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This syllabus has been compiled with a view to accomplishing two fundamental objectives. First, the learners should develop basic principles of agricultural production relevant to Kenya in general, and specifically to their own environments. Secondly, learners should be involved in practical which aim at assisting them to acquire useful agricultural skills. Therefore, it is highly rec1immended that learners be involved in practical work for actual agricultural production.

Affective domain objectives in agriculture are as important as those in cognitive and psychomotor domains. However, they must not be seen as achievable at the end of each single topic. They are long term objectives and are set out in the general rather than specific objectives. The teacher must not forget them in teaching and in assessment.

The syllabus covers crop production, livestock production, farm power and machinery, farm structures, agricultural economics and agroforestry. These are distributed throughout the four-year course.

An attempt has been made to arrange the topics in a logical sequence. However, due to different ecological zones and .weather patterns in the country, teachers are advised to take into account these differences when developing their schemes of work. They should also endeavour to cover the syllabus within the allocated time. In topics on crop and livestock production, teachers should select examples which are most suited to their ecological zones. It is highly recommended that a crop museum be established in each school. Students should also be encouraged to plant suitable trees in their schools and label them using common and botanical names for each tree.

Each school is encouraged to harvest its rain water from the roof catchments, hold it in reservoirs and use it for irrigation and for livestock, among other uses. Rain water harvesting does not only avail cheap water to the school, but also prevents soil erosion and undermining of building foundations. Agricultural and other related activities must not be used as punishment for wrong doers.

At the end of this syllabus are appendices on lists of tools, weeds, pests and diseases to be Studied, However, teachers are encouraged to innovate and to use local resources in teaching. A guide on learner/assessment and self evaluation is given in appendix II.