Post by Ismail AbdulAzeez on Apr 5, 2014 17:52:33 GMT 1
Cajethan Uche Ugwuoke and E. C. Osinem
Department of Vocational Teacher Education (Agricultural Education), University of Nigeria, Nsukka, Enugu State, Nigeria.
Received 4 March, 2014 Accepted 22 March, 2014
The objective of this study was to identify the competencies required in cane rat production for the training of Nigeria certificate in education, agricultural education students for wealth generation after graduation. Three research questions and three null hypotheses guided the study. The study adopted a survey research design. The population for the study was forty four (44) comprising twenty nine (29) agricultural extension workers in Nsukka agricultural zone of Enugu State and fifteen (15) animal science lecturers from the University of Nigeria, Nsukka. The instrument for data collection was a structured questionnaire of thirty two (32) items. The instrument was face validated by three experts from the Department of Vocational Teacher Education, University of Nigeria, Nsukka. Reliability of the instrument was established using Cronbach alpha method which yielded a coefficient of 0.78. Mean was used to answer the research questions while z-test was used to test the null hypotheses at 0.05 level of probability. It was found that all the competencies identified were required by Nigeria certificate in education, agricultural education students in planning, housing and maintenance of cane rat for wealth generation after graduation. The result also indicated that there was no statistically significant difference (p>0.05) between the mean responses of the respondents on the planning, housing and maintenance practices for cane rat production. Based on the findings of the study, it was recommended that practical skills required in cane rat husbandry be applied in the training of agricultural education students in colleges of education who after graduation will be employed to teach agriculture in junior secondary schools, employed in agricultural establishments or establish their own cane rat farms.
Key words: Cane rat, competencies, wealth generation, training, agricultural education students, NCE.
INTRODUCTION
The cane rat or grasscutter is one of the popular game species in West Africa including Nigeria Caspary [1]. Cane rat has two species which include; Thryonomys swinderianus and Thryonomys gregorianus. This study focused on Thryonomys swinderianus or giant cane rat.
The giant cane rat has a tick body, measuring 40 to 60cm in addition to a 20 to 25cm tail. Its average weight fluctuates between 2 to 4 kg in females and 3 to 6 kg in males Jori et al. [2]. It has a mixture of fur colour which may be brown, reddish or grey depending on the habitat Jori et al. [3]. It is a monogastric herbivore, easy to feed and a good transformer of fibre into protein. Baptist and Mensah [4] reported that its vegetarian diet is digested by microbal action in the caecum. The authors stated that
cane rat is not capable of forming caecotrophic faeces. It recycles most of its ordinary pellets as part of an elaborate digestive process and not because of shortage of food. The young ones are born with 4 incisors that grow continuously during the life of the animals. Jori et al. [2] reported that giant cane rat has a length of gestation period of 5 months. It produces two litters of between 2 to 6 youngsters per year Adjanohoun [5]. Jori et al. [2] noted that diet of giant cane rat in captivity consists of 80% pennisetum purpureum and panicum maximum integrated with a mixture of corn, wheat and mineral salts. Composition of the mixture can vary and several items are accepted including corn grains, corn cob, rabbit pellets, sugar cane, among others. Owen and d**e [6] stated that giant cane rat reared in captivity on forages /grasses alone does not do well compared to those living in the wild. The authors reasoned that the giant cane rat in the wild normally obtain balanced nutrients from a variety of feeds in their natural habitat. Therefore, cane rat farmers require some competencies to feed the cane rat in the captivity with feeds balanced in nutrients to enable them not only have good health but also perform maximally in terms of growth and productivity. Competency is the quality or state of being functionally adequate or having knowledge, skills and strength (as for a particular duty or respect) Gove in Alawa et al. [7]. Competency according to Ugwuoke and Ifeanyieze [8] is the ability to do something well, measured against a standard especially the ability acquired through experience or training. Ely in Enete et al. [9] stated that competencies are essential knowledge and skills obtainable in a profession and those which the professionals in the field must possess and be able to demonstrate at optimal level of acquisition and functioning. In the context of this study, competencies are the knowledge, skills and know-how needed in the housing, feeding and maintenance of giant cane rat in captivity to provide alternative source of animal protein to the diet of Nigerians. Giant cane rat is prolific, productive and a good source of bush meat. The meat has a high acceptability by the people. There is no cultural restriction, religious or traditional taboo that prohibits the intake of the meat and therefore should be produced in a larger scale to supplement the protein needs of the people. Production of Cane rat needs to be practically taught to Nigeria Certificate in Education (NCE) Agricultural Education students. This is because agricultural education students lack the practical skills in cane rat production due to the dominant lecture method of teaching used in teaching them and this does not improve students’ skill acquisition. The use of lecture teaching method at the expense of practical experimentations in colleges of education in Nigeria leads to the graduation of students who are not skilled in Agricultural production including cane rat production. Experimental and demonstration methods which are essential in skill development cannot be frequently used
Ugwuoke and Osinem 21
in an education system bedevilled by poor teaching and learning facilities like that of Nigeria. This was in line with Oye [10] who noted that adverse effect of poor facilities and equipment for teaching had negative effect on the quality of products of educational institutions. Poor funding of educational institutions in Nigeria, including colleges of education made it practically impossible to teach agricultural education students with requisite facilities that will improve their competencies in cane rat production. Agricultural education according to Osinem [11] is a process of imparting knowledge, skills and attitudes in agriculture to the learners at any educational level including colleges of education. NCE Agricultural Education students in the view of Ugwuoke and Ifeanyieze [8] are those learners who engage in a three- year education programme that was designed to equip students with the skills, values, attitudes and related knowledge in production, processing and marketing of agricultural and related products. Ukonze and Olaitan [12] noted that the programme will equip the students with competencies in instruction and technical areas of agriculture to enable them impart same to learners in schools after graduation. Agricultural Education programme helps NCE students to be self-reliant, competent and skilful in the area of agricultural production. The competencies and skills in cane rat production will help NCE Agricultural Education students establish cane rat farm after graduation to enjoy the benefits of cane rat production with other farmers in Nsukka agricultural zone. Cane rat farmers in Nsukka agricultural zone of Enugu state get update information on cane rat husbandry from agricultural extension workers in the zone. Generally, Agricultural extension workers bring information on the innovative practices in Agriculture and train rural farmers on the best ways to adopt the improved practices. According to Mansoor et al. [13] extension workers are the important link between research organisations and farmers. The authors noted that in a well-established agriculture system, small farmers are made capable of using new technology, and extension workers are expected to explain to the farmers the technological points involved in the use of new agricultural technologies. In Nigeria, agricultural extension workers involve in the training of farmers on the best practices of planning, housing, feeding and maintenance practices of cane rat. Extension workers cannot train rural farmers on what they do not know. The same is applicable to Animal Science Lecturers who teach students on the husbandry and production of farm animals. Animal Science Lecturers are knowledgeable in the fields of welfare and behaviour, growth and nutrition, genetics, reproduction and health of farm animals including cane rat. The Lecturers impart relevant theoretical and practical knowledge to undergraduate and postgraduate students who in one way or the other rely on animal production or services as a means of livelihood after graduation. Animal production particularly cane rat is profitable and a
22 J Agric Biodivers Res
good means of income generation to farmers. Giant cane rat farm provides a lot of income to the farmers. National Research Council (NRC) [14] noted that cane rat farming is profitable because of its social acceptability, meat quality, inexpensive food sources and amenability to captive rearing, good litter size and short generation interval. The meat of cane rat fetches higher prices than meats of domestic animals. Adeboye [15] reported that cane rat is a good source of animal protein of high biological value. The high price of cane rat meat is as a result of good nutritional qualities of the meat, low fat, high dressing percentage and good taste [16]. Owen and d**e [6] reported that cane rat farming is a venture which offers profitable opportunities for enhancing livelihood and wealth generation in rural and urban areas of the country. Dabogrogo [17] reported that well managed cane rat farms can substantially contribute to local economies and produce enough profit to cane rat farmers including NCE agricultural education graduates. NCE agricultural education graduates require the competencies and skills in cane rat production to generate income for their livelihood. However, in most occasions students graduate from NCE Agricultural Education programme without requisite competencies in cane rat production. This was supported by Osinem and Nwoji [18] who noted that there were growing concerns among agricultural industrialists that graduates of higher education lacked adequate competencies needed for employment in agricultural industries. The poor agricultural competencies make many NCE agricultural education graduates stay for many years without job. This class of graduates cannot establish their own private farm because of insufficient competencies. Hence, the need to identify the competencies in cane rat production for the training of NCE agricultural education students for wealth generation after graduation.
