This study sought to investigate the relevance of the Agricultural Education curriculum in alleviating poverty in the Masvingo rural district of Zimbabwe. To that end, the researcher adopted an interpretive paradigm and employed a qualitative research design to collect data through semi-structured interviews and focus group discussions with secondary school teachers and smallholder farmers in the district. The study participants were selected by means of non-probability sampling. Integrated theories and a case study underpinned this undertaking, while thematic analysis was used to code the qualitative data. The research gives an overview of (i) a conceptualisation of the relevance of the Zimbabwean Agricultural Education curriculum in alleviating poverty in the Masvingo rural district, (ii) teachers’ implementation of the Zimbabwean Agricultural Education curricula to equip learners with relevant knowledge to practise farming, (iii) the challenges smallholder farmers in rural Masvingo encounter when implementing Zimbabwe’s agricultural policy to alleviate poverty, (iv) the strategies Agricultural Education teachers can employ, to equip learners with farming knowledge and skills, and (v) government intervention strategies which can be employed to improve smallholder farming practices. The study closed with recommendations on how the Agricultural Education curriculum for schools can be used to capacitate smallholder farmers with knowledge and skills to practise sustainable farming aimed at poverty alleviation. Closer interaction between schools and existing smallholder farmers will equip learners with practical knowledge and skills to promote post-school graduate self-employment in the field of agriculture.
Ngudo heyi i toda u sedzulusa u tea ha kharikhulamu ya Pfunzo ya Vhulimivhufuwi kha u fhelisa vhushai kha tshitiriki tsha vhupo ha mahayani tsha Masvingo ngei Zimbabwe. U swika hafha, mutodisisi o shumisa ndila ya u talutshedza na ngona ya thodisiso ya khwalithethivi u kuvhanganya data nga kha inthaviwu dzi songo tou dzudzanywaho na tshigwada tsha therisano tsho sedzwaho khatsho na vhadededzi vha tshikolo tsha sekondari na vhorabulasi vhatuku kha tshitiriki. Vhadzheneleli vha ngudo vho nangwa nga ndila ya a tsumbonanguludzwa dzi songo sedzaho kha zwinwe zwithu. Thiori dzo tanganelaho na ngudo dza u tikedza mushumo uyu, ngeno ho shumiswa musaukanyo hu tshi tevhedzwa thero u khouda data ya khwalithethivi. Mutodisisi o netshedza nyangaredzo ya (i) mutalukanyo wa u tea ha kharikhulamu dza Pfunzo ya Vhulimivhufuwi Zimbwabwe kha u fhelisa vhushai tshitirikini tsha vhupo ha mahayani tsha Masvingo, (ii) u shumisa nga vhadededzi kharikhulamu ya Pfunzo ya Vhulimivhufuwi ya Zimbabwe u lugisela vhagudiswa ndivho yo teaho ya maitele a zwa vhulimi, (iii) khaedu dzine vhorabulasi vhatuku vha vhupo ha mahayani ha Masvingo vha tangana nadzo musi vha tshi shumisa mbekanyamaitele ya vhulimi ya Zimbabwe kha u fhelisa vhushai, (iv) zwitirathedzhi zwine vhadededzi vha Pfunzo ya Vhulimivhufuwi vha nga zwi shumiswa, u lugisela vhagudiswa nga ndivho na zwikili, na (v) zwitirathedzhi zwa u dzhenelela ha muvhuso zwine zwa nga shumiswa u khwinisa maitele a vhorabulasi vhatuku.
Ngudo yo pendela nga themendelo ya uri kharikhulamu ya Pfunzo Zwikoloni i nga shumisiswa hani u engedza ndivho na zwikili zwa vhorabulasi vhatuku u shumisa vhulimi vhu sa nyethi ho livhiswaho kha u fhelisa vhushai. Vhushaka ha tshumisano vhukati ha zwikolo na vhorabulasi vhatuku vha re hone zwi do fhata vhagudiswa nga ndivho na zwikili zwi re khagala u tutuwedza u dishuma nga murahu ha u thaphudza pfunzo dza ntha ha vhutelwa digirii kha siala vhulimi.
Lolu cwaningo beluhlose ukuphenya ukuhlobana kwezifundo zezoLimo ekuqedeni ubumpofu esifundeni saseMasvingo eZimbabwe. Ukuze kufezeke lokho, umcwaningi wamukela ipharadimu yokutolika futhi wasebenzisa idizayini yocwaningo olusezingeni eliphezulu ukuze aqoqe imininingwane ngezingxoxo ezingahlelekile kanye nezingxoxo zamaqembu okugxilwe kuwo nothisha bezikole zamabanga aphezulu kanye nabalimi abasafufusa esifundeni. Ababambiqhaza bocwaningo bakhethwe ngendlela yamasampula ento engeke yenzeke. Amathiyori adidiyelwe kanye nocwaningo oluyisibonelo kwasekela lesi senzo, kanti ukuhlaziya kwengqikithi kusetshenziswe ukukhowuda imininingwane yesimo. Ucwaningo lunikeza umbono kafushane (i) wokucatshangelwa kokubaluleka kwekharikhulamu yeMfundo yezoLimo yaseZimbabwe ekunciphiseni ubumpofu esifundeni saseMaphandleni saseMasvingo, (ii) ukuqaliswa kothisha kwekharikhulamu yeMfundo yezoLimo yaseZimbabwe ukuhlomisa abafundi ngolwazi olufanele lokulima. , (iii) izinselelo abalimi abasafufusa abahlangabezana nazo emaphandleni aseMasvingo lapho besebenzisa inqubomgomo yezolimo yaseZimbabwe yokuqeda ubumpofu, (iv) amasu othisha beMfundo yezoLimo abangawaqasha, ukuhlomisa abafundi ngolwazi namakhono okulima, kanye (v) amasu okungenelela kukahulumeni angasetshenziswa ukwenza ncono izindlela zokulima amapulazi amancane. Lolu cwaningo luvalwe ngezincomo zokuthi uhlelo lwezifundo zezoLimo ezikoleni lungasetshenziswa kanjani ukuhlomisa abalimi abancane ngolwazi namakhono okulima ngendlela eqhubekayo okuhloswe ngayo ukuqeda ububha. Ukusebenzisana okuseduze phakathi kwezikole nabalimi abasafufusa abakhona kuzohlomisa abafundi ngolwazi olusebenzayo namakhono ukuze kugqugquzelwe ukuqashwa kwabafundi asebeqedile ukuya esikoleni emkhakheni wezolimo.
