A Competency-Based Framework for Agricultural Science Education Reform

Thesis Abstract

This study addresses the persistent misalignment between agricultural science education and the evolving competencies required by modern agricultural industries, policy environments, and sustainability imperatives, resulting in graduates who are ill-prepared for problem-solving, innovation, and transformative leadership. The aim is to develop and validate a competency-based framework that reformulates curricular design, pedagogy, assessment, and quality assurance to embed core competencies across agricultural science education from secondary through tertiary levels. Specific objectives are to (1) identify and categorize core competencies demanded by employers and national agricultural policies; (2) map existing curricula against these competencies to identify gaps; (3) develop a theoretically grounded competency framework incorporating field-specific, interdisciplinary, and generic skills; (4) validate the framework with stakeholder groups and field practitioners; and (5) propose an implementation blueprint and evaluation plan for systemic reform. A mixed-methods approach was adopted, integrating a sequential exploratory design. The study population comprised agricultural science educators, curriculum developers, industry employers, and government policymakers across three regions with diverse agricultural sectors. Purposive sampling targeted 60 in-depth interviews, including 20 university faculty, 20 vocational/technical educators, and 20 industry representatives. Additionally, a broader survey of 420 respondents across higher education institutions, technical colleges, and agribusiness firms complemented qualitative insights. Data collection instruments included semi-structured interview protocols, a competency-determination survey informed by the Job Analysis and Competency Framework theory, and a curriculum-document audit checklist. Validity and reliability were established through expert panel validation, pilot testing (n=30), and triangulation across sources. Quantitative data were analyzed using exploratory and confirmatory factor analysis to delineate core competency domains, followed by multiple regression to examine predictors of perceived readiness. Qualitative data underwent thematic analysis guided by Braun and Clarke’s approach, with intercoder reliability assessed (Cohen’s kappa ? 0.80). The theoretical underpinning drew on Social Cognitive Theory and Cyclical Competence Development, complemented by the Capability Approach to frame how institutional structures enable or constrain learner capabilities. Key expected findings include (i) a consensus on a hierarchical yet networked set of agricultural science competencies comprising technical agronomy, digital agriculture, sustainability, entrepreneurship, ethics, communication, and lifelong learning; (ii) identified gaps in curriculum alignment, assessment rubrics, and experiential learning opportunities that hinder competency attainment; (iii) a validated competency framework with developmental progressions, performance indicators, and modular outcomes suitable for integration across tertiary and technical education; and (iv) an implementation model outlining governance, faculty development, industry partnerships, and quality assurance mechanisms. The study anticipates significant positive associations between exposure to industry-aligned projects and perceived graduate readiness, with structural equation modeling confirming that alignment of assessment with competency outcomes mediates this relationship. The contribution to knowledge lies in introducing a rigorously developed, context-sensitive competency-based framework for agricultural science education reform that integrates industry expectations, policy directives, and educational theory into a practical, scalable model. This framework advances scholarship by operationalizing competency domains into curriculum design templates, learning activities, and assessment schemes suitable for adoption by universities, polytechnics, and vocational institutes. The study also provides empirical evidence on stakeholder perspectives, strengthening theories of work-education alignment and informing national strategies for agricultural workforce development. The conclusion emphasizes that a systematic shift toward competency-based reform can enhance employability, innovation capacity, and sustainable agricultural practice. Recommendations include (i) adopting the framework as a national reference model with sector-specific adaptations, (ii) implementing faculty development programs focused on competency-based pedagogy and assessment, (iii) establishing industry-academic partnerships for co-design and work-integrated learning, and (iv) instituting longitudinal evaluation frameworks to monitor competency attainment and labor-market alignment over time. Policy implications highlight the need for revised accreditation criteria and continuous quality improvement processes to sustain reform.