centrally planned economies mechanization is the prerequisite method of teaching agricultural science. But what is very often not clearly understood or accepted is that, despite its high cost and high profile, mechanization is an input like any other such as fertilizer, seed and crop protection chemicals. Therefore In reality it is only one of a number of inputs that a farmer uses for the purpose of agricultural production.
However, there are many other Government policies which affect teaching agricultural science positively, in the way which mechanization inputs are made available for improvement of teaching agricultural science and will determine the effectiveness of the sub-sector. However, mechanization should not be an end in itself and therefore, in a free choice situation. But Governments should refrain from making policies which will stipulate by which means or by how much, agriculture will be mechanized. The type and degree of mechanization should be decided by the producer to best suit his or her business and his or her own particular circumstances. And the choice of suitable methods will therefore be just one of a number of choices that the farmer has to make.
How will Agricultural mechanization improve teaching Agricultural science and economy
World Bank has shown that in Sub-Saharan Africa (to which Nigeria belongs) the annual food increase needs to reach 4%, i.e. more than double the current figure in order to achieve food security (IBRD, 1989). And She suggests that this can be reached through a significant progress in plant and animal breeding that plays a key role in the development of the agricultural sector as well as a significant impact using appropriate farm mechanization. (Pawlak et al., 2002). Due to a number of factors, which include rising population, lack of teaching agricultural science, increasing pressure on land resources, natural and man-made disasters such as drought, desertification, soil erosion and degradation (Raoult-Wack and Bricas, 2001), the problem of sustainable agricultural production in Nigeria has assumed greater importance than ever before. Thus the rate of improvement of teaching agricultural science in Nigeria should increase appreciably in order to mitigate hunger, starvation, diseases, raw materials dependence on foreign sources and food importation, as well as to improve on the quantity and quality of teaching agricultural science for the student and the well-being of the farmer and his family.
You can also read HISTORY OF EDUCATION or HOW TEACHING AGRICULTURAL SCIENCE BEGAN IN NIGERIA