Objective of the Study
The major purpose of the study was to identify the competencies in cane rat production for the training of NCE agricultural education students for wealth generation after graduation. Specifically, the study sought to identify the competencies required in the:
1. planning for cane rat production 2. housing of cane rat 3. maintenance practices of cane rat
Research Questions
The following research questions were formulated to guide the study:
1. What are the competencies required in the planning for cane rat production? 2. What are the competencies required in the housing of
cane rat? 3. What are the competencies required in the maintenance practices of cane rat?
Research Hypotheses
The following hypotheses formed the basis for the study and were tested at 0.05 level of significance (p):
Ho1: There is no significant difference between the mean responses of agricultural extension workers and animal science lecturers on the competencies in the planning for cane rat production.
Ho2: There is no significant difference between the Mean responses of agricultural extension workers and animal science lecturers on the competencies in the housing of cane rat.
Ho3: There is no significant difference between the Mean responses of Agricultural Extension workers and animal science lecturers on the competencies in the maintenance practices of cane rat.
METHODOLOGY
The study adopted a survey research design. A survey research design in the view of Anyakaoha [19] uses questionnaire, interview, and observation among others in order to determine the opinions, attitude, preferences and perceptions of persons. The design was considered appropriate since the study solicited information from agricultural extension Workers and Animal Science Lecturers through the use of questionnaire. The study was conducted in Nsukka agricultural zone of Enugu State. Nsukka agricultural zone presently consisted of Nsukka, Igbo-Etiti and Uzo Uwani Local Government Areas. The population for the study was 44 comprising 29 agricultural extension workers in Nsukka agricultural zone of Enugu State and 15 animal science lecturers from the University of Nigeria, Nsukka. This information on the population was obtained from Agricultural Development Programme (ADP) [20] and the Department of personnel services, University of Nigeria, Nsukka. Agricultural extension workers and animal science lecturers were selected to respond to the instrument because they were believed to have broad range of experiences and training in animal production in general and cane rat husbandry in particular. No sample was made since the entire population was manageable. A structured questionnaire consisting of 32 items was used to collect information from the respondents. The instrument was face validated by three experts from the Department of Vocational Teacher Education, University of Nigeria, Nsukka. The reliability of the instrument was established using Cronbach alpha statistical method which yielded a coefficient of 0.78. Mean was used to
answer the three research questions. Nominal values were assigned to different scaling items of the questionnaire and corresponding Mean scores were interpreted using real limit of numbers. Any item that had a Mean score of 3.50 and above was regarded as Highly Required, 2.50 to 3.49 as Moderately Required, 1.50 to 2.49 as Slightly Required and 0.50 to 1.49 as Not Required. Similarly, z-test statistic was used for testing the null hypotheses at the probability of 0.05 level of significance. Any null hypothesis whose z-calculated was less than z-table of 1.96 at 0.05 level of significance was upheld, otherwise, the null hypothesis was rejected.
RESULT
The data presented in Table 1 indicated that items 6, 8, 9 and 10 had their grand Means of 3.50 and above. This shows that the materials for the pen construction, veterinary centre for pest and disease control, finance for the enterprise and schedule of activities are highly required in planning for cane rat production. Similarly, items 1, 2, 3, 4, 5, and 7 had their mean values ranging from 3.26 – 3.44. This shows that specific objectives, review of objectives, source of cane rat for stocking, source of concentrate feed, budgeting and identification of market are moderately required in the planning for cane rat production. The table also indicated that all the competency items had their calculated z-value less than z-table of 1.96 at 0.05 level of significance. This shows that there is no significant difference (P>0.05) in the mean responses of agricultural extension workers and animal science lecturers on the competencies in the planning for cane rat production. Therefore, the hypothesis of no significant difference (HO1) was upheld. The data presented in Table 2 showed that items 5, 6, 7, and 8 had their means greater than 3.50. This implies that roofing pen with asbestos, corrugated iron zinc or thatch, making the walls high, protecting the pen from dogs and raising five females to one male are highly required in the housing of cane rat. Similarly, items 1, 2 and 3 had their mean responses between 3.34 to 3.41 which shows that keeping cane rat in a metal cage, housing cane rat in a wooden box and raising cane rat in 3m2 house are moderately required in the housing of cane rat. Furthermore, items 4 and 9 had their Mean values of 2.44 and 2.33 respectively. This shows that concreting the floor and providing nest boxes are slightly required in the housing of cane rat. The table also revealed that all the competency items had their z-values ranging from 0.04 to 0.59 which are less than z-table of 1.96 at 0.05 level of significance. This as well implies that there is no significant difference (P>0.05) in the mean responses of the respondents on the competencies required in the housing of cane rat. Therefore, the hypothesis of no significant difference (HO2) was upheld. Table 3 showed that items 6, 7, 10 and 13 had their
Ugwuoke and Osinem 23
Mean values greater than 3.50. This shows that feeding with balanced ration, deworming at every 6 months, determining sex at birth and disposing adult at 4-6kg life weight are highly required in the maintenance practices of cane rat. Similarly, items 1, 2, 3, 4, 5, 8, 9, 11 and 12 had their Mean values ranging from 3.27 to 3.46. This implies that pennisetum purpureum and panicum maximum; corn, wheat and mineral salts; tubers, grains and nuts; concentrate feed; among others are moderately required in the maintenance practices of cane rat. The table as well showed that all the items had their z- calculated values less than z-critical of 1.96 at 0.05 level of significance. This implies that there is no significant difference (P>0.05) in the Mean responses of the respondents on the competencies required in the maintenance practices of cane rat, and therefore, the null hypothesis (HO3) was upheld.
