ABSTRACTS
This study is focused on the identification of skills required by secondary school graduates for success in yam production and processing enterprise in Anambra State. Six research questions were posed in conformity with the purpose of the study. Six null hypotheses were formulated and tested 0.05 level of significance at relevant degree of freedom. The study made use of survey research design. The structured questionnaire were generated from the literature reviewed for the study. The questionnaires was face validated by three experts, one from Department of Crop Science, and two from Department of Vocational Teacher Education, university of Nigeria Nsukka. The reliability coefficient of the instrument were determined using product moment correlation co-efficient. The reliability for the instrument was 0.81. The data was collected from 200 Agricultural Science Teachers and 82 Extension workers in Anambra State. The data collected were analyzed using mean and standard deviation to answer the research questions, while the t-test statistic was used in testing the hypotheses. The findings revealed that nine (9) skills were required in planning for yam production eighteen (18) skills were required in planting of yam, fourteen (14) skills were required in management of yam field. Ten (10) skills were required in harvesting and storage fifty four (54) skills were required in processing of yam into various forms and nine (9) skills were required in marketing of yam and yam products.
The result of the null hypotheses tested revealed that there was no significant differences in the mean rating of of the groups of respondents on skills required by Agricultural Science teachers and Extension Agents for Success in yam production and processing enterprises.
It was recommended that the identified skills in this study should be packaged by the government and integrated into the programmes of skills acquisition centers where it could be used for training interested unemployed youths in yam production and processing.
CHAPTER ONE
INTRODCUTION Background of the Study
The major objective of the Nigeria’s food production policy is to achieve self-sufficiency in food production and processing. The development of agricultural sector is very important not+ only because the sector produces bulk of the nations food and agricultural products but because majority of the nations population live and work in the sector. (Abalu, 1987). Some of the Nigeria’s agricultural produce include rice, maize, cassava coco yam and yam.
Yam is an important staple food crop in many communities in Anambra state of Nigeria. Yam according to Uguru (1996) belongs to the family of Dioscorecea, which is one of the monocot plants which is planted and harvested every farming season. Its propagation as food and staple crop is carried out with six species, which are popularly cultivated in Nigeria namely, Dioscorecea rotundata (white yam), Dioscorecea alata (water yam) Dioscorecea Cayenesis (yellow yam), Dioscorecea bulifera (aerial yam), Dioscorecea esculenta (Chinese yam) and Dioscorecea dumentorum (trifoliate yam). Osuji (1985) stated that all yams are classified as monocotyledonous crop under the genus Dioscorecea, family Dioscorceaceae and order Dioscoreales. The author stressed further that many people lay emphasis on Dioscorecea rotundata, which is consumed mostly
on the tropical zone. Others species like. Dioscorecea alata, Dioscorecea cayenesis, Dioscorecea dumentorum, Dioscorecea esculenta, and Dioscorecea bulferia, are also cultivated but in a minute quantity. In the opinion of Iwena (2008) yam is a stem tuber crop which is rich in carbohydrate. Uguru (1996) emphasized that among all the six species of yam that is cultivated in Nigeria. Dioscorecea rotundata is the most important species that is cultivated in most of the Eastern states of Nigeria. These states include Anambra, Ebonyi, Enugu, Abia, and Imo state. This species of yam is also cultivated in Edo, Benue Adamawa, Taraba and the Southern section of Kaduna State. Emedo (2004) agreed with Uguru(1996) stating that D. rotundata is much the most important species in cultivation in Southern Eastern State of Nigeria. This is as result of adaptability of yam to the environment and high yield derived from it.
According to Nwauzor (1990) D. rotundata has characteristics in which it is known for and they include:
D. rotundata has cylindrical vines
It possesses prickles
The tubers are thin fleshed varying from cream to white colour.
The vines twine anti-clock wise.
Maturity starts six months after planting
It grows best in loamy and alluvial soil with high organic matter content.
