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.
