ABSTRACT

Purpose: To develop a conceptual framework that can be employed in secondary school agriculture classes on skills development for food security.

Design/Methodology/Approach: The conceptual framework was developed from the findings of an earlier study by the authors on the effect of agricultural teaching approaches on skills development for food security. Qualitative data were collected and analysed through descriptive statistics.

Findings: Skills development can be enhanced at the psychomotor domain of Bloom’s taxonomy through integration of practical agricultural activities as guided by the conceptual framework. The skills developed at secondary school level can be timely applied for food security and nutrition which can ultimately reduce poverty and boost economic development in any country.

Practical implications: The conceptual framework can be used as a guide to developing agricultural skills which can be the drivers of economic development in any country. Such a transition can be an avenue for ultimate achievement in eradicating extreme poverty and hunger by the year 2030.

Theoretical Implications: The paper makes a contribution to the growing body of knowledge by highlighting practical learning opportunities that can be incorporated within the psychomotor domain. The hands-on-skills developed are applicable at meeting the four pillars of food security.

Originality/value: In the current studies on secondary school agriculture a conceptual framework that incorporates learning at the psychomotor domain of Bloom’s taxonomy is hardly found. When incorporated into the theory, the framework can be a guide to skills development for enhanced food security and nutrition.

摘要

目的：建立一个可用于中学农业课程中有关粮食安全技能开发的概念框架。

设计/方法/方法：概念框架是根据作者先前关于农业教学方法对粮食安全技能开发的影响的一项研究结果得出的。收集定性数据，并通过描述性统计进行分析。

结论：在概念框架的指导下，通过整合实际的农业活动，可以在布鲁姆分类法的心理运动领域促进技能发展。中学水平上开发的技能可以及时应用于粮食安全和营养，最终可以减轻贫困并促进任何国家的经济发展。

实际意义：概念框架可以用作发展农业技能的指南，而农业技能可以成为任何国家经济发展的驱动力。这种过渡可以成为最终实现在2030年消除极端贫困和饥饿的途径。

理论意义：本文通过强调可以纳入精神运动领域的实践学习机会，为知识的增长做出了贡献。所开发的动手技能适用于实现粮食安全的四个支柱。

独创性/价值：在当前有关中学农业的研究中，几乎找不到在布卢姆分类法的心理运动领域结合学习的概念框架。将其纳入理论后，该框架可以作为技能开发的指南，以增强粮食安全和营养。