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Advances in Social Sciences Research Journal – Vol. 11, No. 11

Publication Date: November 25, 2024

DOI:10.14738/assrj.1111.17914.

Quansah, J. Y. D., Osei, S., & Abudu, A. M. (2024). Perspectives of Agricultural Students at the University for Development Studies

on Farming as a Livelihood in Ghana. Advances in Social Sciences Research Journal, 11(11). 173-190.

Services for Science and Education – United Kingdom

Perspectives of Agricultural Students at the University for

Development Studies on Farming as a Livelihood in Ghana

Quansah, Joseph Yaw Dwamena

University for Development Studies, Faculty of Education,

Department of Educational Management and Policy Studies

Osei, Samuel

University for Development Studies,

Department of Development Education, Tamale, Ghana

Amadu Musah Abudu

University for Development Studies, Faculty of Education,

Department of Educational Management and Policy Studies

ABSTRACT

The study aims to examine the perceptions of agriculture students in a Ghanaian

University regarding farming as a sustainable livelihood after graduation. This

study is grounded in the structuration theory. The target respondents for the study

consisted of 105 final-year agriculture students from the Faculty of Agriculture. A

total of 83 students were considered for the sample size which was determined

using the Yamane (1967) sample size determination formula. The study adopted a

descriptive survey design, anchored in the positivist paradigm. The study used a

structured questionnaire for data collection. Descriptive statistics were employed

for data analysis. The results revealed that a significant proportion of the students

(46.1%) resided in rural areas where agriculture is the primary livelihood activity.

Also, the study revealed that about 38.2% of the participants expressed willingness

to grow food crops for their livelihood. The findings of the study further revealed

that working in an educational institution (Mean= 3.0) was the most preferred

livelihood option among participants. The study revealed that the major challenge

deterring participants from pursuing farming as a sustainable livelihood is a lack of

initial capital to start farming, with 67.1% of participants indicating this as a

demotivating factor. The study recommended that government and other

stakeholders should provide the necessary incentives in agriculture to arouse

students' interest in taking up agriculture-related careers after graduation as a

means of livelihood in Ghana.

Keywords: Livelihood, occupation, farming, means, perception.

INTRODUCTION

Agriculture is widely recognized as a crucial driver of economic growth, playing a vital role in

poverty reduction and hunger alleviation, particularly in countries where it serves as the

primary occupation for the rural poor (World Bank, 2008; Mwabu, 2020). In developing

countries, agriculture is the backbone of their economies, contributing significantly to GDP and

employing a large share of the workforce (FAO, 2018). Agriculture is a critical source of foreign

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Advances in Social Sciences Research Journal (ASSRJ) Vol. 11, Issue 11, November-2024

Services for Science and Education – United Kingdom

exchange, essential food, and income for over half of sub-Saharan Africa's population (Jayne et

al., 2016). For instance, the agriculture sector does not only contribute to Ghana’s GDP but also

absorbs a lot of labour forces and provides raw materials for industrial growth and

development (Abban, Ze, & Fangfang, 2021). Thus, meaningful progress in fostering economic

growth, reducing poverty, and enhancing food security can be achieved in most of these

countries by fully developing the agricultural sector's human and productive capacities to

augment its contribution to the overall economic and social development (Mozumdar, 2012;

Breisinger et al., 2012; Odetola & Etumnu, 2013).

According to Reisch et al. (2013) and Dawkar et al. (2012) a nation's population influences food

demand and supply. According to these researchers, a growing population results in increased

demand for agricultural output. Given Ghana's population of about 30,832,019 (Ghana

Statistical Service, 2021) enhancing agricultural productivity and generating employment

throughout the agricultural supply chain is essential (Ali et al., 2021). In Ghana, agriculture

constitutes one-fifth of the country's GDP and employs approximately half of the workforce,

with 41.9% engaged in crop and livestock production, fishing, and the processing and

marketing of agricultural products (ILO, 2017). Agricultural sector considered as the backbone

of the Ghanaian economy, serves as the primary source of livelihood for the majority of Ghana's

poorest households (Ghana Agriculture Sector Policy Note, 2017). Consequently, Ghana must

prioritize its agricultural sector to meet food demand and supply for both domestic

consumption and exportation. Despite its economic importance, Ghana's agricultural sector is

still underdeveloped in terms of both domestic and export production (Diao et. al, 2019).

Consequently, the country has become a net importer of vital food items such as rice, poultry,

sugar, and vegetable oils, owing to the low yields in both staple and cash crops (FAO, 2021).

LITERATURE REVIEW

Theoretical Framework

The study was anchored in the structuration theory developed by Anthony Giddens (1990) as

a social theory. The theory explains how both authoritative and allocative resources are used

in farming as a means of sustainable livelihood of agricultural students after graduation. The

theory is underpinned by two predominant ways: (1) by drawing on allocative resources (i.e.

raw materials, land, technology, equipment); and (2) authoritative resources (i.e.

communication skills, organization of time-space, interpersonal connections) in order to get

people to act in some way (Tucker, 1998). Giddens (1984) claims that the knowledgeable social

actor knows a great deal about the circumstances of self and others’ actions, including

consequences of these actions in day-to-day life. He terms this knowing as knowledgeability,

which is a central feature of structuration theory. In this study, allocative resources are those

that agricultural students have little or no control over, but it still a determinant for their

success in using farming as a sustainable livelihood and examples are initial capital, rain, land

and roads among others. To facilitate the farming activities of the agricultural students after

graduation, initial capital serves as a bridge in facilitating easy access to agricultural inputs.

Peet (1998) described authoritatively as capabilities that wield control over the human agent.

Authoritative resources come in when students make use of knowledge gained, information,

rules, and norms in farming. There is a direct link between food security and education because

basic numeracy and literacy skills help to improve the livelihoods of the peasant farmers.

Formal education both primary and secondary can provide the youth with basic numeracy and

literacy, managerial and business skills to farming with tertiary agricultural education