Description

The study examines the role of agricultural colleges in sustainable agricultural development. The purpose of this study was to examine the relationship between the six identified colleges of agriculture in South Africa Tompi Seleka, Cedara, Grootfontein, Glen, Taung and Elsenburg and how they assist their surrounding rural communities to be sustainable. However the main focus would be in Tompi Seleka College of Agriculture in Limpopo Province where the researcher is the principal. The research paradigm of this study is interpretivism which emphasises social interaction as the basis of knowledge. The study essentially presents qualitative data, but in some instances there are indications of numbers of participants who responded in one way or the other and the quantitative data has been presented to show the level or extent of agreement of the questions asked or the weighting of the opinions of the participants.
A purposive sampling technique was employed in the selection of the 120 participants of the study. The sample consisted of 30 farmers, 10 alumni, 5 stakeholders, 5 local headmen, 10 members of the Bakone Development Forum, and 60 other individuals, comprising of 3 management staff, 3 students, 2 lecturers, and 3 administration staff from each of the six colleges of agriculture and the surrounding communities of the Tompi Seleka College of Agriculture. The qualitative data collection was performed using structured questionnaires, interviews, focus group discussions, and participant observations. The data was analysed using the ATLAS program. The results indicated that the diploma offered in the colleges of agriculture had been validated and endorsed by relevant stakeholders and agricultural industries, thus rendering it highly relevant.
The findings suggest that relevant policies that can direct colleges of agriculture in driving the socio-economic development of their surrounding communities successfully are in place. However, the study found that some of these policies need modifying to suit the intended objectives and contexts. The study also found that although agricultural colleges develop farmers‟ skills to improve production, the need to acquire equipment and improve college infrastructure is great. The study concludes that to perform an active and constructive role in rural development, colleges need to adjust their programmes to accommodate rural communities. Finally, the study suggested a reputation management framework for small medium enterprises that provides guidelines designed to address the challenges experienced in the services offered by these colleges in South Africa.