In the opinion of Ijeomah (1983), D. rotundata tubers are normally cylindrical, with rounded or pointed ends, smooth ground skin and white flesh but they may assume distorted shapes. Normal tubers weight 2-5kg when grown in good fertile soil. Stems are cylindrical and about 10-12 m long. twining to the right, usually spiny. Emedo (2004) added that after the death of the annual vines, the tubers enters a definite period of dormancy, when the rate of metabolism is greatly reduced for this reason, the tubers store better with less loss due to respiratory processes, than those of related species. The author added that the stems of the vine are cylindrical and also forms a very heavy armed spine which are rooted near the ground level. The leaves are usually opposite and normally dark glossy and green. in nature
Farmers in Anambra State mainly cultivate Dioscorecea rotundata (white yam) as feed and use its bye – products as food for animals. Onwuegbune (2004) emphasized that some traditional ceremonies are celebrated with yam as the major food item such as the New Yam festival in Anambra state and other Eastern Part of Nigeria. He stressed that yams are the most nourishing crop in the diet of many families in Anambra State, to such an extent that their very existence is centered on the crop.
Opara (2001), added that they are also marketed as fresh produce for economic gains and the income derived from its sale is used to solve other pressing
family problems or for purchasing of farm inputs such as yam seed/sett for the next farming seasons. Yam are used for chips stones as they are easy to handle and store well for periods of several months.( IITA ,(1995).
Kay (1983) identified the various processes involved in yam production as follow’ planning, planting, management, harvesting storing, processing into edible food and marketing. MarckWardart (2001) defined production as the process of bringing into existence by intellectual or creative ability. According to Ezeh (1996), production is the process of making or growing things such as food or material in large quantity. Hornby (2001) described production as the action of manufacturing, growing, and extracting things in large quantities. Yam production is a high labour intensive venture and grows in association with many vegetables and tree crops. It could be both a subsistence food or as a product for commercial export and industrial uses as it exists in Anambra State.
Degras, (1993) stated that production of yam has many benefits which is derived from it.
Some species of yam provide active compound in modern medicine. Apart from carbohydrate content, yams are fairly good source of protein, vitamin especially vitamin A, B, C. Yams are often used in certain ceremonies as like New Yam festival and other social religious occasions.. Coursey (1989) emphasized that yam serve as a major cash crop which form a major source of wealth of the people.
People meet their social and financial commitment from harvested yams that are sold. In the opinion of Akoroda (1992),the basic properties of some species of yam are utilized for hunting, and poison materials. The tubers of Dioscorecea SPP contains steroidal sapogen’s related to sex hormones and corticosenteriods,. These provide a source of diosgenin which is used in the manufacture of oral contraceptive drugs and cortisone. .Iwena (2008) added that yam production and marketing of yam increases the revenue base of a state.
Processing of food for human consumption is of prime importance in determining the consumers’ acceptance for the particular food, (F.A.O,2000). Ihekeronye (1986) defined processing as an activity designed to alter the shape and size of a product with a view to improving the handling and quality. Nweke (1992) emphasized that processing involves transformation of the raw produce into other forms in which it can be stored or eaten. Processing improves the acceptability, palatability and digestibility of the produce. In the view of Onwueme (1991), Processing is seen as a means of reducing post harvest losses of tropical roots and tuber crops. Siki (1999) stated that yam can be processed into the following major products and they include: yam flour, yam flakes, yam chips and pounded yam. Uguru (1996) emphasized that in Anambra State yam can be processed into various types of food which includes pounded yam, boiled yam, roasted or gilled
yam, fried yam, yam balls, mashed yam, yam chips, and yam flakes He stressed that these yam produce are mostly consumed by every house hold in the state.
Assiedu (1992) identified the benefits derived in yam processing as follows:
Reduction of moisture contents to a level where the products becomes less prone to bacterial and mould attack.
