- Tytuł:
- Indigenous farmers’ and non-farmers’ perceptions on schooling and human-capital development in agro-based rural communities in Southern Benue, Nigeria
- Autorzy:
-
Amali, I.O.O.
Yusuf, A.
Muhinat, M.B. - Powiązania:
- https://bibliotekanauki.pl/articles/2011318.pdf
- Data publikacji:
- 2015-12-31
- Wydawca:
- Wydawnictwo Adam Marszałek
- Tematy:
-
schooling and human-capital development (SHCD)
agro-based communities
farmers
non-farmers - Opis:
- The presented study examined the impacts of schooling and human capital-development on agro-based rural communities in Southern Benue, Nigeria, from the perspectives of farmers and non-farmers. This study made use of the descriptive survey method. 1150 farmers and non-farmers were sampled using a multi-stage sampling technique. A researcher-designed questionnaire, interview schedule and observation technique were used for data collection. Mean rating and chi-square were used for data analysis. The results showed that schooling and human capital development (SHCD) had disorientated agro-based work-force in rural communities of Southern Benue, which was ranked 1st with a mean score of 29.6 and the diversion of community resources towards schooling and human capital development (SHCD) instead of farming in rural communities of Southern Benue was ranked 2nd with a mean of 28.8. Also, insignificant difference was found in the perspectives of farmers and non-farmers concerning the impacts of schooling and human-capital development on agro-based rural communities of Southern Benue, Nigeria. It was, therefore, concluded that schooling and human-capital development have created economic and social challenges, not development in the agro-based rural communities of Southern Benue, Nigeria. It is recommended that there is a need for the Government’s strong commitment to addressing the paradox created by schooling in the human input used for sustaining productivity in the agro-based rural communities of Southern Benue, Nigeria.
- Źródło:
-
The New Educational Review; 2015, 42; 144-152
1732-6729 - Pojawia się w:
- The New Educational Review
- Dostawca treści:
- Biblioteka Nauki
Artykuł