DISCUSSION
Competencies Required in the Planning for Cane Rat Production
Table 1 revealed some competencies required in the planning for cane rat production. These include; specific objectives, review of the objectives, source of cane rat for stocking, source of concentrate feed, budgeting, source of materials for pen construction, identification of market, identification of veterinary centre, among others. These findings were in agreement with Shapiro [21] who reported that planning involves a systematic process of establishing a need and then working out the best way to meet the need. The author stated that the farmer should think about the future so that something can be done about it now. Litman [22] also reported that one needs to decide on what to do and how to do it. One needs to embark on careful planning before engaging in cane rat production. The findings were also supported by Adekola and Ogunsola [23] who reported that when cane rat production enterprise is carefully and adequately planned, it has the potential to ensure regular and sustainable animal production to solve national protein deficiency problem and make good business option for individuals and government.
Competencies Required in the Housing of Cane Rat
Result presented in Table 2 showed that the competencies identified like keeping cane rat in a metal cage, housing cane rat in a wooden box, raising cane rat in a 3m2 house made of bricks or mud, roofing the pen with any material such as asbestos, corrugated iron zinc or thatch, making the wall high to avoid cane rat jumping out, protecting the pen from dogs and thieves, raising five females to one male in an enclosure, among others are required in the housing of cane rat. The findings were in
24 J Agric Biodivers Res
Table 1: Mean responses and z-test analysis of the respondents on the competencies required in planning for cane rat production.
z-table : 1.96 N1=29 N2=15 Agricultural Extension Workers Animal Science Lecturers S/N Items G Dec 1 SD1 2 SD2 z-cal Rem 1 Formulate specific objectives for the cane rat production enterprise 3.26 MR 3.38 0.94 3.13 0.99 0.63 NS 2 Review the objectives of cane rat production enterprise periodically based on changes in the market demand and supply 3.36 MR 3.52 0.78 3.20 0.94 1.13 NS 3 Identify the source of cane rat for stocking 3.33 MR 3.45 0.83 3.20 0.86 0.92 NS 4 Identify the source of concentrate feed 3.44 MR 3.55 0.78 3.33 0.90 0.80 NS 5 Make budget to estimate the cost of production and projected income 3.33 MR 3.38 0.90 3.27 0.70 0.45 NS 6 Identify the source of material for the pen construction 3.51 HR 3.55 0.74 3.47 0.74 0.34 NS 7 Identify market for the sale of the adult cane rat 3.33 MR 3.38 0.82 3.27 0.80 0.26 NS 8 Identify the veterinary centre for pest and disease control 3.50 HR 3.52 0.69 3.47 0.64 0.24 NS 9 Identify source of finance for the enterprise 3.58 HR 3.62 0.62 3.53 0.64 0.45 NS 10 Draw schedule of activity/work plan for the enterprise 3.53 HR 3.59 0.73 3.47 0.83 0.47 NS Note: G = Grand Mean; 1 = Mean1; SD1 = Standard Deviation 1; 2 = Mean 2; SD2 = Standard Deviation 2; z-cal = z calculated; NS = Not Significant; HR = Highly Required; MR = Moderately Required; Dec = Decision, N1=Number of Agricultural Extension Workers, N2= Number of Animal Science Lecturers.
Table 2: Mean responses and z-test analysis of agricultural extension workers and animal science lecturers on the competencies in the housing of cane rat. z-table : 1.96 N1=29 N2=15 Agricultural Extension Workers Animal Science Lecturers S/N Items G Dec 1 SD1 2 SD2 z-cal Rem 1 Keep cane rat in a metal cage of any dimension 3.34 MR 3.41 0.78 3.27 0.88 0.52 NS 2 House cane rat in a wooden box 3.39 MR 3.45 0.74 3.33 0.90 0.44 NS 3 Raise it in a 3m2 house made of bricks or mud 3.41 MR 3.41 0.91 3.40 0.63 0.04 NS 4 Plaster/concrete the floor and walls 2.44 SR 2.48 1.21 2.40 1.24 0.20 NS 5 Roof the pen with any material such as asbestors, corrugated iron zinc or thatch 3.54 HR 3.55 0.74 3.53 0.64 0.09 NS 6 Make the walls high to avoid cane rat jumping out 3.63 HR 3.66 0.55 3.60 0.51 0.36 NS 7 Protect the pen from dogs and thieves 3.53 HR 3.59 0.63 3.47 0.64 0.59 NS 8 Raise five females and one male in an enclosure 3.56 HR 3.59 0.57 3.53 0.52 0.35 NS 9 Provide nest boxes 2.33 SR 2.38 1.24 2.27 1.22 0.28 NS Note: G = Grand Mean; 1 = Mean1; SD1 = Standard Deviation 1; 2 = Mean 2; SD2 = Standard Deviation 2; z-cal = z calculated; NS = Not Significant; HR = Highly Required; MR = Moderately Required; Dec = Decision, N1=Number of Agricultural Extension Workers, N2= Number of Animal Science Lecturers.
Ugwuoke and Osinem 25
Table 3: Mean responses and z-test analysis of agricultural extension workers and animal science lecturers on the competencies required in the maintenance practices of cane rat.
z-table : 1.96 N1=29 N2=15 Agricultural Extension Workers Animal Science Lecturers S/N Items G Dec 1 SD1 2 SD2 z-cal Rem 1 Feed cane rat with pennisetum purpureum and panicum maximum 3.37 MR 3.41 0.78 3.33 0.62 0.37 NS 2 Provide a mixture of corn, wheat and mineral salt 3.46 MR 3.52 0.74 3.40 0.63 0.56 NS 3 Supplement with fresh forages, tubers, grains and nuts. 3.43 MR 3.59 0.57 3.27 0.59 1.73 NS 4 Provide concentrate feed 3.27 MR 3.34 0.81 3.20 0.86 0.52 NS 5 Feed cane rat ad libitum 3.41 MR 3.48 0.74 3.33 0.72 0.65 NS 6 Feed cane rat with a balanced ration 3.51 HR 3.55 0.69 3.47 0.64 0.38 NS 7 Deworm at every 6 months 3.56 HR 3.59 0.63 3.53 0.52 0.34 NS 8 Keep the enclosure and the environment clean 3.29 MR 3.31 0.89 3.27 0.70 0.16 NS 9 Disinfect the pen regularly 3.44 MR 3.48 0.63 3.40 0.51 0.45 NS 10 Determine sex at birth through ano- genital distance 3.58 HR 3.62 0.56 3.53 0.64 0.46 NS 11 Wean at 35-40 days of birth 3.46 MR 3.52 0.78 3.40 0.74 0.50 NS 12 Re-introduce the female separated from the breeding group 2 weeks after weaning 3.46 MR 3.45 0.69 3.47 0.52 -0.11 NS 13 Dispose the adult at 4-6 kg life weight 3.56 HR 3.59 0.73 3.53 0.52 0.31 NS Note: G = Grand Mean; 1 = Mean1; SD1 = Standard Deviation 1; 2 = Mean 2; SD2 = Standard Deviation 2; z-cal = z calculated; NS = Not Significant; HR = Highly Required; MR = Moderately Required; Dec = Decision, N1=Number of Agricultural Extension Workers, N2= Number of Animal Science Lecturers.
line with Baptist and Mensah [4] who reported that cane rat can be kept in a cage or in a box, but for optimum reproduction, males and females should be raised together in an enclosed area of a few square meters. The authors noted that cane rat does not burrow, so that the floor and the walls can be made of mud. Since cane rat can jump several metres high and needs protection from thieves, dogs and wild animals, they are usually kept in a room in the house. If the enclosure is on the farm, the surrounding wall can be less than 1 metre high so long as it has an overhanging edge.
