Developing Partnership for Quality Agricultural Education in Nigeria: A Narrative-Textual Case Study

Abstract

The paper explored the Narrative-Textual Case Study (NTCS) to confront the present realities of how stakeholders in Agricultural Education can help meet the UN2030 Agenda for sustainable development in Nigeria through partnership. The UN2030 Agenda for quality education and partnership were critically examined to develop an understanding of what partnership can bring to stakeholders for a better-sustainable livelihood. The findings of the study showed amongst others that, the NTCS can be used to promote contributions to knowledge in tackling sustainable development issues of the present realities; Poverty, armed conflicts and other factors are obstacles confronting quality agricultural education in Nigeria and this is beyond just access; adopting an integrated approach to sustainable development issues and partnership can only be achieved through collaborative efforts by all relevant stakeholders. Based on the findings, the following were recommended among others: government of Nigeria and developing partners should develop a synergy on how best to tackle issues confronting the implementation of quality in our education, as well as ensuring that partnership is properly integrated to tackle these issues; also, the government of Nigeria should muster political will for necessary partnership for achieving quality in agricultural education.

Keywords: Narrative Textual Case Study, Partnership, Quality Agricultural Education, Agricultural Education Stakeholders, UN2030 Agenda

DOI: 10.7176/JEP/13-4-03

Publication date: February 28^th 2022