Abstract

A descriptive survey research employing triangulation procedures was conducted to determine curriculum content that needed incorporation in the Swaziland secondary school agriculture curriculum. The study found that all the 29 content areas identified were rated important for inclusion in the conceived agriculture curriculum for secondary schools in Swaziland. More than half of the total number of the highly ranked areas was in production agriculture and the remainder was in business management, entrepreneurship and information technology. The demographic characteristics of the respondents did not influence their ratings. Using the model developed by Borich, the study identified thirteen ranked content areas that agriculture teachers needed in-service training.

Keywords: Curriculum Innovation, Secondary School, Agriculture, In-Service Needs, Competencies

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