Removal of odour usually associated with bacteria that break down nitrogenous materials.
Enhancement of the protein content of yam based products
Detoxification and extraction of poisonous substances
Break down of starch component to products which can be consumed as flakes.
Many farmers in Anambra State engage in the production and processing of yam as an enterprise. According to Emone (2003), an enterprise is any business activity that can yield reasonable profit to an individual. Hornby (2001) defined enterprise as a business activity developed and managed by individual in order to make profit. Therefore production and processing enterprise in yam means cultivating and altering of harvested yam products to improve their quality towards profits making for a livelihood. In Anambra State, Nweke (1992) stated that production and processing of yam follows a sequence of activities such as planning, planting, management, Harvesting and storage, grading according to size
and storing in the barns. The next activity after grading is determined by the nature of the product needed by the processor. Where the product needed is yam flakes, the following steps are taking: Peeling, washing, slicing, steeping, mashing drum and drying. The author emphasized that if the product needed is yam flour: peeling, washing, slicing drying, grinding and sieving will be required to achieve it and where producing of yam “fufu” is required, the following procedure should be adopted
Peeling, Cutting Washing
Cooking and
Pounding.
All these processes listed above are the various methods of processing yam for human consumption.
To be competent in yam production and processing a person must be skilled. Hull (1992) viewed skill as well established habit of doing things by people.
An individual possess a skill if he has acquired necessary performance ability, which leads to perfection. Skill according to Okorie (2000) is the habit of acting, thinking and behaving in specific activity in such a way that the process becomes natural to the individual through practice. Osinem and Nwoji (2005) defined skill
as the ability to perform and act expertly. It is that expertness, practiced ability or proficiency displayed in the performance of a task. A person that works productively is skilled because he has acquired the habit of performing a task in an acceptable manner within his job. Skill in the context of this study can be regarded as performance activities required by secondary school graduates in yam production and processing in Anambra State.
Okorie and Ezeji (1998) classified skills into technical and human skills. They highlighted technical skills as those that call for proficiency in specific activity particularly those involving methods processes, procedures or techniques for their performance. While they explained human skills as those involving leadership ability for working effectively in a group situation. To achieve efficiency in yam production and processing individuals must work hard. Okorie (2000) explained work as a function of useful experiences which precipitate from purposeful teaching and learning. Osinem and Nwoji (2005) defined work as a form of activity or job that has social approval and satisfies a real need of the individual to be active, productive, creative, respectful and to acquire prestige.
In Anambra state, people work manually by using traditional farm tools and methods in production and processing many tasks and in work situation are termed work skills. In the opinion of Farrant (1975) work skills are activities requiring co-
ordination and principle of performance to such an extent that it will become easy, efficient and automatic.
Work skill in yam production and processing involves demonstration of certain activities, which makes performance efficient and paramount. In Anambra State secondary school, Agricultural science is taught to students to equip them with production and processing skills in crop found in their environment.
Secondary school graduates in Anambra State are youths that have completed six years of secondary school education. Some of them obtained admission into higher institution after graduation while many of them that graduated did not posses any work skill for some occupation. The reason is because the secondary schools were not equipped with any production and processing skills in school and their teachers could not accomplish the objectives of the secondary school Agriculture curriculum.
According to Olaitan (1996) objectives of secondary school Agricultural science include the following:
o Stimulation of students interest in Agriculture
o Enabling Students acquire basic knowledge and practical skill n Agriculture.
o Preparation of students for occupation in Agriculture.
o Preparation of students for further studies in Agriculture.
The above objectives as contained in the secondary school curriculum have only dwelt on the areas of theory rather than practice which invariably could not lead to the development of the needed skills by secondary school graduates for occupation in yam production and processing enterprise. Many of the students also could not obtain admission into higher institutions nor find satisfying job within the environment, hence most of them are idle and fully dependent n their parents. most of whom are peasant farmers, they could obtain satisfaction from the peasant farming activities of their parents and therefore some of them migrate to urban centers as touts without any sustainable future.
