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Curriculum Development Needs in Agroforestry:  Learning Materials for an
Undergraduate Agroforestry Course in the Faculty of Agriculture
By E.M Govere
Price:  [Z$45]

The socio-economic development in less developed countries is mostly sustained
by agricultural land and related enterprises.  There is a growing realization that the development can collapse unless sustainable agricultural land use systems that
harmonise land derived benefits with environmental components
(soil, fauna, flora, water, and air) are introduced, refined and adopted. 
One such land use is agroforestry, which is the art, science and business of
managing trees in combination with crops and/or (domestic or/and wild) animals
on the same land unit for maximum economic, social and environmental benefits in
a sustainable manner.  To effectively introduce, refine and facilitate adoption of
agroforestry technologies there is need for a comprehensive agroforestry curriculum development at university level.

Agroforestry curriculum refers to learning objectives, content, methods and
evaluation of an agroforestry education.  A wholesome or holistic undergraduate
agroforestry curriculum is one that develops to the highest possible level the
cognitive, affective, and psychomotor domains of the students. Such a curriculum
should comprise:

  1. Episteme:  theoretical knowledge or knowing that;

  2. Phronesis:  practical judgement or knowing I/we should;

  3. Techne:  technical knowledge or know-how;

  4. Praxis:  practical action; and

  5. Logos: subject of study.

The ultimate aim of the curriculum is to produce knowledgable or intellectual
individuals whose minds ae not just storehouses of facts but, through education,
are capable of processing facts and extracting their significance for human life and
whose participation in the affairs of society is thoroughly imbued with the desire to
bring their intellect to bear upon human and environmental problems so as to
enrich life.  The report presents the agroforestry curriculum needs for Zimbabwe
that would produce such individuals.  The needs include the production of
learning/teaching materials for an undergraduate agroforestry course, and the
provision for library resources and services.

 
of the agricultural