Competencies Required in the Maintenance Practices of Cane Rat
The result in Table 3 showed all the competencies required in the maintenance practices of cane rat. These include; feeding cane rat with pennisetum purpureum and panicum maximum; providing a mixture of corn, wheat and mineral salt; supplementing with fresh forages, tubers, grains and malt; providing concentrate feed; feeding cane rat ad libitum; feeding cane rat with balanced ration; deworming at every 6 months; keeping
the enclosure and the environment clean; disinfecting the pen regularly; determining sex at birth; weaning at 35 – 40 days of birth; among others. This was supported by Jori et al. [2] who reported that the diet of cane rat in captivity consists of 80% pennisetum purpureum and panicum maximum integrated with a mixture of corn, wheat and mineral salts. The composition of the mixture can vary and several items are acceptable to cane rat including corn grain, corn cob, rabbit pellets, sugar cane among others. According to the authors, weaning of young cane rat can be done from 35 days of age onwards.
Conclusion
Cane rat production is a venture which offers profitable opportunities for enhancing livelihood and revenue generation in rural and urban areas of the country. Cane rat production when adequately engaged will ensure regular and sustainable animal production to solve national protein deficiency challenges and make good business option for individuals and government. The competencies identified in planning, housing and
26 J Agric Biodivers Res
maintenance practices of cane rat when adopted will help Nigeria certificate in education students for their wealth generation after graduation.
Recommendations
Based on the findings of the study, it is therefore recommended that:
1. Practical skills required in the husbandry of Cane rat be applied in the training of Agricultural Education students in Colleges of Education who after graduation be employed in Junior Secondary Schools to teach agriculture, employed in agricultural establishments or engage in a self-employed farm business. 2. The competencies identified in this study should be integrated into the curriculum of Skills training centres for the retraining of NCE agricultural education graduates in cane rat production.
REFERENCES
[1] Caspary HU. Wildlife Utilization in Côte d’Ivire and West Africa – Potentials and Constraints for Development Cooperation. Eschborn: GTZ Publications, 1999.
[2] Jori F, Edderai D, Houben P. The Potential of Rodents for Minilivestock in Africa, 2003; www.cabdirect.org/absract/20053163776.html
[3] Jori F, Mensah GA, Adjanohoun E. Grasscutter Production. A Model of Rational Exploitation of Wildlife. Biodivers Conservat, 1995; 4(3): 257–265.
[4] Baptist R, Mensah GA. The Cane Rat - Farm Animal for the Future? World Animal Rev, 1986; 60(4) 2–6.
[5] Adjanohoun, E. Le cycle sexual et la reproduction de l’aulacode (Thryonomys swinderianus temminck, 1827). Mammalian, 1992; 56: 109–119.
[6] Owen OJ, d**e UA. Grasscutter (Thyonomys swinderianus) Husbandry in Nigeria: A Review of the Potentialities, Opportunities and Challenges. J Environ Issues Agric Develop Countries, 2012; 4(1): 104– 111.
[7] Alawa DA, Abanyam VA, Okeme I. Competency Improvement Needs of Teachers of Agriculture in Afforestation for Effective Teaching in Secondary Schools in Cross River State, Nigeria. Nig Vocat Associat J, 2010; 15(1): 96–105.
[8] Ugwuoke CU, Ifeanyieze FO. Pineapple processing Competencies Required by NCE Agricultural Education Graduates for Sustainable Economic Transformation. Int J Edu Res, 2012; 11(1): 187–193.
[9] Enete AA, Amusa TA, Eze NM. Entrepreneurial competencies requied by the Students of School of Agriculture in South Western Nigeria for processing Cocoyam into Flour and Chips for Employment on Graduation. J Nig Vocat Associat, 2009; 13(1): 1–12.
[10] Oye IO. The Challenges of Teacher Education in Nigeria: The University of Lagos Experience, 2007; Retrieved from portal.unesco.org/education/fr/files/52638/pdf/IBIDAPO-OBE.pdf
[11] Osinem EC. Managing Agricultural Education and Training: Research Principles and Methods. Enugu: Belony International Publishers, 2008.
[12] Ukonze JA, Olaitan SA. Development of Entrepreneurial Skill Training Support Programme for Women in Agribusiness in Enugu State. J Curriculum Organisat Niga (CON), 2009; 16(3): 161–173.
[13] Mansoor A, Muhammad A, Robina R, Imtiaz AK, Urooba P. Interaction of Extension Workers with the Farmers and Role of Radio and Television as sources of Information in Technology Transfer: A case Study of Four Villages of District Pesshawar and Charsadda. Sarhad J Agric, 2007; 23(2) 515-518.
[14] National Research Council (NRC). Micro-livestock are little known small animals with a promising economic future. Washington DC. National Academy press, 1991; pp 192 –282.
[15] Adeboye O. Grasscutter Rearing in Nigeria. Nigeria: Greenland publication, 2007.
[16] Fayenuwo JO, Akande M, Taiwo AA, Adebayo AO, Saka JO, Lawal BO, Tiamiyu AK, Oyekan PO. Guidelines for Grasscutter rearing. Technical Bulletin. IAR and T; Ibadan, 2003; P. 38.
[17] Dabogrogo M. La Ferme pilote d’aulacodiculture de Ouagadougou. Actes du Séminaire International sur l’élévage intensif de gibier à but alimentaire en Afrique, Libreville, 2000; pp 167-170.
[18] Osinem EC, Nwoji UC. Student Industrial Work Experience in Nigeria: Concepts, Principles and Practice. Enugu: Cheston Agency Limited, 2010.
[19] Anyakaoha, EU. Developing Research Skills: Concepts and Conceptual Framework. Nsukka: Great AP Express Publishes Ltd, 2009.
[20] Agricultural Development Programme (ADP). Enugu State Field Report, 2012.
[21] Shapiro J. Overview of Planning. Retrieved on 05/05/2013 from www.civicus.org/new/media/overview%20of%20planning.pdf .
[22] Litman T. Planning Principles and Practices, 2013; Retrieved on 05/05/2013 from www.vtpi.org/plannng.pdf.
[23] Adekola AG, Ogunsola DS. Determinants of Productivity Level of Commercial Grasscutter Farming in Oyo State. Proc. International Conference on Global Food Crises. Owerri, 19th – 24th April, 2009.