Farmers in Anambra State grow yam as one of the major staple crop. It is observed that they engage in the traditional method in yam production and processing. The traditional methods involve the use of hoe heaping, planting of yam as inter crop and practice of shifting cultivation without the use of any fertilizer. Also the processing of yam involves grinding it with local machines and sieving with constructed wire gauze sieve. The yam tubers are processed into flour, flakes or roasted yam. These products are sold to generate income by those in the business. Yam production and processing are on the increase at the neighboring states such as Ebonyi, Enugu and Delta State. Hence it has formed an important commodity for trade between Anambra and her neighbors. Based on this
development, there is difficulty in meeting the demands of people for cultivated, harvested and processed yam crop.
Presently, farmers have been encouraged through farm inputs to improve on the cultivation of yam to boost yield. There are opportunities for any person to enter into yam production and processing enterprise which accompanies huge profit making. The Anambra State government is eager and has established skill acquisition center to cater for areas like weaving, soap making, bread making on the parts of the youths and handicapped ones. Unfortunately that of yam production and processing are not identified and integrated in to these skill acquisition centers. Idle youths or secondary school graduates that roam the streets as touts can be trained in yam production and processing to earn and sustain a living. Hence there is need to identity work skills required by secondary school graduates for success in yam production and processing enterprise in Anambra State.
Statement of the Problem
In Anambra State farmers usually experience difficulty in getting enough yams for planting. At times the yams are not available at the right time. This affects the production and processing level. They cultivate and use yam in various forms such as minisett and ware yam, and process it into yam flour, flakes and pounded yam. The quantity of yam to be produced depends to a large extent on the
amount of planting material at their disposal. The quantity of yam to be produced and processed seems to be very low because farmers are restricted to local cultivars as planting materials. The technique of production and processing is crude hence, farmers adopt the traditional method of yam multiplication (Anambra State ministry of Agriculture journal vol 5 no 19 pg 79-85). Based on the high demand of yam and yam products the government of Anambra State has made available farm inputs such as fertilizer, herbicides and use of improved varieties to increase production of yam tubers, but the use of traditional techniques for production and processing of yam may not be able to cope with the increase in demand of yam tubers as a result of the inconsistency on the part of the farmers on non-usage of government farm inputs to boost yam field in future .(food and agricultural organization).(1980)
In Anambra State students offering Agricultural Science are required to be taught crop production and processings especially of some of the crops in their environment. Yam is one of the most important crop in Anambra state and therefore it is taught to students in the secondary schools one of the major problems is that the syllabus stress information on knowledge about yam rather than on skills development. Teachers of Agriculture do not exceed the content of the syllabus, which is void of skill, hence most of the Agricultural science students graduate from school without skill in the production and processing of yam
(.Anambra ministry of agriculture, 2008) Some of the student who graduated from school secured admission to higher institution while some could not. Those who stayed with their parents as dropouts could not get satisfaction with the tradition methods or techniques adopted by their parents in production and processing of yam into various forms. Hence they are not encouraged to stay with them in yam production business. They therefore migrate to cities in search of white collar jobs which were not available for the level of education They therefore constitute problems for people of Anambra State by engaging in anti-social behavior. In realization of the menace of the unemployed youths, the government of Anambra state established skill acquisition centers at various strategic places to equip them with occupational skills for work and good living. The experiences of the researcher with these skill acquisitions centers revealed that they develop work skills to youths in areas like soap making weaving, sewing and bread making but the programme to develop skill in yam production and processing was absent at centers.
If skills in yam production and processing enterprise are identified and made available to the centers, it might help them to provide required training to interested youth or Secondary School graduate to find occupation in yam production and processing thereby improving their income for a living and reduce the problems that they cause in the society, hence this study.
