1

OKAFOR, OLUCHI ERINMA

PG/Ph.D/07/43141

ENTREPRENEURIAL COMPETENCY NEEDS OF SECONDARY SCHOOL

GRADUATES AND FARMERS IN COMMERCIAL PLAINTAIN PRODUCTION IN
ABIA AND IMO STATE

DEPARTMENT OF VOCATIONAL TEACHER EDUCATION

FACULTY OF EDUCATION

Digitally Signed by: Content manager’s Name

DN : CN = Webmaster’s name
O= University of Nigeria, Nsukka
Ameh Joseph Jnr OU = Innovation Centre
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TITLE PAGE

ENTREPRENEURIAL COMPETENCY NEEDS OF SECONDARY

SCHOOL GRADUATES AND FARMERS IN COMMERCIAL PLANTAIN
PRODUCTION IN ABIA AND IMO STATES

BY

OKAFOR, OLUCHI ERINMA

PG/Ph. D/07/43141

A THESIS SUMBITTED TO THE DEPARTMENT OF VOCATIONAL

TEACHER EDUCATION, UNIVERSITY OF NIGERIA, NSUKKA IN
FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF DOCTOR
OF PHILOSOPHY (Ph.D) DEGREE IN AGRICULTURAL EDUCATION

DEPARTMENT OF VOCATIONAL TEACHER EDUCATION

(AGRICULTURAL EDUCATION)

SUPERVISORS

PROF. S.O. OLAITAN & DR. F. M. ONU

DECEMBER, 2013
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CHAPTER ONE

INTRODUCTION
Background of the Study

Plantain is a crop plant with green leaves and herbaceous stem. Its fruits are

cherished by many people in Abia and Imo States. Rasheed (2003) stated that more than

60 plantain varieties have been identified. The author stressed that these varieties can all

be grouped into Giant French, Medium or Small French and Dwarf French plantains.

Davies (2006) highlighted species of plantain as Musa sapentium and Musa paradisiaca.

Ogazi (1996) also said that plantain belongs to the Eumusa of the genus Musa (family

Musaceae) with species Musa sapentium and Musa paradisiaca. Agbakoba (2001)

highlighted that plantain species are classified either by bunch type, floral size or size of

the pseudostem (false stem). The author classified bunch type and floral size based on

their characteristics into: french plantain, french horn plantain, horn plantain, false horn

plantain and further classified the size of the pseudostem into: giant plantain, medium

plantain and small plantain.

The specie of plantain mostly grown in the area of study is false horn plantain. It

usually produces heavier bunches and greater number of fruits than others. This variety

has similar methods of production like other species. Plantain as contained in Food and

Agricultural Organization (FAO) report (2003) can be eaten in many forms either ripe or

unripe. The author stressed that unripe fruit can be boiled or roasted, eaten with oil or

vegetable; it can also be boiled and pounded or mixed with boiled yams and eaten as

fufu. The ripe fruits can be eaten alone or fried, used for garnishing rice. Plantain is

ground into powder and prepared into food paste called amala which is eaten with
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suitable soup. Morton (2006) stated that plantain flour can be mixed with wheat flour to

make bread, cake and biscuits. Ekunwe and Ajayi (2010) stated that many people have

developed commercial processes of plantain fruits to provide a wide variety of products,

such as puree, flour, jam, jelly, chips, crisps, flakes, vinegar and wine. The author further

said that though plantain fruit is the main economic product, but parts of the crop plant

can be used as food, fodder or as raw materials for the industries used for manufacturing

acids. The leaves are also used for wrapping food items. Adewole and Duruji (2010)

stated that plantain fruit is composed of 75 per cent liquid of different elements and 32

per cent of carbohydrates. It contains several vitamins including A, B, C and is very low

in protein and fat but rich in minerals particularly iron. Also, it is free from cholesterol,

high in fibre and low in sodium.

It was reported by Opeke (2006) that plantain is useful in the cure of different

diseases such as cardio vascular and kidney problems, dehydration in infants and diabetic

patients or people with arthritis and gastro-intestinal ulcers. Skinner (2005) stated that the

fruit of plantain is used to treat asthma and bronchitis, diarrhea and constipation; the peel

of riped plantain has antiseptic properties and is used to prepare a poultice for wounds or

even applied directly to a wound in an emergency; leaves of plantain have been used

medicinally for a range of disorder from headache to urinary track infections, the stem

juice was considered as a remedy for gonorrhea. The fruit is easy to carry and peel, it is

of great value to sports men and women as a quick and healthy method of replenishing

energy. In agriculture, plantain products such as the fruits or peels are used as feed for

animals; the peels are used as organic manure by farmers. The dead leaves and

pseudostems of plantain are used for mulching or allow to decay to form organic manure.

Based on the value of plantain as stated above, the farmer involved in plantain
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production enterprises cannot be out of business easily.

A farmer is an individual that cultivates a piece of land for the purpose of growing

crops and rearing animals. Amusa (2009) defined a farmer as a person who owns or

manages an area of land and buildings on it, for growing crops and/or keeping animals.

Uga (2006) said that a farmer is one who owns his farm and some of the resources and he

is the one who determines priorities. In situations where the farmer is illiterate, the

setting of priorities and determining how to maximize income along with some other

welfare objectives may depend on the advice of an extension agent. In the context of this

study, a farmer is an individual who cultivates land for the production of plantain at

commercial scale. The farmer obtains relevant farm information from the extension

agents in order to be successful in plantain production.

An extension agent in view of Onuoha and Nnadi (2004) is one that is

professionally trained to extend improved farming practices to farmers. In the context of

this study, an extension agent is a staff of Agricultural Development Progarmme (ADP)

charged with responsibilities of disseminating information from agricultural research

institute to farmers for implementation and also taking the problems of farmers to the

research institute for solutions. These farmers use simple farm tools and family labour in

plantain production. Family labour is sum of work performed by the entire household in

the cultivation and processing of plantain. The researcher observed that most of the

farmers in the study area grow plantain as intercrop and abandon them in the bush after

the harvest of the main crop. The plantain crops in the bush now compete with weeds for

nutrients and struggle with pests and diseases for survival which resulted to low

productivity. For these farmers to become entrepreneurial in plantain production to meet

demand they need to be assessed on what they possessed to determine the existing
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discrepancy. Need assessment according to Olaitan and Ali (1997) is a data gathering and

analysis process technique which provide information for curriculum modification and

programme evaluation. Need assessment focused on concept that the significance needs

of any educational system must be determined empirically through data gathering and

analysis in order to identify the discrepancy between "what is" and "what it should be."

Therefore, when "what it should be" to be effective is lacking, there is need for

improvement.

Improvement is defined by Amusa (2009) as the act of bringing into a more

desirable or condition; to become better. Robinson (2006) explained improvement as the

development of circumstance in which something is lacking to better standard or quality

than before. Galesburg (2007) stated that improved performance on the job by the

employee needs to be consistent and continuous in their use of tools, equipment and

machines. The author also advocated for adequate supervision of activities of workers by

their superiors, which should be coupled with retraining programmes to update

knowledge and skills in the use of facilities. Therefore, for farmers in the study area to

improve, they need to acquire entrepreneurial competencies for success in plantain

production. Procter (1995) defined need as a condition of lacking or wanting something

necessary or very useful. In view of Omeh (2010) a need is something required to fill an

existing essential gap. The author further explained need gap as what one requires in

order to meet a target standard. This gap needs to be identified to enable adequate

provision of relevant retraining programme for the farmers to make them become

entrepreneurial proficient in any of the commercial plantain production enterprises.

Entrepreneurship in the view of Tasbulatova (2000) involves new ways of looking

at opportunities and identifying new approaches towards solving problems. It is

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understood as a combination of creativity and innovation. Uduma (2004) explained that

being entrepreneurial involves the consideration of a number of opportunities to enhance

employee performance and business profit. The author suggested that the entrepreneur is

expected to apply strategic planning to assess if the opportunities provided for growth

are worthwhile and how they could be successfully exploited. The author stressed that

strategic planning is an essential part to the concept of entrepreneurial development of an

individual, which implies dexterity of competencies in an occupation to achieve a goal.

Competency as explained by Alawa, Abanyam and Okeme (2010) is the successful

performance of a task through the use of knowledge, skill, attitude and judgment. The

authors emphasized that competency can also be referred to as the state of being

functionally adequate in performance of one's duty. Competency in the opinion of Cooper

and Graham (2001) involves training situation where trainees have to attain a small

number of specific and job-related competencies. This ensures that participants build

confidence as they succeed in mastering a particular competency. Competency as

explained by Taba in Olaitan (2003) lays emphasis on knowledge, skills, attitudes and

judgment which is generally required for successful performance of task rather than all

the components comprising the tasks. The author stated that competency-based analysis

involve the identification of relevant elements and using them to carry out some works.

To be competent means that individual has acquired knowledge, skills and attitudes

which are required for performing successfully at a specified proficiency level in any

given work. Entrepreneurial competency in the context of this study refers to identified

knowledge and skills in plantain production that are organized sequentially in the way

that a learner could master them and in addition with business knowledge and skill that

would be used to pilot these competencies into economic success in plantain nursery,
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plantain plantation management, plantain processing and marketing enterprises. These

competencies are also required to sustain the farmers in commercial plantain production

for livelihood.

Commercial plantain production according to the report of International Institute

of Tropical Agriculture IITA (2008) is the cultivation of large expanse of land with

plantain plants of different species growing in it for commercial purpose. It requires huge

investment of capital, labour and good managerial ability in order to ensure the

sustainability of the resource inputs in the commercial plantain production. In another

way, the report of FAO (2003) described commercial plantain production as that type of

production in which products are primarily meant for market. This implies that

production of plantain at commercial scale goes beyond production for food for

consumption by immediate family members but rather production of plantain in large

quantity for market to make profit by the farmers. Commercial plantain production could

be informed of an enterprise.

The production of plantain in Abia and Imo States have been regarded by the

people as a viable enterprise hence they are eager to become involved in it profitably.

Anugwom (2007) stated that enterprises refer to business operations undertaken by a

body which maybe one person, a family, a company or co-operative for a particular

production or marketing activities. In the context of this study enterprise refers to

business operations, undertaken by a farmer and his family in the cultivation of plantain

for generating income for their livelihood.

In the study area, plantain production enterprises include plantain nursery, plantain

plantation management, plantain processing and marketing. These enterprises could

provide jobs not only for farmers but also for secondary school graduates. Secondary
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school graduates in the view of Onuka (2003) are school leavers who have completed the

senior school certificate programme some of who may continue their studies in the higher

institutions or may decide to enter into occupational fields. In the context of this study,

secondary school graduates are those individuals that have completed six years of

secondary school but could not secure admission into any higher institution or secure

employment in any farm related occupation due to lack of interest and skills in farming.

These unemployed secondary school graduates are found mostly in cities and urban

towns in the area of study such as Aba, Okigwe, Orlu, Owerri among others roaming

about the streets or found at motor parks or other public places as tout seeking for daily

livelihood through political thurgerry, kidnapping, prostitution among others. In many

cases they constitute menace to the society. These unemployed secondary school

graduates could have benefited in commercial plantain production if they were mobilized

and trained with competencies in commercial plantain production.

Statement of the Problem

Plantain is one of the fruit crops that are of high importance to people of Abia and

Imo states. It serves as food for human beings; while the peels serve as feed for animals.

The benefit of plantain to man and animals has increased the demand for plantain in the

area of study; based on this, government of Abia and Imo states have always encouraged

secondary school teachers to teach students plantain production as major crop in order to

improve its availability. Onuka (2008) reported that the curriculum of Agricultural

science in secondary school was broad and made little provision for mastering of crop

production skills. Therefore, teachers could only teach rudimentary knowledge of

plantain to students based on the congestion of the curriculum and interest of the teachers

to teach students for passing external examination. Many students graduated from
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schools without acquiring competencies in plantain production or in any skill demanding

occupation. The unemployed secondary school graduates migrate to urban cities where

there are no jobs, causing nuisance such as kidnapping, militancy, stealing and all other

vices; thereby making the study area insecure for life and property. These unemployed

secondary school graduates in the cities therefore, could be mobilized and trained with

competencies in plantain production for employment if the needed competencies are

identified and packaged into programmes for training them for employment in different

plantain enterprises.

Presently, in the area of study farmers who are involved in plantain production

grow plantain as intercrop with either cocoyam or maize or cassava, when the major crop

is harvested, plantain is abandoned in the farm without care. The crop continues to

compete with weeds, insects and nutrients for survival and at the end develop plantain

with low yield and poor quality. Imo Agricultural Development Programme (ADP)

(2007) reported that government through the extension agents provided farmers with

inputs like fertilizer, improved plantain seedlings and financial assistance. The farmers

diverted these inputs to growing cassava, cocoyam and yam that have almost the same

maturing periods with plantain; while still growing plantain as an intercrop. Therefore,

the low yield and poor quality of plantain still persist. Onuka (2003) reported that

government of Abia and Imo states respectively established skill acquisition centres for

skilled jobs like hair dressing, carpentry among others for equipping people with skills

for work. In these acquisition centres, there were no programmes on plantain production

for empowering unemployed secondary school graduates or retraining farmers in plantain

production. It, therefore, becomes necessary that plantain production competencies be

identified and packaged into entrepreneurial programmes for integration into skill
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acquisition centres for training unemployed secondary school graduates for employment

and retraining farmers for proficiency on the job.

Purpose of the Study

The major purpose of the study was to identify and package entrepreneurial

competencies in plantain production enterprises for training secondary school graduates

for employment and retraining farmers in commercial plantain production in Abia and

Imo states. Specifically, the study sought to identify:

1. Entrepreneurial competencies needed by secondary school graduates for

employment in plantain nursery practice enterprise.

2. Entrepreneurial competencies needed by secondary school graduates for

employment in plantain plantation management enterprise

3. Entrepreneurial competencies needed by secondary school graduates for

employment in plantain processing and marketing enterprise.

4. Entrepreneurial competencies in plantain nursery where farmers needed

improvement

5. Entrepreneurial competencies in plantain plantation management where farmers

needed improvement

6. Entrepreneurial competencies in plantain processing and marketing where farmers

needed improvement.

7. Competencies in training needed by trainers for training secondary school

graduates for success in employment and retraining farmers for proficiency in any

plantain enterprise.

8. Package the competencies identified for each enterprise for training secondary

school graduates and training farmers in commercial plantain production.

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Significance of the Study

The findings of the study were of benefit to Abia and Imo States government;

administrators of skill acquisition centres; curriculum planners and farmers.

The study provided information to Abia and Imo States government on

entrepreneurial competencies in plantain production needed by secondary school

graduates for employment and farmers for improvement which have been packaged into

competency training programme. The government could direct the skill acquisition

centres to integrate the identified and packaged plantain production programmes into skill

acquisition centres for training secondary school graduates for employment and retraining

farmers for competency in any plantain production enterprises.

The study provided information to administrators of skill acquisition centres on

competencies in plantain production enterprises needed by secondary school graduates

for employment and farmers for improvement. The administrators could integrate the

packaged programmes into the skill acquisition centres for training of secondary school

graduates for employment and retraining of farmer for competency.

The findings of this study is useful to curriculum planners as they could use it as a

guide in developing programmes for students in schools and colleges or universities of

agriculture in plantain production enterprises especially those who are interested in future

careers in plantain production enterprises.

The study provided information to the extension agents on competencies in

plantain production enterprises. This information could be utilized by the extension

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agents for retraining the farmers at skill acquisition centres or through small plot

adoption techniques to enable farmers acquire improvement in plantain production.

Research Questions

The following research questions guided the study:

1. What are the entrepreneurial competencies needed by secondary school graduates

for employment in plantain nursery enterprise?

2. What are the entrepreneurial competencies needed by secondary school graduates

for employment in plantain plantation management enterprise.

3. What are the entrepreneurial competencies needed by secondary school graduates

for employment in plantain processing and marketing enterprise?

4. What are the entrepreneurial competency improvement needs of farmers in

plantain nursery practice enterprise?

5. What are the entrepreneurial competency improvement needs of farmers in plantain

management enterprise?

6. What are the entrepreneurial competency improvement needs of farmers in plantain

processing and marketing enterprise?

7. What are the competencies in training needed by trainers for training secondary

school graduates for success in employment and retraining farmers for proficiency

in any plantain enterprise?

Hypotheses

Three null hypotheses were formulated for this study. They were tested at 0.05

level of significance:

1. There is no significant difference in the Mean ratings of the responses of

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Agricultural science teachers, extension agents and farmers on the entrepreneurial

competencies needed by secondary school graduates for employment in plantain

nursery enterprise.

2. There is no significant difference in the Mean ratings of the responses of

Agricultural science teachers, extension agents and farmers on the entrepreneurial

competencies needed by secondary school graduates for employment in plantain

plantation management enterprise.

3. There is no significant difference in the Mean ratings of the responses of

Agricultural science teachers, extension agents and farmers on the entrepreneurial

competencies needed by secondary school graduates for employment in plantain

processing and marketing enterprise.

Scope of the Study

The study was restricted to identification and packaging of entrepreneurial

competencies in plantain production enterprises for training secondary school graduates

for employment and retraining farmers for proficiency on the job. Collection of data was

restricted to the use of questionnaire for obtaining information from the agricultural

science teachers, extension agents and farmers, on the three plantain production

enterprises.
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CHAPTER TWO
REVIEW OF RELATED LITERATURE
The review of related literature was presented under the following sub-headings.
• Conceptual Framework
• Commercial plantain production
• Approaches to Identification of Competencies
- Job analysis
- Task analysis
- Modular analysis
- Competency based analysis
- Occupational area analysis
- Functions of industry analysis
- Need assessment
- Need gap
- Improvement
• Theoretical framework
- Occupational Theory
- Training Theory
• Literature on:
• Planning plantain production enterprise,
• Plantain nursery practice enterprise,
• Plantain plantation management enterprise,
• Plantain processing and marketing enterprise and,
• Training for any plantain production enterprise
• Related empirical studies
• Summary of literature review.
Conceptual Framework
Concept as defined by Eboh (2009) is the distinctive meaning of a term; that is, it

can be inform of phrase or a single word. According to Khan (1999) concept is an idea or
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a principle that is connected with something. Olaitan (2003) defined concept as a

philosophical term that refers to general ideas. Concept in this study refers to general

ideas used for expressing or given meaning to certain words or phrases that may present

more than one idea to somebody. The idea that best expresses what the researcher is

conveying to the readers is termed a concept in this study. Eboh (2009) defined

conceptual framework as a schematic description and illustration of the causative

mechanisms and relationship deducible from the research problems. In this study,

conceptual framework refers to relationship that exists among the concepts that help to

explain the ideas and principles in plantain production enterprises (See Fig. 2 page 36).

Literature was therefore reviewed on the following related concepts: Commercial

plantain production Approaches for identification of competencies:

i. Job analysis

ii. Task analysis

iii. Modular analysis

iv. Competency-based analysis

v. Occupational area analysis

vi. Function of Industry Approach

Need Assessment

Need Gap

Improvement

Commercial Plantain Production

Commercial plantain production is large-scale production of plantain crops for

sale, intended for widespread distribution to wholesalers or retail outlets (FAO, 2006)

report. The report stated that it involves farming system which is performed on a large
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scale, with the help of machines like tractors and so on. Robinson (1996) emphasized that

production of plantain at commercial scale goes beyond production for consumption by

immediate family members but rather production of plantain in large quantity for market

to make profit by the farmers.

The report of FAO (1990) showed that commercial plantain production differs

significantly from subsistence production, as the main objective of commercial plantain

production is achieving higher profits through economics of scale, specialization,

introduction of capital-intensive production techniques, labour-saving technologies, and

maximization of plantain yields per hectare through synthetic and natural resources

(fertilizers, hybrid seeds, irrigation and so on). In the report of IITA (2004), commercial

plantain production is categorized into two, these include:

Intensive commercial plantain production: A system of plantain production in which

relatively large amounts of capital or labour are applied to relatively smaller areas of land

for plantain production.

Extensive commercial plantain production: It is a system of plantain production in

which relatively large amounts of capital or labour investment are applied to relatively

large areas of land for plantain production. At times, the land is left fallow to regain its

fertility. It is mostly mechanized as labour is very expensive or may not be available at

all.

Approaches to Identification of Competencies

Job Analysis

Job analysis in the view of Olaitan (2003) is a detail listing of duties, operations
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and skills necessary to perform a clearly defined job, such operations and skills are

organized into a logical sequence which may be used for teaching, employment or

classification purposes. The author further stated that job analysis is a statement of facts

concerning a job which reveals its content and modifying factors which surround it.

Hernandez (2002) stated that job analysis is a process of identifying and determining in

detail the particular job, duties and requirements and the relative importance of those

duties for a given job. The author further stated that job analysis is a detailed description

of the physical and other demands of a job or job goal based on direct observation of the

job and it describes what the worker does in terms of activities, functions and the workers

characteristics (skills, knowledge, abilities and adaptabilities) needed to accomplish the

task involved.

According to Olaitan, Nwachukwu, Igbo, Onyemachi and Ekong (1999), the

importance of job analysis are as follows:

1. Establishing a priority for selection and placement on the job

2. Estimates criteria of job success

3. Estimates traits which differentiate success on the job from the success on the

others and furnishing of preliminary estimated in selecting persons for the job.

In view of Guide (2001), job analysis data may be collected from the incumbents

through interviews or questionnaire and the product of the analysis is a description or

specification of the job and not of the person. The author therefore enumerates the

purposes, methods of job analysis and aspect of a job that could be analyzed as follows:

a. Purpose of job analysis: According to the author, is to establish and document the
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"job relatedness" of employment procedures such as in training, performance

appraisal, selection and composition. These are further explained as for

determination of the training needs.

b. Training need assessment: Job analysis, the author said is used in training "need

assessment" to identify or develop training content, assessment test to measure

effectiveness of training, equipment to be used in delivering the training and

methods of training. The author added that job analysis can be used in

compensable job factors, work environment (e.g. hazard and attentions, physical

factors), responsibilities (e.g. fiscal supervisory) required, level of education

(indirectly related to salary level).

c. For selection procedures: Job analysis is used in selection procedures to identify

the following: Job duties that could be included in advertisements of vacant

positions; Appropriate salary level for the position to help determine what salary

should be offered to a candidate; Minimum requirements (education and or

experience) in screening applicants; Interview questions; Selection

tests/instruments (e.g. written tests, oral tests, job simulations); Applicant

appraisal/evaluation forms and Orientation materials or applicants/new hires.

d. For performance review: The author stressed that job analysis is used in

performance review to identify:

i. Goals, objectives and performance standard evaluation criteria

ii. Length of probationary periods and

iii. Duties to be evaluated.

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According to Onah (2003) steps in job analysis are as follows: Identify the use to

which the information will be put since this will determine type of data you collect and

how you collect them; Review relevant background information such as organizational

chart, and shows how the job in question relates to overall organization; Selection

representative positions to be analyzed; Analyzed the job by collecting data on job

activities required, employee behaviour working condition, human traits and abilities

needed to perform the job; Review the information with job incumbents; Develop a job

description and job specification, job description is a written statement that describes the

activities and responsibilities of the job. Job specification summarizes the personal

qualities traits, skills and background required for getting the job done. Fines and

Cronshaw (1999) listed the steps in job analysis as:

Interviews with incumbents and supervisors; Use of questionnaires (structural or

open ended); Observation; Gathering background information such as duty statement or

classification. In view of Hernandez (2002) steps in conducting job analysis are: Review

formal job documentation; Understand the organization's strategy and culture; Find out

who the top achievers are and understand why they are successful; Check that you have

the people and resources to do the job; Confirm priorities with your boss and take action.

Job analysis is related to this study as it guided the researcher in identifying skill

elements of the competencies in commercial plantain production.

Task Analysis

A task is defined by Fabio (2004) as an activity that should be performed in order

to reach a goal. Task as explained by Mager in Olaitan (2003) is a set of logically related
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action required for the completion of a job. The author described task analysis as listing

of all the steps involved in each task in terms of what the person does when performing

the steps for accomplishing the job.

Task analysis as stated by Osuala (1999) is the procedure of breaking down job

activities to determine the teachable content in terms of operations, tools, processes and

technical information to be organized into a course of study and arranged in a sequence

of difficulty. Task analysis in the view of Martijin (2008) is statement of all facts

concerning a task which reveals its content and the modifying factors which surround it.

It is an attempt to list the skills, knowledge and attitudes the learner must be taught if he

is to learn a trade. Carmen and Marucci (2003) described task analysis as detailed listing

of duties, operations and skills necessary to perform a task. The author maintained that

such operations and skills are organized into logical sequence and may be used for

training and employment. Task analysis in the opinion of Ogwo (1996) is used to select

training curriculum if trainers want to produce workers with skills. In view of Onuka

(2003) task analysis is important in

1) Designing instructional strategy to be adopted in training workers

2) Selecting valid curriculum content for training programme and evaluating the

performance of employee.

Olaitan, et al (1999) outlined the importance of task analysis as follows:

1) Provides basis for collecting interrelated information about work in order to allocate

priorities,

2) Helps to make decisions about structuring a leadership environment

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3) Makes content selection process in any work valid

4) Helps in specifying instructional objectives

5) Useful in the designing of instructional activities

6) Helps in the determination of teaching strategy and useful in evaluating

performances.

In the contribution of the authors task analysis is concerned with process of

breaking work into smaller components and is derived from an occupational area; the

occupational area is broken down into tasks which are subdivided into sub-tasks. Task

analysis as further explained by the authors involves developing a list of tasks that are

usually performed by practitioner in an occupation to accomplish a job. They further

identified four major steps in task analysis as follow:

i. Task identification: in task identification skills to be taught are identified in clear

terms,

ii. Task clarification: the task clarification involves critical examination of skills

identified as relevant to the task to be accomplished.

iii Task detailing: this involves breaking of skills into minute parts for handling

during training

iv Task fixing or sequencing: Task sequencing is when tasks are arranged logically

for easy management during training or learning.

In the view of Hackos and Reddish (1998), task analysis examines what a user is

required to do in terms of action and cognitive process to achieve in a task. The authors

further explained that task analysis makes possible to design and allocate task
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appropriately within the system; the functions to be included within the system and the

user interface can then be specified. The authors further listed the following steps of

breaking down tasks into sub-tasks:

i. Identify the task to be analyzed;

ii. Break the task into 4 or 8 units;

iii. Draw the sub-task as layered diagram ensuring that it is complete; iv. Continue the

breaking process ensuring that the breaking and numbering are consistent;

v. Present the analysis to someone also who has not been involved in breaking but

who know the task well enough to check its inconsistency.

Steps involved in a task analysis as highlighted by Olaitan (2003) are as follows:

i. Break the occupation into various tasks;

ii. Break the tasks into specific learning activities;

iii. Validate the activities through a review of job functions to be performed;

iv. Identify materials and methods for performing each activity;

v. Implement the activities

In the submission of Watkins (2007) the following are steps in conducting task

analysis:

i. Understanding the activities to be represented;

ii. Task elicitation: Information on activities considered as central relevance to

development should be focus and elicited through interview;

iii. Task representation (i.e. clarifying notes, making diagrams or tables);

iv. Show notes to user: this is to ensure that the representations are correct;
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v. It is advisable to go through the preliminary description with the users and input

to the design;

vi. The task analysis diagram can be used directly in discussions about the system

being considered.