Department of Vocational Teacher Education (Agricultural Education), University of Nigeria, Nsukka, Enugu State, Nigeria.
Received 4 March, 2014 Accepted 22 March, 2014
The objective of this study was to identify the competencies required in cane rat production for the training of Nigeria certificate in education, agricultural education students for wealth generation after graduation. Three research questions and three null hypotheses guided the study. The study adopted a survey research design. The population for the study was forty four (44) comprising twenty nine (29) agricultural extension workers in Nsukka agricultural zone of Enugu State and fifteen (15) animal science lecturers from the University of Nigeria, Nsukka. The instrument for data collection was a structured questionnaire of thirty two (32) items. The instrument was face validated by three experts from the Department of Vocational Teacher Education, University of Nigeria, Nsukka. Reliability of the instrument was established using Cronbach alpha method which yielded a coefficient of 0.78. Mean was used to answer the research questions while z-test was used to test the null hypotheses at 0.05 level of probability. It was found that all the competencies identified were required by Nigeria certificate in education, agricultural education students in planning, housing and maintenance of cane rat for wealth generation after graduation. The result also indicated that there was no statistically significant difference (p>0.05) between the mean responses of the respondents on the planning, housing and maintenance practices for cane rat production. Based on the findings of the study, it was recommended that practical skills required in cane rat husbandry be applied in the training of agricultural education students in colleges of education who after graduation will be employed to teach agriculture in junior secondary schools, employed in agricultural establishments or establish their own cane rat farms.
Key words: Cane rat, competencies, wealth generation, training, agricultural education students, NCE.
INTRODUCTION
The cane rat or grasscutter is one of the popular game species in West Africa including Nigeria Caspary [1]. Cane rat has two species which include; Thryonomys swinderianus and Thryonomys gregorianus. This study focused on Thryonomys swinderianus or giant cane rat.
The giant cane rat has a tick body, measuring 40 to 60cm in addition to a 20 to 25cm tail. Its average weight fluctuates between 2 to 4 kg in females and 3 to 6 kg in males Jori et al. [2]. It has a mixture of fur colour which may be brown, reddish or grey depending on the habitat Jori et al. [3]. It is a monogastric herbivore, easy to feed and a good transformer of fibre into protein. Baptist and Mensah [4] reported that its vegetarian diet is digested by microbal action in the caecum. The authors stated that
cane rat is not capable of forming caecotrophic faeces. It recycles most of its ordinary pellets as part of an elaborate digestive process and not because of shortage of food. The young ones are born with 4 incisors that grow continuously during the life of the animals. Jori et al. [2] reported that giant cane rat has a length of gestation period of 5 months. It produces two litters of between 2 to 6 youngsters per year Adjanohoun [5]. Jori et al. [2] noted that diet of giant cane rat in captivity consists of 80% pennisetum purpureum and panicum maximum integrated with a mixture of corn, wheat and mineral salts. Composition of the mixture can vary and several items are accepted including corn grains, corn cob, rabbit pellets, sugar cane, among others. Owen and d**e [6] stated that giant cane rat reared in captivity on forages /grasses alone does not do well compared to those living in the wild. The authors reasoned that the giant cane rat in the wild normally obtain balanced nutrients from a variety of feeds in their natural habitat. Therefore, cane rat farmers require some competencies to feed the cane rat in the captivity with feeds balanced in nutrients to enable them not only have good health but also perform maximally in terms of growth and productivity. Competency is the quality or state of being functionally adequate or having knowledge, skills and strength (as for a particular duty or respect) Gove in Alawa et al. [7]. Competency according to Ugwuoke and Ifeanyieze [8] is the ability to do something well, measured against a standard especially the ability acquired through experience or training. Ely in Enete et al. [9] stated that competencies are essential knowledge and skills obtainable in a profession and those which the professionals in the field must possess and be able to demonstrate at optimal level of acquisition and functioning. In the context of this study, competencies are the knowledge, skills and know-how needed in the housing, feeding and maintenance of giant cane rat in captivity to provide alternative source of animal protein to the diet of Nigerians. Giant cane rat is prolific, productive and a good source of bush meat. The meat has a high acceptability by the people. There is no cultural restriction, religious or traditional taboo that prohibits the intake of the meat and therefore should be produced in a larger scale to supplement the protein needs of the people. Production of Cane rat needs to be practically taught to Nigeria Certificate in Education (NCE) Agricultural Education students. This is because agricultural education students lack the practical skills in cane rat production due to the dominant lecture method of teaching used in teaching them and this does not improve students’ skill acquisition. The use of lecture teaching method at the expense of practical experimentations in colleges of education in Nigeria leads to the graduation of students who are not skilled in Agricultural production including cane rat production. Experimental and demonstration methods which are essential in skill development cannot be frequently used
Ugwuoke and Osinem 21
in an education system bedevilled by poor teaching and learning facilities like that of Nigeria. This was in line with Oye [10] who noted that adverse effect of poor facilities and equipment for teaching had negative effect on the quality of products of educational institutions. Poor funding of educational institutions in Nigeria, including colleges of education made it practically impossible to teach agricultural education students with requisite facilities that will improve their competencies in cane rat production. Agricultural education according to Osinem [11] is a process of imparting knowledge, skills and attitudes in agriculture to the learners at any educational level including colleges of education. NCE Agricultural Education students in the view of Ugwuoke and Ifeanyieze [8] are those learners who engage in a three- year education programme that was designed to equip students with the skills, values, attitudes and related knowledge in production, processing and marketing of agricultural and related products. Ukonze and Olaitan [12] noted that the programme will equip the students with competencies in instruction and technical areas of agriculture to enable them impart same to learners in schools after graduation. Agricultural Education programme helps NCE students to be self-reliant, competent and skilful in the area of agricultural production. The competencies and skills in cane rat production will help NCE Agricultural Education students establish cane rat farm after graduation to enjoy the benefits of cane rat production with other farmers in Nsukka agricultural zone. Cane rat farmers in Nsukka agricultural zone of Enugu state get update information on cane rat husbandry from agricultural extension workers in the zone. Generally, Agricultural extension workers bring information on the innovative practices in Agriculture and train rural farmers on the best ways to adopt the improved practices. According to Mansoor et al. [13] extension workers are the important link between research organisations and farmers. The authors noted that in a well-established agriculture system, small farmers are made capable of using new technology, and extension workers are expected to explain to the farmers the technological points involved in the use of new agricultural technologies. In Nigeria, agricultural extension workers involve in the training of farmers on the best practices of planning, housing, feeding and maintenance practices of cane rat. Extension workers cannot train rural farmers on what they do not know. The same is applicable to Animal Science Lecturers who teach students on the husbandry and production of farm animals. Animal Science Lecturers are knowledgeable in the fields of welfare and behaviour, growth and nutrition, genetics, reproduction and health of farm animals including cane rat. The Lecturers impart relevant theoretical and practical knowledge to undergraduate and postgraduate students who in one way or the other rely on animal production or services as a means of livelihood after graduation. Animal production particularly cane rat is profitable and a
22 J Agric Biodivers Res
good means of income generation to farmers. Giant cane rat farm provides a lot of income to the farmers. National Research Council (NRC) [14] noted that cane rat farming is profitable because of its social acceptability, meat quality, inexpensive food sources and amenability to captive rearing, good litter size and short generation interval. The meat of cane rat fetches higher prices than meats of domestic animals. Adeboye [15] reported that cane rat is a good source of animal protein of high biological value. The high price of cane rat meat is as a result of good nutritional qualities of the meat, low fat, high dressing percentage and good taste [16]. Owen and d**e [6] reported that cane rat farming is a venture which offers profitable opportunities for enhancing livelihood and wealth generation in rural and urban areas of the country. Dabogrogo [17] reported that well managed cane rat farms can substantially contribute to local economies and produce enough profit to cane rat farmers including NCE agricultural education graduates. NCE agricultural education graduates require the competencies and skills in cane rat production to generate income for their livelihood. However, in most occasions students graduate from NCE Agricultural Education programme without requisite competencies in cane rat production. This was supported by Osinem and Nwoji [18] who noted that there were growing concerns among agricultural industrialists that graduates of higher education lacked adequate competencies needed for employment in agricultural industries. The poor agricultural competencies make many NCE agricultural education graduates stay for many years without job. This class of graduates cannot establish their own private farm because of insufficient competencies. Hence, the need to identify the competencies in cane rat production for the training of NCE agricultural education students for wealth generation after graduation.
