INTEGRATING CLIMATE CHANGE INTO THE PRE-VOCATIONAL AGRICULTURE CURRICULUM FOR SUSTAINABLE FOOD SECURITY: VIEWS FROM TEACHERS: INSPECTORATE AND CURRICULUM DESIGNERS IN ESWATINI

Abstract

Increasing impacts of Climate Change in Eswatini compelled Government to inform her citizens about its causes, impacts and mitigating measures. Such changes in climate affects mainly farmers and threatens sustainable future food security and the comfort of the younger generation. Hence, this study sought to explore how climate change can be integrated into Pre-Vocational Agriculture Curriculum in secondary schools in Eswatini. Five research questions were answered through a mixed method research design. The population was N=22 and 2 instruments were used and validated by experts. Internal consistency of questionnaire was determined using Cronbach Alpha co-efficient formula, which yielded 0.76. The findings revealed that the major objectives of Pre-Vocational Agriculture curriculum were to enable students acquire and apply basic knowledge and principles of climate change mitigation strategies and to provide students with knowledge on the causes of climate change. The main content of climate change are human activities that facilitate climate change, impact of climate change and meaning of both climate change and global warming. The problem-solving method and field trip were the leading instructional methods. Finally, the objective-type questions and assignments formed primary evaluation techniques of climate change for integration into the curriculum. Recommendations were that the Ministry of Education and Training should integrate the identified objectives and content areas into Pre-Vocational Agriculture curriculum in secondary schools; Schools Agriculture Inspectorate should also organise workshops for Pre-Vocational Agriculture teachers to improve their knowledge on climate change for effective teaching and evaluation of concepts in secondary schools.