The task analysis is suitable for this study because it enables a programme to be

broken into tasks and other teachable skill activities adaptable for students and teachers.

It guided the researcher in organising the identified competencies into relevant tasks in

plantain production enterprises.

Modular Analysis

In view of Tasbulatova (2000), modular analysis is a training reform method that

will sufficiently equip the trainee with skills for employment and that it is for immediate

goal attainment and it involves short training period. The author further stated that it

requires a detailed assessment procedure and certification compared to what is needed in

a more traditional system of training in order to ensure quality control. Olaitan and Ali

(1997) defined modular analysis as a unit of curriculum based on the development of

entry level competencies of students. Anyanwu, Nzewi and Akudolu (2004) stated that

modular analysis is an organized packet of information that includes elements such as

objectives, assessment content, assignment or activities, the authors stated further that

typical learning modules are assigned to enable students move through the content

linearly.

According to Olaitan, et al (1999) the importance of modular analysis are as

follows:
 26

1. Provision of immediate goal attained when a learner is aware of the skills to be

learnt and under a condition he or she operates.

2. Incorporation of new knowledge, practices and improvement in occupation and

provision of students with diverse ability level in occupation, hence at least

every student will be able to develop a minimum entry in one occupation.

Chermish and Scott (2002) outlined the importance of modular approach as:

1. Achievement of immediate goal,

2. Promote the individualization of training.

3. Strengthen the ability of the learner to work independently and promoting active

participation of teachers and learners within the training processes.

Brophy (2000) identified steps necessary in a modular analysis as: i. Identify the

major concepts to be explained in the course; ii. Establish learning objectives from

taxonomy categories, iii. In this step the list of concepts are transformed into actions that

students can perform to demonstrate their level of understanding expected by the

instructor; iv. Prioritizing the Content; the goal of this step is to identify how critical this

content is towards achieving the major learning outcome for the course; v. Designing

challenges for instruction.

This should not be abstract to enable students noticed the connection between

ideas. Marzano (1998) outlined 10 steps in a modular analysis as:

i. Definition of the target population for training;

ii. Listing the task to be performed by the target population on the job;

iii. Listing the skills and knowledge needed to do the task;

 27

iv. Selecting the skills as well as the knowledge to be taught;

v. Organizing the selected skills and knowledge into suitable learning units and

developing the training design including brief outline of module content and

planned training methods;

vi. Draft expanded outlines of modules including instructional objectives, main body

of text and description of training methods;

vii. Experts providing realistic examples and information used in the exercise;

viii. Drafting the complete modules and course directory guideline;

ix. Field testing the training materials;

x. Revise and finalize training materials based on the field test.

Modular analysis provides information to assist the researcher in the identification

of planned series of learning activities, interpretation of data and packaging of such

activities into training modules; based on this information, modular analysis is suitable

for unit by unit arrangement of learning activities in plantain production enterprises for

training of secondary school graduates and retraining of farmers with reference to new

technologies. Therefore it helped to guide the researcher in arranging tasks in plantain

production into modules.

Competency Based Analysis

Competency based analysis, in the opinion of Carmen and Fabio (2003) is a

process of designing and delivering strategies which help a student to acquire knowledge,

skills and attitudes needed for successful entry into an employment, it involves arranging

skills, knowledge and attitude to be learnt in hierarchy of difficulty. In view of Ogwo

 28

(2002) competency-based analysis is characterized by clearly stated, attainable and

measurable objective expressed in form of knowledge and skills that learners have to

master within a given time frame. Competency based analysis in the view of Marrelli,

Tondora and Hoge (2005) is the process designed with the aim that each learner acquires

knowledge, skills, attitude and values essential to be competent. The author explained

further that competency-based analysiss is a set of related behaviours that impact job

performance, measured against established standards and can be improved through

training and development. According to Anne, Janis and Michael (2005) competency

based analysis is an organizing framework that lists knowledge, skills, attitude and

judgment required for effective performance of a specific job, job family (i.e. group of

related job), organization, functions or processes.

According to Hayton and Kelley (2006) the importance of competency based

analysis are as follows:

1. Being superior to other approaches such as job analysis method, task analysis

and behaviour analysis because task analysis is highly specific, behaviour

analysis is moderately specific while competency approach is least specific

and facilitate a broad application of the same model through out the

organization.

2. It generates success profiles of job, the breadth and flexibility built into

competency based approaches are consistent with the need for strategic

flexibility.

3. It reduces interesting leap from individual difference to job performance.

 29

4. It provides direct bases for identification behaviour to be observed (i.e.

competent innovative activity) and

5. It is used to directly derive behavioural based performance appraisal mechanism,

which is expected to be more valid, reliable and acceptable to raters and ratees.

Importance of competency based analysis in the view of Olaitan, et al (1999) are

as follows:

1. Helping teachers to make decisions relative to what to teach, when to teach it, how

to teach it and how much time to spend on it.

2. Helping teachers to organize knowledge and skill for each task into a hierarchy

and it assures educators that what they are providing about vocational education is

appropriate.

In view of the authors competencies in module should be arranged in steps. These

steps are:

i. Identify all task operation to be learnt;

ii. Arrange tasks and jobs in appropriate course;

iii. Determine what one would need to know and do in order to perform the identified

task;

iv. Organize knowledge and work-skills to be learnt in hierarchy;

v. State what would be done in order to master each skill and knowledge

Cooper and Graham (2001) enumerated steps in competency analysis as:

1. Clearly and specifically define objectives: In defining objective four essential

questions are to be answered and these are why is there a need to develop a
 30

competency approach; what is the unit of analysis; what is the relevant time

frame and how will the competency approach be applied.

2. Obtain the support of sponsor (i.e. one who will provide information, resources

and authority required to ensure success.

3. Develop and implement a communication and education plan

4. Plan the methodology: This involves selecting the sample of individuals who will

contribute data for the project, as well as the methods to be used to obtain data.

5. Identify the competencies and create the competency model: This involves three

interrelated tasks - content of the job is defined, competency identification and

assembling of the competency model which provide information used to identify

the specific competencies required for effective performance.

6. Apply the competency model: The worth of competency model lies in its

application. The value is maximized if it is applied in all aspects of human

resources.

7. Evaluate and update the competency model: After development and application,

it is important to evaluate both the competency model development process and the

value of the resulting approach to the organization. In view of Anne, Janis and

Michael (2005) steps in competency analysis are:

i. Identify the life of work domain;

ii. Review available resources;

iii. Identity competencies;

iv. Verify competencies;

 31

v. Identify competency standards;

vi. Develop objectives and criterion referenced measure;

vii. Develop instructional activities and materials; initiate programme.

Coursey (2003) enumerated steps in competency based analysis as follows:

i. Compiling a detailed description of the tasks that makes the job;

ii. Observe incumbent people performing the jobs;

iii. Conducts the interview with people who are currently doing the job,

iv. Facilitate meetings with job content experts and

v. Facilitate meetings with people in the organization who are visionaries i.e. people

who really know the jobs, the organization and most importantly the feature of

the jobs and the organization.

Competency-based analysis is suitable for identifying competencies in plantain

production enterprise for training secondary school graduates and retraining of farmers

for competencies in plantain production enterprises. Therefore this study identified with

it and the competency based analysis helped the researcher in identifying relevant

knowledge, skills and attitude in plantain production needed by secondary school

graduates and farmers in plantain production enterprises.

Occupational Area Analysis

An occupation as stated by Baker (1996), is a social role performed by adult

members of a society that directly and indirectly yield social and financial consequences

and that constitute a major focus in the life of an adult. In the opinion of Taba in Olaitan

et al (1999) occupational analysis is concerned with listing of all the job as well as
 32

knowledge, skill and attitude, the learner must learn to enable him/her gain entry and

function in an occupation. Thompson (1997) observed that there are different

occupations in some occupational areas, some technical competencies of one occupation

may be relevant to the technical competency of another.

The author stated that some occupations may require competent workers in

planning, organizing, marketing such that the competent personnel who are the experts

and along with other groups combine their efforts towards achieving stated objectives of

the enterprises. For instance, plantain Nursery production enterprise may require

competent personnel in planning evaluation, marketing and accounting from plantain

processing enterprise. These professionals along with other staff of the enterprise work to

realize the objectives of each enterprise. The implication of this overlap in technical

competencies is that marketers in one occupational area can offer their services in another

and vice versa (Ehiametalor, 1999). This has serious implications in training and

retraining of secondary school graduates and plantain farmers respectively. For better

understanding of occupational area approach, see Figure. 1

Nurser Practice
Enterprise

Plantain plantation
management

Processing and marketing enterprise

Figure 1: Occupational Clusters in Plantain Production

Source: Olaitan and Ali (1997)
 33

In the contribution of Baker (1996) the identified competencies were common and

to some extent necessary for initial employment in a number of related jobs and or

occupations. The author added that the analysis maybe of good use in curriculum of skill

occupation that involves levels of technical knowledge for efficient performance of the

skills, abilities, attitudes and understanding of the profession.

According to Thompson (1997) the importance of occupational area analysis are

as follows:

1. Providing an overview of a sector and the common job roles and key occupational

areas found at all levels within it.

2. Identify any overlaps or gaps in the coverage of existing occupation and identify

where amendment might be necessary and helping to define occupational areas for

which qualification might be necessary.

Dumbiri (2011) stated that professionals such as planners, marketers, accountants

etc in the different occupation but with overlapping competencies may be trained on the

same enterprise skill model on planning, marketing, accounting with slight variation to

suite their occupational area. In the report of Human Resource Partnerships Directorate

(HRPD) (2000) the following steps are applicable to occupational area analysis

1. In planning process, the following are involved:

 Identify human resource needs

 Determine the purpose for development

 Identify the industry or committee members in the process,

 Define the scope of the occupation or skill set »J» Investigate appropriate methods
 34

of development

 Select industry participants for the occupational analysis participants must be

current and experience in their occupation

 Represent the full range of activities and specialist being considered

 Be individuals with knowledge and skill in advance technologies and

 represent small medium and large enterprise

2. In conducting the occupational analysis, the following format are involved:

 Organize information in an approved structure and format

 Arrange for professionals to proofread and edit the information or document

 Establish approved training programme

3. In delivery the training programme, this is delivered through:

 Training of industrial trainers

 Educational institution

 Distance learning

 Distance learning and self study

4. Assessment and certification of individuals: this is carried out by:

 Determining the potential for revenue generation from certification

 Awarding certificate and

 Maintaining registry of certified practitioners

The following steps are applicable to occupational analysis according to the report

of the joint International labour organization (ILO) and World Health Organization

(WHO) (2003):
 35

1. Plan and develop occupational programme that will be in line with the policy

of the occupation.

2. Make consultant from professionals or experts that will advice where

necessary.

3. Set up a training strategy such as:

- Induction training

- Supervisor and management training

- On the job training and workforce procedures

- Skill training

4. Conducting the training using experts of various areas of the occupation

5. Evaluating your training program to monitor its effectiveness by promoting,

maintaining and improving strategies for efficiency.

Occupational area analysis is relevant for this study in order to reduce cost and

wastage of time especially when the situation involves planning and marketing across

enterprises. It helped the researcher to identify areas of overlap in the enterprises where

participants in many enterprises could be train together in order to save time and

resources; such areas include planning and marketing within each enterprise that is

planning in plantain nursery, plantation and processing could be trained together, the

same thing in marketing.

Functions of Industry Approach

Function of industry approach is defined by Finch and Crunkiton (1984) as the

operations that must be performed somewhere in the total business or industry in order
 36

for it to be successful. Olaitan (2003) stated that function of industry focuses on

identification of job activities of an industry or occupation, organizes this task logically

according to the demand of the industry or occupation. The author further said that these

tasks or activities form the curriculum content of a training programme for preparing

personnel that can work in similar industry or occupations, provided that adequate and

relevant facilities to that of the industry or occupation are involved in training.

According to the author, functions of industry approach can be used to develop a

programme where none has existed before such as zero programme. It can also be used to

refocus or change the direction of objective of a programme to occupational needs, for

example a programme may be developed in crop production, but any time the

programme is not needed again, can be changed to another e.g. animal production. Finch

and Crunkiton (1984) enumerated the steps in functions of industry analysis as:

i. Define the purpose of the industry and identify the essential functions to be

performed in line with the purpose;

ii. Develop a list of activities for each function;

iii. Develop the list of various competencies needed by persons performing;

iv. Group the activities and competencies into compatible areas for the purpose of

developing the proper educational mix required to prepare personnel for the

industry;

v. A jury of experts should examine the curriculum content and verify its

appropriateness.

This study sought information from research centres, farmers and processors of
 37

plantain to identify step by step practices in plantain production enterprises (nursery,

plantation management, processing and marketing. The study helped the researcher to

identify competencies in each enterprise as it is practiced in the occupation and also

guided the researcher in packaging the identified competencies into programme.

Need Assessment

Need assessment according to Anyakoha (1988) is a type of evaluation research

used in determining the various areas of need or discrepancies in education. The author

further stated that need assessment is based on the notion that the relevance of education

must be empirically determined and should identify the discrepancy between "what is"

and "what it should be." Olaitan and Ali (1997) described need assessment as data

gathering and analysis process technique for providing information for curriculum

modification and programme evaluation. The authors stressed the need assessment is

conducted for variety of reasons in educational setting and for the purpose of identifying

different types of needs served by a particular educational system. The authors stated

specifically that need assessment is used to:

i. identify the needs of students in a given subject area.

ii. determine the weakness in students academic achievement.

iii. determine the needs of teachers for additional training.

iv. determine the future needs of the school educational system.

v. identify the educational areas where desired outcomes have not been attained.

vi. identify the strengths and weaknesses of a programme.

Need assessment guided the researcher in determining the discrepancies in the

 38

farmers' competency for their retraining i.e, the gap between the competencies they

possessed and what they need to possess.

Need Gap

Need gap in the view of Chuta (1992) is what one requires in order to meet a target

standard; that gap to be filled constitutes a need. Omeh (2010) stated that need gap is a

discrepancy between a current state of affairs and a desired future state. Okeme,

Ifeanyieze and Eze (2009) explained that need gap is the difference between the real

performance of teachers and their expected performance. In order to determine the

retraining need of the farmers, the need gap must be known through assessment,

therefore the technique of obtaining the need gap as explained by the authors above serve

as a guide to the researcher to obtain the need gap of farmers in plantain production

enterprises. This identified need gaps in competencies where they exist constitutes

improvement needs.

Improvement.

Improvement as explained by Pearson (2006) is a change for better or progress in

development. The author added that improvement is concerned with promotion in desired

qualities or progress towards what is better. Robinson (2006) stated that improvement is

the circumstances in which there is development in something that is lacking to better

quality than before. It guided the researcher to identify training/retraining competencies

that will make the farmers become proficient or perform better on the job after retraining.

The conceptual frame work of the study is summarized by the schema below.

The conceptual frame work of the study is summarized by the schema below.
 39

Plantain Production Enterprise

Plantain Plantain Plantain Processing

Nursery Plantation management and Marketing

Approaches (for Identification)

Secondary
school Modular
graduates Approach
needs

Job Task Competency Occupational Area Function of

Analysis Analysis Based Analysis Analysis Industry Analysis

Modules (of Competencies)

Packaged Programmes Plantain

Secondary School Enterprises
Graduates

Farmers

Retraining Need Assessment

of farmers

Need Gap

Improvement

Figure 2: Conceptual Framework for the Study

Source: The Researcher
 40

Figure 2 explains conceptual framework of the study. Commercial plantain

production have three (3) major enterprises (plantain nursery, plantation management,

processing and marketing) each is made up modules with task and competencies

identified through a combination of job analysis, task analysis, competency based

analysis, occupational area analysis and function of industry analysis. These modules are

packaged into programmes for each enterprise and utilizable for training secondary

school graduates for occupation in relevant enterprises. The packaged programmes can

also be utilized for retraining farmers after need assessment have been carried out on the

farmers to determine their need gap for retraining which will bring about improvement.

Theoretical Framework of the Study

A theory as stated by Beauchamp in Olaitan (2003) is a set of related statements

that are arranged systematically so as to give functional meaning to a set of series of

events. The author maintained that statement may take the form of descriptive or

functional definition, occupational construct, assumption, postulations or hypothesis and

generalization, laws or theorems. Nwachukwu (1988) stated that a theory is a systematic

group of interrelated principles and concepts which provides a framework for significant

knowledge. Williams and Jensen (1997) also defined theory as an idea that is intended to

explain certain things or happenings. The authors further explained that theories are

concepts upon which phenomenon are explained. In the context of this study, a theory is

a set of principles that guide this work.

The theoretical framework of the study is based on:

1. Occupational theory.

2. Training theory
 41

Occupational theory

An occupation as stated by Baker (1996) is a social role performed by adult

members of a society that directly and indirectly yielded social and financial

consequences and that constitute a major focus in the life of an adult. Occupation as

stated by Mark-Wardt (2001) is what a person devotes one's self to do especially one's

regular work, employment, trade, job, pursuit or means of getting a living. Occupation in

the view of Barnhart (1995) is the work a person does regularly to earn his living. The

author stated further that occupation is a principal activity in one's life which one does to

earn money and activity that serves as one's regular sources of living. Olaitan and Ali

(1997) defined occupation as a number of related jobs that an individual does to earn a

living. Olaitan (1996) stated that occupation is based on the following:

1. Occupation theory of value

2. Occupational skill element theory

3. Occupation theory of body of knowledge.

Occupation theory of value:

Value in the view of Robinson (1999) is the quality of being useful or desirable,

the degree of usefulness or desirability of a thing. Olaitan, et al, in Dumbiri (2011) stated

that occupation must have value that attracts individual into it, which may be economic,

social or prestige. Okorie (2000) stated that the value of occupational education depends

on the ability of the individual to use the training in gainful employment in any

occupation and that if he cannot get such in any occupation; the training is of no value to

his economic or social life. In this study, the occupational theory of value has relevance

as plantain production enterprise is occupation that has economic value to the people of

Abia and Imo States. Therefore, the major beneficiary of this study such as secondary
 42

school graduates and farmers could earn sufficient money from it for their living. The

theory guided the researcher in identifying and packaging relevant competencies in

plantain enterprises for training secondary school graduates and retraining farmers for

proficiency on the job.

Occupational skill element theory:

According to Olaitan in Akwaji (2006) occupation must have skills in which an

individual must be trained to ensure long employment for living. The author stated that

skills in occupation must be amendable to logical arrangement during the training

process for the purpose of practice and mastery. In the view of Ogwo and Oranu (2006)

an occupation must have job clusters with specific skill elements within the occupation to

prevent unemployment. Okoro (1999) stated that for every occupation, there is a

minimum of productive skill which an individual must possess in order to secure or

retain employment in the occupation; otherwise it will neither be personally or socially

effective.

The theory guided the researcher in identifying the skill aspect of the

competencies in plantain enterprise for training secondary school graduates for

occupation and retraining the farmers for proficiency on the job.

Occupation theory of body of knowledge:

Body of knowledge in the view of Smith (2000) is a particular test to be analyzed,

broken down to into competency elements and list of competencies drawn up. The author

stated further that learning is planned and guided, therefore, what is to be learnt must be

specified in advance and it should be implemented and evaluated. Eneogwe (1996) stated

that body of knowledge is the content or subject matter to be studied, "what" of the study

or of any achievement. In the view of Olaitan (1996) occupational theory of knowledge

 43

will be relevant on condition that the knowledge to be learnt in occupation is arranged

logically during training for the purpose of mastery. The author stated further that

occupation must have a level of proficiency in training without which a professional

certificate or recognition cannot be guaranteed; that is, occupation must have contents

that are logically arranged for training of secondary school graduates and retraining

farmers that should be certified for proficiency.

Okorie (2000) observed that for every occupational field, there are specific skills,

body of knowledge and attitudes required to progress in the field; and in planning

occupational instructions for a group of students, the teacher must base his instructional

materials on:

The capabilities and competencies that are needed by all workers in the enterprises;

Attitudes common to an occupational field; Level of skills which are specific to the job a

student is learning to perform at his training station; Ability to construct, assemble or

combining unit elements of the job. In this study, body of knowledge consist of identified

competency elements, logically arranged into modules and packaged into programmes in

plantain enterprise such as nursery, plantain, processing and marketing.

Training Theory

Training as stated by Aliyu (2001) is the organizational efforts aimed at helping an

employee to acquire basic skills required for the efficient execution of the function for

which he was hired. McNamara (2007) stated that training involves an expert working

with learners to transfer to them certain areas of skill to enable them improve in their

current job.

Some theories have been formulated, and used in the development of work skills

needed for preparing tasks in different jobs. These theories are stated in the form of
 44

principles, descriptive or functional definitions necessary to offer useful instructional

guides to trainees in related enterprises (Uko, 2010). Training theories relevant to this

study are those of Okoro (1999) which stated that:

1. Training will be efficient on the job if the environment where the learner is trained

is a replica of the environment where he is going to work. The prevailing

conditions or environment where the learner is trained must be similar to those

conditions where he is going to work, that is, where he is going to make use of the

training he has received for earning a living. For example, if an agricultural

science student will work in farm after graduation he must be trained in an

environment with farm conditions such as the school farm instead of the

classroom or football field also if a learner is to be a football player he must be

trained in a playing ground rather than in a classroom.

Environment, according to Okorie (2000) includes the place, facilities and

personnel involved in the operation of an occupation. It will not be suitable to train

a farmer without farming conditions such as tools, planting materials and land as

conditions for training or train a football player without a ball, football butts and

field. In the context of this study, the secondary school graduates will not be

efficient as plantain production entrepreneur in the absence of such conditions as

land for training him for competencies in plantain production and demonstrate his

acquired competencies on the job in the field, materials as tools to be used,

markets where to sell to make money. This theory guided the researcher to

identify suitable materials and environment for training for success in plantain

enterprise.

2. Training will be efficient if operations during training are carried out in the same
 45

way with the same tools and machines as it should be on the job in the field. In the

view of Olaitan, et, al (1999) training can only be achieved where training jobs are

carried on in the same way with the same tools, operations and machines as in

occupation itself. The authors further stated that the acquisition of knowledge in

equipment habits, doing habits or work methods of operation and process habits in

a particular job or occupation by the workers will promote efficiency and

minimize wastage of scarce resources and exposure to occupational hazards. Manu

, Nelson and Thiongo (1996) emphasized on entrepreneur acquisition of

knowledge and skills in the use of machines, equipment, tools and technicalities

available to address issues in productivity and environmental management. In the

context of this study therefore, the tools, equipments, planting materials,

processing equipment that should be involved in the training of the secondary

school graduates and retraining the farmers for success in plantain production

enterprise should be similar to those tools, equipments, machines and other

materials they will use on employment after training/retraining as conditions for

effectiveness. This study guided the researcher to identify those materials e.g tools,

equipment among others that are necessary for producing plantain in the field

which also can be used in the training.

3. Training will be effective in proportion as the instructor has had successful

experience in the application of skills and knowledge to the operation and

processes he undertakes to teach. In the opinion of Okwuenu (1996) an instructor

must be master of the subject matter, method and psychology of learning for him

to play his role effectively, that is he must have the knowledge of what he is to

teach, select appropriate methods and should have knowledge of the behavior of
 46

the learners. Olaitan, et, al (1999) stated that training will be effective if the only

reliable source of content for specific training in an occupation is the experience

of masters in the occupation; that training must be administered by the masters in

the occupation if the learners must learn and acquire the relevant competencies

that will enable him practice on the job.

In training secondary school graduates for employment and retraining farmers for

proficiency on the job, the instructor must be competent in the relevant competencies in

plantain enterprises and methods of imparting these competencies. Training theory

guided the researcher in identifying those relevant training competencies to be adopted

by instructors in training secondary school graduates and retraining farmers in plantain

production enterprises.

Literature on Planning for Plantain Production

In any enterprise, planning is an important aspect of management. Nothing

succeeds well in an enterprise without adequate planning. Anyanwu, Nzewi and Akudolu

(2004) defined planning as a decision making process about what, how and how much to

be produced in any enterprise. Planning in the opinion of Igbinosa (2002) is the selection

of enterprise objective and department goals and finding ways of achieving them. The

author further stated that planning depend on what to do, how to do it and who should do

it. Olaitan and Mama (2001) stated that planning as a deliberate attempt by the farmers to

arrange and document farm activities in order, before implementing them. They

expressed that planning activities consider certain things such as farm land and its

topography, the crop to grow or livestock to rear, resources or facilities to be made

available for successful farm operations, market demands for the crop and livestock to be

produced. The authors outlined the importance of planning as: it guides the farmer on the
 47

effective way of utilizing available meager resources for its activities such as land,

money and labour; it guides the farmer on the type and size of crops to grow or livestock

to keep; it enables the farmer to direct his farm resources towards meeting demands for

agricultural product; it enables the farmer make adjustments in his farming efforts based

on available information on school and market demands for his products; farm planning

enables the farmer adjust his efforts to suit available technology to .meet school and

market demands; it allows the farmer to maintain a sort of agricultural pattern suitable for

the school farm operation; it enables the farmer to cope with the problem of risk and

uncertainties in agricultural production as they affect the farm.

Olaitan and Mama (2001) stated the steps in planning as: i.

Formulation of specific objectives for the farm

ii. Revising the objectives of the farm periodically based on the demand and supply

of the products

iii. Drawing up programme plan for the farm

iv. Deciding on the farming and cropping system to adopt on the farm

v. Budgeting for the farm; Planning for procurement of farm inputs

vi. Selection of soil conservation practices for application in the school farm

vii. Selection of appropriate equipment for specific farm operations.

In the view of Anyanwu, et al (2004) the steps in developing good plan for farm *,

include:

i. Formulating specific objectives for farm activities,

ii. Draw up programme or plan for the farm activities,

iii. Revising objectives of the farm,

 48

iv. Identifying sources of credit for farming,

v. Budget for the farm operations,

vi. Establish new challenging standard of performance for farming activities.

vii. Identify records to keep for farm activities,

viii. Develop financial statement as needed to determine feasibility of various time

period.

ix. State the farm activities,

x. Establish specific control procedures for anticipating or detecting differences

between plans and realities,

xi. Identify man power and market outlets.

In the opinion of Olaitan (2008) some of the competencies involved in planning of

competitive model for financing community development project are: formulation of

objectives for the community project; selection of project site; determination of the

resources required by the project; assessment of the available resources within the

community for the project; development of the interest of the community members to

participate in the project; budget for time for the project activities benchmarks; budget

for the resources for the project activities; identify specific locations for project resources

within and outside the community.

