Structural Adjustment and African Women Farmers

By Christina H. Gladwin; Center for African Studies University of Florida | Go to book overview

15
Curriculum Planning for Women and Agricultural Households: The Case of Cameroon

Suzanna Smith and Barbara Taylor

In Cameroon, as in other African countries, women are the major agricultural producers ( Goheen, this volume). Cameroonian women produce an estimated 90 percent of subsistence production and comprise about 53 percent of agricultural workers ( Pentang 1989). Women's agricultural production is frequently hampered, however, by lack of access to both formal and extension education and to other resources, such as improved technologies and inputs such as fertilizer and credit ( Kilo 1989, Gladwin, this volume).

Recent Cameroonian government policies have recognized the fundamental roles women play in increasing food crop production and self-sufficiency and have urged that agricultural training, outreach, and development be aimed at women farmers ( International Agricultural Development 1987). In response, the University Center of Dschang (UCD), Cameroon's agricultural training institution, has begun to determine how to bring into the curriculum the subject matter that will prepare graduates to work with rural women. UCD is revising its curriculum as part of the Agricultural Education Project funded by USAID and, in the process, has initiated planning for a women and agricultural households program.

Establishing a new curriculum is difficult under any circumstances,

Suzanna Smith is assistant professor of human development, Department of Home Economics, University of Florida. Her degrees are in child and family development (Ph.D.), social work (M.S.W.) and sociology (B.A.). Her research interest is gender and employment in rural areas of the southeastern U.S. and West Africa.

Barbara Taylor is a professor, program development, Home Economics Department, University of Florida. Her degrees are in home economics with a minor in sociology (Ph.D. and M.S.) and home economics education (B.S.). Her interest is in curriculum and program development in rural areas of West Africa and the U.S. The authors are grateful to Camilla Harshberger for assistance and funds from the Program Support Grant and the Cameroon Agriculture Education Project, funded by USAID.

-373-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited page

Bookmark this page
Structural Adjustment and African Women Farmers
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this book
  • Bookmarks
  • Highlights & Notes
  • Citations
/ 418

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.