Leventis Foundation (Nigeria) Agricultural Schools’ programs - Assessing the trainability of enrollees

Oct 15, 2026

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Assessment of the trainability of enrollees in the three operating Leventis Foundation (Nigeria) Agricultural Schools’ programs (LFNAS) examines whether youth can be prepared for productive participation in food production for state and national development. The study uses five research questions and applies the CIPP evaluation model. Data are collected through questionnaires, structured interviews and observational techniques, with analysis via descriptive statistics. Results indicate many enrollees fall within the required age range and show varied educational backgrounds and occupational histories.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Introduction

Education philosophy and Nigeria’s 6-3-3-4 system

National policy on education and goals

Purpose of LFNAS and study approach

~~ 110 Sabrin Farooqui~~ Australian Journal of Adult Learning Volume 47, Number 1, April 2007 ~~Appendix A: Profile of the participants~~ | ~~Name~~ | ~~Age~~ | Gender | ~~Academic~~
~~Qualification~~ | ~~Teaching~~
~~experience~~
~~in EFL~~ | ~~Teaching~~
~~experience~~
~~in private~~
~~universities~~ | | --- | --- | --- | --- | --- | --- | | | | | | | | | | ~~Below 30~~ | ~~F~~ | ~~MA, Department of English,~~
of Dhaka | ~~4 years~~ | ~~2 years~~ | | | | | | | | | | | | University | | | | ~~Shamim~~ | ~~30–35~~ | ~~M~~ | ~~MA, Department of English,~~
of Dhaka | ~~5 years~~ | ~~3 years~~ | | | | | University | | | | ~~Namira~~ | ~~Below 30~~ | ~~F~~ | ~~MA, Department of English,~~
of Dhaka | ~~4 years~~ | ~~2 years~~ | | | | | University | | | | ~~Saif~~ | ~~Below 30~~ | ~~M~~ | ~~MA, Department of English,~~
of Dhaka | ~~6 years~~ | ~~3 years~~ | | | | | University | | | | ~~Farhin~~ | ~~30–35~~ | ~~F~~ | ~~MA, Department of English,~~
of Dhaka | ~~6 years~~ | ~~5 years~~ | | | | | University | | | Mayeesha ~~Appendix B: Interview questions~~ ~~•~~ ~~ How long have you been teaching English language?~~ ~~•~~ ~~ How long have you been teaching in this private university?~~ ~~•~~ ~~What is the policy of this university regarding the teaching of English language?~~ ~~•~~ ~~ How many courses on English language are there?~~ ~~•~~ ~~ How often do the classes take place?~~ ~~•~~ ~~ How many students are there in every class?~~ ~~•~~ ~~ How do you teach speaking skill?~~ ~~•~~ ~~ How do the students respond?~~ ~~•~~ ~~What are their levels of English language?~~ ~~•~~ ~~What problems do students face when they are asked to speak in English?~~ ~~•~~ ~~What do you do with passive students in class?~~ ~~•~~ ~~What do you think inhibits speaking skill?~~ ~~•~~ ~~ Does the university provide students with any facility to learn English language (for example~~,~~ language club~~,~~ self-access centre etc~~.~~)?~~ ~~•~~ ~~ Do students have any speaking test?~~ ~~•~~ ~~ Have you found any improvement in their speaking skill?~~ Evaluating the trainability of enrollees of the Leventis Foundation (Nigeria) Agricultural Schools’ programs Modupe M. Osokoya Institute of Education, University of Ibadan, Nigeria and Adewale Adekunle International Institute of Tropical Agriculture Ibadan, Nigeria The Leventis Foundation (Nigeria) Agricultural Schools (LFNAS) are schools established to train youths to develop their state and their nation in the area of food production. This study sought to assess the trainability of enrollees in the three operating LFNAS. Five research questions were posed. The CIPP evaluation model was adopted. The population and sample for the study consisted of a total of 247 enrollees. Questionnaires, structured interviewsand observational techniques were used to gather information, while using simple descriptive statistics to analyse the data. Many of the enrollees were found to be within the required age range. 112 Modupe M. Osokoya andAdewaleAdekunle Leventis Foundation agricultural schools’programs 113 A substantive number had minimum basic educational qualification; however, a sizeable number in two of the schools had no basic education, and could not even be engaged in communication. Most of the enrollees had been engaged in different occupations before enrolment and many did not really have the sincere interest in farming as expected, though a majority of them aspired to become modern farmers on completion. Introduction The core purpose of education is the development of people. Through education people are able to acquire the relevant knowledge, skills, attitudes, values and interest that enable them to become part of the development of their immediate community, state and nation, and even in the world at large. The 6-3-3-4 system of education in Nigeria was introduced as a p

FAQs

What was the purpose of the LFNAS programs in this study?

The LFNAS programs were established to train youths to develop their state and nation through food production, and the study aimed to assess the trainability of enrollees in the three operating schools.

What evaluation framework and research design were used?

The study used the CIPP evaluation model, posed five research questions, and gathered information using questionnaires, structured interviews, and observational techniques, then analyzed data with descriptive statistics.

How were data collected and analyzed?

Information came from questionnaires, structured interviews, and observational techniques. Analysis relied on simple descriptive statistics to summarize the findings.

Oct 15, 2026

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