Bernard and Nix (1997) outlined the steps required for effective farming as:

planning of farm sufficient size to support the objectives of the farm; fit the capabilities,

interest and knowledge of the farmer to the type of farm operations; identifying sources

of credit for farm operations; plan the farm for as long as possible; design of farm
 49

building for present and future needs; base the cropping system on the type of soil; plan

all farm operations to make most efficient use of the available money; schedule storing

and timing of getting the farm produce to market during the highest price period; plan to

study the farm; leave relevant and adequate space in future changes (for future

expansion); Identifying relevant record to keep for farm operations among others.

In the view of Geoffrey, Robert and Philip (1996) steps needed in business

planning are: decide to go into business; analyse your strengths and weaknesses; select a

product or service; conduct market research; assess your potential share of the market;

select a location for your business; prepare a financial plan; prepare a production plan

and prepare a management plan.

In view of Ellah (2004) steps in planning for school farm include: state realizable

objectives in terms of internal environmental constraints and future trends; revises the

objective periodically; make budgets for the farm activities; identifying different levels

of manpower needed for the school farm; determining which resources are needed;

planning all farm operations to make most efficient use of available money

Competencies in planning for business according to Obhakhahs (2005) include:

making the commitment to go into business; analyzing your strengths and weaknesses,

paying special attention to your business experience, business education and desires;

choosing the product or service that best fits your strengths and desires; research the

market for your product or service; forecast sales revenue; choose a site for your

business; develop a production plan; develop a marketing plan; develop an organizational

plan; develop a legal plan, focusing on whether to form a sole proprietorship, a

partnership, or a corporation; develop an accounting plan, ex-planning the kinds of

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records and reports you need and how you will use them; develop an insurance plan;

develop a computer plan, spelling out the ways the computer services can help plan and

control a business; develop a total quality management program and evelop a financial

plan.

In the contribution of Igbinonsas (2002), steps in planning in an organization are

arranged in sequence of operation as follows: identification of the problems; formulation

of the general goal and the definition of more specific and measurable objective relating

to problem; identification of possible constraints or difficulty; projection of the future

situation; formulation of the alternative approaches to reach the desired end result;

evaluation of the different solutions; interpretation of the findings and production of a

plan. The opinions and submission of the above authors helped the researcher to identify

competencies needed for planning in an enterprise for plantain production in Abia and

Imo states.
Literature on Plantain Nursery Enterprise
Nursery is divided into pre-nursery and main nursery.
Pre-Nursery
Pre-nursery as described by FAO report (2003) is a nursery system which involves the
raising of the sprouted seedlings first in the bed, boxes, and trays before transplanting the
young seedlings into large polythene bags in the main nursery. The report stated that the
pre-nursery is more advantageous than the single stage in that:
i It is cheaper
ii It allows better selection of vigorous and healthy seedlings
iii seedlings may remain in the pre nursery for up to 3 weeks while the main nursery is
prepared.
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Pre-nursery as stated by the report is correctly the practice in NIHORT and the
processes are: choose a convenient pre-nursery site free from pests and diseases; cover
with shade materials to ward off excess heat; provide pre-nursery beds or boxes or trays,
with poly bags; fill the boxes, trays, poly bags with topsoil high in organic matter content
in the ratio of 8 head pans of top soil to I poultry manure (8:1); mixed carefully together
before filling in the boxes, trays and poly bag; water the soil in the boxes, trays and poly
bags; arrange the poly bags in rows to form beds; acquire the corms to nurse; slice the
corms into sizes of not more than 2-3cm; arrange the sliced corms one per poly-bag in
rows in the boxes or trays; apply water at alternate days especially during dry season and
transfer sprouting corms into the nursery.
In view of IITA (2008) report, corm should be first planted in pre-nursery where
they remain for 14-21 days before planting in the nursery. The author stated that corms
from pre flowering and harvested plants are used through corm multiplication
techniques. The author listed the four corm multiplication techniques and the steps
involves in each thus:
i. Whole corm technique
Choose a convenient pre-nursery site free from pests and diseases; cover with
shade materials to ward off excess heat; provide pre-nursery beds or boxes or trays with
poly bags; fill the boxes or trays or poly-bags with top soil high in organic matter content
in the ratio of 8 head pans of top soil to 1 poultry manure (8:1); mixed carefully together
before filling in the boxes or trays or poly-bags; water the soil in the boxes, trays and
poly-bags; arrange the poly-bags in rows to form beds; mulch with dry grasses; dig out
whole corms to nurse and wash with water; lose any cover on the bud surface; arrange in
poly-bags or in trays or boxes and cover with soil or saw dust; apply water at alternate
days; observe the buds for sprouting after 14-21 days; remove any weeds on the beds or
 52

trays or polythene bags and transfer sprouted beds into nursery.

ii Split-Corm Technique
Dig out corms and wash immediately under running tap or any other water source
to remove soil and plant debris; the outer leaf sheaths are stripped back with kitchen
knife to expose the buds at the base of the corm; split corm into two equal halves with a
matchet; the buds are scarified and covered with top soil or saw dust in pre-nursery beds;
water the buds immediately after planting; scarified buds sprout 14-21 days after
planting; weed manually to keep the pre-nursery weed free; sprouting buds excised from
the corm are transferred to nursery.
iii Excised Buds: Procedure

Dig out corms and wash immediately under running tap or any other water sources

to remove soil and plant debris; the outer leaf sheaths are stripped back with kitchen knife

to expose the dormant buds at the based of the corm; buds are excised with knife,

scarified and planted in the pre-nursery beds containing top soil covered with saw dust;

water the buds immediately after planting; exercised scarified buds sprout from 1-7 days

after planting; weeding is carried out manually; fence the pre-nursery with shrubs to

prevent goats and other animals from eating the leaves and destroying the plantlets;

praying with insecticides to protect the seedlings from damage by pests; sprouting buds

are transferred to ground beds in a nursery or to polybags and grown to planting size

before transplanting to the main nursery.

iv. Sliced corn Techniques

Choose a flat site, free from pests and diseases for pre-nursery; make a shade with

materials toward off excess heat; prepare pre-nursery beds or boxes or trays with
 53

polythene bags; mix carefully top soil and poultry manure (8:1) that is 8 head pans of top

soil to 1 head pan of poultry manure; fill the boxes, trays, poly bags with mixed top soil

and poultry manure; water the soil in the boxes, trays and polybags; arrange the poly bags

in rows to form beds; acquire the corms to nurse; slice the corms into sizes of not more

than 2 - 3cm; arrange the sliced corms in rows in the boxes or trays and one per polybags;

apply water at alternate days especially during dry season and transfer sprouting corms

into the nursery.

Plantains are mainly propagated through the use of corm as stated by Adelaja

(2005) due to its morphological characteristics. The author outlined four methods of

sucker multiplication techniques in the pre-nursery as foliows

half corm method

i. whole corm method

ii excised bud or

iii split corm method

iv. Split bud method

The methods are described below:

Whole corm: procedure

This involves uprooting corm of a freshly harvested plantain stand or pre

flowering stand; remove roots on the corm and ensures that corm is free from nematode

and borer weevil infestation. Note that corm of harvested plantain if to be used for sucker

multiplication must be up rooted for use within 48 hours in order to avoid deterioration

and decay; wash and treat the corm with appropriate fungicides e.g 190 solution of

Benomy/Benlate; (ie 1 gm/litre of water); plant the whole corm in a rich mixture of saw
 54

dust and top soil (1:1) at a spacing of 15cm or 20cmX15 cm; or 20cm; water the pre-

nursery; about fourteen days after planting, sprouts will begin to appear on the corms and

remove immediately and plant in the secondary nursery of trays or polythene bags.

Half corm technique: procedure

Uprooting a healthy corm that has not been damaged by nematode or borer weevil;

clean and cut the corm into two equal halves and treat the half corms with appropriate

fungicides (Benomy/Benlate). For local farmers, ash slurry could be used. The slurry has

both insecticidal and fungicidal properties; air dry the corms under shade for 24 hours;

plant the half corms in a rich mixture of saw dust and top soil (1:1) at a spacing 15cm or

20cm by 15cm or 20 cm; plantlets are removed/ excised as they sprout from the corm and

plant out in the nursery beds or poly corm.

Excise buds or split corm procedure:

This technique involves sourcing for a corm of a pre-flowering, or fruited plantain

plant that is not damaged by nematode or weevil; the corm is thoroughly cleaned to

remove roots; areas of lesions and infections; remove the bud using kitchen knife; the

excised/split bits should be of size ranging from 90gm- 130gm. Note sizes less than

80gm is not desirable as they are prone to early decay soon after planting; treat the cut

bits/excised buds in a solution of 1% Benlate and air dry under shade for 24 hours; the

treated bit/buds are planted in a medium of 1:1 mixture of rich top soil and saw dust at a

spacing of 15cm x 15 cm or 20 cmx20 cm either in nursery beds or trays (wooden or

plastic); shading the young seedling; mulching with grasses; applying fertiltizer soon

after sprouting; watering which is done twice a day in absence of rain; weeding by hand

and transferring the seedling into the main nursery when the seedling attains 2-3 leaves.
 55

Split buds Technique

This involves cutting the corm into 4-8 portions called buds depending on the corn

size, with or without visible eyes/buds; treat the buds with appropriate fungicide for 24

hours; plant the buds in a rich pre-nursery medium at a spacing of 20 cm x 20 cm with

partial shading; examine after two weeks for sprouts; these are carefully removed and

each sprout split into four parts; carefully separate multiple shoots and plants out in the

main nursery.

Rapid multiplication of plantain, pre-nursery techniques according to IITA (2005)

involves various methods of sucker multiplication, the choice of which to use will

however be on the operators. The report described the technique of plants issued from

stem Bits (PIF) as it involves conditioning of an ex-plant obtained from a sucker (stem
•i

bit), then stressing of the stem apical meristem, activation and growing in an appropriate

medium in a particular conditions of temperature and humidity.

Pre-nursery according to Eze (2006) takes the following stages: corms are

uprooted and taken to the experimental site; the corms are washed and air dried; expose

the nodes (eyes) with sharp kitchen knife to facilitate sprouting; carefully prune the corm

to remove all roots, pseudostem and any spot which may serve as a host to any pathogen;

allow the corms to 'cure' for two days (48 hours); make a deep cut using a sharp kitchen

knife at the apex of the corm to destroy the growing point (apical dominance); keep for I

hour; weigh each of the corms; plant the corms in the saw dust; water the pre-nursery;

milking out or de-suckering the sprouted ones and plant the plantlets in nursery beds,

poly bags or boxes.

Imo State Agricultural Development Programme (IMOADP) (2007) the report on

 56

stages in plantain tissue culture production include: shoot meristem tips are inoculated

onto culture on agar solidified medium; proliferation of large numbers of shoot buds are

generated by controlling media composition and culture condition; transfer of plants to a

root inducing medium; the final stage is transfer of rooted plants onto hardening medium

to enable them to stand the adverse condition of the weather outside. Note:-the culture is

grown in temperature and light controlled facilities.

Stage I: Culture Initiation

Plantain suckers are dug out; reduce the suckers with a knife 2-3cm size; Treat in

ethanol and in a mixture of bleach and tween; Rinse thoroughly with sterilized

water; Reduce to 2-3 mm, size with a scapel to bring out the meristem which is the

actively dividing portion of the plant; The meristem is inserted onto the medium

made up of growth nutrient salts, vitamins, sucrose as the typical carbon energy

source and hormones which are growth regulators; The culture is transferred to the

culture room where the temperature, light and dark periods are regulated; The

temperature is maintained between 80 and 82°F; The light duration for 16 hours

and the dark duration for eight hours

Stage II: Sub-Culturing of Multiple Buds

The buds which clustered together are separated and inserted onto fresh medium

and allowed to stay for a period 5-8 weeks for further multiplication

Stage III: Regeneration of Multiple Buds

As long as the buds stay in the multiplication method, they will continue to

multiply as buds only. They need to form plants by producing roots and shoots.

Another growth media which induces root and shoot formation are prepared. The
 57

buds are inserted onto them and they induce formation of roots and shoots called

plantlets in 7-8 weeks.

Stage IV: Hardening of Plantlets

The plantlets having growing in the culture room under controlled atmospheric

conditions need to be hardened to enable them stand the adverse weather condition

outside.

Green house is a house carefully prepared for plantlets or seedlings just transferred

from tissue culture laboratory. Eze (2006) stated that green house is provides with

1. Green covering of polythene bags or other related materials eg palm fronts, dry

grasses that will allow the required sun light to penetrate.

2. Provision of water through land pipes, foot dip watering can, buckets, kitchen

knives. Extra poly bags etc

3. Fence the surrounding with dwarf walls or wire netting to prevent invading

animals.

Main Nursery

Main Nursery is a place where seedlings transferred from pre-nursery are raised

and cared for before they are transplanted to the permanent site. Main Nursery as stated

by IITA report (2003) is where young seedlings receive the necessary attention and care

to enable them establish before they are transferred into the field for easy adaptation to

harsh field conditions. Barren (2007) highlighted conditions to be considered in selection

of a site for the main nursery practice as: the site should be as level as possible and well

drained; the site should be as close as possible to adequate and perennial source of water;

the site should be easily accessible; the site should be protected from natural hazards
 58

such as erosion, wind or animal damage and the site should be close to the growers

(farmers).

Conditions to be considered in site selection for main nursery practice as stated in

FAO, report (2005) are as follows: selection of well drained site, flat to allow uniform

arrangement of polythene bags and it must be close to the source of water supply. FAO

(2003) also listed conditions to be considered in planting seedling in main nursery as

1. The land must be flat

2. There must be a sure source of water near the site

Nursery in the view of Skinner (2005) should be sited on flat or gently slopping

ground, well drained, insusceptible to flooding, close to permanent source of water. Eze

(2006) stated that nursery starts at the onset of rainy season, in the month of March. The

steps in nursery practice according to the author are as follows: Selection of flat and well

drained site; Clear all vegetation; Pack all the thrashes; burn them or heap them in the

farm or out of the site; Construct shade with palm front into the ground for farm support;

lay oil palm frond across bars to produce shade; Construct a fence by placing 1.20 mesh

poultry wire round the base and the shade provided. This is to keep off rodents and clear

pest from damage to seedlings; Arrange for the supply of top soil and the polythene bag; sto p

soil and manure are collected and mixed together at the rate of 8 head pans of top soil to I

head pan of poultry manure; Transfer the mixture into the nursery poly bags; Apply water

to the soil; Collect sucker from viable strong and healthy plant; Open the middle of soil

in the polythene bags with hand fork;sPlant plantlets in them; Cover the plantlets with

soil and press very hard water judiciously in the morning or evening daily; Spray with

Benomyl or ash slurry with pseudostem base and around the plants; Hand picking of the
 59

weeds in the polythene bag and the nursery area manually; Start hardening of seedling a

week to transplanting by gradually removal of the shade; Grow platelets for 6-8 weeks

and plant in the farm as plants or dispose off in the markets

Okoro and Tenkouano (2008) stated that plantain sucker could be prepared in

various forms
In situ on ground beds in field; on trays in poly-bags or on raised rectangular

concrete. The report stated that a good feature of nursery is

i. A relative control of sunlight and humidity

ii. A shade to reduce the rate of evaporation and direct effect of sunlight on the young

emerging plantlets. Absence of shade in the raining season could increase

splashing from heavy rain and thereby exposing planted buds in the nursery,

iii. Watering should be regulated and applied as appropriate that is when needed.

Unregulated watering encourages dampness, which can accelerate rottening of the

planted buds,

iv. The use of sawdust to increase the pore spaces for better water percolation,

nursery medium could be made of saw dust only; top soil only; or sandy soil with

appropriate mixture of sawdust and top soil, in ratio 3:1 or in situ (1:1).

Main nursery practice according to FAO report (2005) are as follows: Use of 400
or 500 gauge black polythene bags measuring 40x3 5cm laid flat; Provide bags that are
with a centrally placed perforation at the bottom to allow excess water to drain out; Fill
the bags with top soil from the nursery area or imported from other areas and placed in
square formation of 45x75 cm spacing; Leave the bags for at lest one week to consolidate
before planting; Plant in march/April with the young seedling from the pre-nursery;
Make a hole of the size of the making a hole of the size of the ball of earth holding the
 60

young seedling in the bag; Cut and remove the polybag of the young seedling; Select the
differentiated young seedling from pre-nursery; Place carefully the ball of earth carrying
the young seedling in the hole made; Mulch after planting with partially decomposed
refuse or dry grass; Shade especially in the northern fringes
outside the plantain belt, where harmattan can be particularly severe; Pick pests

like snails, crickets, grasshoppers and caterpillars daily; Protect the nursery by fencing

with wire net against rodents; Weed the nursery regularly which is necessary; Cut of

dead leaves regularly away from the base of the seedlings; Prun all the leaves that are

badly infected with freckle regularly, removed from the nursery and burnt. An older leaf

should be cut off when at least one third of it has become brown/black in colour. This is a

sure sign that the lead is dying and of no further use to the seedlings; Harden the platelets

by gradually removal of shade.

Sucker multiplication techniques according to Rasheed (2003) are manly

propagated through the use of corm due to its morphological characteristics and the

various conventional methods for vegetative multiplication of plantain suckers are

1. Use of sucker plots-This involves the establishment of sucker multiplication plot

of a desired size by:

i. Clearing the bush or removal of all vegetation from the site, leveling and filling of

depressions,

ii. Planting is at higher density of 1m X 1m or 1.5 X 1.5m to give a population per

hectare of 10,000 and 4, 000 plantain sands respectively,

iii. The plots should be well managed with good cultural (management) practices

especially mulching and fertilizer applications. Split application of NPK 20:10:10

10gm/plant) at 8weeks interval is recommended,

 61

iv. In the absence of NPK, appropriate mixture of urea, muriate of potash and super

phosphate could be applied at about 50% Nitrogen per plant in split application,

v. Weeding should be done

vi. Peeper suckers begin to appear at about six months after planting.

vii. These are removed when they attain minimum diameter and height of about 15cm

above the soil

viii. Sucker is removed by severing it from the mother plant.

ix. If the suckers have grown to maidens or late sword sucker stage, these are usually

cut back at the top to about 25 cm after removal to reduce bulkiness and for better

field establishment.

2. On the Field Forcing Method

The author said that sucker production in the field can be accelerated through the

following ways:

a. Leaf Stripping Method

(i) Sucker production can be speeded up by leaf stripping. This is done by stripping back

the outer leaf sheaths in order to expose the buds at the base,

(ii) The buds are then covered with earth and left to grow into suckers,

(iii) twelve weeks after this operation, peeper or sword suckers would start to sprout

(iv) These are later severed from the mother plant for field planting.

b. Decapitation method: The basic idea of this approach is to remove the apical

dominance factor and induce more sucker development. Okoro and Tenkouano (2008)

stated that mature but non fruiting plants could be decapitated to induce more sucker

production. The authors outlined types of decapitation as follows:

 62

Total Decapitation: this involves

1. Cutting off the plantain pseudo-stem at about 0.5 metre above the ground, to get to

the growing point;

ii The growing tip is meshed with a matchet or knife. The meshing ensures total

destruction of the growing tip.

iii Make a mound of earth around the base of the plant (earthen up) iv The cessation

of growth of the main plant causes loss of apical dominance which ,induces more

side suckers to form

2. False Decapitation: This involves

(i) The removal of the growing tip, but in this case, a small hole or window is cut through

the pseudostem to get to the growing point/meristem which is then destroyed;

(ii) The foliage can remain active for up to 3 months after the removal of the meristem;

(iii) The death of the meristem prevents movement of nutrients to the leaves but the

foliage still transfer food to the developing suckers

3. Toppling: This is a variation of false decapitation method. The plantain stand is cut

slightly about 1.0m up the middle of the plant and toppled over. Using both false and

total decapitation methods, about 6-15 peeper suckers per plant can be produced annually

from the sixth month of field establishment. Macro propagation techniques are methods

that uses whole suckers or relatively large pieces of the parent plants to produce planting

materials (eye, small sucker, pieces of rhizomes) are grown for five or six months in the

field until new eyes appear at soil level then the plant are cut back with a matchet, 50-

60cm above the ground, three or four months after cutting the back, there will be four or
 63

five suckers per plant, ready for, planting (Imo ADP, 2007)

In false decapitation, a window or small hole is made on the pseudostem through

which the meristem is destroyed, the foliage remains photo synthetically active for about

three months while in complete decapitation, the pseudostem is cut down and the

meristem is destroyed; both methods increase sprouting and sucker multiplication in the

nursery. The rate of suckering ranges from 9 to 14 suckers per annum (IITA 2004). In the

view of Adelaja (2005) removal of small sword suckers in the field as soon as they are

40-50cm high will enable a higher number of suckers to be obtained from each plant.

Reviews of the authors and reports of various research institutes sited above helped the

researcher to isolate relevant competencies needed for pre nursery and nursery

establishment in plantain production enterprises.

Literature on Plantain Plantation Establishment and Management

Plantain plantation establishment is the act of planting plantain in the permanent

site where they will be cared for until their growing period. According to Blomme and

Ortiz (2000) plantain plantation establishment involves the following:

i. Choose a suitable site that is well drained and flat;

ii. Complete clearing of the undergrowth to allow free access to all land;

iii. Fell forest trees;

iv. Extraction of stumps;

v. Staking out of the land into distance between the future plant row;

vi. Burn the wind rows'Establish essential shading such as centrosema pubiscens to

protect the soil from complete dryness due to heat of the sun. Plantain plantation
 64

establishment in the contribution of Chadha (2007) involves:

i. Select suitable site that is well drained loamy soil,

ii. flat having an average rainfall of 500-2,000mm per year with a temperature of 150

350C;

iii. Under brush the under growth;

iv. Stump of all trees.

v. Pack and burn all debris;

vi. Line out/peg Sports for digging;

vii. Line out the field 3m between rows and 2m within rows;

viii. Dig holes of 30cm by 30cm by 30cm for each plant sucker

Steps in carrying out the establishment of plantain plantation as outlined in

NIHORT report (2006) are:

i. Select suitable site that is well drained, soil rich in organic matter.

ii. Clear land manually with minimum disturbance to soil;

iii. Allow debris to decay Line out/peg sports for digging holes;

iv. Spacing is 3m between rows and 2m within rows;

v. Dig planting holes with a minimum size of 30cm x 30cm (spade size;

vi. Keep top soil separate from bottom soil;

vii. Place seedling (centrally) in the hole;

viii. Cover first with top soil and then with bottom soil.

In the view of Faturoti, Tenkouano, Lemchi and Nnaji (2006) establishing a

plantain field involves:

 65

i. Choose a good plantain field with average temperature of 25-30°C and average

rainfall of 120-150mm per month;

ii. Clear the land;

iii. Pack the cleared debris;

iv. Stump and burn;

v. Lay out the blocks of four hectares;

vi. Dig holes of 30cm x 30cm x 30cm for each of the plantain sucker.

In the opinion of Philips and Lordbanjou (1995) plantain establishment in the field

involves: select suitable site that is easy to access and a deep, light soil which is rich in

organic; clear the undergrowth; larger trees are felled; stumps are removed; clear forest

residues packed/heaped in the windrows and burnt; plough land (3-4cm deep) and disc

harrowed one or two times; lay of drains network especially in areas liable to flooding;

layout in block of 4 hectares. According to IMO ADP report (2007) steps in plantain

plantation establishment are:

i. Choose a site that is accessible with high organic matter or good loamy soil that

is well drained;

ii. Clear the undergrowth with cutlass; iii. Stake and allow drying, avoiding

burning in other not to deplete the organic matter;

iv. Mark out the farm with pegs spaced 3m X 2m along and within the row; v. Dig

the holes measuring 30cm by 30cm by 30cm;

vi. Dig out the top-soil and place by the side of the row and then the bottom soil;

vii. Fill back the hole first with top soil, insert the platelets or suckers;
 66

viii. Press firmly around the suckers avoiding the presence of air pores.

Planting Plantain in the Field

Planting on the field in the opinion of Eze (2006) are as follows: select desired

seedlings from the nursery site with the ball of earth in polythene bags; remove bottom

portion of the polythene bag to 2cm from the base; cut the poly bag from the top to the

bottom; place seedlings centrally into the hole with the two hands in the poly bag;

remove the poly bag away from the seedlings; refill gradually the hole around the root

ball with the soil until the hole is filled; place dry leaves and twigs around all the

seedlings without contact with the seedling collar; water regularly and appropriately too.

In the report of Gowen (1995) steps in planting seedlings effectively and

successfully are: select of well differentiated seedling after 7-8 weeks in the nursery;

remove the poly bag; keep a ball of earth on the roots; lower seedling with the ball of

earth into the hole; consolidate the soil round the seedling; replace all stands that failed to

survive 2-3 weeks after planting.

In the contribution of FAO report (2005) steps in planting of seedling are: select

the differentiated seedling from the nursery between May-June; cut the base of the

polythene bag in the already dug hole; fill back the hole first with top soil and then with

bottom soil; support the seedlings with extra soil; press firmly around the seedlings; place

mulch materials around each planted seedlings; water the seedlings daily; sow cover

crops (leguminous crops) like pueraria and centrosema; put wire net at the collar of each

seedling if necessary and replace dead plants 2-3 weeks after planting.

In the view of Rasheed (2003) planting of plantain involves: select a well

 67

developed seedling that has been growing in the nursery for 7-8 weeks and planting

between May-July; cut the base of the poly bag; remove the polybag away from the

seedlings; place mulch materials around each planted seedlings; press down the soil

firmly around the seedling and put a net at the collar of each seedling at 45cm high, 12cm

long and 15cm away from the base.

Planting of the plantain seedlings as viewed by FAO (2003) are as follows: select

a well developed seedling from the nursery at the on set of rains (May- June) when the

seedling is about 7-8 weeks old; dig planting holes with a minimum size of 30cm x 30cm

x 30cm (Spade size); keep top soil separate from bottom soil; remove bottom portion of

polyethene bag to 2cm; cut the polyethene bag from the top to the bottom hole with the

two hands in the polyethene bag; collect plantain seedlings from the nursery beds, trays

among others with a ball of soil at the roots of the seedlings; place seedlings centrally in

the soil; cover first with top soil and then with bottom soil and support the seedlings with

extra soil. In the opinion of Chadha (2007) steps in planting seedling are:

i. Separate surkets from the mother plant with a spade or matchet;

ii. Peeled/ trimmed corms with matchet to reduce bulkness and improves early

growth of the newly planted sucker;

iii. Transport prepared corms to their destination where they are left to dry for

a few days;

iv. Plant suckers at the middle of the rain;Plant seedling at the spacing of 2.5m

x 2.5m or 3m x 2m.

Barren (2007) highlighted that suckers are planted immediately after field
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preparation at the middle of the rainy season. The author outlined steps in planting

seedlings thus:

1. planting holes are prepared with a minimum size of about 30cm x 30cm x 30cm

2. paring of the planting materials to remove all signs of borer or nematode damage

3. Place the seedling at the middle of the hole and cover first with the top soil and

subsequently with bottom soil

4. Consolidate the soil around.

In the opinion of Ekunwe and Ajayi (2010), steps in planting of plantain seedlings

are as follows:

1. Plant plantain seedlings in holes dug by hand

2. Pen manure or compost should be added to the hole at planting

3. The size of the hole is 45m deep and 45cm wide.

4. The planting material should be in as fresh condition as possible

5. The eyes (buds) of the suckers or bits should be 25-30cm below the soil surface.

6. Disinfect suckers or corms with 5 percent formaldehyde before planting.

Maintenance of Plantain in the Field

Maintenance is the practice of keeping plantain plantation in good condition. The

practices are:

(1) Weeding

(2) Fertilizer application

(3) Disease and pest control.