Objective of the Study
The major purpose of the study was to identify the competencies in cane rat production for the training of NCE agricultural education students for wealth generation after graduation. Specifically, the study sought to identify the competencies required in the:
1. planning for cane rat production 2. housing of cane rat 3. maintenance practices of cane rat
Research Questions
The following research questions were formulated to guide the study:
1. What are the competencies required in the planning for cane rat production? 2. What are the competencies required in the housing of
cane rat? 3. What are the competencies required in the maintenance practices of cane rat?
Research Hypotheses
The following hypotheses formed the basis for the study and were tested at 0.05 level of significance (p):
Ho1: There is no significant difference between the mean responses of agricultural extension workers and animal science lecturers on the competencies in the planning for cane rat production.
Ho2: There is no significant difference between the Mean responses of agricultural extension workers and animal science lecturers on the competencies in the housing of cane rat.
Ho3: There is no significant difference between the Mean responses of Agricultural Extension workers and animal science lecturers on the competencies in the maintenance practices of cane rat.
METHODOLOGY
The study adopted a survey research design. A survey research design in the view of Anyakaoha [19] uses questionnaire, interview, and observation among others in order to determine the opinions, attitude, preferences and perceptions of persons. The design was considered appropriate since the study solicited information from agricultural extension Workers and Animal Science Lecturers through the use of questionnaire. The study was conducted in Nsukka agricultural zone of Enugu State. Nsukka agricultural zone presently consisted of Nsukka, Igbo-Etiti and Uzo Uwani Local Government Areas. The population for the study was 44 comprising 29 agricultural extension workers in Nsukka agricultural zone of Enugu State and 15 animal science lecturers from the University of Nigeria, Nsukka. This information on the population was obtained from Agricultural Development Programme (ADP) [20] and the Department of personnel services, University of Nigeria, Nsukka. Agricultural extension workers and animal science lecturers were selected to respond to the instrument because they were believed to have broad range of experiences and training in animal production in general and cane rat husbandry in particular. No sample was made since the entire population was manageable. A structured questionnaire consisting of 32 items was used to collect information from the respondents. The instrument was face validated by three experts from the Department of Vocational Teacher Education, University of Nigeria, Nsukka. The reliability of the instrument was established using Cronbach alpha statistical method which yielded a coefficient of 0.78. Mean was used to
answer the three research questions. Nominal values were assigned to different scaling items of the questionnaire and corresponding Mean scores were interpreted using real limit of numbers. Any item that had a Mean score of 3.50 and above was regarded as Highly Required, 2.50 to 3.49 as Moderately Required, 1.50 to 2.49 as Slightly Required and 0.50 to 1.49 as Not Required. Similarly, z-test statistic was used for testing the null hypotheses at the probability of 0.05 level of significance. Any null hypothesis whose z-calculated was less than z-table of 1.96 at 0.05 level of significance was upheld, otherwise, the null hypothesis was rejected.
RESULT
The data presented in Table 1 indicated that items 6, 8, 9 and 10 had their grand Means of 3.50 and above. This shows that the materials for the pen construction, veterinary centre for pest and disease control, finance for the enterprise and schedule of activities are highly required in planning for cane rat production. Similarly, items 1, 2, 3, 4, 5, and 7 had their mean values ranging from 3.26 – 3.44. This shows that specific objectives, review of objectives, source of cane rat for stocking, source of concentrate feed, budgeting and identification of market are moderately required in the planning for cane rat production. The table also indicated that all the competency items had their calculated z-value less than z-table of 1.96 at 0.05 level of significance. This shows that there is no significant difference (P>0.05) in the mean responses of agricultural extension workers and animal science lecturers on the competencies in the planning for cane rat production. Therefore, the hypothesis of no significant difference (HO1) was upheld. The data presented in Table 2 showed that items 5, 6, 7, and 8 had their means greater than 3.50. This implies that roofing pen with asbestos, corrugated iron zinc or thatch, making the walls high, protecting the pen from dogs and raising five females to one male are highly required in the housing of cane rat. Similarly, items 1, 2 and 3 had their mean responses between 3.34 to 3.41 which shows that keeping cane rat in a metal cage, housing cane rat in a wooden box and raising cane rat in 3m2 house are moderately required in the housing of cane rat. Furthermore, items 4 and 9 had their Mean values of 2.44 and 2.33 respectively. This shows that concreting the floor and providing nest boxes are slightly required in the housing of cane rat. The table also revealed that all the competency items had their z-values ranging from 0.04 to 0.59 which are less than z-table of 1.96 at 0.05 level of significance. This as well implies that there is no significant difference (P>0.05) in the mean responses of the respondents on the competencies required in the housing of cane rat. Therefore, the hypothesis of no significant difference (HO2) was upheld. Table 3 showed that items 6, 7, 10 and 13 had their
Ugwuoke and Osinem 23
Mean values greater than 3.50. This shows that feeding with balanced ration, deworming at every 6 months, determining sex at birth and disposing adult at 4-6kg life weight are highly required in the maintenance practices of cane rat. Similarly, items 1, 2, 3, 4, 5, 8, 9, 11 and 12 had their Mean values ranging from 3.27 to 3.46. This implies that pennisetum purpureum and panicum maximum; corn, wheat and mineral salts; tubers, grains and nuts; concentrate feed; among others are moderately required in the maintenance practices of cane rat. The table as well showed that all the items had their z- calculated values less than z-critical of 1.96 at 0.05 level of significance. This implies that there is no significant difference (P>0.05) in the Mean responses of the respondents on the competencies required in the maintenance practices of cane rat, and therefore, the null hypothesis (HO3) was upheld.
