Adult education practices in agricultural training programs: a case of instructors at national crops resources research institute, Wakiso district, Uganda

Abstract

This study explored the adult education practices in agricultural training programs at the National Crops Resources Research Institute (NaCRRI) in Namulonge, Wakiso district, Uganda. It used the interpretivist research paradigm, a qualitative research approach, and a case study research design with three specific objectives: finding out the qualities needed for facilitating adult learning that instructors are aware of and possess; examining how agricultural instructors conduct the teaching and learning process for adults; and then assessing the teaching and learning methods used. Data on awareness and possession of qualities for teaching adults was qualitatively obtained from ten (10) instructors. Data on teaching and learning processes were obtained by interviewing the instructors and observing four (4) training sessions that were conducted, and these data were manually and thematically analysed. The findings reveal that the trainers are aware of and possess the qualities and skills needed for training adults, even if they have no professional and specific training in adult education. Although instructors conduct needs analysis, use participatory methods, combine theory and practical learning, and evaluate learning, some gaps were noted. Instructors aren’t mindful of the dominance of some learners when using the group discussion method. While the teaching materials are well illustrated with pictures that depict the local farming context of learners, the texts are in English, yet some farmers are semi-literate. Besides, there’s no learner’s manual for further consultations during and after the training. In terms of teaching methods, only two participatory methods, i.e., demonstration and group discussion, are used, mainly because the content and majority of the learners they teach are semi-literate, which requires practical and experiential sharing. In line with the perspectives of Mezirow’s transformative learning theory, the trainings are on course to promote perspective change since critical thinking is elicited through some participatory teaching methods. This study concludes that adult education practices are being applied because instructors are aware of and possess the needed qualities for training adults. However, there are some gaps in the actual application of their skills, as detected by instructors not being cognizant of dominance in group discussions, learning materials’ text in English, and the absence of learners’ manuals. This study recommends that NaCRRI conduct workshops for instructors to appreciate more adult education methods for teaching semi-literate adult learners and explore the possibilities of using information and communication technologies during training and for mobile learning at a distance. Future research should investigate the absence of other participatory and adult-centred facilitation methods in agricultural training programs.