Weeding- Weed is a plant growing where it is not wanted. Weed in the view of
 69

Emone (2003) is a plant growing where it is not desired in such away that it constitutes a

nuisance either to man, livestock or to the crops. Weeding is the act of removing weed

from the farms. Valmayor, Jamaluddin Silayoi, Kusumo, Dahn and Pascua (2002) stated

that weeding promotes air and water penetration around the plantain plant thus promoting

the productivity. The authors highlighted ways of controlling weeds in the plantain plantation

as follows;

1. Remove weeds with any suitable tools

2. Plant leguminous crops within rows at initial stage.

3. Spray weeds with appropriate herbicides if there is no inter-cropping with

legumes.

In the view of Ekunwe and Ajayi (2010) clean weeding is ideal with small

holding up to 2 hectares. The author said that controlling weeds in plantain plantation

involves: Intercropping with legumes or cocoyam in rows at young age of plantain;

Applying weed killer (herbicides) like Aminotriazole, simazine or parawal; Prune the dry

leaves and use as much around the base of the plant.

Chadaa (2007) highlighted methods of controlling weeds as follows: use of

cultivators in between rows to keep plantation weed free; regular hand weeding; In wet

land cultivation, turning of soil to bury the weeds after complete wetting the field

followed by no irrigation for 15-20 days to check weed growth for 2-3 months;

Intercropping with cowpea; Soil mulching with sugar cane trash and paddy straw.

FAO (2006) stated that apart from cultural practices, weeds can be control

chemically by use of the following:

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1. 0.4% Glycel spray

2. Selected herbicides such as Ametryne, Simazin, Diuvon, Paraquat and Glyphosate.

3. Pre-emergence herbicide, Ametryne which can suppress general weed growth for 3-4

months.

4. Contact herbicide, Paraquate applied to the weed cover when the plantation is about 6

months old.

The report stated that weeding helps to check weeds and it takes the following

steps: Row weed with hoes or the use of herbicides in the plantain field; Ring weeding

which involves weeding around the base of each seedling; Total weeding which is

weeding the entire plantation with the use of herbicide or cutlass. Weed control in the

opinion of Philips and Lordbanjou (1995) should be done by regular slashing every 6-8

weeks before the canopy closes after about 5-6 months; apply contact herbicide at the

time of planting (when the plantain do not have any leave); applying paraquate (2-4

Li/ha) or diqual two to three months after planting and mulching.

IITA (2008) in its research findings identified four methods of controlling weeds

in plantain farm: These methods include:

i. Manually which involves weeding using hoe; the farmer holds the hoe with one

or two hands, bending down while using the implement,

ii. Chemical control which involves using herbicides such as chloram-bean or diuron

applied at the rate of l-3kg/ha. They are pre-emergence weed control in plantain

plantation,

iii. Mechanical control which involves the use of machines like harrows, cultivators
 71

among others in between the rows to keep plantation weed tree,

iv. Biological control which involves mulching or growing cover crops on plantation.

In the opinion of Daniells, Engiberger and Lovens (2010) mulching is the most

efficient means because a mulch layer can impede or prevent weeds growth. Mulching as

stated by the author involves leaving the soil undisturbed by protecting it with a layer of

straw (grass). The author stressed that plantain respond more effectively to mulching

than any other cultural practice.

Fertilizer Application

Fertilizer is a substance or materials in form of organic or inorganic which is

applied to the soil to increase its fertility. Fertilizer application to plantain plantation

according to IITA report (2006) will normally promote increased yield and should be

applied. The report highlighted steps involves in fertilizer application as follows:

i. Apply compound fertilizer (NPK) to seedlings one month after planting;

ii. Apply fertilizer NPK around the plantain plant in a circle about 50cm in diameter;

iii. Apply 300kg/ha of nitrogen (urea) at the rate of milk tin per plantain plant;

iv. Apply 500kg/ha of potassium (as muriate of potash) 30 days after the first application

at the rate of small tomato tin per plant; v. Apply organic fertilizers in form of mulch

and ash from wood fires.

In view of Imo ADP report (2007) the amount of fertilizer needed will depend on

soil fertility and soil type. The report outlined stages of fertilizer application as: Apply

NPK fertilizer to plantain seedlings one months after planting or with the first rains in

existing field; Apply 3 to 4 split doses in equal installment in the 4th, 16th, 24th week;
 72

Apply the last dose before or as soon as flowering commences; Apply magnesium

fertilizer at the 3rd and 4th installments. Blomme and Ortiz (2000) showed the range of

requirements of NPK to fall with in the range of 3:1:5 values from

1. 200-350kg per hectare for N

2. 150-250kg per hectare for P2O5

3. 350-550kg per hectare for K2O

4. 120-200kg per hectare for MgO

5. Apply supplementary application of 680kg of muriate of potash per hectare at the

beginning of the last month of the rainy season

6. Apply organic manure in form of poultry or farm yard manures.

On the need of fertilizer for plantain plant Baigeri and Tenkouano (2006)

remarked that the type and rate of fertilizer applied depends on soil structure natural

fertility of the soil and chemical properties. Fertilizer recommendation according to the

author is a mixture of Nitrogen (N), Phosphorus (PiOs) and Potassium (K) in the ratio of

400kg active ingredient (a.i), 160kg a.i and 320kg a.i respectively per hectare per year.

The author outlined ways of application of fertilizer as follows:

i. Apply fertilizer one month after planting (IMAP) of plantain seedlings;

ii. Apply around the main plant in a circle of 50cm in diameter;

iii. Apply 250g (N), lOOgm (P2O5) and 200gm (K) at the rate of 50gm/plant when

it starts to maiden;

iv. Apply Nitrogen and Potassium at regular intervals (split applications) during

growing (rainy) season, at four months after planting (4MAP), 12 MAP, 20MAP
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and 2 MAP;

v. Ring applied Urea (or) and muriate of potash (K2O) at 50gm and lOOgm per plant

respectively if NPK complete fertilizer is not used.

In view of Chadaa (2007) plantain plant requires very large quantity of nutrients

for growth and yield depending upon cultivar, production system and agro climatic

condition. The author outlined ways of fertilizer application in plantain plantation thus:

i. Apply 100—250g of Nitrogen per plant;

ii. Apply urea in 3-4 splits; Apply 150g N/plant in vegetative phase and 50g

N/plant in reproductive phase;

iii. Apply 20 to 40g/plant of Phosphorus in single dose at time of planting;

**

iv. Apply rock phosphate 50-95g/plant at planting;

v. Apply mixed fertilizer around the plant about 50cm in diameter;

vi. Apply organic manure along with growing of green manure crops like crotalaria.

Faturoti, et al, (2005) outlined steps involved in fertilizer application to include

application of 300kg/ha of nitrogen in form of urea to seedlings one mouth after planting

at the rate of milk tin per plantain plant; application of 500kg/ha of muriate of potash 30

days after the first application at the rate of small tomato tin plantain plant; application of

mixed fertilizer of 250 gm (N), 10 gm (P2O5) and 200 gm (K) at the rate of 50gm/plant

when it starts to maiden.

Pest and Disease of Plantain Control

Pest is organisms that destroy plants thereby causing reduction in yield while

disease is an infection or internal disorder caused by organism to plant or animal. Barren

 74

(2007) stated that a disease may be regarded as an abnormality in health while disease in

plants is a physiological activity caused by a continuous irritation of a primary casual

factor (pathogen) or malnutrition exhibited through abnormal cellular activity and

expressed in characteristic pathological conditions known as symptoms and harmful to

the plant.

Onwueme and Sinha (1999), stated that various pests and diseases affect plantain

on the fields which if not controlled immediately can result into poor performance of

plantain plant, increase in cost of production and death of plantain plants on the field. The

authors recommended that appropriate method and chemical should be used to control

pests and diseases. Various diseases of plantain exist which include:

(1) Panama

(2) Leaf sport or Sigatoka

(3) Ciga end rot (Chadaa, 2007)

The author emphasized that these diseases reduce yield and may cause premature

ripening of fruits. The author recommended that the disease should be controlled with

appropriate resistant cultivars; application of low volume oil sprays or oil fungicide at

cooler periods of the day and removal of floral parts at fruit tips as soon as the bracts

above the hands are shed.

Disease of plantain as stated by Philips and Lorbanjou (1995) are differentiated

into roots, foliar and fruit diseases. They outlined these diseases as:

i. Black Sigatoka disease

ii. Panama disease

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iii. Cordana leaf spot

iv. Deightoniella leaf spot

v. Chloridum leaf speckle

vi. Bunchy top

vi. Bacterical wilt (Moko disease)

viii. Fruit spot or pitting disease among others.

The authors therefore stated that these diseases are controlled by: cultural

practices like mulching, weeding and other phytosanitary measures: pruning (cutting

off); burying or burning affected leaves; Pruning the infected leaves; weed regularly

chemical control using bayleton,daconu,caliyx; Use of Glyphosate injections (20ml

injections of 50% Glyphosate or 25% round up) (Ogieve, 2003). Onwueme and Sinha

(1999) maintained that these diseases can also be controlled by Mulching; use of

Kerosine and glyposphate 2-4D; Using appropriate fungicides; drainage; Weed control;

Pruning; Use of resistant plantain cultivars; Use bird scaring gun to scare away birds or

animals such as monkey; Hand pick pests or insects on green leaves of plantain

Nematode a minute worm in view of Okoro and Tenkouano (2006) is a major pest of

plantain, which lives in the soil according to the author can be controlled by application

of nematicides in a circle 25cm in diameter around the plant.

National Institute of Horticultural Research and Training (NIHORT) report (2006)

stated that pest of plantain include stem borer, nematodes, lepidoptera caterpillars, locus,

zonocerus variegates, thrips, spider mites. The author outlined methods of controlling

these pests to include:

 76

i. Hand pick pests or insects on green leaves of plantain plant;

ii. Apply insecticides such as chordecone, Isoferphos, aldicarbe and carbonfuran

to destroy insect pest;

iii. Use of healthy planting materials;

iv. Planting of resistant variety to guide against diseases;

v. Use bird scaring gun to scare away birds;

vi. Practice sanitary pruning;

vii. Maintain clean weeding of plantain plantation

In view of FAO (2005) on disease and pests of plantain, the report stated that

black sigatoka is the major disease affecting plantain while nematode and weevil are the

major pests. They further stated that the only effective means of control is by use clean

planting materials; resistant varieties; mulching; trapping; maintain correct spacing and

remove insect or disease infested leaves and burn.

The report of IITA (2004) showed that most serious pest of plantain is weevil also

known as plantain borer and beetle; other insect pest damaging plantains are plantain rust

thrips, plantain fruit scarring beetle, plantain scab moth, aphid burrowing nematode.

According to the report various methods can be used to control them: These methods are:

i. Use of clean planting material which has been pared, washed and treated with a

nematicide;

ii. Plant resistant variety to guide against diseases;

iii. Use of insecticides;

iv. At planting coat each sucker with a mixture of clay a liquid or granular nematicide
 77

(nematicides are applied in a ring around the base of the plantain plant);

v. Maintain correct spacing; vi. Remove insect or disease infested leaves.

Philips and Lordbanjou (1995) stated that the leaf blades of plantain are attacked

by various Lepidoptera caterpillars. These include; Antichloris viridis, plusia Chalcites

eurilochus; All these insects feed on the soft tissue and attack heart leaves. The author

highlighted steps in controlling the insect pest attack in plantain as follows: spray with

appropriate insecticides; weeding regularly; pruning of the infected plant parts. The

authors listed the following steps of regulations governing the use of chemicals as:

1. When the chemical is applied during the dry season. It will be necessary to supply

each plant with a substantial amount of water

2. Use recommended insecticide and carefully read the product label before spray

3. Select the right pesticide applicator for effective spray

4. Wear protective clothes e.g over all or long sleeved shirt with trousers and gloves,

wide trimmed water-proofed hat, boots, goggles and nose mask or respirator.

5. Avoid spoilage of spray mixture to reduce wastage and skin contamination, tight dips

to avoid leaking holes, leaking sprayers, tanks, worn out nozzles

6. Commence spraying when the weather is good

7. Do not spray when is raining tense sunlight and strong wind

8. Avoid eating, drinking or smoking while spraying

9. Apply pesticides to target area to prevent environmental pollution through drift to

settlement, streams, lakes, grazing land.

According to the authors, some precautions to be taken after pesticide application

 78

are:

1. Wash thoroughly all the equipment used after use in the site

2. Avoid using mouth to free blocked nozzles instead rinse the nozzle in running

water.

3. Wash all clothing materials used and take bath immediately

4. Do not store left-over used chemicals in bottles or containers used for food, store

pesticides in a safe place away from foodstuff, heat and children

Propping and debudding

To avoid plantain bunch from bending and breaking of pseudostem, fruit bearing

stands should be propped. According to IITA report (2006) props are usually long

support sticks with a Y-shaped end. The report outlined steps in propping and debudding

as:

1. Get a stick that has "Y" shape

2. The "Y" shaped stick is hooked on to the fruit

3. Dug the stick firmly into the soil to proud support

4. Cut the male bud after the fruit has being set when the fingers are not coming out

Harvesting Plantain

Harvesting is necessary in any plantain plantation production. Emone (2003)

stated that harvesting is cutting, digging, gathering and handling of mature crop products

up to their final removal; from the field. Harvesting in view of Hauser (2006) is the

removal of useful crop parts for processing and storage for either home consumption or

for sales. Harvesting in the context of this study concerns with cutting, gathering and
 79

handling mature plantain fruits with matchet or go to hell with the aim of removing the

plantain fruits for consumption, sales or processing. Imo ADP report (2007) stated that

harvesting of plantain depends on the cultivar, the farmers' desire and intended use of

bunches (own consumption, sale in a local or export). The report outline d ways of

harvesting as follows:

i. Identify mature plantain fruits for harvesting;

ii. Harvest when 1 or 2 fingers of the first hand start yellowing;

iii. Harvest when matured at about 3 months from time of flowering;

iv. Make a nick, two-thirds of the way up to the pseudostem to enable the bunch

drop under its own weight;

v. Then holds the rachis and cuts the peduncle some ways beyond the hand;

vi. Harvest using sharp matchet;

vii. Carefully allow the bunches to drop on the ground

Harvesting of plantain according to Chadaa (2007) has no definite yardstick; in a

polychlonal condition, harvest index varies a lot depending on the variety, proximity to

the market and mode of transportation. The author stated the following steps in

harvesting of plantain, they are:

1. Harvesting is done at 75-80% maturity for a long distance transportation

2. Harvest when mature at 113-130 days after shooting

The author emphasized that some tools are used for harvesting of plantain fruit.

These tools are: sharp matchet for cutting the bunch handle with arm's reach; harvesting

knife attached to long pole for harvesting plantain well above ground level; harvesting
 80

knife with short wooden or mental handle for harvesting the plantain bunch and basket or

any good container for putting harvested bunch to where they will be separated.

NIHORT report (2006) stated that plantain is harvested for processing when the pulp

content is over 60%. The following measures according to the report are followed in

plantain harvesting:

i. Harvest at mature, green stage;

ii. Harvest at about 90 days after shooting irrespective of the time of planting;

iii. Cut off bunch carefully and hold on to it while cutting, so it does not drop and

bruise;

iv. Collect the harvested bunches together for airing;

v. Bend low to cut the pseudostem gradually to avoid injury the,

vi. Cut fingers at fall; down the entire pseudostem and chop together with foliage of

the main plant;

vii. Spread chopped pseudostem and foliage over the soil as much for raton crop.

The literature from different authors and research institutes reviewed above helped

the researcher to isolate relevant competencies needed for plantain plantation

management enterprise.

Literature on Plantain Processing

Plantain fruits, like other fruits are highly perishable products. Ogazi (1996) stated

that plantain is usually seasonal in terms of availability, spanning from a period of plenty

to short supplies; In order to address the problem of wastage and ensure the availability

of plantain products during the period of short supplies there is the need to process it into

consumable products that have longer shelf life. Emone (2003) viewed processing as
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those operations which take place after harvesting and which is used by the farmer, sent

to the market or sold to various agencies. The author emphasized that processing involves

changing plantain fruits into various forms for consumption. IITA report (2007) stated

that further processing of plantain fruits improve their palatability gives them a longer

self-life, ensures price stability and makes them easier to transport. The report further

stated that some of the products into which plantain fruits can be processed are flour,

chips, malt, plantain Jam, juice, ice cream, wine, Ethanol (Gin), soap, moi-moi, amala,

meat pie among others. The products that are of concern to this study are flour and chips.

Plantain Fruits Processing into Flour

Plantain processing to produce flour according to the report involves: obtain a

bunch of unripe plantain, wash with water to remove dirt and spray residues, peel and

keep pulps in a bowl containing water to avoid turning black, slice into two halves and

oven-dried at 60°C for 18-24 hours or slice thinly to enhance dehydration and sun dried

for 2-3 days and slices can be blended and sieve to obtain flour with fine particles.

According to Akinyemi (2005) plantain flour (an alternative to wheat, corn,

cassava flour) can be produced in commercial quantity following these processes: obtain

unripe, green plantain fruits, the plantain fruits are peeled to remove the peels, the peeled

plantain pulp are sliced using knife or automatic dicing machine to an appropriate

thickness of about 15mm, the sliced or diced pulp are then dried under sun or in oven

(cabinet drier), the dried pulp is milled using hammer mill (or grinded/ground) using

domestic grinding machines, until the desired particles size is obtained and the flour is

then sieved, packed and sold to the market.

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Plantain Fruits Processing into Chips

The processes involved in plantain chip production as stated by Imo ADP (2007)

are: peeling, slicing, frying, cooling and packaging. The report described the processes

by:

(a) Peeling: Plantains fruit are hand peeled using knife as the irregular shape makes it

difficult for mechanical peeling. Blanching the fruits for about 10-15mins softens the

peel and makes peeling easier.

(b) Slicing: Three methods had been in use namely

i. Hand slicing using knife.

ii. Two different mechanical sheers, operated manually

iii Electrically operated slicers

In one case, of the mechanical slicers, the peeled pulp is cut into halves and each

half put into the slicer where it is pressed against the blade by turning the handle to rotate

the blade while at the same time pressing the pulp slices of the desired thickness. The

mode of operation of the other slicer involves the rubbing of the pulp against the blade to

produce the desired thickness.

The manually operated mechanical slicers produced more uniform slices than the

hand slicing using knife. The thickness of the slices is between 1mm and 2mm.

(c) Frying: Frying is usually carried out in batch and is fried using the deep-fat fryer.

(d) Packaging of Chips

Fried plantain chips are packaged in polythene bags and cellophane bags. Chips or

crisps production as stated by Adeniji, Tenkouano, Lemchi and Faturoti (2008) is carried
 83

out using these ingredients are unripe plantain as required, vegetable oil deep fry and salt

to taste. The report highlighted methods of chips production as follows:

i. Collect unripe plantain fruit as required

ii. Peel plantain

iii. Immerse in a bowl containing water

iv. Heat vegetable oil or palm oil in a frying pan or electric fryer to about 170°C iv.

Rub salt on peeled fruits

v. Slice salted fruits directly into the hot oil and fry with constant stirring until

crispy, golden yellow

vi. Remove chips into plastic sieve and allow the oil to drain

vii. Spread chips on polyethylene bag or any clean material and allow to cool

viii. Package with an impulse (electric) Sealer or candle flame with the aid of hacksaw

or kitchen knife.

Other Processed Products of Plantain Fruits are:

(1) Malt

In view of IITA report (2008) malt (non- alcoholic plantain drink) is produced by

the following ways: obtain figs from plantain i.e dried plantain, mill the figs into powder

and keep until required, reconstitute about 55g (2 heaped tablespoons) of fig powder in

0.3 litres of water and mix, set aside for 5-10 minutes to enable the component of the

power to each into the water, filter through muslin clothes, bottle and allow to sediment,

decant or filter again and add vanilla flavour, granulated or icing sugar to sweeten the

'malt' and finally bottle and refrigerate.

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(2) Plantain Jam

The report also outlined plantain fruit processing into jam as:

1. Obtain 2 or 3 ripped plantain

2. Blend the ripe plantain and mixed together withl cup of granulated sugar

3. Add 200ml or 2 cups of water and mix together.

4. Add 30-35ml lime juice in the mixture.

5. Boil the mixture and allow the formed gel to cool

6. Preserved the gel with sorbic acid

(3) Plantain Juice

In view of Adeniji et al (2008), plantain fruits can be processed into juice in the

following ways: obtain some ripe plantain fruits, peel and blend the pulp, soak slurry in

hot water for 10-15minutes for optimum juice extraction, pulp and water should be in the

ratio 1:3, filter through white muslin (Akamu) cloth, pasteurise the juice by boiling and

simmer for 3 minutes, cool and fill into sterilized bottles and colouring may be added

prior to bottling.

(4) Ice cream

As stated in IITA training report (2008); plantain fruits are processed into ice cream. The

report outlined the ingredients used for processing Ice cream and the method involved

thus:

Ingredients:

Ripe plantain - 20-24, depending on size

Egg - 12 (albumin, whisked)

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Granulated or icing sugar - 1 cup or 5 heaped table spoon

Water - 500ml (1 cup = 170ml)

Vanilla powder or liquid Vanila flavour

Essence - (a pinch/few drops)

Pint cream - A pinch (Sparingly)

Milk (5 heaped table spoons for powdered or preferably 1 tin of evaporated milk)

Method

i. Obtain 20 - 24 ripe plantain fruits

ii. Peel and blend the pulp

iii. Soak slurry in hot water for 10-15 minutes for optimum juice extraction

iv. pulp and water should be in the ratio 1:3

v. Filter through white muslin (Akamu) clothe

vi. Add all ingredients to the extracted and mix thoroughly

vii. Pour into cream cups or seal in polyethylene bag

viii. Place in a freezer until required

(5) Wine Production

Gareth (2009) highlighted the procedure of wine production from plantain fruits as
follows
Ingredients
Ripe/over ripe plantain - 2kg
Plantain skins (peels) - 250g
Granulated sugar - 1.5kg
Water - 4 litres
Yeast - 1 tablespoon or 1 sachet (3g) for 4.5-27 litres
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Yeast nutrient (optional)- Juice of one ripe grape fruit

Juice of one ripe lemon
Juice of one ripe sweet orange
Method

Preparation of the slurry and primary fermentation (aerobic)

i. Obtain 2kg ripe/over ripe plantain and 250g plantain skin (peels)

ii. Slice peeled plantain and the peels

iii. Place in a clean, sterilized white cloth bag

iv. Tie the bag and place into a sauce pan (Preferably Aluminum)

vi. Add water, boil and simmer for 20-30 minutes

vii. Pour the hot liquid over granulated sugar and fruit juice

vii . When the bag is cool, apply pressure to extract as much juice as possible

viii. Add the extracted juice to sugar liquor

ix. Shake to dissolve the sugar and cool in cold water

x. Add the yeast and yeast nutrient into the liquor at 27 - 30°C to extract juice.

xi. Record the initial temperature and specific gravity

xii. Keep for a week at room temperature

xiii. Agitate the jar occasionally by giving it a shade

xiv. As fermentation proceeds, take record of temperature, Ph and specific gravity xv.

Collect data until fermentation quietens after about a week.

Literature on secondary fermentation (anaerobic)

i. Plug air lock (fermentation trap) to the fermenter

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ii. Put few drops of sterilizing solution into the air lock to form a U shape

iii. Plug the top of the trap with cotton wool to enables the yeast to undergo an

anaerobic method of self-reproduction

iv. Rack occasional by siphoning the wine off the lees of yeast and deposited solids

v. Allow the wine to clear of its own accord, given time, when it does not, you may

have to filter

vi. Keep decanted wine together as long as practicable, and bottle as required. This

ensure adequate maturation period which may result in a better quality.

vii. Wine should be stored in sterilized bottles and corks.

viii. Store finished wine in a rack or bin at 13°C or in a refrigerator.

The literature from different authors and research institutes reviewed above

guided the researcher to isolate relevant competencies needed for plantain processing.

Marketing of Plantain Products

Marketing is an important aspect of plantain production enterprises. Aliyu (2001)

defined marketing as a place or process in which buyers express their demands for goods

and services and sellers provide the supplies of goods or services to meet their demand or

need. Amoyedo (2007) viewed marketing as all those legal, physical and economic

services that make possible for product from producers to get into the hands of customers

in the various forms desired at the agreeable prices for effective exchange of ownership

or possession. George (2002) explained that marketing is the sums total of all business

strategies that direct the flow of sales of products and services from all business activities

from the producers (farmer) to the consumers or end users.

 88

The author outlined the competencies involved as follows: packaging of the farm

products, assembling and packing of products, grading, weighing and measurement of

products to size, weight and quantity, fixing prices on the bags based on the sizes and

quality, sorting of products into groups, storage of products to preserve quality, helping

customers to transport their goods to their nearest destination if necessary, loading and

offloading of products to and from market and financing market activities. Onuka (2003)

listed marketing competencies to include: the ability to record the number of produce,

keep produce secured and ventilated in containers for market, fix price for the produce,

identify suitable wholesaler's or retailer's agents, assist customers in handling and

transporting produce, keep adequate records of produce sales or purchases and those of

the unsold products.

According to Daniells, Engiberge and Lovens (2010) many competences are to be

carried out by the producer or marketer as the product moves along the marketing

channels. These competencies include: packaging of goods, sort the goods to sizes in the

warehouse, labeling and advertising in order to create consumer awareness, fix their

prices based on production cost, transporting of goods from the farm to market, keep

records of purchased goods and sells made. In view of Ugo (2005) marketing of

Agricultural products required certain competencies which include: advertise the goods

and services for buyers, carry out market survey to know the best time to sell products

for profits, fix price on the products based on the sizes and weight, sell the products to

different buyers, reconcile sells and expenditure to determine "profit and loss, keep

records of purchase and sales made, make choice for the type of transport to be used
 89

depending on the quality, container, and warehouse to be used for storage.

Several competencies as stated by Stanton (1996) are needed for an individual to

succeed on the marketing of agricultural products, such competencies include:-

1. The ability to calculate time of production

2. Carry out market survey for sell of agricultural goods

3. Identify your customers and invite them for supply

4. Sort

5. Grade

6. Harvest and weigh the products

7. Fix price of the products

8. Transport the purchase goods to buyers

9. Record financial transaction

10. Reconcile sales and purchase record to identify profit and loss.

In their own opinion Madu, Uzochi, Agu and Kanu (2000) stated that marketing

encompasses those business strategies involved in the flow of goods and services from

production to consumption (including buying, selling, advertising, standardizing and

grading, transporting, storing or ware- housing); financing (granting of credits); Packing,

•4

pricing and the market information functions. Jhingan (2002) stated that some variables

exist in marketing; these variables according to the author are classified into products,

place, promotion and price, usually called the 4 Ps in marking. The author stressed

further that.