DISCUSSION
Competencies Required in the Planning for Cane Rat Production
Table 1 revealed some competencies required in the planning for cane rat production. These include; specific objectives, review of the objectives, source of cane rat for stocking, source of concentrate feed, budgeting, source of materials for pen construction, identification of market, identification of veterinary centre, among others. These findings were in agreement with Shapiro [21] who reported that planning involves a systematic process of establishing a need and then working out the best way to meet the need. The author stated that the farmer should think about the future so that something can be done about it now. Litman [22] also reported that one needs to decide on what to do and how to do it. One needs to embark on careful planning before engaging in cane rat production. The findings were also supported by Adekola and Ogunsola [23] who reported that when cane rat production enterprise is carefully and adequately planned, it has the potential to ensure regular and sustainable animal production to solve national protein deficiency problem and make good business option for individuals and government.
Competencies Required in the Housing of Cane Rat
Result presented in Table 2 showed that the competencies identified like keeping cane rat in a metal cage, housing cane rat in a wooden box, raising cane rat in a 3m2 house made of bricks or mud, roofing the pen with any material such as asbestos, corrugated iron zinc or thatch, making the wall high to avoid cane rat jumping out, protecting the pen from dogs and thieves, raising five females to one male in an enclosure, among others are required in the housing of cane rat. The findings were in
24 J Agric Biodivers Res
Table 1: Mean responses and z-test analysis of the respondents on the competencies required in planning for cane rat production.
z-table : 1.96 N1=29 N2=15 Agricultural Extension Workers Animal Science Lecturers S/N Items G Dec 1 SD1 2 SD2 z-cal Rem 1 Formulate specific objectives for the cane rat production enterprise 3.26 MR 3.38 0.94 3.13 0.99 0.63 NS 2 Review the objectives of cane rat production enterprise periodically based on changes in the market demand and supply 3.36 MR 3.52 0.78 3.20 0.94 1.13 NS 3 Identify the source of cane rat for stocking 3.33 MR 3.45 0.83 3.20 0.86 0.92 NS 4 Identify the source of concentrate feed 3.44 MR 3.55 0.78 3.33 0.90 0.80 NS 5 Make budget to estimate the cost of production and projected income 3.33 MR 3.38 0.90 3.27 0.70 0.45 NS 6 Identify the source of material for the pen construction 3.51 HR 3.55 0.74 3.47 0.74 0.34 NS 7 Identify market for the sale of the adult cane rat 3.33 MR 3.38 0.82 3.27 0.80 0.26 NS 8 Identify the veterinary centre for pest and disease control 3.50 HR 3.52 0.69 3.47 0.64 0.24 NS 9 Identify source of finance for the enterprise 3.58 HR 3.62 0.62 3.53 0.64 0.45 NS 10 Draw schedule of activity/work plan for the enterprise 3.53 HR 3.59 0.73 3.47 0.83 0.47 NS Note: G = Grand Mean; 1 = Mean1; SD1 = Standard Deviation 1; 2 = Mean 2; SD2 = Standard Deviation 2; z-cal = z calculated; NS = Not Significant; HR = Highly Required; MR = Moderately Required; Dec = Decision, N1=Number of Agricultural Extension Workers, N2= Number of Animal Science Lecturers.
Table 2: Mean responses and z-test analysis of agricultural extension workers and animal science lecturers on the competencies in the housing of cane rat. z-table : 1.96 N1=29 N2=15 Agricultural Extension Workers Animal Science Lecturers S/N Items G Dec 1 SD1 2 SD2 z-cal Rem 1 Keep cane rat in a metal cage of any dimension 3.34 MR 3.41 0.78 3.27 0.88 0.52 NS 2 House cane rat in a wooden box 3.39 MR 3.45 0.74 3.33 0.90 0.44 NS 3 Raise it in a 3m2 house made of bricks or mud 3.41 MR 3.41 0.91 3.40 0.63 0.04 NS 4 Plaster/concrete the floor and walls 2.44 SR 2.48 1.21 2.40 1.24 0.20 NS 5 Roof the pen with any material such as asbestors, corrugated iron zinc or thatch 3.54 HR 3.55 0.74 3.53 0.64 0.09 NS 6 Make the walls high to avoid cane rat jumping out 3.63 HR 3.66 0.55 3.60 0.51 0.36 NS 7 Protect the pen from dogs and thieves 3.53 HR 3.59 0.63 3.47 0.64 0.59 NS 8 Raise five females and one male in an enclosure 3.56 HR 3.59 0.57 3.53 0.52 0.35 NS 9 Provide nest boxes 2.33 SR 2.38 1.24 2.27 1.22 0.28 NS Note: G = Grand Mean; 1 = Mean1; SD1 = Standard Deviation 1; 2 = Mean 2; SD2 = Standard Deviation 2; z-cal = z calculated; NS = Not Significant; HR = Highly Required; MR = Moderately Required; Dec = Decision, N1=Number of Agricultural Extension Workers, N2= Number of Animal Science Lecturers.
Ugwuoke and Osinem 25
Table 3: Mean responses and z-test analysis of agricultural extension workers and animal science lecturers on the competencies required in the maintenance practices of cane rat.
z-table : 1.96 N1=29 N2=15 Agricultural Extension Workers Animal Science Lecturers S/N Items G Dec 1 SD1 2 SD2 z-cal Rem 1 Feed cane rat with pennisetum purpureum and panicum maximum 3.37 MR 3.41 0.78 3.33 0.62 0.37 NS 2 Provide a mixture of corn, wheat and mineral salt 3.46 MR 3.52 0.74 3.40 0.63 0.56 NS 3 Supplement with fresh forages, tubers, grains and nuts. 3.43 MR 3.59 0.57 3.27 0.59 1.73 NS 4 Provide concentrate feed 3.27 MR 3.34 0.81 3.20 0.86 0.52 NS 5 Feed cane rat ad libitum 3.41 MR 3.48 0.74 3.33 0.72 0.65 NS 6 Feed cane rat with a balanced ration 3.51 HR 3.55 0.69 3.47 0.64 0.38 NS 7 Deworm at every 6 months 3.56 HR 3.59 0.63 3.53 0.52 0.34 NS 8 Keep the enclosure and the environment clean 3.29 MR 3.31 0.89 3.27 0.70 0.16 NS 9 Disinfect the pen regularly 3.44 MR 3.48 0.63 3.40 0.51 0.45 NS 10 Determine sex at birth through ano- genital distance 3.58 HR 3.62 0.56 3.53 0.64 0.46 NS 11 Wean at 35-40 days of birth 3.46 MR 3.52 0.78 3.40 0.74 0.50 NS 12 Re-introduce the female separated from the breeding group 2 weeks after weaning 3.46 MR 3.45 0.69 3.47 0.52 -0.11 NS 13 Dispose the adult at 4-6 kg life weight 3.56 HR 3.59 0.73 3.53 0.52 0.31 NS Note: G = Grand Mean; 1 = Mean1; SD1 = Standard Deviation 1; 2 = Mean 2; SD2 = Standard Deviation 2; z-cal = z calculated; NS = Not Significant; HR = Highly Required; MR = Moderately Required; Dec = Decision, N1=Number of Agricultural Extension Workers, N2= Number of Animal Science Lecturers.
line with Baptist and Mensah [4] who reported that cane rat can be kept in a cage or in a box, but for optimum reproduction, males and females should be raised together in an enclosed area of a few square meters. The authors noted that cane rat does not burrow, so that the floor and the walls can be made of mud. Since cane rat can jump several metres high and needs protection from thieves, dogs and wild animals, they are usually kept in a room in the house. If the enclosure is on the farm, the surrounding wall can be less than 1 metre high so long as it has an overhanging edge.
