All over the world, educational institutions are known mainly as a platform used directly or indirectly to influence the general life of a person. The government, in most cases, through the school, plans and leads the study of experience, and also contributes to the continuous growth of the individual through the systematic reconstruction of knowledge and experience.
Of course, knowledge, as a dynamic and functional element, must be constantly reconstructed, especially in accordance with the change of time.
In various spheres of life, interested parties always choose the choice of education to solve issues that limit social orientation and thinking. This is probably why Harry Smorenberg, the founder and chairman of the World Summit on the Fight against Corruption, also doubles because the chairman of the Editorial Board on Banking and Finance in Europe said that teaching financial literacy as a subject in schools helped other countries increase access to financial products and services. "
Given financial literacy as an important addition to promoting financial participation, consumer protection and financial stability, he advised Nigeria to teach financial literacy in schools. It was assumed that its reasons would allow students to better understand financial planning, the importance of preparing a household budget, managing cash flows and distributing assets to achieve financial goals. ”
However, Smorenberg is not alone in his. Tanner and Tanner (Tanner and Tanner, 1980) in their “curriculum“ Development: Theory and Practice ”also recognized the role of the school in systematically building knowledge and experience, unlike the role of other institutions.
If the thoughts of these educators and others like them should be something else, then it is enough to say that education is very useful for society, and therefore there is a need for Nigerian leaders to accept agricultural literacy as an environment for building up.
If Nigeria is really interested in the development of agriculture as an alternative source of income, then from a basic level in school, emphasis should be placed on driving programs aimed at promoting the understanding and knowledge necessary for the synthesis, analysis and transmission of basic information about agriculture of students, producers , consumers and the general public.
It is expected that such programs will focus on helping teachers and other stakeholders to effectively incorporate agricultural information into subjects taught or studied for public and private purposes in order to better understand the impact of agriculture on society.
However, the writer is concerned about the struggle for agricultural literacy in the classroom, where the student will be familiar with the knowledge and understanding of not only the concepts of health and the environment, but also their history, current economic and social significance for the people of Nigeria.
In this case, knowledge of the production, processing and domestication of food and fiber, as well as international marketing through a school tool will ultimately lead to informed citizens of our great country who, in turn, will play an important role in the development and implementation of policies able to maintain competitive agro-industrial enterprises.
Think about it, young people with knowledge and understanding of the nutrition system and fibers will naturally be able to synthesize, analyze and communicate basic information about agriculture, such as the production of plants and animal products, its processing, economic effect, social significance, marketing and distribution, etc.
Therefore, making agricultural literacy compulsory from the level of primary education through secondary education, regardless of the intended course choice, undoubtedly has a significant impact on the rehabilitation and development of Nigeria’s difficult economy.
That is why Gbamanga (2000) advised the student to plan the program as necessary, to examine and interpret the nature of the society in relation to its basic stable values and the areas in which it changes, when choosing content.
Nigeria is currently talking, preaching and dreaming about agriculture. While individuals are encouraged to take advantage of the opportunity provided by the prevailing economic crisis in the country to start working in agriculture, it is advisable that every child is subject to compulsory agricultural knowledge through school.
The recovery of Nigeria from the impact of falling crude oil prices will certainly not be sudden. In fact, there is a need for an orderly organization of a series of courses and support activities aimed at helping young Nigerians to rediscover themselves.
Sylvia ThankGod-Amadi