1 Products include the quality, packaging, size of the products, services reforms.

2. Place includes channels of distribution, coverage, location, inventory and

transportation
 90

3. Price includes the list price, discount, payment periods and credit terms.

4. Promotion includes advertising, personal selling, extension, sales and publicity.

In the view of Udeh (1999) the total sum of all marketing competencies is to

increase sales and make profit and this can be achieved by: advertising the goods or

services, processing, grading and standardization, storage, transportation and selling the

goods or services by placing them in the market. Some of the competencies that could be

adopted by a farmer according to Kotler (2001) include: advertise the products and fix

prices based on production cost, carryout effective market survey to know the best time

to sell products for profit, store the products and keep record of all marketing activities.

Bianze (2005) sated that several competencies are needed by an individual to

succeed on the marketing of agricultural product such basic competencies include: the

ability to calculate time of production, assemble the products into sizes or groups, search

for market, grading and storage of the product, record financial transaction, reconcile

sales and purchases, fix price on the goods based on sizes and vigour and transport the

purchased product.

Arene in Amoyedo (2007) stated that there are many services to be performed by

the marketer or producer as the product moves along the marketing channels. These

competencies are: assembling the products together for further movement, grading or

sorting products into group of uniform quality, processing of products into a suitable

form, transporting by vehicle to processing centre and to the customers, storing products

for future use, financing products until it is sold and assuming risks that are likely to

occur due to spoilage, poor packaging or improper handling and transportation.

Marketing of plantain products in the context of this study comprises all the

activities that take place from the point of plantain production (farm gate) until the
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plantain products reaches the final buyer or consumer. The opinions and submissions of

the various authors cited above helped the researcher to identify competencies needed for

marketing in an enterprise for plantain production in Abia and Imo states.

Literature on Materials in Plantain Production

Plantain production requires good management of materials/ resources for its

success. Materials/resources are those facilities inform of tools or equipment used in an

enterprise. Olaitan, et al, (1999) classified facilities into tools, equipment and

consumables. The authors explained that tools are simple instrument as mechanical

devices that can be handled easily while carrying out special operations and equipment as

mechanical devices for operations in industries. Equipment are more sophisticated than

tools. The authors explained consumables as materials that are utilized in machines as

component. Proper facilities are necessary for efficient plantain management. FAO

report of (2003) stated that materials needed in pre-nursery are land, boxes, trays, bags

poly bags, head pans, building conns, organic matter, knife, water, chemical for control

of disease, saw dust top soil, mulching materials, weeding, hoe, water tank and nozzle

hose. IMO ADP (2007) recommended the following material/resources as necessary for

successful plantain pre-nursery. The report outlined the materials resources as follows

land, sucker, knife, shade, saw dust, wheel barrow, polythene bags, cutlass, rope, tape,

trays, pegs, wire nettings, corm, shade, weighing balance, water, organic manure.

Materials in the main-nursery according to the report include; land, shade, wire

netting, polythene bags, water, hand fork, cutlass, fertilizer, spade, weeding hoe, wheel

barrow, bore hole. In view of Okoro and Tenkuoano (2008) plantain pre-nursery and

nursery prepared in various forms using materials. These materials the author outlined

are: ground beds, trays, polybags, shade, saw dust, top soil. The authors further listed
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below some materials resources for main nursery and care of the equipment thus:

S/N Material resource Type of use Care needed

I Land Regularly Keep free from weed etc
Ii Water Regularly
Iii Irrigation equipment Regularly Store on racks during the dry
season
Iv Access road Regularly Maintains regularly
V Cutlass Regularly Protect from rainfall
Vi Spade Regularly Protect from rainfall
Vii Wheel barrow Regularly Protect from rainfall
Viii Hoe Regularly Protect from rainfall
Ix Knapsack prayer Regularly Protect from rainfall
Xi Measuring tape 30m Occasionally Protect from rainfall
Xii Kitchen knife Regularly Protect from rainfall
Xiii Hand fork Regularly Protect from rainfall
Xiv Hand trowel Regularly Protect from rainfall
Xv Head pan Regularly Protect from rainfall
Xvi Plastic bucket Regularly Protect from rainfall
Xvii Ranging pole Occasionally Protect from rainfall
Xviii Protective clothing Regularly Protect from rainfall
Hand glove Regularly Protect from rainfall
Boath Regularly Protect from rainfall
Grogle Regularly Protect from rainfall
Xix Agro-chemicals Occasionally Protect from rainfall and
sunshine
Xx Insecticides Occastonally Protect from rainfall and
sunshine
Xxi Mematicide Occasionally Protect from rainfall and
sunshine
Xxii Fungicide Occasionally Protect from rainfall and
sunshtne
Xxiii Fertilizer Occasionlly Protect from rainfall and
sunshine
Xxiv Knap sac prayers Occasionally Protect from rainfall and
sunshine

Materials required in plantain plantation establishment according to Rodomiro and

Akoroda (1996) are land that is flat, measuring tape, spade, knife, seedlings, rope,

organic matter, pegs and wheel barrow. For land preparation, materials needed are

matchet, axe, and assess roads, line and pegs and fertilizer. Planting: Seedlings, knife,
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mulch materials watering can. Maintenance: Hoe, herbicides, pesticides, fertilizer, mulch

materials. Harvesting: Sharp matchet, harvesting knife, long pole and basket.

National Institute of Horticultural Research and Training (NIHORT) (2006) listed

material resources that are needed in different plantain production enterprises as:

(i) Nursery:

(a) Pre-Nursery:-Land, trays, polythene bags, top soil, wheel barrow

(b) Main Nursery:-Land, polythene bag, wheel barrow, water, spade, head pan,

hoe, watering earn.

(ti) Plantation Management'.

(a) Land Preparation:- Land, rope, pegs, measuring tape, seedlings, mulch

materials

(b) Maintenance Unit:- Fertilizer, weeding hoe, herbicides, pesticides, water

(iii) Harvesting: Basket, short wooden or metal handle harvesting knife, bucket, wheel

barrow.

(iv) Plantain Processing: Kitchen knives, frying pots, weighing balance, oven,

automatic dicing, hammer mill slicers, cellophone bags, oil, salt, plastic sieve,

sealer, candle flame, muslin clothes, other resource materials as stated by the

report include water, egg, icing sugar, vanilla powder, citric acid, protective

coverings (clothes, goggles,nose masks, hand gloves), margarine, mixed fruits.

(v) Marketing Unit: weighing balance, vehicle, head pan, wheel barrow, warehouse,

plantain seedlings, plantain fruits and leaves, plantain processed products, sales

record adding machine.

According to IITA report (2006) to raise, develop or multiply plantain up to

consumption stage requires basic materials such as;

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 Land for planting seedlings: Identification and selection

 Cutlass: For clearing bushes, cutting

 Hoes: Used for making beds, mounds

 Wheel Barrows: For conveyance of materials to and from the farm

 Spade/Shovel:- Used for digging and making of beds, mounds and ridges

manually

 Knap sac sprayer:- For application of necessary chemicals (pesticides, herbicides)

 Tape:- for measuring or determination of areas of cultivation

 Head pans: - conveyance of materials/harvesting

 Farm houses:- For administrative purposes

 Farm stores:- for keeping farm tools

 Suckers: for planting and or for multiplication

 Fertilizer/organic manure:- For improvement of soil fertility and increasing yield.

The report also highlighted materials needed in different enterprise of plantain

production thus:-

(a) Pre nursery/Nursery Practice: Materials needed for this exercise include:- plantlets

or direct suckers, poly-bags, saw dust, seed boxes, water, soil, organic manure,

temporary shede.

(b) Plantain Plantation Establishment: To establish Plantain Plantation, it requires a lot

of resource material such as cutlass, spade, tape, pegs, suckers, fertilizers, land,

strong forked sticks, dried mulch materials water, knapsack or boom sprayer,

harvesting knife

(c) Processing: To process plantain, it need mature bunches, peeling with stainless

kitchen knives, washing, slicing into chips or flakes, hammer mill is used for
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processing bunches into flour. Frying pans, vegetable oil or red palm oil, cabinet

drier, water for washing the peeled plantain, mechanical slicers, salt, bowl,

polyethylene bag, sealer or candle knife.

(d) Marketing Materials: wheel barrow, pick- up vehicles or vans, baskets, weighing

balance, biro and paper for recording. The reviews on materials and equipment on

plantain production guided the researcher in isolating materials needed for each

plantain production enterprise such as plantain nursery practice, plantain plantation

management, processing and marketing.

Literature on Training for Plantain Production Enterprise

Training competencies for plantain production enterprise are arranged under the

following headings

a. Planning for training in any of the plantain enterprise:

i. instructional planning

ii. instructional plan

b. Training procedures.

Instructional Planning

Instructional planning is a process of itemizing step by step units of instruction in

particular references to topics. Olaitan and Ali (1997) viewed instructional planning as

the process of deciding what instructional content, media and other related activities are

necessary for instruction. The authors stated that the basic processes in instructional

planning are: determining the rationale of the course on which the instructional plan is

based, identifying the intended learning outcomes, concept mapping that is making a map
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that links the major concepts in the work to be converged and making available

instructional materials and resources.

Aguolu (2007) stated that instructional planning is that aspect of teaching where

teacher formulate a course of action for carrying out instruction over a school year,

semester, month, day or a lesson. The author listed instructional planning to involve:

identification and structure the content into topics or units, identification and selection of

instructional materials for teaching in each unit area, write down the concept, facts or

generalizations to be learnt, identification of goals or objectives, identification of students

abilities, needs and interests, identification of relevant instructional method for teaching

each unit content, allocation of time of teaching each topic or unit and identification of

skill performance of unit needed to develop.

Steps in instructional planning according to Olaitan (2003) are as follows:

selection and organization of instructional content, materials and activities to be

performed by the teacher and the learner, determine a need for the content which may be

part of a course or topic, state the objectives or intended learning outcomes expected of

the student to achieve at the end of instruction, identifying major key concepts in the

course or topic which need explanation by the teacher and understanding by the students,

identify and select relevant content and arrange them logically in terms of related

objectives to be achieved, identify and select relevant materials to use to teach selected

topics, identify and select relevant materials, techniques and support systems for teaching

each unit content, identify appropriate evaluation technique for each content area to be

taught so that teachers can use it to find out whether the objectives of the content have
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been achieved, study carefully the instructional plan and become familiar with it and

develop a comprehensive lesson plan.

Oyetunde (2004) outlined steps in instructional planning as follows: establishing

the behavioral objectives of lesson, following the content of the lesson systematically,

developing the lesson appropriate to goal, constructing lesson plans, employing efficient

methods for changing activities, providing room for motivation, selecting materials

activities, establishing long- range goals, capitalizing on outside experience and using

visual aids.

The literature reviewed above will help the researcher to isolate those relevant

components of instructional planning that could be developed into an instrument on

instructional planning for this study. Instructional plan are learning experiences and

subject matter that are organised and broken down into units for easy presentation to

student. Aguolu (2007) defined instructional plan as a lesson road map which guides the

teacher on what to teach, content to cover, objectives or learning outcomes, steps in

presentation of content and evaluation. The author further stated that instructional plan is

a teacher directed unit of instruction which learns itself to proper preparation for utmost

effectiveness; and that a well prepared classroom instruction is bound to accomplished

specific objectives.

In view of Olaitan (2003) instructional plan have three basic considerations

namely.

1. The scope of the class programme, that is, what type of educational experiences

should be provided to pupils in the plan hi an organized classroom situations

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2. The allocation and sequential study of the content, that is at the school level in

which certain instructions should be given and the amount of time to be allocated.

3. Instructional plan must be systematic and the contents logically arranged from know

to unknown, simple to difficult and broad to narrow knowledge or skills.

The author suggested the use of work sheet in developing a good instructional plan,

which should contain the following: subject matter segmented into topics or unit areas,

suggested activities for the teacher and the learners, expected outcomes in learner's

behavior, concepts, facts or generalizations to be learnt, skill performance to be

developed, developmental values to be acquired and evaluation. Olaitan (2003) further

outlined two broad aspects of an instructional plan as

1. Macro: instructional plan which contain: the title (major topic), course units or unit content,

rationale or justifications, and objectives or intended learning outcome.

2. Micro: instruction plan- which include: unit course title (or sub- topics), unit sub-topics, sub-

unit objectives, sub-unit content, teacher activities, pupils or learners activities, methods for

delivery system which could be demonstration, discussion, questioning, note taking and other

techniques, materials required and evaluation. The literature reviewed above helped the

researcher to isolate competency items that were developed into questionnaire for data collection.

Training Procedure

Training is the process of learning a job you need. Chalmers (2003) defined training as

a process of teaching, adapting and moulding of a person to justify his fitness for specific

productive activity or job. Gibb (1996) defined training as an organized learning activities

aimed at achieving productive skills such as:

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• Technical ability,

• Productive competency

• Ability for out put,

• Initiatives for job performance and for innovation.

Ajayi and Laogun (1999) defined training as the act of increasing the knowledge and

skill of an employee in doing a job. The authors explained further that training is mostly

directed at improving the ability of individual to do their vocation more effectively and

efficiently. Farunde (1995) stated that training involves acquiring information and

abilities or altitudes, which will result in greater competence in the performance of a

work. Okorji (2001) said that training may be in form of short term courses, attendance to

seminars, workshops, conference and further educational programmes.

In view of Chalmers (2003) training may, and often does involve teaching of new

methods and procedures. The author outline training procedures as follows: the instructor

should start teaching from simple to complex, starting the training programme in the

trainee's language, the instructor should explain the skills sequentially to the trainees,

clarify aided by use of known examples, follow up with questions at intervals to ascertain

whether trainees understand essential elements of the training programme and assessment

or evaluation to know performance of the trainees.

Chermish and Schott (2003) highlighted training procedures as: conveying the

training information to trainees in common language they can understand, teach the skills

step by step bearing in mind the logical arrangement, provide a high level of active

practice for all the trainees, assess performance as trainees practice and correct errors,
 100

give the final assessment by testing the practice of each trainee and provide feedback on

the result of trainees performance. In the opinion of Oyetunde (2004) training procedures

include: ensuring adequate supply and utilization of material resources for practices,,

guiding students in the use of appropriate materials, starting the training programme in

the trainee's language without necessarily telling them the specific objectives of the

training unit, relating the training information to the future goals it will help to

accomplish, demonstrating the skills with the use of training material to captivate the

attention materials to captivate the attention and retain the interest of the trainees, asking

the trainees to imitate the instructor in performing the demonstrated skills and allowing

the trainees to work as a team by giving assignments.

Okeke (2004) outlined training procedures to include: teaching the trainees from

known to unknown, teaching only approved procedures and practices, making sure that

the activities of individual trainees are effectively monitored, provide the materials to be

used and explain each of them to the trainees, demonstrate the skills to be used to the

trainees, trainees observed the skills and practice what the instructor demonsted,

assessment through the use of practical test to know the trainee's ability.

In view of Onuka and Olaitan (2007) some steps on training procedures needed to

guide the instructor on how to train individuals in acquiring skill in egg production

include: the instructor should start teaching trainees from known to unknown, explain the

facilities to be used by the trainer for training each trainee in each competency area of the

programme, explain the skills clearly to the trainees, one after the other or step-by step,

demonstrate the explained skills using appropriate facilities while the trainees observe,
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call each trainee to imitate what the instructor has demonstrated while the instructor

observes each trainee perform, correct any mistake made by the trainee, encourage

repetitive practice of the skills learnt, test the practice of a group of related skills towards

the goal of commercial egg production, tell the trainee the result of his performance,

suggest to trainees sources of facilities required for the business and how they can

procure them, encourage visit to other training centres (after they had left) to provide

trainee feedback on their practice in the establishment, identify other hazard to their

establishment in their environment and how they can overcome these problems (eg

insecurity or disease maybe such hazard). Onuka (2008) stated that instructors should

follow the following procedural steps in training people for cassava processing,

i. Teach the skill clearly to trainees, one after the other or step by step.
ii. Explain each of the facilities to be used to the learners and how to use them
iii Try out the facilities and steps of skills learning by the instructor before the
learners on how to carry out the task using the identified facilities
viii. Provide the same facilities to the learners to carry out the task individually or as
small group before the instructor.
ix. Supervise what the trainees are doing and how they are carrying out the task.
x. Assess he job done by the learner to ascertain if they have acquired the necessary
skills required to carry out the job properly
xi. Cause trainees to apply the acquired skills to planning, organizing and
implementation of plants to produces the identified project or practice the task (s).
The literature of authors reviewed above guided the researcher to develop an
instrument for data collection on competencies in training for plantain production
enterprise.
 102

Related Empirical Studies on Entrepreneurial Competency

Empirical Studies on Entrepreneurial Competency

Some studies have been carried out to identify entrepreneurial competencies

required for success in employment in occupations. A study was carried out by Enete,

Amusa and Eze (2009) on entrepreneurial competencies required by students of schools

of agriculture in southwestern Nigeria for processing cocoyam into flour and chips for

employment on graduation. Three research questions were developed to guide the study.

Three hypotheses were formulated and tested at the probability of 0.05 level of

significance. The study adopted survey research design. It was carried out in

SouthWestern Nigeria. The population of the study was 440 made up of 200 instructors

in the school of agriculture in Ondo and Oyo States respectively and 240 food

processors in the two states. The sample of the study was 56 made up of 26 instructors

from the departments of crop science and Home Economics in the two schools and 30

food processors from the two states. The instrument used for data collection was a 33-

competency structured questionnaire. The competency items had a 4 point response

scale of Highly Required, Averagely Required, Slightly Required and Not required with

a corresponding value of 4, 3, 2, and l. The instrument was face-validated by three

experts, split half technique and cronbach alpha reliability method were adopted to

determine the internal consistency of the competency questionnaire item; a cronbach

alpha coefficient of 0. 84 were obtained. Fifty-six copies of the instrument were

retrieved and analyzed using weighted mean and standard deviation where the

hypothesis, were tested using t-test statistic.

 103

The result of the study revealed that 11 skills were required in planning for

cocoyam processing enterprise. It was also found out that 4 skills were required in

general cocoyam processing practices, 4 skills hi processing cocoyam into flour, 4 skills

in processing cocoyam into chips and 10 skills in marketing processed cocoyam

products. The results of the null hypotheses tested revealed that there were no significant

differences in the mean ratings of the response of instructors and food processors in the

thirty-three (33) entrepreneurial competency items. The researcher therefore

recommended that the identified competencies needed to be incorporated into the

curriculum of crop production and processing in schools of agriculture. The study is

related to the present study because it involves identification of entrepreneurial

competencies and incorporating the competencies into the curriculum of the schools for

employment on graduation. It guided the researcher in selecting some aspects of the

methodology to use for the study such as the design of the study.

A study was carried out by Olaitan, Eze and Elom (2009) on entrepreneurial

competencies required by secondary school graduates for entering into oil palm

processing enterprise in South Eastern States of Nigeria. Three research questions were

developed and answered by the study while three hypotheses were formulated and tested

at the probability of 0.05 level of significance. Survey and function of industry designs

were used for the study. The study was carried out in South Eastern Nigeria made up of

Abia, Anambra, Ebonyi, Enugu and Imo States. Population of the study was 1,102 made

up of 920 teachers of agriculture science in senior secondary schools and 182 registered

oil palm processors. The sample was 459 made up of 277 teacher and 187 oil palm
 104

processors; the sample of the teachers was derived from 3% of the population of the

teachers in each state covered by the study. A 45 competency item questionnaire was

developed from literature reviewed and had a four (4) point response scale of Highly

Needed (HN), Averagely Needed (AN), Slightly Needed (SN) and Not Needed (NN)

with a corresponding value of 4, 3, 2 and 1 respectively. The questionnaire had 2 parts A

and B. part A was used to obtain information on personal data of the respondents. Part B

was divided into 3 sections which are planning skills (11), processing skills (16) and

marketing skills (18). The instrument was face validated by three (3) experts. Split half

technique and Crobach Alpha correlation method was used to obtain reliability of the

instrument which yields a co-efficient of 0.84. The questionnaire was administered on

459 respondents made of 277 teachers of agricultural science and 182 registered oil palm

processors. All the copies of the questionnaire were retrieved and analysed using

weighted mean and standard deviation to answer the researcher questions, while t-test

statistic was used to test the hypotheses.

The result of the study revealed that 11 competencies in planning, 16

competencies in processing of oil palm and 18 competencies in marketing of palm oil

were required for success in oil palm processing enterprise the study also revealed that

there was no significant difference in the mean ratings of the responses of the teachers of

agricultural science and oil palm processors on competencies required in planning, oil

palm processing and marketing of palm oil in oil palm processing enterprise. It was

recommended that the 45 entrepreneurial competencies identified by this study be

packaged into a training programme for empowering interested secondary school

 105

graduate. The study is related to this study in that it guided the researcher in selecting

some aspects of the methodology to use for the study such as survey design.

A study was carried by Onuka (2008) on development of entrepreneurship skills

Training modules for enhancing youth participation in regulated cassava processing

occupations in South East Nigeria. Eight research questions were developed and

answered by the study. Four null hypotheses were formulated and tested at 0.05 level of

significance. The study adopted the functions of industry and survey research designs.

The study was carried out in Southeast which comprise of Abia, Anambra, Ebonyi,

Enugu and Imo states. The population of the study is 1110, made up of 726 agricultural

extension agents and 384 youths in various cassava processing occupations. The overall

sample size was 348 consisting of 300 agricultural extension agents and 48 youths.

Questionnaire and a rating scale were developed; the instrument was made up of part one

and two. Part one was used to obtain information on the personal characteristics of the

agricultural extension agents, while part two consisted of questions addressed by the

study in form of questionnaire items. The questionnaires items were face validated by

five (5) experts. The questionnaire after validation consisted of the following sections

and items: Section A: Planning skills (13 items), Section B: Organizing skills (7items),

Section C: Implementing skills (14items for starch, 14 for flour, 14 for gam, 11 for low

cyanide chips and 13 for high- cyanide chips), Section D: Marketing (8 items for starch,

9 for flour, 5 for garri and 11 for chips) Section 'E': Evaluation (5 items), Section F:

wastes and by-production management (7items) Section 'G': Facilities (17 items for

starch 17 for flour, 18 garri and 15 for chips).

 106

Each item in part two of the instrument excepting module G, was assigned a four

point response scale and the response options were. Highly Required (HR), Required (R),

Required little (RL), Not required (NR). Numerical values of 4, 3, 2, and 1 were assigned

to the items. For G, the response scale is discrete. The respondents were required to rank

the response options to an item by checking either "required" (R) or" Not required" (NR).

The researcher also developed a rating scale to be used together with the modules during

training for assessing or judging the performance of the trainees in starch, flour, garri,

and chips. The rating scales were assigned a four response options of excellent

performance (EP), high performance (HP) low performance (LP) and No performance 2

and corresponding to respondents feeling and observations of how well the instrument

represented each items in the rating scale. Cronbach alpha technique used to determine

the reliability of the questionnaire items. The reliability tests yielded the following

reliability coefficients: starch 0. 90, flour 0.88, garri 0.96 and chips 0.90.

Three hundred (300) copies of the questionnaire were administered on agricultural

gents. The number of copies of the questionnaire retrieved was 271. The data collected

for the study were analysed using the statistical package for social sciences (SPSS). The

analysis was on item-by-item basis. Percentages, mean and standard deviation were used

to answer the research questions and t-test statistic for testing the hypotheses at

probability of 0.05 level of significance.

The researcher found out that

(1) Nine (9) clusters of skills consisting of 86 skills and facilities were required for the

development of entrepreneurship skills training modules in regulated starch

production.
 107

(2) Nine (9) skill clusters made up of 88 skills and facilities were required for the

development of entrepreneurship skills training modules in regulated flour

production occupation,

(3) Nine (9) clusters of skills made up of 89 skills and were required for the

development of entrepreneurship skills modules in regulated garri production

occupation and

(4) Ten (10) clusters of skills consisting of 99 skills and facilities were required for

the development of entrepreneurship skills modules in regulated cassava chips

production occupation. In the hypotheses tested, the result also revealed that: there

was no significant difference between the mean performance of youth trained in

the industry and those trained in the field. It was recommended that

(1) Government of the Southeastern States should integrate the developed

entrepreneurship skills training modules into their skill- Acquisition programme to

train youths on short course basis to enable them acquire entrepreneurship skills in

cassava processing occupations for employment.

(2) Entrepreneurs in cassava processing should make use of the developed

entrepreneurship skills training modules during interview for selecting qualified

employees in order to improve their production.

(3) Universities colleges and teachers of agriculture could adopt the training modules

in their farmer education programmes. It guided the researcher in selecting some

aspects of the methodology to use for the study and also guided the researcher in

structuring the questionnaire.

 108

In another study carried out by Okafor and Ogbazi (2009) on work-skills required

by secondary school graduates for success in cassava production enterprises in Imo State.

Two research questions were developed to guide the study. Two hypotheses were

formulated and tested at the probability of 0.05 level of significance. The study was

carried out in Imo States of Nigeria. The study made use of descriptive survey research

design. The population for the study comprised all the 521 teachers of agriculture and 50

extension agents. The sample for the study was 110 respondents, made up of 89 teachers

of agricultural science and 21 extension agents. The instrument used for data collection

was a 27 skill item questionnaire. The instrument used a four-point likert-type scale for

rating the response options Highly Required (HR), Required (R), Moderately Required

(MR) and Not Required (NR) as well as numerical values of 4, 3, 2, and 1 respectively.

The instrument was subjected to face validation by three experts. The reliability of the

instrument was established using Cronbach Alpha formula to find out the internal

consistency of the validated instruments. A reliability coefficient obtained was 0.89. 110

copies of the instrument were administered and retrieved.

The data collected for the study were analyzed using mean and standard deviation

to answer the research questions. The study found out that 19 work-skills were required

in cassava production and 8 work-skills required in processing cassava roots into garri.

The study also found out that there was no significant difference in mean ratings of the

responses of teachers of Agricultural science and extension agents. The researcher

recommended that the skills identified should be integrated into the secondary school

curriculum and skill acquisition centers for used in training unemployed secondary
 109

school graduates in cassava production enterprises for employment. It guided the

researcher in selecting the methodology to use for the study such as the design which is

survey research design.

Empirical Studies on Improvement Need of Farmers

In an exploratory study carried out by Meier, Williams, Humphreys and Centko

(1999) to assess competency gaps in science, Mathematics, Engineering, and

technological (SMET) Education, the study sought out to: identify competencies required

of the 21st century work force and identify the work force competencies that need to be

targeted for curricular reform.

Three research questions were developed. A structured questionnaire with 30 items

was generated from the literature reviewed and developed for the study. The

questionnaire was administered on two different groups of business industry managers.

