A Synthesis of Factors that Contributed to the Decline in the Number of Practical Assessed Projects for the Junior Secondary Education in Botswana

The purpose of this ethnographic research study was to investigate the factors that contributed to the decline in the number of practical assessed projects in junior secondary education in Botswana. The study was conducted at the Botswana College of Agriculture (BCA) Faculty of Agriculture of the University of Botswana, Content farm, Sebele, North East of the capital city, Gaborone. Informants included two groups of teachers of agriculture: in-service student teachers pursuing their Bachelor of Science degree (BSc) in Agricultural Education at BCA and the in-school teachers of agriculture with a diploma and BSc in animal science. Data for this study were collected between January and July 2012 through observations, interactions with in-school informants and viewing the status of agricultural projects in schools. Field notes were prepared for use in the study. Part of this data was collected through the use of open ended questions where teachers’ views, expressions and opinions regarding the assessment of agriculture practical projects were gathered. Data were analysed by coding the emerging themes and applying descriptive analysis. The study identifies theoretical issues forming basis for understanding the status of schools agriculture projects to include (1) teacher motivation (2) validity issues on assessment (3) teaching standards, teacher education, and (4) practices in teaching. The study concluded by discussing implications on education of agriculture.