Rural farmer's participation in agricultural development project (ADP) and the effect on their addoption of innovations: A case study of Ekiti-Akoko ADP in Ondo State of Nigeria

Quality attributes of fufu in South‐East Nigeria: guide for cassava breeders

“…In the last stage, participants for the interview were randomly selected from a list of farmers provided by the Agricultural Development Programme (ADP) in the communities. ADPs aim at increasing food production for rural dwellers, and raising the income level of small‐scale farmers, by making provision for improved seeds, fertiliser, pesticides, credit facilities and infra‐structural facilities (Ajayi & Ajala, 1999). Individual interviews (II) were conducted, comprising ten participants in each community of Imo State (giving forty participants in four communities) and twenty in each community (forty participants) of Abia State, giving a total of eighty participants (fifty‐four female and twenty‐six male).…”

“…This article is protected by copyright. All rights reserved improved seeds, fertilizer, pesticides, credit facilities and infra-structural facilities (Ajayi and Ajala 1999). Individual interviews (II) were conducted, comprising 10 participants in each community of Imo State (giving 40 participants in four communities) and 20 in each community (40 participants) of Abia State, giving a total of 80 participants (54 female and 26 male).…”

Mainstreaming Sustainable Development in African School Curricula: Issues for Nigeria

“…Their empowerment in the knowledge, skills, values and methodology of sustainability principles is bound to have a multiplier effect on learners in both the formal and informal education sectors. However, recent assessments of the state of pre-service and in-service teacher education in Nigeria point to feelings of neglect, alienation and disenchantment (Ivowi, 1998;Ajayi, Ogunyemi & Sotonade, 2004). When teachers are paid poorly and/or irregularly, they cannot be expected to put in their best in implementing school curricula and will certainly not act in manners capable of fostering development in the short or long term.…”

“…Most Nigerian schools are presently in a sorry state characterized by dilapidated structures, overcrowded classrooms, poor staffing, and unavailability of basic teaching and learning materials, including computers. With the exception of the few elite schools in urban areas, Nigerian primary and secondary school students are made to learn under difficult conditions thereby stalling their creative ability and development into reflective young citizens as demanded in education for sustainable development (Ajayi, Ogunyemi & Sotonade, 2004). Teacher education institutions such as colleges, university institutes and faculties of education are given second-rate treatment as against those associated with elite professions like medicine and law, with adverse effects on selfimage and occupational prestige of teachers in training as well as those who train them.…”