Group number one (N = 9) was located in central Iowa and represented small business

firms employing less than 50 people. Group number two (N=10) was located in central

Illinois and represented fortune 500 companies. The first collection of data was

conducted using a paper and pencil survey containing the original 30 item pool. The

second collection of data was conducted listing a focus group methodology from each of

the business industry groups.

The findings from the study revealed what industry practitioners perceived to be

critical issues to be addressed by curriculum reform in technological education

programmes. The results of this exploratory study indicated that advanced technological

programmes (SMET) must continue to emphasize such issues as group project skills and
 110

quality concepts. But they must also be sure to emphasize co-operation among co-

workers, the welfare of the group over self, customer satisfaction over task completion,

interpersonal communications skills, and team working skills in all aspects of their

curriculum. Industrial Technology Programmes that want to elevate their programmes to

the next level must now begin to examine how to improve their graduates' abilities to

understand items such as: (a). How a firms vision, strategies and performance out-comes

effect overall organizational performance, (b) How the organizations culture influences

individual behaviours and (c) How the welfare of group over self must be instilled into

organizational culture. These last items (a-c) need to be integrated and synthesized into

the entire curriculum not just specific courses. It guided the researcher in selecting the

methodology to use for the study.

A study was carried out by Olaitan, Amusa and Nwobu (2009) on Quality

Assurance of instructors in teaching Cocoyam production to students in schools of

Agriculture in Southwestern Nigerian. Four research questions guided the study; survey

research design was adopted. The study was carried out in south western Nigeria;

specifically in Ondo and Oyo states. The population for the study was 200 instructors

from the two schools of agriculture in the area. The sample of the study was 46

instructors purposively sample from the departments of crop production and agricultural

engineering with interest in tillage operations. Two sets of instrument were developed for

the study; they were 25-psycho-productive multiple choice test item in cocoyam

production for determining quality assurance of the instructors and 45-competency

cluster structured questionnaire item for identifying areas where instructors require

improvement.
 111

The questionnaire was divided into two categories of needed and performance.

The needed category has a 4 point response scale of Highly Needed, Averagely Needed,

Slightly Needed and Not Needed; while the performance category also has 4-point

response scale of High Performance, Average Performance, Low Performance and No

Performance with a corresponding value of 4, 3, 2 and 1 for the two groups of scale

respectively. The two sets of instrument were validated by three experts. Split-half

technique and Cronbach alpha reliability method were adopted to determine the internal

constituency of the competency questionnaire item with a reliability coefficient of 0.81

obtained.

Forty six copies of 25-psycho-productive multiple choice test item were

administered to the instructors of one to one basis with 30 minutes duration for providing

answers to the multiple choice test items. This was carried out personally by the

researchers in the two schools of agriculture. Three weeks later, forty-six copies of the

45-competency cluster item questionnaire were administered on the same instructors in

the schools of agriculture with a two day interval for the completion of the questionnaire.

The entire forty six copies administered were retrieved and analyzed. Frequency and

percentage were used to analyze data from the psycho-productive multiple choice test

items to determine the quality assurance of the instructors while improvement needed

index (INI) was employed to analyze data from the competency cluster questionnaire

item in order to identify areas where instructors require improvement in teaching

cocoyam production to students. In taking decisions on the level of quality assurance and

competence of the instructor, the following percentage range were used: 70% and above
 112

= Very High competence; 60 - 67% = High competence; 50-59% = Average

Competence; 40 - 49% = Low competence; and below 40 % = No competence.

Improvement needed index (INI) was used for taking decision on areas where

improvement is required by instructors in teaching cocoyam production to students in

schools of agriculture in south western Nigeria. The improvement needed index (INI)

was determined as follows:

i. The mean (xn) of the needed category was determined for each item,

ii. The mean (XP) of the performance category was also determined for each item.

iii. The performance gap (PG) was therefore determined by finding the difference

between Xn and Xp for each item; that is PG = Xn - XP.

Where the value of PG is positive (+), it means improvement is needed because,

the level at which the instructors were performing in teaching the item to students is

lower than what is required where PG is negative (-), it means improvement is not

needed because, the instructors are performing the teaching of the item more than what is

required. Where PG value is zero (0), it means improvement is also not needed because;

the level at which the instructors were performing the teaching of the item is equal to the

level that was required. It was found out that the quality assurance of the instructors in

teaching cocoyam production was average. The study also found out that the instructors

required improvement on teaching the planning, pre-planting, post planting, harvesting

and marketing operations of cocoyam to students of schools of agriculture in south

western Nigeria. Therefore the researcher recommended that, the required competencies

identified by this study be package and use to retain the instructors in cocoyam
 113

production to enable them the training needs of students and justifiably motivate their

interest in farming profession. The study adopted survey research design which guided

the researcher and an aspect of method of analyses which is Improvement Need Index

(INI).

A study was carried out by Olaitan, Alaribe and Ellah (2009) on capacity building

Needs of palm oil and kernel marketers for Enhancing Economic Returns from oil palm

industry in South Eastern Nigeria. Four research questions were developed to guide the

study. Survey research design was used for the study. The study was carried out in South

Eastern Nigeria. The population for the study was 1,099 made up of 920 teachers of

agricultural science and 179 palm oil and kernel marketers. Sample for the study was

456. Sample for the teachers was obtained from 3% of the population of teachers from

the states covered by the study. This is in conformity with the statement of Boll and Gall

in Uzoagulu (1988) that if a population is up to 1000, 20% or less could be used as

sample for obtaining data to minimize sampling error.

A 45 skill item questionnaire that covers planning, reprocessing and marketing of

palm oil and kernel was developed for collecting data from the teachers of agricultural

science and marketers. The questionnaire had two (2) type of response scale: needed and

performance scales. The needed type of scale had a 4 point response of; Highly Needed

(HN), Averagely Needed (AN), Slightly Needed (SN) and Not Needed (NN) with the

corresponding value of 4,3,2 and 1. This aspect of the questionnaire was designed to

collect data from the teachers of agricultural science and marketers of palm, oil and

kernel, to determine the skills needed by palm oil and kernel marketers in the enterprise.
 114

The performance type of scale had a 4 point response of; High performance, Average

performance, Low performance and No performance, with a corresponding value of 4, 3,

2, and 1. This aspect of the questionnaire was designed to collect data from palm oil and

kernel marketers only, to determine their level of performance of each skill item.

The questionnaire was validated by three (3) experts; two from Crop Science

Department and one from vocational Teacher Education Department (VTE); University

of Nigeria, Nsukka. Their corrections and suggestions were used to produce the final

copy of the questionnaire. Split half technique and Cronbach alpha method were used to

determine the reliability of the questionnaire which yielded a co-efficience of 0.83. Four

hundred and fifty six (456) copies of the questionnaire were administered on the

respondents with the help of five research assistants. All the copies of the questionnaire

were retrieved after two weeks. The data collected was analyzed using weighted mean

and improvement Needed Index (INI) to answer the research questions. Capacity

building need was determined as follows:

1. The mean Xn of the needed category was determined for each item.

2. The mean Xp of the perform category was determine for each item.

3. The performance gap (PG) was determined by finding the difference between

the values of the two means. That is, Xn - Xp = PG

Where PG is zero (0), it means that capacity building is not needed for that item

because the level at which the marketers performed the skill is needed. Where PG is

negative (-), it means capacity building is not needed for hat item because the level at

which the marketers performed the skill is higher than the level at which it is needed.
 115

Where PG is positive (+), it means capacity building is needed because the level at which

the marketers performed the skills is lower than the level at which it is needed. It was

found out that palm oil and kernel marketers needed capacity building in planning,

reprocessing and marketing skills in palm oil and kernel enterprise. It was recommended

by the researcher that the findings of this study be utilized to develop capacity building

programs for retraining marketers of palm oil and kernel for greater efficiency. It guided

the researcher in selecting some aspects of the methodology to use for the study and also

guided the researcher in structuring the questionnaire.

In another study conducted by Nwaodo (2009) on workshop management

competencies improvement needs of auto-mechanics teachers in the south eastern states

of Nigeria. Three research questions guided the study. Survey research design was used

for the study and area of the study covered all the technical colleges that offer auto-

mechanics in the south eastern states of Nigeria. The population for the study was made

up of 18 auto-mechanic NCE (technical) teachers and 33 auto-mechanic B.Sc (ed)

(technical) teachers in the five states of the zone. The total population used for the study

was therefore 51. The instrument used for data collection was a structured questionnaire

and it was based on a five-point Likert scale of Strongly Agree, Agree, Undecided,

Disagree and Strongly Disagree. The instrument was face validated by five experts.

Cronbach Alpha was used to test the reliability and 0.72 was obtained as the reliability

co-efficient. A total of 51 copies of questionnaire were distributed while 47 copies were

returned and used for data analysis. The data collected was analyzed using mean. A mean

of 3.50 and above indicated that the respondents agreed to the statement while a mean
 116

score below 3.50 indicated disagreement to the statement. The study identified thirty-

three competencies needed for improvement by auto-mechanic teachers in the south

eastern Nigeria to manage auto-mechanic workshops. The researcher made the following

recommendations based on the findings of study:

1. Automechanic teachers must be acquainted with competency based training on

workshop management.

2. Expose Automechanic teachers to intensive practice on workshop management.

3. Arrange workshops, seminars and conferences for Automechanic teachers on

workshop management.

It guided the researcher in selecting some aspects of the methodology to use for

the study and also in obtaining information to support the findings of the study during

discussion.

A study was carried out by Olaitan, Alawa, and Ekong (2009) on

improvement/capacity building needs of farmers in improving soil nutrients for

enhancing crop production in cross river state, Nigeria. Three research questions were

developed to guide the study. The study adopted survey research design. The study and

the population for the study was 5,560 respondents comprising 5,500 registered crop

farmers and 60 Extension agents. The total sample for the study was 335 respondents

(Proportionate sampling technique was involved to obtain a sample of 275 registered

crop farmers while the entire sub-population of Extension Agents (60) was involved in

the study because it was small. The choice of 5% proportionate is in agreement with the

opinion of Boll and Gall in Uzoagulu (1998) that when a defined population is greater
 117

than 5,000 respondents, 10% or less of the population could be used.

A 71 competency questionnaire covering skills in soil testing and analysis, manure

and manuring and fertilizer application was used in collecting data for the study. The

questionnaire had two categories - Needed and Performance. The Needed category had a

4 point response scale of Highly Needed, Averagely Needed, Slightly Needed and Not

Needed with corresponding scores of 4, 3, 2, and 1 respectively. The performance

category has a response scale of High Performance, Average Performance, Low

Performance and No Performance with corresponding scores of 4, 3, 2, and 1

respectively. The instrument was face validated by three experts. Cronbach Alpha

reliability method was adopted in determining the internal consistency of the instrument

and a reliability coefficient of 0.85 was obtained. Three hundred and thirty five (335)

copies of the questionnaire were administered on the respondent with the help of thee

hired research assistants on a face to face basis and retrieved with a 100% return rate.

The data collected were analyzed using weighted mean and Improvement Needed Index

(INI) to answer the research questions. The weighted mean of needed category was

represented by (N) while the weighted mean performance of respondents for each item

was represented by (P). The difference between the two means that is (N-P) was

determined to indicate Performance Gap (PG) which could yield a zero (0), negative or

positive value.

a. A difference of zero (0) indicated that there is no need for capacity building

because the level at which the competency is required is the same as the level at

which the farmers could perform,

 118

b. A negative (-) difference implies that there is no need for capacity building

because the level at which the farmer could perform the competency is higher than

the level at which it is required,

c. A positive (+) PG indicates that there is need for capacity building because the

level at which the competency is required is higher than the level at which the

farmers could perform. This difference may range from low to average depending

on the value of the performance gap.

It was found out that farmers required capacity building in soil testing and

analysis, manure and manuring and fertilizer application methods. The researchers

recommended therefore that the skills identified in soil testing and analysis, manure and

manuring, fertilizer application should be packaged and used for retraining these farmers

through workshops and seminars improving soil nutrients for enhancing crop production.

It guided the researcher in selecting some aspects of the methodology to use for the study

and also in obtaining information to support the findings of the study during discussion.

Another study carried out by Olaitan, Alaribe and Nwobu (2009) on capacity

building needs of Teachers of agriculture for effective teaching in Upper Basic Schools in

Abia State. Two research questions guided the study Evaluation and survey research

designs were used for collecting data for the study. Evaluation, as explained by Nwanna

(2007), is an act of deciding whether the end product can be described as adequate or

inadequate through testing, measurement and assessment. Psycho-productive test was

developed for collecting data from respondents. The study was carried out in Abia state.

Population for the study was 384 teachers of Agriculture at the junior secondary level in
 119

the area of study. The sample for the study was 200 NCE graduates teachers of

Agriculture obtained through random sampling techniques (balloting).

A 40 item psycho-productive multiple choice test that covers the pedagogical

skills and technical areas of agriculture was developed for collecting data from the

teachers of agriculture on their performance in the content of agricultural education

curriculum they have learnt in the College of Education. The psycho-productive multiple

choice test was based on Simpson's taxonomy of psychomotor domain which are

perception (4 items) set (5 items), guided response (6 items) mechanism (10 items)

complex overt response (10 items), and adaptation (5 items).

A 20-cluster item questionnaire covering all the areas of Agricultural education

curriculum was developed for collecting data from the teachers of Agriculture about

areas of Agricultural education program where they needed capacity building. The

questionnaire had two types of response scale; the needed and performance scale. The

needed type of scale had a four point response of Highly Needed (HN), Averagely

Needed (AN), Slightly Needed (SN), and Not Needed (NN) with a corresponding

nominal value of 4, 3, 2, and I respectively; the performance type of scale had a 4

response points of High Performance (HP), Average Performance (AP), Low

Performance (LP), and No Performance with a corresponding value of 4, 3, 2 and 1

corresponding value of 4, 3, 2 and 1 respectively. The two types of instrument were face

validated by 3 experts two from Agricultural Education and one from measurement and

Evaluation, University of Nigeria Nsukka.

Cronbach alpha technique was used to determine internal consistency of the

 120

instruments. The test yielded a co-efficient of 0.85 while the questionnaire yielded a co-

efficient of 0.83. The psycho-Productive test was administered to 200 respondents on one

to one basis for 40 minutes. 200 copies of the questionnaire were administered to the

respondents through three research assistants and 196 copies were retrieved after two

weeks. The test was analyzed using frequency and percentage of the teachers in the

program of Agricultural education they have learnt in the College of Education.

Performance score was interpreted as follow: 70% or above very high, 60-69% high, 50-

59 Average, 40-49 low and below 40% poor performance.

The capacity building needs of the teachers on the curriculum of Agricultural

Education program of the Colleges of Education was determined thus:

i. The weighted mean ( X n) of the need scale was determined for each cluster;

ii. The weighted mean ( X p) of the performance scale was also determined for

each cluster,

iii. The performance gap (PG) was determined by finding the difference between

( X n and X p, that is ( X n- X p) = PG

Where PG is positive (+), it means capacity building is required because the rate at

which teachers performed is lower than what is expected. Where PG is negative (-), it

means capacity building is not required because the rate at which teachers performed is

greater than what is needed. Where PG is zero (0), capacity building is not required

because the rate at which teaches performed is equal to what is needed, Olaitan and

Ndomic in Ellah (2007). The study found out that teachers obtained low performance
 121

(49%), in the curriculum content of Agricultural Education Program and also required

capacity building in the same program. The researcher recommended that the findings of

this study be utilized to develop capacity building programs for teachers of Agriculture in

Junior Secondary Schools in the area of study. The study guided the researcher in

selecting some aspects of the methodology to use for the study and also in obtaining

information to support the findings of the study during discussion.

In a study carried out by Uga (2006) on the identification of work-skill

improvement needs of farmers in rice production in Ebonyi State, 6 research questions

were developed and 4 null hypotheses were formulated and tested at 0.05 level of

significance at relevant degrees of freedom. A structured questionnaire was generated

from the literature reviewed and developed for the study. The questionnaire was

administrated on 138 respondents. The same copies of questionnaire was administered on

138 respondents. The same copies of questionnaire was retrieved analyzed using mean,

SD and improvement require index (IRI) to answer the research questions. The t-test

statistic was used for testing the hypotheses. The major findings of the study revealed

that the following work skill items are needed for success hi rice productions. Nursery

establishment - 9 skills, field establishment - 40 skills; harvesting, threshing &

winnowing - 19 skills; processing and storage - 58 skills & marketing - 9 skills. It was

found out that out of 35 skills identified as needed in rice production farmers require

improvement in III of them. It was also found out that there was no significance different

in the mean ratings of the responses of the registered rice farmers & the agric extension

agents in 129 skills out of 135 in is rice farmers needed improvement in rice production.
 122

In view of the above, it was recommended that the identified work-skill modules and

their correspondence skill items in rice production be packaged into programmes by the

government and retraining farmers for improved rice production. The study guided the

researcher in selecting the methodology to use for the study and also in obtaining

information to support the findings of the study during discussion.

In a study carried out by Asogwa, Uko and Omeh (2010) on quality assurance of

teachers for teaching oil palm production to students in senior secondary schools in

Enugu State. Four research questions guided the study, survey research design was

adopted. The study was carried out in Enugu State. The population of the study was 484

t4eachers of agricultural science in senior secondary schools in Enugu State. The sample

for the study was 107 teachers of agricultural science. A random sampling technique was

used for the study. A forty-five structured skilled item questionnaire was developed from

the literature and used for the data collection. Five experts validated the instrument; split

half technique and Cronbach Alpha reliability method were involved in determining the

internal consistency of the instrument. A reliability method was involved in determining

the internal consistency of the instrument. A reliability coefficient of 0.85 was obtained.

The data was analyzed using mean and improvement required index (IRI) to answer the

research questions. The findings of the study revealed that teachers in Enugu state require

capacity building for quality assurance in teaching oil palm production to students in

senior secondary schools in areas of nursery, pre-planting and planting, post planting and

post harvesting operations. It was recommended that the identified skills were teachers

maintained low to average quality assurance, be packaged into a training programme to

 123

be utilized in retraining the teachers to improve their quality in teaching oil palm

production to students in senior secondary schools. The study guided the researcher in

selecting the methodology to use for the study and also in obtaining information to

support the findings of the study during discussion.

Summary of Review of Related Literature

Literature was reviewed on conceptual framework which covered job analysis,

task analysis, modular analysis, competency based analysis, occupational area analysis,

function of industry approach, need assessment, need gap and improvement. The

literature reviewed on conceptual framework guided the researcher in identifying and

selecting appropriate approaches to be used; it also guided the researcher in selecting the

appropriate technique to be used in determining the improvement needs of the farmers

and it made the trend of research clearer through the schema.

Literature on the theoretical framework of the study covered occupational and

training theories. The theories guided the researcher in identifying and selecting

appropriate competency elements in planning, plantain production and marketing, also it

guided the research in selecting suitable competency elements and methodology that

could be involved in training secondary school graduates in plantain production for

employment and retraining farmers for proficiency on the job. Literature was reviewed

on competencies in plantain nursery, plantain plantation management, processing and

marketing; and material resources needed in different plantain production enterprises.

The reviewed literature in the above areas guided the researcher to select competency

elements in each of the plantain production enterprises which were arranged into tasks.
 124

Empirical studies reviewed guided the researcher in selecting some suitable aspects of the

methodology used for the study; structuring the questionnaire and also in obtaining

information to support the findings of the study during discussion. The literature

reviewed on modules and functions of industries guided the researcher in packaging the

identified plantain production competencies into programmes which would be used to fill

the gaps as follows:

a. lack of jobs among secondary school graduates due to absence or lack of

competencies needed for employment in any plantain production enterprise, if the

competencies identified and packaged by this study could be used to train these

secondary school graduates for employment thereby filling the existing gap.

b. the existing gap among the plantain farmers is the discrepancy between possessed

and what they need to possess to be proficient in plantain production. The

competencies identified and packaged by this study could be utilized to retrain the

farmers for proficiency on the job thereby reducing to the bearest minimum the

existing discrepancies.
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CHAPTER THREE

METHODOLOGY

This chapter presented the procedure used for carrying out this study. It was

organized under the following subheadings: Design of the Study, Area of the Study,

Population of the Study, Sample and Sampling Technique. It also described the

Instrument for Data Collection, Validation of the Instrument, Reliability of the

Instrument, Method of Data Collection and Method of Data Analysis.

Design of the Study

The study made use of descriptive survey research design. A descriptive survey

research in the opinion of Nworgu (2006) is a design in which a group of people or items

is studied by collecting and analyzing data from a few people or items considered to be

representative of the entire group. Olaitan, Ali, Eyoh and Sowande (2000) explained

descriptive survey as a research design that employs the study of large and small

populations by selecting and analyzing data collected from the group through the use of

questionnaire, personal or telephone interview. The design was considered appropriate

for this study since it obtained data from a group of agricultural science teachers,

extension agents and registered plantain farmers through the use of structured

questionnaire to obtain data on entrepreneurial competencies needed by secondary school

graduates for employment in plantain production enterprises and farmers for proficiency

on the job.

Area of the Study

The area of the study was Abia and Imo States. Abia state is made up of three

senatorial zones: Aba, Ohafia and Umuahia; Imo state comprises of three senatorial

zones which are Okigwe, Orlu and Owerri. The two states were located in the tropical
 126

rain forest zone which favours the production of plantain in large quantities and plantain

has a quick turn over; that is within one year plantain can mature while its suckers can

replaced the harvested plant.

Population of the Study

The population of the study was 1,490. This was made up of 644 teachers of

Agriculture comprising 184 Agricultural Science Teachers from Abia and 460 from Imo

State) (Sources: Secondary Education Management Board (SEMB) Abia and Imo States)

(See Appendix B page 229); 766 extension agents comprising 512 from Abia State and

254 extension agents from Imo State (See appendix C page 230), 80 registered plantain

farmers made up of 20 nursery farmers (15 nursery from Abia and 5 nursery farmers

from Imo), 34 plantain plantation management farmers (24 plantain plantation

management farmers from Abia State and 10 from Imo States), 26 plantain processing

farmers (16 from Abia and 10 from Imo states) See Appendix D page 231 (Source:,

Agricultural Development Programme (ADP) Abia and Imo States).

Sample and Sampling Technique

The sample of the study was 362 which comprised 129 Agricultural science

teachers (37 and 92 Agricultural science teachers from Abia and Imo States,

respectively), 153 extension agents (102 and 51 extension agents from Abia and Imo

States, respectively (See Appendices E and F on pages 232 and 233 respectively) and all

the 80 registered plantain farmers. The population of registered 20 plantain nursery

farmers, 34 plantain plantation managers and 26 plantain processors -were very small

hence the population for each group was not sampled.

Sample for agricultural science teachers and extension agents were obtained using

20 per cent proportionate random sampling technique of the population of Agricultural

 127

science teachers and Extension agents from the States covered by the study. This was in

conformity with the statement of Boll and Gall in Uzoagulu (1998) that if a population is

1000, 20 per cent or less could be used as sample.

Instruments for Data Collection

The researcher visited Agricultural Development Programme (ADP) Owerri

where activities in plantain nursery, plantation management, processing and marketing

take place; National Institute of Horticultural Research and Training (NIHORT) Okigwe

and Imo State Polytechnics Umuagwo were also visited by the researcher where research

and training in plantain nursery, plantain management, processing and marketing of

plantain products take place (See Appendix A page 226).

The researcher:

1. Observed the available facilities for performing various activities in require enterprise.

2. Observed the training activities of each of the enterprise.

3. Wrote down step by step activities carried out by the instructor in each of the

enterprise.

The records obtained from each of the research centres helped the researcher in

addition to review of literature, develop four sets of structured questionnaire in relevant

areas.

Four sets of structured questionnaire were used to collect data for this study. The

four sets of questionnaire were developed through literature review and information from

the industry. Each of the three sets of the questionnaire covering the three enterprises

were divided into two parts A and B. Part A was used for collecting personal data from

the respondents. Part B was divided into four sections. For example, the nursery

enterprise was divided into the following sections:

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1. Planning for plantain nursery enterprise.

2. Plantain nursery enterprise.

3. Marketing of plantain nursery seedlings

4. Material for effective management in nursery enterprise.

Similarly, the questionnaire on plantain plantation management and plantain

processing and marketing also have their relevant parts, sections and responses

components.

Each item has two response categories of needed and performance. The needed

category had five response options of Very Highly Needed (VHN), Highly Needed (HN),

Averagely Needed (AN), Slightly Needed (SN), Not Needed (NN) with corresponding

nominal values of 5, 4, 3, 2 and 1 respectively. The performance category also has five

response options of Very High Performance (VHP) High Performance (HP), Average

Performance (AP), Slight Performance (SP) and No Performance (NP) with

corresponding nominal values of 5, 4, 3, 2 and 1 respectively. The Agricultural science

Teachers, Extension agents and registered plantain farmers all responded to the needed category

while only the registered plantain farmers answered the performance category (See Appendix G

page 234).

The fourth set of the questionnaire was on training competencies needed by trainers at

skill acquisition centres with five response options of Very Highly Needed (VHN), Highly

Needed (HN), Averagely Needed (AN), Slightly Needed (SN), Not Needed (NN) with

corresponding nominal values of 5, 4, 3, 2 and 1 respectively. This instrument was answered by

agricultural science teachers and extension agents only (See Appendix H page 280).
 129

Validation of the Instrument

The questionnaire for data collection was face validated by five experts: one from

Agricultural Education unit of the Department of Vocational Teacher Education of the University

of Nigeria, Nsukka, one from Crop Science Department, Federal University of Technology Owerri,

one from Crop Science Department of Imo State Polytechnic, Umuagwo, Owerri, one from

National Institute of Horticultural Research and Training (NIHORT), Okigwe and one from

Agricultural Development Programme (ADP) Owerri. Each expert was served with a copy of each

of the four sets of the questionnaire and was requested to check the competency items for clarity,

ascertain the relevance of each item to the enterprise, supply any missing items and make

suggestions that could help to improve the quality of the questionnaire. The validated instruments

from the experts were retrieved. Their suggestions were utilized to produce a final copy of the

questionnaire for the study.

Reliability of the Instrument

To obtain the reliability coefficient of the instrument, the questionnaire was

administered on 88 respondents selected from Ebonyi State. This was made up of 31

agricultural science teachers, 35 extension agents and 22 registered plantain farmers of

nursery, plantation management, plantain processing and marketing. The choice of

Ebonyi State was informed by a number of factors which include the prevalence of

plantain production in the state and the existence of Ebonyi state within the same

southeast geopolitical zone with the study area.

Cronbach Alpha reliability method was used to determine the internal consistency

of the items. The reliability coefficient of 0.88 was obtained for plantain nursery
 130

enterprise, 0.95 for plantain plantation management enterprise, 0.90 for processing and

marketing enterprise and 0.84 was obtained for training competencies in plantain

production enterprises.

Method of Data Collection

Six research assistants were hired (three from Abia State and three from Imo

state); they were instructed on how to administer the questionnaire to the respondents.

