Developing a Competency-Based Framework for Agricultural Science Education Curriculum Design

Thesis Abstract

The persistent disconnect between agricultural science education curricula and the evolving competency demands of modern agriculture necessitates a systematic overhaul to enhance graduates’ preparedness for industry and sustainable development. This study aims to develop a comprehensive competency-based framework that informs the design of agricultural science curricula, thereby bridging the gap between current educational outcomes and industry requirements. The specific objectives are to identify core competencies required for agricultural professionals, analyze existing curriculum structures, and formulate a model that integrates these competencies into effective curricular design. The research employs a mixed-methods approach within a convergent parallel design, integrating qualitative and quantitative data to ensure robustness and depth. The population comprises agricultural science educators, industry practitioners, and students from six agricultural colleges across the country. A stratified random sampling technique was used to select 150 educators, 200 students, and 50 industry stakeholders, totaling 400 participants. Data collection instruments included semi-structured interview guides, questionnaires adapted from existing competency assessment tools, and curriculum analysis checklists. Validity and reliability were ensured through expert validation, pilot testing, and Cronbach’s alpha coefficients exceeding 0.78 for quantitative instruments. Qualitative data from interviews and open-ended questionnaire responses will be analyzed thematically, following Braun and Clarke's approach, while quantitative data will be subjected to descriptive statistics, factor analysis, and multiple regression analysis using SPSS version 25 to identify key competencies and their relative importance. The study also employs deductive reasoning guided by Human Capital Theory and the Competency-Based Education Theory to underpin the framework development. It is expected that findings will reveal a set of core competencies—such as practical farming skills, technological adaptability, entrepreneurial mindset, and environmental stewardship—whose integration into curricula will significantly improve graduates’ employability and societal contributions. The analysis will identify gaps in current curricula, demonstrating the limited emphasis on soft skills, technological integration, and entrepreneurial training. The developed competency-based framework will delineate curriculum components, pedagogical strategies, and assessment mechanisms tailored to foster identified competencies systematically. This contribution advances pedagogical theory and curriculum development practices in agricultural education by providing a validated, contextually relevant model suited for implementation in tertiary institutions. The expected outcome emphasizes a shift toward integrated, competency-based curricula aligned with industry needs, fostering more adaptable, skilled, and innovative agricultural professionals. The study concludes that implementing the framework could lead to increased relevance and effectiveness of agricultural science education, thereby enhancing the sector’s productivity and sustainability. Recommendations include policy adjustments at institutional and governmental levels, curriculum revision workshops, and ongoing stakeholder engagement to facilitate adoption and continuous improvement. Future research suggestions involve longitudinal studies to evaluate the impact of the framework on graduate employment and sectoral productivity, as well as adaptation of the framework to digital agriculture and sustainability sectors. Overall, this study provides a strategic blueprint for curriculum reform rooted in competencies that are essential for contemporary agricultural challenges, supporting Nigeria’s broader goals of agricultural innovation and food security.