Purpose of the Study
The overall purpose of the study was to identify works skills required by secondary school graduates for success in yam production and processing enterprise in Anambra State.
Specifically, the study seeked to:
1. Identify, work-skills required by secondary school graduates in planning for yam production.
2. Find out the skills required by secondary school graduates in planting yam.
3. Identify the skills required by secondary school graduates in the management of yam field.
4. Ascertain the skills required by secondary school graduates in harvesting and storage of yam.
5. Identify the skills required by secondary school graduates in processing yam in to various forms.
6. Find out the skills required for marketing of yam and Yam products.
Significance of the Study
This study will be of benefit to the Anambra State government, teachers of Agriculture, management or staff of skill acquisition centers, yam producers and processors. This study will provide information to the government on skills in yam
production and processing. The government could request skill acquisition centers to package the identified skills into a programme for training youths or secondary school graduates in yam production and processing enterprise. The information on yam production and processing provided could also help government to identify facilities necessary for yam production and processing to the teacher of Agriculture. The teachers of Agriculture could use the information on yam production and processing for training secondary school students in young formers Club (YFC).
This study will provide information on yam production and processing to the staff and management of skill Acquisition centers. The management of these skill acquisition centers could use this information on yam production and processing to develop training programmes for unemployed youths or secondary school graduates.
This study provide information on yam processing to processors of yam into either, flakes, flour, chips or pounded yam. Yam processors could use this information on yam processing to develop training programmers for idles youths and unemployed secondary school graduates in the community.
Research Questions
The following research questions were answered by the study.
1. What were the work-skills required by secondary school graduates n planning for yam production?
2. What were the work-skills required by secondary school graduates in the planning of yam?
3. What were the work-skill required by secondary school graduates in the
| management of yam field? | ||
| 4. | What were the work-skill required by secondary school graduates | in |
| harvesting and storage of yam? | ||
| 5. | What were the work-skill require by Secondary School graduates | in |
| 6. | processing of yam in to various forms? What were the work-skill require in marketing of yam and yam products.? |
Hypotheses
The following null hypothesis was tested in the study at the 0.05 level of significance.
1. There was no significant differences in the mean ratings of teachers of Agricultural science and extensions agents of the work-skills required by secondary school graduates in planning for yam production in Anambra State.
2. There was no significant differences in the mean ratings of teachers of Agricultural sciences and extension agents of the work-skill required by secondary school graduates in planting of yam.
3. There was no significant difference in the mean ratings of teachers of Agricultural science and extension agents of the work skills required by secondary school graduate in management of yam field.
4. There was no significant differences in the mean ratings of teachers of Agricultural science and extension agents of the work-skills required by secondary school graduates in harvesting and storage of yam.
5. There was no significant differences in the mean ratings of teachers of Agricultural sciences and extension agents of the work-skill required by secondary school graduates in processing of yam in to various forms.
6. There was no significant differences in the mean rating of teaches of Agricultural science and extension agents of the work-skills required by secondary school graduates in marketing of yam and yam products.
Delimitation of the Study
The study was restricted to the identification of work-skill required by secondary school graduates for success in yam production and processing enterprise in Anambra State. The study covered the six education zones in Anambra State which in includes: Aguata zone, Nnewi zone, Ogidi zone Awka zone, Otuocha zone, Onitsha zone.
Assumption of the Study
The experienced agricultural science teachers were presumed qualified to respond to the questionnaire for this study because they have been trained in the various aspects of yam cultivation and processing enterprises.
The extension agents work with farmers in the state, helping hem to solve their farming problems in yam production and processing therefore they will be familiar with steps in yam production and processing.
This material content is developed to serve as a GUIDE for students to conduct academic research
WORK SKILLS REQUIRED BY SECONDARY SCHOOL GRADUATES FOR SUCCESS IN YAM PRODUCTION AND PROCESSING ENTERPRISE IN ANAMBRA STATE
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