Each of the 129 agricultural science teachers and 153 extension agents was given four

sets of the questionnaire while each of the 20 nursery, 34 plantain plantation farmers and

26 plantain processors was given one set relevant to the farmers' enterprise. The

researcher monitored the research assistants very closely while administering the

questionnaire to the respondents. Three hundred and sixty two (362) completed copies of

questionnaire were retrieved after four weeks by researcher from the research assistants

at an agreed place in the headquarter of each State; this indicated 100% return rate.

Method of Data Analysis

The data collected from the respondents were analyzed using weighted Mean to

answer research questions 1, 2, 3 and 7 and Improvement Need Index (INI) to answer the

research questions 4-6 while Analysis of Variance (ANOVA) was used to test the null

hypotheses of no significant difference at probability of <0.05 level of significance.

In deciding on the competency items needed, the real limit of numbers was

utilized for decision making as follows:

Very Highly Needed (VHN) 4.50 - 5.00

Highly Needed (HN) 3.50-4.49

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Averagely Needed (AN) 2.50 - 3.49

Slightly Needed (SN) 1.50 - 2.49

Not Needed (NN) 1.00 - 1.49

Any competency item with a Mean value of 1.50 or above was regarded as needed.

Any item with a mean value less than 1.50 was regarded as not needed. The standard

deviation was used to decide on the closeness or otherwise of the respondents to the

Mean in their responses. Any item with standard deviation of less than 1.96 indicated that

the respondents were not too far from the mean or from one another in their responses.

In deciding on the need gap value that constitutes the improvement needed, the

Improvement Needed Index (INI) was utilized. The Improvement Needed Index (INI) is

as follows: 0,1,2, 3,4 (Ellah, 2007).

Where: 0 = No Improvement (NI).

1 = Little Improvement (LI).

2 = Average Improvement (AI).
3 = High Improvement (HI).
4 = Very High Improvement (VHI).
The need gap value is computed as follows:

1. The mean of each item in the Needed (Xn) category of each item was calculated.

2. The mean of each item in the performance (Xp) category was calculated.

3. The Need gap (NG) was calculated by finding difference between Xn and Xp for

each item, that is (NG = Xn - Xp).

A. Where NG is zero (0) for any competency item, it indicates that there is no need

for improvement because the level at which the competency is needed is equal to
 132

the level at which the farmers could perform the competency items.

B. Where the NG is negative (-) for any item, there is no need for improvement

because the level at which the competency item was needed was less than the level

at which the farmer could perform the competency item.

C. Where the NG is positive (+) for any competency item, there is need for

improvement because the level at which the farmers could perform the

competency item is lower than the level at which it is needed (Olaitan and Ndomi

in Ellah, 2007).

Decision Rule on Hypothesis Testing:

In testing the hypotheses, a hypothesis of no significant difference was accepted

where F-calculated is lower than F-table value or where p-value is greater than 0.05 ; the

hypothesis of no significant difference was rejected where the F-calculated is greater than

the F-table or p-value is less than 0.05. Where there is difference post hoc analysis was

carried out to decide on the direction of the difference.

The identified entrepreneurial competencies by this study were packaged into

programmes 1, 2 and 3 (See Appendices J, K and L respectively).

(a) Plantain nursery production, (Appendix J page 283)

(b) Plantain plantation management (Appendix K, page 290)

(c) Plantain processing and marketing enterprise (Appendix L, page 297)

The format used for packaging the programme was that of Uko (2010) with the

following steps:

• Name of programme
 133

• Objectives of the programme

• Modules and their corresponding competencies

• Materials needed

• Assessment techniques for effectiveness (for farm managers only)

• Training competencies.

The packages were subjected to validation by three experts from the following

training institutions.

1. National Institute of Horticultural Research and Training (NIHORT), Okigwe,

Imo State (Fruits Department).

2. Imo State Polytechnics Umuagwu, Imo State (Crop Science Department).

3. Agricultural Development Programme, Abia State.

 134

CHAPTER FOUR

PRESENTATION AND ANALYSIS OF DATA

This chapter presented the data analyzed and their interpretations for the purpose

of answering research questions and testing the hypotheses.

Research Question 1:

What are the entrepreneurial competencies needed by secondary school graduates

for employment in plantain nursery enterprise?

The data that answered research question 1 were presented in Table 1.

Table 1: Mean ratings of the responses of Agricultural science teachers, extension

agents and farmers on entrepreneurial competencies needed by secondary
school graduates for employment in plantain nursery enterprise. N = 302.
(Agricultural science teachers=129, Extension agents=153 and Nursery farmers=20)

Module Module Statements. X SD Remarks

Competencies in:

A Planning for plantain Nursery enterprise (13 4.64 0.63 VHN

items)
B Plantain Pre-nursery
i. Sliced corn Technique (12 items) 4.68 0.92 VHN
ii. Whole corn Technique (10 items) 4.62 0.76 VHN
C Plantain main nursery (22 items) 4.67 0.73 VHN
D Marketing of plantain nursery seedlings (8
items) 4.47 0.63 HN
E Materials for effective management of
nursery (33 items) 4.67 0.58 VHN
plantain
Key: X = Mean, SD = Standard Deviation, N = No of respondents,
VHN = Very Highly Needed; HN = Highly Needed.
 135

The data in table 1 revealed that the five modules (A-E) had their mean values

ranged from 4.47 to 4.68, which were above the real unit of 1.50. This indicated that all

the five modules were needed by secondary school graduates for employment in plantain

nursery enterprise in Abia and Imo States. The five modules had their standard deviations

ranged from 0.58 - 0.92 and are positive, these were less than 1.96 indicating that the

respondents were not too far from the mean and were close to one another in their

opinions. This helped to add value to the mean.

The five modules had 98 corresponding competency items (See Appendix N, page

308). The mean values of these items ranged from 3.96 - 4.88. The mean values of each

item was greater than the real limit of 1.50 indicating that the 98 competency items were

needed by secondary school graduates for employment in plantain nursery enterprise in

Abia and Imo States. The 98 competency items had their standard deviation ranged from

0.65 to 1.45 and were positive, each of these values were less than 1.96 indicating that

the respondents were not too far from the mean and were close to one another in their

responses. This makes the mean more dependable.

Research Question 2

What are the entrepreneurial competencies needed by secondary school graduates

for employment in plantain plantation management enterprise?

The data that answered research question 2 were presented in Table 2.

 136

Table 2: Mean ratings of the responses of Agricultural science teachers, extension

agents and plantain farmers on entrepreneurial competencies needed by
secondary school graduates for employment in plantain plantation
enterprise. N = 316.

(Agricultural science teachers=129, Extension agents=153 and Nursery farmers=34)

Module Module Statements X SD Remark

Competencies in:
A Planning for plantain plantation management 4.64 0.59 VHN
enterprise (14 items)
B Plantain plantation establishment land 4.65 0.59 VHN
i.
selection and preparation (9 items)
ii. Planting plantain in the field (11 items) 4.63 0.63 VHN

iii. Weeding and fertilizer application i. weeding 4.43 0.83 HN

(3 items) ii. Fertilizer application (3 items) 4.62 0.73 VHN

iv. Pest and disease control (7 items) 4.68 0.57 VHN

v. Debudding and propping (4 items) 4.68 0.65 VHN

vi. Harvesting (9 items) 4.69 0.54 VHN

C. Marketing of plantain fruits (11 items) 4.63 0.65 VHN

utilization of
D Material resources in plantain plantation 4.63 0.61 VHN
enterprise (18 items)
Key: X= Mean, SD = Standard Deviation, N = No of respondents, VHN =
Very Highly Needed; HN = High Needed.

The data in table 2 revealed that the 4 modules (A-D) had their mean values

ranged from 4.43 to 4.69 which were above the real limit of 1.50. This indicated that all

the four modules were needed by secondary school graduates for employment in
 137

plantain plantation enterprise in 89 Abia and Imo States. The four modules had their

standard deviations ranged from 0.54 to 0.83, these were less than 1.96 indicating that

the respondents were not too far from the mean and were close to one another in their

responses. This adds value to the mean.

The four modules had 89 corresponding competency items (See Appendix N, page

313). The mean values of these items ranged from 4.23 - 4.82. The mean values of each

item was greater than the real limit of 1.50 indicating that the 89 competency items were

needed by secondary school graduates for employment in plantain plantation enterprise in

Abia and Imo States. The 89 items had their standard deviation ranged from 0.571 - 0.989

each of these values were less than 1.96 indicating that the respondents were not too far

from the mean and were close to one another in their responses. This adds value to the

reliability of the mean.

Research Question 3

What are the entrepreneurial competencies needed by secondary school graduates

for employment in plantain processing and marketing enterprise?

The data that answered research question 3 were presented in Table 3.

 138

Table 3: Mean ratings of the responses of Agricultural Science teachers, extension

agents and processors on entrepreneurial competencies needed by
secondary school graduates for employment in plantain processing and
marketing enterprises in Abia and Imo States N = 308.
(Agricultural science teachers=129,Extension agents=153 and Nursery farmers=26)

Module Module Statements X SD Remarks

Competencies in:
A Planning activities for plantain fruits 4.57 0.68 VHN
processing (11 items)
B Plantain fruit processing:
i. Plantain fruit processing into floor (8 items) 4.63 0.61 VHN
ii. Plantain fruit processing into chips (12 items) 4.54 0.61 VHN
iii. Malt (Non alcoholic plantain drink processing 4.62 0.57 VHN
(7 items)

iv. Plantain Jam processing (6 items) 4.55 0.62 VHN

v. Plantain fruits processing into juice (6 items) 4.59 0.75 VHN
vi. Plantain fruits processing into ice cream (7 4.52 0.75 VHN
items)

vii. Plantain fruits processing into wine (23 items) 4.55 0.64 VHN
C Marketing of processed plantain fruits (flour, 4.57 0.70 VHN
chips, malt, jam etc (9 items)

D Materials needed for plantain processing and 4.59 0.85 VHN

marketing enterprises (12 items)
Key: X = Mean, SD = Standard Deviation, N = No of respondents, VHN =
Very Highly Needed

The data presented in table 3 revealed that the four modules (A-D) had their

mean values ranged from 4.52 to 4.63; which were above the real limit of 1.50. This

indicated that all the four modules were needed by secondary school graduates for

employment in plantain processing and marketing enterprise in Abia and Imo States.
 139

The four modules had their standard deviations ranged from 0.57 to 0.85 each of these

values was less than 1.96 indicating that the respondents were not too far from the mean

and were close to one another in their responses. This adds value to the reliability of the

mean.

The four modules had 101 corresponding competency items (See Appendix N,

page 318). The mean values of these items ranged from 3.89 to 4.80. The mean value of

each item was greater than the real limit of 1.50 indicating that 101 competency items

were needed by secondary school graduates for employment in plantain processing and

marketing enterprise in Abia and Imo states. The 101 competency items had their

standard deviation ranged from 0.591 to 1.748, each of these values was less than 1.96

indicating that the respondents were not too far from the mean and were close to one

another in their responses. This adds value to the reliability of the mean.

Research Question 4

What are the entrepreneurial competency improvement needs of farmers in

plantain nursery practice enterprise?

The data that answered research question 4 were presented in Table 4.

 140

Table 4: Need gap analysis of the Mean ratings of the responses of nursery
farmers on entrepreneurial competencies in plantain nursery practice
where they needed improvement. N = 20
NG Remarks
Module Module Statements Xn Xp (Xn - Xp)
Competencies in:
A Planning for plantain nursery
enterprise (13 items) 4.64 2.70 1.94 LIN
B Plantain pre-nursery
i. Sliced corn Technique (12 items) 4.68 2.89 1.79 LIN
ii. Whole corn technique (10 items) 4.62 2.90 1.72 LIN

C Plantain main nursery (22 items) 4.67 2.83 1.84 LIN

D Marketing of plantain nursery
seedlings (8 items) 4.47 2.87 1.60 LIN
E Utilization of resource materials in
Nursery Enterprise (33 items) 4.67 2.85 1.82 LIN
Key: LIN = Little Improvement Needed
NG = Need Gap

Data in table 4 revealed that the 5 modules had their need gap values ranged

from 1.72 to 1.94. The need gap values for each of the modules was positive. This

indicated that the plantain nursery farmers need improvement in the 5 modules. The

5 modules had 98 corresponding competency items (See Appendix N, page 323).

The 98 competency items had their need gap values ranged from 1.00 to 3.40 and

were positive indicating that plantain nursery farmers need improvement in all the

98 competency items
 141

Research Question 5

What are the entrepreneurial competency improvement needs of farmers in

plantain management enterprise?

The data that answered research question 5 were presented in Table 5.

Table 5: Need gap analysis of the mean ratings of the responses of plantain
plantation farmers on entrepreneurial competencies in plantain
plantation management where they needed improvement N = 34
NG
Module Module Statement Xn Xp (Xn - Xp) Remarks
Competencies in:
A Planning for plantation management
(14 items) 4.64 2.67 1.97 LIN

B Plantain plantation establishment:

i. Land selection and preparation (9 items)
4.65 2.73 1.92 LIN
ii. Planting in the field (11 items) 4.63 2.95 1.68 LIN

iii. Weeding and fertilizer Application:

a. Weeding (3 items) 4.43 2.64 1.75 LIN
b. Fertilizer application (3 items) 4.62 2.40 2.22 LIN

iv. Pests and diseases control (7 items) 4.68 2.48 2.20 LIN
V. Debudding and propping (4 items) 4.68 2.96 1.72 LIN

vi. Harvesting (9 items) 4.69 2.96 1.73 LIN

C. Marketing of plantain fruits (11 items)

4.63 2.71 1.92 LIN
D Utilization of resource materials in
plantain plantation enterprise (18 items) 4.63 2.82 1.81 LIN

Key: N = No of respondents, AIN = Average Improvement Needed,

LIN = Little Improvement Needed.
 142

The data presented in table 5 revealed that the 4 modules had their need gap values

ranged from 1.68 to 2.22. The need gap values for each of the modules was positive. This

indicated that the plantain plantation management fanners need improvement in each of

the 4 modules. The 4 modules had 89 corresponding competency items (See Appendix N,

page 328). The 98 competency items had their need gap values ranged from 0.82 to 3.71

and were positive indicating that the plantain plantation management farmers need

improvement in all the 89 competency items.

Research Question 6

What are the entrepreneurial competency improvement needs of farmers in

plantain processing and marketing enterprise?

The data that answered research question 6 are presented in Table 6.

 143

Table 6: Need Gap Analysis of the Mean Ratings of the Responses of Plantain
Processors where they Needed Improvement. N = 26.
PG
Module Module Statements Xn Xp (Xn - Xp) Remarks
Competencies in:
A. Planning activities for plantain fruits
processing (11 items) 4.57 2.50 2.07 AIN
B Plantain Fruit Processing:

i. Plantain fruits processing into flour (8

items) 4.63 2.87 1.76 LIN
ii. Plantain fruit processing into chips (12
items) 4.54 2.91 1.63 LIN
iii. Plantain fruit processing into Malt
alcoholic plantain drink) (7 items) 4.62 2.44 2.18 AIN
(Non
iv. Plant fruits processing into jam (6
4.55 2.44 2.11 AIN
items)
v. Plantain fruits processing into juice (6
items) 4.59 2.28 2.36 AIN
vi. Plantain fruits processing into ice
creams (7 items) 4.52 2.74 1.74 LIN
vii. Wine production, preparation of the
slurring and primary 4.55 2.64 1.91 LIN
(Aerobic) and secondary fermentation
fermentation
(Anaerobic) (23 items)
C Marketing of processed plantain fruits
(flour, chips, malt, jam etc (9 items) 4.57 2.88 1.69 LIN
D Utilization of resource materials
plantain processing and 4.59 2.66 1.93 LIN
in
enterprises (12 items)
marketing
Key: N = No of respondents
AIN = Average Improvement Needed
LIN = Little Improvement Needed
 144

The data presented in table 6 revealed that the 4 modules had their need gap values

ranged from 1.63 to 2.36. The need gap values for each of the modules was positive. This

indicated that the plantain processors need improvement in each of 4 modules. The 4

modules had 101 corresponding competency items (See Appendix N, page 333). The 101

competency items had their need gap values ranged from 0.76 to 3.54 and were positive indicating

that the plantain processors need improvement in all the 101 competency items.

Research Question 7

What are the competencies in training needed by trainers for training secondary school

graduates for success in employment and retraining farmers for proficiency in any plantain

enterprise?

The data that answered research question 7 were presented in Table 7.

 145

Table 7: Mean ratings of the responses of Agricultural science teachers and extension agents
on competencies in training needed by trainers for training secondary school
graduates and retraining farmers plantain enterprise (N = 282)
SN Item Statements X SD Rmks
A Planning for training
1. Structure the plantain programme (nursery, plantation, processing and 4.28 0.989 HN
marketing) contents into topics or units.
2. Arrange the topics or units sequentially in order of presentation 4.26 1.058 HN
3. State the objectives to be achieved by each topic or unit for any plantain 4.21 0.958 HN
enterprise
4. Identify materials needed for training in each unit of the enterprise 4.22 0.984 HN
5. Select relevant available materials for training in each units of the plantain 4.09 0.964 HN
enterprise
6. Identify relevant methods for teaching each topic or unit 4.16 1.040 HN
All
7. Select relevant methods for teaching each topic or unit 4.26 0.925 HN
8. Write down the plantain programme concepts, facts or generalizations to be 4.36 1.064 HN
learnt.
9 Identify competency performance of plantain programme units needed to 4.01 1.043 HN
develop
10 State instructors and learners activities. 4.25 0.994 HN
11 Identify appropriate evaluation technique for each content area 4.09 0.893 HN
B Training procedure to be adopted by trainers
12 Teach trainees from known to unknown using plantain programme units or topics 4.39 0.929 HN
13 Explain the facilities to be used by the trainer for training each trainee in each 4.13 0.925 HN
competency area of the plantain programme
14 Deliver the contents step by step in logical order to the trainees 4.25 0.965 HN
15 Demonstrate the competencies while the trainees observed during step by step
teaching 4.45 0.775 HN
16 Request the trainees to practice what the instructor demonstrated while the 4.23 0.845
instructor observes them HN
17 Correct wrong practices made by the trainees 4.29 0.834 HN
18 Encourage repetitive practice of knowledge and skills learnt 4.39 0.706 HN
19 Test the practice of a group of related competencies toward achieving of the 4.35 0.793 HN
objectives
20 Provide the trainees information about their performance 4.30 0.773 HN
21 Encourage visit to other plantain programme establishments, write a report and 4.16 0.851
submit to the instructor for a feedback system HN
22 Teach the trainee money management and investment procedure into their 4.34 0.815 HN
enterprise
23 Teach the trainees sources of fund for investment into the enterprise/programme 4.35 0.733 HN
24 Teach the trainees how to manage risk in the enterprises through insurance 4.35 0.695 HN
policy
25 Teach trainee salvage value of materials that can be resold for improving 4.26 0.795
investment into the enterprise HN
26 Teach the trainees knowledge of profit and loss account 4.31 0.833 HN
Key: HN = Highly Needed
 146

The data presentation in table 7 revealed that training in any plantain enterprise

had 26 corresponding competency items. The mean values of these items ranged from

4.01 - 4.45. The mean value of each item was greater than the real limit of 1.50 indicating

that 26 competency items were needed by trainers for training of secondary school

graduates for success in employment and retraining of farmers for proficiency in any

plantain enterprises in Abia and Imo states. The 26 competency items had their standard

deviation ranged from 0.69 - 1.06 each of these values was less than 1.96 indicating that

the respondents were not too far from the mean and were close to one another in their

responses. This adds value to the reliability of the mean.

 147

Hypotheses

Ho1:

There is no significant difference in the Mean ratings of the responses of Agricultural

science teachers, extension agents and farmers on the entrepreneurial competencies

needed by secondary school graduates for employment in plantain nursery enterprise.

The data for testing hypothesis 1 were presented in table 8:

Table 8 Analysis of variance (ANOVA) of the Mean Ratings of the Agricultural Science
Teachers, Extension Agents and Farmers on the Entrepreneurial competencies Needed by
secondary school graduates for Employment in plantain nursery enterprise N=302
(Agric science teachers=129, Extension agents=153 and Nursery farmers=20)

Module Module statements Total df Mean sum F- P-value Remarks

sum of of square Ratio (sig)
square (residual)
A Planning for plantain nursery
enterprise (13 items) 175.73 301 0.58 0.18 0.84 NS

B Plantain pre-nursery
i. technique: 144.52 301 0.48 0.19 0.82 NS
ii. Slice corn technique
(12items) 177.72 301 0.59 0.56 0.73 NS
C. Plantain main
Whole corn nursery (22
technique
items)
(10items) 181.99 301 0.60 0.19 0.82 NS
D. Marketing of plantain nursery
seedlings (8 items) 125.36 301 0.41 0.02 0.87 NS
E. Material for effective
management of plantain
nursery (33 items) 151.98 301 0.50 0.08 0.92 NS
Key: NS = Not Significant
Table value = 3.00.
 148

Data in table 8 revealed that modules A - E had their F-cal values ranged from 0.02

to 0.56 which were less than the F-table value of 3.00 and their P-values ranged from

0.73 to 0.92 which were greater than 0.05 indicating that there was no significant

difference in the Mean ratings of the responses of Agricultural science teachers,

Extension agents and plantain nursery farmers on the five entrepreneurial competency

modules needed by secondary school graduates for employment in plantain nursery

enterprise. Therefore, the null hypothesis of no significant difference was upheld for the

five entrepreneurial competency modules A - E. The five modules had 98 corresponding

competency items, out of which 96 items had their f-cal values ranged from 0.00 - 2.60

less than F-tab value of 3.00 and then P-values ranged from 0.73 - 0.93 which were

greater than 0.05 indicating that there was no significant difference in the mean ratings of

the responses of Agricultural science teachers, Extension agents and plantain nursery

farmers on 96 out of 98 entrepreneurial competencies needed by secondary school

graduates for employment in plantain nursery enterprises. Therefore, the hypotheses of

no significant difference were upheld for the 96 entrepreneurial competency items. Two

out of the 98 competency items had their F-cal greater than 3.00 and their P-values less

than 0.05, (See Appendix O page 341). Item 8 in module B (ii), the F-cal is 4.03 and P-

value is 0.04 and item 6 in module D the F-cal is 3.28 and P-value is 0.03 indicating that

there was a significant difference in the mean ratings of the respondents on each of the 2

competency items. Therefore the hypothesis of no significant difference was rejected for

the 2 competency items.

Post hoc analysis with sheffe test of multiple comparison was used to show the
 149

direction of the significant difference in the mean ratings of the responses of the three

groups of respondents that is Agricultural science teachers, Extension agents and Plantain

nursery farmers on item 8 in module B and on item 6 in modules D. it was revealed that

for item 8 in module B, the significant difference in the mean ratings of the responses of

the respondents was between the Agricultural science teachers and Plantain nursery

farmers with a P-value of 0.04 but there is no significant difference in the mean ratings of

Agricultural science teachers and Extension agents. For item 6 in module D, the

significant difference in the mean ratings of the responses of the respondents was

between Agricultural science teachers and Extension agents with P-value of 0.03 and

therefore, there was no significant difference between the mean ratings of Extension

agents and the plantain nursery farmers (P-value=0.539).

Ho2:

There is no significant difference in the mean ratings of the responses of

Agricultural science teachers, Extension agents and Farmers on the entrepreneurial

competencies needed by secondary school graduates for employment in plantain

plantation management enterprise. The data for testing hypothesis 2 were presented in

table 9:
 150

Table 9: Analysis of Variance (ANOVA) of the Mean Ratings of the Agricultural science
Teachers, Extension Agents and Farmers on the Entrepreneurial competencies
Needed by secondary school graduates for Employment in Plantain Plantation
Management Enterprise. N=316
Module Module statements Total df Mean sum F- P-value Remarks
sum of of square Ratio (sig)
square (residual)
A Competencies in: Planning for
plantain plantation management
enterprise (14 items) 176.31 315 0.56 0.28 0.75 NS
B Plantain plantation
establishment:
i. Land selection and preparation
(9 items) 183.63 315 0.58 0.57 0.56 NS
ii. Planting plantain in the field (11
items) 148.72 315 0.47 0.22 0.79 NS
iii. Weeding and fertilizer
Application (6 items) 240.38 315 0.77 0.15 0.86 NS
iv. Pest and Disease Control (7 NS
items) 234.12 315 0.73 0.27 0.76
v. Debudding and propping (4
135.98 315 0.43 0.38 0.69 NS
items)
vi. Harvesting (9 items) 176.07 315 0.56 0.18 0.84 NS

C Marketing of plantain fruits (11

items) 104.40 315 0.33 0.30 0.74 NS
D Materials for plantain plantation
management enterprise (18
184.93 315 0.59 0.14 0.87 NS
items)
Key: N.S = Not Significant; Table value = 3.00

Data in table 9 revealed that modules A - D had their f-cal ranged from 0.14 - 0.57

which were less than t-table value of 3.00 and their P-values ranged from 0.56 - 0.87

which were greater than 0.05 indicating that there was no significant difference in the

mean ratings of the responses of Agricultural science teachers, Extension agents and

plantain plantation management farmers on the four entrepreneurial competency modules

 151

needed by secondary school graduates for employment in plantain plantation

management enterprise. Therefore, hypothesis of no significant difference was upheld for

the four entrepreneurial competency modules. The four modules had 89 corresponding

competency items, out of which 86 items had their F-cal values ranged from 0.00 - 0.82

less than F-table value of 3.00 and their P-values ranged from 0.56 - 0.87 which were

greater than 0.05 indicating that there was no significant difference in the mean ratings of

the responses of Agricultural science teachers, Extension agents and plantain plantation

farmers on 86 out of 89 entrepreneurial competencies needed by secondary school

graduates for employment in plantain plantation management enterprise. Therefore the

hypotheses of no significant difference were upheld for the 86 entrepreneurial

competency items. Three out of the 89 competency items had their F-cal values greater

than 3.00 and their P-values less than 0.05, (See Appendix O, page 348). Items 7 and 8 in

module B (i) have their F-cal values to be 3.21 and 4.15; item 1 in module B (v) the F-cal

is 5.21 and their P-values are 0.04, 0.02 and 0.01 respectively indicating that there was a

significant difference in the mean ratings of the respondents. Therefore, the hypotheses of

no significant difference were rejected for the 3 competency items.

Post hoc analysis with scheffe test of multiple comparison was used to show the

direction of the significant difference in the mean ratings of the responses of the three

groups of respondents that is Agricultural science teachers, Extension agents and Plantain

plantation farmers on items 7, 8 in module B (i) and item 1 in module B (v). It was

revealed that items 7 and 8 in module B (i) and item 1 in module B (v) the significant

difference in the mean ratings of the responses of the respondents was between
 152

Agricultural science teachers and plantain plantation farmers with a P-values of 0.046,

0.03 and 0.01 but there is no significant difference between Farmers and Extension

agents, with p-values of 0.76, 0.74 and 0.90 respectively.

Ho3:

There is no significant difference in the mean ratings of the responses of

Agricultural science teachers, Extension agents and Farmers on the entrepreneurial

competencies needed by secondary school graduates for employment in plantain

processing and marketing enterprise.