Competencies Required in the Maintenance Practices of Cane Rat
The result in Table 3 showed all the competencies required in the maintenance practices of cane rat. These include; feeding cane rat with pennisetum purpureum and panicum maximum; providing a mixture of corn, wheat and mineral salt; supplementing with fresh forages, tubers, grains and malt; providing concentrate feed; feeding cane rat ad libitum; feeding cane rat with balanced ration; deworming at every 6 months; keeping
the enclosure and the environment clean; disinfecting the pen regularly; determining sex at birth; weaning at 35 – 40 days of birth; among others. This was supported by Jori et al. [2] who reported that the diet of cane rat in captivity consists of 80% pennisetum purpureum and panicum maximum integrated with a mixture of corn, wheat and mineral salts. The composition of the mixture can vary and several items are acceptable to cane rat including corn grain, corn cob, rabbit pellets, sugar cane among others. According to the authors, weaning of young cane rat can be done from 35 days of age onwards.
Conclusion
Cane rat production is a venture which offers profitable opportunities for enhancing livelihood and revenue generation in rural and urban areas of the country. Cane rat production when adequately engaged will ensure regular and sustainable animal production to solve national protein deficiency challenges and make good business option for individuals and government. The competencies identified in planning, housing and
26 J Agric Biodivers Res
maintenance practices of cane rat when adopted will help Nigeria certificate in education students for their wealth generation after graduation.
Recommendations
Based on the findings of the study, it is therefore recommended that:
1. Practical skills required in the husbandry of Cane rat be applied in the training of Agricultural Education students in Colleges of Education who after graduation be employed in Junior Secondary Schools to teach agriculture, employed in agricultural establishments or engage in a self-employed farm business. 2. The competencies identified in this study should be integrated into the curriculum of Skills training centres for the retraining of NCE agricultural education graduates in cane rat production.
REFERENCES
[1] Caspary HU. Wildlife Utilization in Côte d’Ivire and West Africa – Potentials and Constraints for Development Cooperation. Eschborn: GTZ Publications, 1999.
[2] Jori F, Edderai D, Houben P. The Potential of Rodents for Minilivestock in Africa, 2003; www.cabdirect.org/absract/20053163776.html
[3] Jori F, Mensah GA, Adjanohoun E. Grasscutter Production. A Model of Rational Exploitation of Wildlife. Biodivers Conservat, 1995; 4(3): 257–265.
[4] Baptist R, Mensah GA. The Cane Rat - Farm Animal for the Future? World Animal Rev, 1986; 60(4) 2–6.
[5] Adjanohoun, E. Le cycle sexual et la reproduction de l’aulacode (Thryonomys swinderianus temminck, 1827). Mammalian, 1992; 56: 109–119.
[6] Owen OJ, d**e UA. Grasscutter (Thyonomys swinderianus) Husbandry in Nigeria: A Review of the Potentialities, Opportunities and Challenges. J Environ Issues Agric Develop Countries, 2012; 4(1): 104– 111.
[7] Alawa DA, Abanyam VA, Okeme I. Competency Improvement Needs of Teachers of Agriculture in Afforestation for Effective Teaching in Secondary Schools in Cross River State, Nigeria. Nig Vocat Associat J, 2010; 15(1): 96–105.
[8] Ugwuoke CU, Ifeanyieze FO. Pineapple processing Competencies Required by NCE Agricultural Education Graduates for Sustainable Economic Transformation. Int J Edu Res, 2012; 11(1): 187–193.
[9] Enete AA, Amusa TA, Eze NM. Entrepreneurial competencies requied by the Students of School of Agriculture in South Western Nigeria for processing Cocoyam into Flour and Chips for Employment on Graduation. J Nig Vocat Associat, 2009; 13(1): 1–12.
[10] Oye IO. The Challenges of Teacher Education in Nigeria: The University of Lagos Experience, 2007; Retrieved from portal.unesco.org/education/fr/files/52638/pdf/IBIDAPO-OBE.pdf
[11] Osinem EC. Managing Agricultural Education and Training: Research Principles and Methods. Enugu: Belony International Publishers, 2008.
[12] Ukonze JA, Olaitan SA. Development of Entrepreneurial Skill Training Support Programme for Women in Agribusiness in Enugu State. J Curriculum Organisat Niga (CON), 2009; 16(3): 161–173.
[13] Mansoor A, Muhammad A, Robina R, Imtiaz AK, Urooba P. Interaction of Extension Workers with the Farmers and Role of Radio and Television as sources of Information in Technology Transfer: A case Study of Four Villages of District Pesshawar and Charsadda. Sarhad J Agric, 2007; 23(2) 515-518.
[14] National Research Council (NRC). Micro-livestock are little known small animals with a promising economic future. Washington DC. National Academy press, 1991; pp 192 –282.
[15] Adeboye O. Grasscutter Rearing in Nigeria. Nigeria: Greenland publication, 2007.
[16] Fayenuwo JO, Akande M, Taiwo AA, Adebayo AO, Saka JO, Lawal BO, Tiamiyu AK, Oyekan PO. Guidelines for Grasscutter rearing. Technical Bulletin. IAR and T; Ibadan, 2003; P. 38.
[17] Dabogrogo M. La Ferme pilote d’aulacodiculture de Ouagadougou. Actes du Séminaire International sur l’élévage intensif de gibier à but alimentaire en Afrique, Libreville, 2000; pp 167-170.
[18] Osinem EC, Nwoji UC. Student Industrial Work Experience in Nigeria: Concepts, Principles and Practice. Enugu: Cheston Agency Limited, 2010.
[19] Anyakaoha, EU. Developing Research Skills: Concepts and Conceptual Framework. Nsukka: Great AP Express Publishes Ltd, 2009.
[20] Agricultural Development Programme (ADP). Enugu State Field Report, 2012.
[21] Shapiro J. Overview of Planning. Retrieved on 05/05/2013 from www.civicus.org/new/media/overview%20of%20planning.pdf .
[22] Litman T. Planning Principles and Practices, 2013; Retrieved on 05/05/2013 from www.vtpi.org/plannng.pdf.
[23] Adekola AG, Ogunsola DS. Determinants of Productivity Level of Commercial Grasscutter Farming in Oyo State. Proc. International Conference on Global Food Crises. Owerri, 19th – 24th April, 2009.