Transformation for rural development: An analysis of perspective transformation of participants of a VET course in agriculture

Context: Sustainable rural development depends on how swiftly new knowledge, and practices are accepted, adopted, and implemented and formal, non-formal and/or informal vocational training opportunities designed specifically for agriculture sector can cater for much needed knowledge transfer. This study is situated in such a context; through a qualitative methodology, it aims to explore to what extent the implementation of a modular pilot vocational education and training (VET) programme is effective in terms of fostering a “perspective transformation” towards adoption of better, novel, and innovative practices in agriculture (Mezirow, 1991, 2000). Approach: In order to determine whether the participant farmers experienced a perspective transformation, the Learning Activities Survey and Follow-up Interview Form developed by King (1997) were employed as data collection tools. The study group consisted of practising farmers (n=16) who have successfully attended and completed at least two modules of the programme. Findings: As a result of the data analysis, the PT Index Scores reveal that the majority of the participants (n=12) have experienced a perspective transformation as a result of the training they have received. The majority of participants (n=10) who have experienced a perspective transformation have noted that it was induced because of the unconventional approach of the delivery of courses. A total of 11 participants revealed that the field visits were effective for their experience of transformation while one participant informed that the transformation was induced during classroom discussions with peer farmers. Conclusion: This study aims to identify and discuss the efficiency of a modular pilot VET programme in agriculture that is designed and targeted to meet the identified needs of farming community in northern part of Cyprus for adoption of better practices. The results of this study can be useful for a broad range of stakeholders that are active in agricultural sector; education and training institutions that deliver agricultural training, agricultural policymakers aiming for sustainable rural development practices, educational practitioners and/or consultants active in the sector, vocational education, and training authorities as well as curriculum developers.