The data for testing hypothesis 3 were presented in table 10:

 153

Table 10: Analysis of variance (ANOVA) of the Mean Ratings of the Agricultural
science teachers, Extension Agents and Processors on the entrepreneurial
competencies needed by secondary school graduates for employment in
plantain processing and marketing enterprise. N=308
(Agricultural science teachers=129, Extension agents=153 and Processor=26)
Module Module statements Total Df Mean sum F- P-value Rmks
sum of of square Ratio (sig)
square (residual)
Competencies in:

A. Planning for plantain fruit

processing enterprise (11 items)
162.06 307 0.53 0.05 0.94 NS
B. Plantain Fruit Processing:

i. Processing plantain into flour (8

items) 203.43 307 0.66 0.05 0.94
ii. Processing plantain into chips (12
items) 148.02 307 0.48 0.07 0.99 NS
iii. Processing plantain into malt (7
items) 226.25 307 0.74 0.05 0.94
iv. Processing plantain into jam (6
items) 232.95 307 0.76 0.03 0.96 NS
v. Processing plantain into juice (6
items) 144.88 307 0.47 0.00 1.00 NS
vi. Processing plantain into ice cream
(7 items) 133.15 307 0.43 0.02 0.97 NS
vii. Processing plantain into wine
(primary fermentation) Aerobic 129.02 307 0.42 0.07 0.93 NS
(15 items)
gii. Processing plantain into wine
(secondary fermentation)
Anaerobic (8 items) 177.19 307 1.58 0.00 0.99 NS
C. Marketing processed plantain
fruits (9 items) 212.55 307 0.69 0.06 0.94 NS
D. Material resources for plantain
processing and marketing (12
items) 269.80 307 0.41 0.30 0.97 NS
Key: NS = Not Significant
T-table value = 3.00

Data in table 10 revealed that modules A - D had their F-cal ranged from 0.00 -

0.07 which were less than 3.00 and their P-values ranged from 0.93 - 1.00 which were
 154

greater than 0.05 indicating that there was no significant difference in the mean ratings of

the responses of Agricultural science teachers, Extension agents and plantain processors

on four entrepreneurial competency modules needed by secondary school graduates for

employment in plantain processing and marketing enterprise. Therefore, the null

hypothesis of no significant difference was upheld for the four entrepreneurial

competencies modules. The four modules had 101 corresponding competency items, out

of which 99 items had their F-cal values ranged from 0.00-1.10 less than F-tab value of

3.00 and their P-values ranged from 0.20 - 1.00 which were greater than 0.05 (See

Appendix O, page 354) indicating that there was no significant difference in the mean

ratings of the responses of Agricultural science teachers, Extension agents and plantain

processors on 99 out of 101 entrepreneurial competencies needed by secondary school

graduates for employment in plantain processing and marketing enterprise. Therefore, the

hypotheses of no significant difference was upheld for the 99 entrepreneurial competency

items. Two (2) out of the 101 competency items had their F-cal values greater than 3.00

and their P-values less than 0.05, these include item 2 in module B (iv), with F-cal value

of 4.04 and item 3 in the same module has F-cal of 5.11 and their P-values are 0.03 for

item 2 and 0.01 for item 3 indicating that there was a significant difference in the mean

rating of the respondents on each of the 2 competency items. Therefore, the hypotheses of

no significant difference was rejected for the 2 competency items.

Post hoc analysis with Sheffe test of multiple comparison was used to show the

direction of the significant difference in the mean ratings of the responses of the three

groups of respondents that is Agricultural science teachers, Extension agents and plantain
 155

processors on items 2 and 3 in module B (iv). It was revealed that for items 2 and 3 in

module B (iv), the significant difference in the mean ratings of the responses of the

respondents was between Agricultural science teachers and Plantain processors with a P-

value of 0.03 for item 2 and 0.01 for item 3 but there is no significant difference in the

mean ratings of Plantain farmers and Extension agents with p-values of 0.99 and 0.91.

Findings of the Study

The following findings emerged from the study based on the research questions

answered and hypothesis tested.

Findings on the entrepreneurial competency needs of secondary school graduates

in plantain nursery enterprise.

Enterprise 1

It was found out that the 5 entrepreneurial competency modules with their 98

corresponding competency items in plantain nursery were needed by the secondary

school graduates for employment in plantain nursery enterprise. The 5 competency

modules and tier 98 corresponding items were listed below:

Module A: Planning for Plantain Nursery Enterprise

1. Formulate specific objectives for the nursery enterprise

2. Review the objectives periodically based on market demand and supply

3. Draw up programme plan of activities to cover

4. Decide on the type (small, medium, or large) of nursery enterprise to adopt

5. Identify sources of credit for nursery enterprise

6. Make budget for the nursery enterprise

 156

7. Identify the relevant material inputs and their locations

8. Identify different levels of man power needed for the

nursery enterprise

9. Establish time for plantain nursery

10. Make rules and regulations for successful nursery practice

11. Identify market outlet for the nursery products

12. Identify relevant records to keep for nursery enterprise

13. Identify site to purchase for nursery enterprise

Module B: Plantain Pre-nursery

i. Sliced Corm Technique

1 Choose a flat site, free from pests and diseases for pre-nursery

2 Make a shade with materials toward off excess heat.

3 Prepare pre-nursery beds or boxes or trays with polythene bags.

4 Mix carefully top soil and poultry manure (8:1) that is 8 head pans of top soil to 1

head pan of poultry manure

5 Fill the boxes, trays, poly bags with mixed top soil and poultry manure.

6 Water the soil in the boxes, trays and polybags.

7 Arrange the poly bags in rows to form beds

8 Acquire the corms to nurse

9 Slice the corms into sizes of not more than 2 - 3cm.

10 Arrange the sliced corms in rows in the boxes or trays and one per polybags.

11 Apply water at alternate days especially during dry season.

12 Transfer sprouting corms into the nursery.

 157

ii. Whole Corm Technique

1 Prepare the pre-nursery as in Bi (1 to 7) above

2 Dig out whole corms to nurse and wash with water.

3 Stripped back the outer leaf sheaths of each corm with knife.

4 Loose any cover on the bud surface

5 Arrange whole corms in poly bags or in trays or boxes and cover with soil or saw dust.

6 Apply water at alternate days.

7 Mulch with dry grasses

8 Observe the buds for sprouting after 6-8 days.

9 Remove any weeds on the beds or trays or polythene bags.

10 Transfer sprouted beds into nursery.

Module C: Plantain Main Nursery

1. Select site that is flat well drained and easily accessible.

2. Clear the bush, level and fill depressions with appropriate technologies

3. Pack and burn all the thrashes or heap them in the farm or out of the site.

4. Prepare a shade over the nursery

5 Construct a fence with 1.20 mesh poultry wire.

6 Collect 8 head pans of top soil to 1 head pan of poultry manure as standard mixture.

7 Mix the top soil and poultry manure together very well with shovel or spade.

8 Provide 400 or 500 gauge black polythene bags with a centrally placed perforation

at the bottom.

9 Fill the bags with the mixture of top soil and poultry manure.

10 Arrange the poly bags in rows of beds on the cleared land

 158

11. Apply water to the soil for one day and leave for at least one week to consolidate

12. Open the middle of soil in the polythene bags.

13 Select the differentiated young seedlings from pre-nursery (B i or ii above)

14 Place the sprouted corm with ball of earth into the hole in the polythene bags carefully

and close up the base of the sprouted corms with earth

15 Apply water in the morning and evening daily.

16 Apply NPK fertilizer 20:10:10 (lOgm/plant)

17 Spray with benomil or ash slurry around the psudostem base and around plants

to prevent insects from eating the foliage

18 Mulch with partially decomposed refuse or dry grass.

19 Weed with hoe and hand pick pests regularly .

20 Prune dead leaves from the base of the seedlings.

21 Harden the seedlings through gradual removal of the shade.

22 Transfer the seedlings after 6 to 8 weeks into the main plantation and market the

products.

Module D: Marketing of Plantain Nursery Seedlings

1. Carryout market survey for sale of nursery seedlings

2. Assemble the seedlings into sides or groups according to viability and vigour

3. Fix price on the seedlings based on sides and vigour

4. Advertise the seedlings for sale

5. Sell the seedlings to different buyers

6. Transport the purchased seedlings to the buyer's field if necessary

7. Keep records of purchase and sales made

8. Reconcile sales and expenditure to determine profit or loss.

 159

Module E: Materials Needed for Effective Management in Nursery Enterprise.

1. Land for selection and preparation

2. Top soil or organic matter for filling in the polyethene bag for planting corms.

3. Temporary shade for protecting the corm in the pre-nursery.

4. Corm as planting materials to be raised in polyethene bags or tray or boxes.

5. Saw dust or dry grasses to be used as light mulch on top of the polyethene bags.

6. Water tank to be used to store water for watering the nursery seedlings.

7. Water can to be used for watering the seedlings.

8. Hose to be used to guide water from tank to nursery shade.

9. Cutlass for cutting grasses and preparing the shade.

10. Hoe or shovel for scoping top soil or organic matter in the container and for weeding

11. Knife for pruning or removing scales or slicing the corms from the nursery

12. Wheel barrow for carrying soil or organic matter to the nursery shade

13 Polyethene bags/trays/boxes for holding soil for planting

14 Wire nets for fencing the pre-nursery off rodents or predators

15 Rake for removing cut grasses out of the site

16 Palm fronts used to make shade for nursery seedlings

17 Shade for protecting the plantain seedlings in the nursery

18 Knife for opening the middle of soil in the polyethene bags

19 NPK fertilizer to be applied on the nursery seedlings

20 Ash slurry to be spread around the seedlings to prevent insects from eating the foliage

21 Chemicals e.g. pesticides for controlling insects pest

22 Borne hole to be used as water source for irrigation

23 Head pan for carrying soil or organic matter or plantain seedlings

 160

24 Hand fork for pulverizing the soil or mixing of soil and organic matter before

filling in polyethene bags

25 Hand trowel for transplanting of plantain seedlings from trays or boxes into large

polyethene bags

26 Secateurs for pruning dead leaves from the base of the seedlings

27 Polyethene bags/trays/boxes for putting soil

28 Basket for carrying plantain seedlings

29 Booth to be wore as protection

30 Hand glove to be wore as protection

31 Gorgles to be wore as protection

32 Nose mask or respirator to be wore as protection

33 Knap sac sprayer for spraying chemicals

 161

Enterprise 2

Findings on the entrepreneurial competency needs of secondary school

graduates in plantain plantation management enterprise.

It was found out that the entrepreneurial competency modules with their 89

corresponding competency items in plantain management were needed by the secondary

school graduates for employment in plantain plantation management enterprise. The 4

competency modules and their 89 corresponding items were listed below.

Module A: Planning for Plantain Plantation Management Enterprise

1. Formulation of specific objectives for plantain plantation management

2. Review the objectives of the plantain plantation enterprise periodically based on

changes in market demand and supply

3. Draw up programme plan for the plantain plantation enterprise –

4. Decide on the type (small, medium or large) of plantain plantation management

enterprise to adopt

5. Identify sources of credit for plantain plantation enterprise

6. Budget for plantain plantation management.

7 Identify relevant material inputs and their location (seedlings fertilizers, pesticides,

herbicides) for plantain plantation enterprise

8 Provide relevant tools and equipment (vehicles, cutlass, hoe etc) for use in plantain

plantation enterprise.

9 Identify different levels of man power needed for plantain plantation management.

10 Plan all farm operations to make most efficient use of the available money.

11 Make rules and regulations for successful plantain operation

 162

12 Identify market outlet for the plantain products.

13 Identify relevant records to keep for plantain plantation enterprise

14 Identify a site for plantain plantation enterprise

Module B: Plantain Plantation Establishment

i. Land Selection and Preparation:

*!

1. Select well drained soil rich in organic matter.

2. Clear the undergrowth of the selected land with appropriate technologies.

3. Cut down the trees with appropriate technologies.

4. Park residues and burn

5. Stump the stems, park off, level and fill depressions with appropriate technologies.

6. Lay out the blocks to specification

7 Lay the plots in planting spacing of 3m by 2m along and within the rows for digging.

8 Dig holes of 30cm by 30cm by 30cm for each plantain sucker.

9 Keep the top soil separate from bottom soil of the dug holes.

ii. Planting Plantain in the Field

1 Select well differentiated seedling after 7-8 weeks in the nursery.

2 Remove bottom portion of the polythene bag with seedlings to 2cm from the base.

3 Cut the polyethene bag with seedlings from the top to the bottom.

4 Place seedlings centrally into the hole with the two hands and remove the polyethene

bag.

5 Remove the polyethene bag away from the seedlings.

6 Fill back the hole first with top soil and then with bottom soil

7 Support the seedlings with top soil and add more soil if not enough.

8 Press the soil firmly around the seedlings

 163

9 Place mulch materials around each planted seedlings

10 Water the seedlings daily.

11 Put wire net at the collar of each seedling if necessary.

iii. Weeding and Fertilizer Application

c. Weeding

1 Weed as weeds appear with cutlass or matchet or row weed about three to four

months interval based on the nature of soil fertility.

2 Intercrop with legumes or cocoyam in rows at the young age of plantain or spray

weeds with appropriate herbicides.

3 Prune the dry leaves and use them as mulch around the base of the plant.

d. Fertilizer application

1 Apply 300kg/ha of Nitrogen in form of urea to seedlings one month after planting

at the rate of milk tin per plantain plant.

2 Apply 500kg/ha of muriate of potash 30 days after the first application of urea at

the rate of small tomato tin per plantain plant

3 Apply mixed fertilizer of 250gm (N), l00gm (P205) and 200gm (k) at the rate of

50gm/plant when it starts to maiden.

iv. Pests and Diseases Control

1 Handpick pests or insects on green leaves of plantain plant.

2 Maintain clean weeding of plantain plantation.

3 Use bird scaring gun to scare away birds or animals such as money

4 Plant resistant variety to guide against diseases

5 Spray insecticides to destroy insect or pests.

6 Remove insect or disease infested leaves and burn.

 164

7 Maintain correct spacing

v. Debudding and Propping

1 Cut the male bud after the fruit has being set when the fingers are not coming out.

2 Get a stick that has Y shape

3 Hook the Y stick shape on fruit stalk

4 Dug the stick firmly into the soil to provide support of trunk or fruit until

harvesting.

vi. Harvesting:

1 Identify mature plantain fruits for harvesting

2 Harvest with sharp matchet by bending down to cut the pseudostem

3 Place with a forked stick or a helper to receive the bunch

4 Cut the pseudostem half way, then cut the bunch.

5 Cut down the entire pseudostem and chop together with the foliage of the main plant.

6 Spread chooped pseudostem and foliage over the soil as mulch for ratooncrop.

7 Collect the harvested bunches together for airing.

8 Cover the bunch with leaves half way to allow air inside the heap.

9 Sell to buyers if it is for marketing or process if necessary.

Module C: Marketing of Plantain Fruits

1. Carryout marke't survey for sale of plantain bunches

2. Advertise the sales of plantain fruits

3. Identify your customers and invite them for supply and search for market

4. Inform customers on the arrival of plantain products

5. Identify suitable whole sellers and retail agents

6. Sort the bunches to sizes in the weigh house.

 165

7 Fix prices based on the weight or size of the bunches.

8 Sell the plantain bunches to the buyers .

9 Transport the purchased bunches to buyers if necessary.

10 Keep records of purchase and sales made

11 Reconcile sales with cost of resource input to determine profit or loss.

Module D: Materials for Effective Management in Plantain Plantation Enterprise

1. Land for planting plantain seedlings: identification, selection and preparation

2. Plantain seedlings/suckers to be used as planting materials in the field

3. Pegs for holdings ropes for laying blocks

4. Ropes for determining straight lines for blocks laying

5. Measuring tape for determining areas to be used in the plantation

6. Buildings for storing resource materials and for administrative purposes

7 Bore hole to be used as sources of water for irrigation

8 Watering can to be used for watering the plantation

9 Cutlass for cutting grasses

10 Hoe for removing weeds

11 Wheel barrow for carrying organic manure and fertilizer to the plantation site

12 Spade/shovel for carrying soil used to cover the root of the plantain

13 Fertilizer to be applied on the plantation for increasing the fertility of the soil

14 Herbicides for controlling weeds

15 Pesticides and insecticides for controlling pests and insects

16 knap Sac prayer or boom sprayer for spraying chemicals e.g. pesticides, insecticides

and herbicides

17 Sharp matchet for harvesting plantain bunch

18 Pick ups or trucks for carrying harvested bunchy to the market.

 166

Enterprise 3

Findings on the entrepreneurial competency needs of secondary school graduates

in plantain processing and marketing enterprise.

It was found out that the 4 entrepreneurial competency modules with their 101

corresponding competency items in plantain processing and marketing were needed by

the secondary school graduates for employment in plantain processing and marketing

enterprise. The 4 competency modules and their 101 corresponding items were listed

below:

Module A: Planning Activities for Plantain Fruits Processing

1. Formulate specific objectives for plantain fruit processing

2. Review the objectives of plantain fruits processing periodically based on market

demands and supply

3. Draw up programme plan of activities to cover different processing enterprise

4. Decide on the type (small, medium or large) of plantain processing enterprise to adopt

5. Identify sources of credit for processing enterprise

6. Make budget for plantain processing enterprise

7. Identify relevant material inputs and their locations

8. Identify different levels of man power needed for the plantain processing and

marketing.

9. Make rules and regulations for successful processing enterprise

10. Identify market outlet for the processed plantain fruits

11. Identify relevant records to keep for the plantain processing and marketing

enterprise
 167

Module B: Plantain Fruit Processing

i. Plantain Fruits Processing into Flour

1. Select unripe plantain fruits

2. Wash the unripe plantain fruits with water to remove dirt and spray residues

3. Peel the unripe plantain to obtain pulp and keep pulps in a bowl containing water

to avoid turning black

4. Sliced the pulp using knife.

5 Sun-dried the sliced pulp for 2-3 days.

6 Mill the sliced dried pulp using domestic grinding machines.

7 Sieve the ground pulp to obtain flour

8 Pack the sieve flour and sold to the market

ii. Plantain Fruit Processing into Chips

1 Select unripe plantain fruits as required.

2 Peel the plantain fruits with knife

3 Immerse in a bowl containing water

4 Cut/sliced peeled plantain fruits according to the desired sizes using appropriate

technologies

5 Salt the sliced plantain fruits to taste

6 Heat vegetable oil or palm oil in a frying pan or electric fryer to about 170°C.

7 Put sliced plantain fruits into the hot oil and fry.

8 Stir constantly until crispy or golden yellow appear (Plantain chips).

9 Remove the plantain chips into plastic sieve to allow the oil to drain.
 168

10 Spread chips on clean material to allow the plantain chips to cool

11 Sort and bag the plantain chips into various sizes

12 Seal with candle flame with the aid of kitchen knife and Market the products.

iii. Plantain Fruits Processing into malt (Non-alcoholic Plantain Drink)

1 Select figs from plantain

2 Mill the figs with appropriate technologies into powder and keep until required.

3 Reconstitute about 55g (2 heaped tablespoon) of fig powder in 0.3 litres of water and mix.

4 Set the mixture aside for 5-10 minutes to enable the component of powder to leach into the

water.

5 Filter through muslin clothes, bottled and keep to sediment allow to sediment.

6 Decant or filter again, add vanilla flavor and granulated or icing sugar to sweeten

the "malt'

7 Finally bottle, refrigerate and Market the products

iv. Plantain Fruits Processing into Jam

1 Select 2 or 3 riped plantain

2 Blend the ripe plantain with harmer mill and mixed together withl cup of granulated sugar

3 Add 200ml or 2 cups of water and mix together.

4 Add 30-35ml lime juice in the mixture.

5 Boil the mixture and allow the formed gel to cool

6 Preserved the gel with sorbic acid and market the products

v. Plantain Fruits Processing into Juice

1 Select some ripe plantain fruits

 169

2 Peel the ripe plantain fruits and blend the pulp with appropriate technologies.

3 Soak slurry (blended pulp) in hot water for 10 -15 minutes for optimum juice

extraction

4 Filter the extracted juice through white muslin (akamu) cloth

5 Pasteurize the juice by boiling and simmer for 3 minutes

6 Allow to cool, add colour and fill into sterilized bottles and market the products

vi. Plantain Fruits Processing into Ice Cream

1 Select 20-24 ripe plantain fruits

2 Peel the ripe plantain fruits and blend the pulp with appropriate technologies

3 Soak slurry (blended pulp) in 500ml hot water for 10-15 minutes for optimum juice extraction

4 Filter the slurring through white muslin (akamu) cloth.

5 Add 12 eggs (alburnum, whisked), 1 cup of icing sugar, a pinch of vanilla powder or few

drops of liquid vanilla flavor essence, 1 tin of milk and mix thoroughly.

6 Pour the mixture into cream cups or seal in polyethylene bag.

7 Place in a freezer until required and market the products

vii. Plantain Fruits Processing into Wine

1 Select 2kg ripe/over ripe plantain and 250g plantain skins (peel's)

2 Slice peeled ripe plantain fruits and the peels with knife

3 Place in a clean, sterilized white cloth bag.

4 Tie the bag and "place into a saucepan (preferably aluminum)

5 Add 4 litres of water, boil and simmer for 20-30 minutes.

 170

6 Add granulated sugar and fruit juice in the boiled liquid

7 Apply pressure to extract as much juice as possible when the bag is cooled.

8 Add the extracted juice to sugar liquor

9 Shake to dissolve the sugar and cool in cold water.

10 Add 1 table spoon or 1 sachet (3g) of yeast and juice of 1 ripe grape fruit as yeast

nutrient at 27-3 0°C to extracted juice

11 Record the initial temperature and specific gravity.

12 Keep the extracted juice in jar for a week in a room temperature.

13 Agitate the jar occasionally by giving it a shake

14 Record the data of temperature, PH and specific gravity.

15 Collect data until fermentation quickens after about 1 week

16 Plug air lock (fermentation trap) to the fermenter.

17 Put few drops of sterilizing solution into the air lock to form a U shape

18 Plug the top of the trap with cotton wool to enables the yeast to undergo an

anaerobic method of self-reproduction.

19 Rack occasionally by siphoning the wine off the lees of yeast and deposited solids.

20 Sieve the wine with musline cloth to clear of its own accord; given time, when it

does not, you may have to filter.

21 Bottled the sieve wine as required.

22 Store wine in sterilized bottles and corks.

23 Store finished wine in a rack or bin at 13°C or in a refrigerator and market the

products
 171

Module C: Marketing of Processed Plantain Fruits (Flour, Chips, Malt, Jam, etc)

1. Carryout market survey for sale of processed plantain fruits.

2. Package the processed plantain fruits into bags and grade.

3. Fix prices on the bags based on size and quality

4. Advertise the sales of the processed plantain fruits

5. Identify your customers and invite them for supply.

6. Sell the processed plantain fruits to different buyers according to grades and

quality

7. Help customers transport their goods to their nearest destination if necessary.

8. Keep record of sales made

9. Reconcile sales and expenditure record to determine profit or loss.

Module D: Material for Effective management in Plantain Processing and

Marketing Enterprise

1 Mature plantain bunches to be used as raw material for processing

2 Knife for peeling the plantain fruits

3 Mechanical slicer for slicing peeled plantain fruits

4. Water for washing peeled plantain fruits

5. Cabinet drier for drying sliced plantain fruits

6. Salt for spreading on sliced plantain fruits

7. Sterilized bottles used for keeping juice

8. Bowls for putting water used for washing peeled plantain fruits
 172

9. Frying pan used for frying plantain chips

10. Hammer mill used for milling the dried sliced plantain fruits.

11. Sealer or candle knife for sealing the cellophane bag.

12. Trucks for conveyance of processed products to market.

Findings on entrepreneurial competency improvement needs of farmers in plantain

nursery practice enterprise. It was found out that plantain nursery farmers needed

improvement in 5 entrepreneurial competency modules in plantain nursery practice

enterprise with 98 corresponding competency items. The competency modules and their

98 items were listed below:

Module A: Planning for Plantain Nursery Enterprises

1. Formulate specific objectives for the nursery enterprise

2. Review the objectives periodically based on market demand and supply

3. Draw up programme plan of activities to cover

4. Decide on the type (small, medium, or large) of nursery enterprise to adopt

5. Identify sources of credit for nursery enterprise

6. Make budget for the nursery enterprise

7. Identify the relevant material inputs and their locations

8. Identify different levels of man power needed for the nursery enterprise

9. Establish time for plantain nursery

10. Make rules and regulations for successful nursery practice

 173

11. Identify market outlet for the nursery products

12. Identify relevant records to keep for nursery enterprise

13. Identify site to purchase for nursery enterprise

Module B: Plantain Pre-nursery i. Sliced Corm Technique

1 Choose a fiat site, free from pests and diseases for pre-nursery

2 Make a shade with materials toward off excess heat.

3 Prepare pre-nursery beds or boxes or trays with polythene bags.

4 Mix carefully top soil and poultry manure (8:1) that is 8 head pans of top

soil to 1 head pan of poultry manure

5 Fill the boxes, trays, poly bags with mixed top soil and poultry manure.

6 Water the soil in the boxes, trays and polybags.

7 Arrange the poly bags in rows to form beds

8 Acquire the corms to nurse

9 Slice the corms into sizes of not more than 2 - 3cm.

10 Arrange the sliced corms in rows in the boxes or

trays and one per polybags.

11 Apply water at alternate days especially during dry season

12 Transfer sprouting corms into the nursery.

ii. Whole Corm Technique

1 Prepare the pre-nursery as in Bi (1 to 7) above

2 Dig out whole corms to nurse and wash with water.

3 Stripped back the outer leaf sheaths of each corm with knife.
 174

4 Loose any cover on the bud surface

5 Arrange whole corns in poly bags or in trays or boxes and cover with soil or saw

dust.

6. Apply water at alternate days.

7. Mulch with dry grasses

8. Observe the buds for sprouting after 6-8 days.

9. Remove any weeds on the beds or trays or polythene bags.

10. Transfer sprouted beds into nursery.

Module C: Competencies in Plantain Main Nursery

1 Select site that is flat, well drained and easily accessible.

2 Clear the bush, level and fill depressions with appropriate technologies

3 Pack and burn all the thrashes or heap them in the form or out of the site.

4 Prepare a shade over the nursery

5 Construct a fence with 1.20 mesh poultry wire.

6 Collect 8 head pans of top soil to 1 head pan of poultry manure as standard

mixture.

7 Mix the top soil and poultry manure together very well with shovel or spade.

8 Provide 400 or 500 gauge black polythene bags with a centrally placed

perforation at the bottom.

9 Fill the bags with the mixture of top soil and poultry manure.

10 Arrange the poly bags in rows of beds on the cleared land

11 Apply water to the soil for one day and leave for at least one week to consolidate
 175

12 Open the middle of soil in the polythene bags.

13 Select the differentiated young seedlings from pre-nursery (i or ii above)

14 Place the sprouted corm with ball of earth into the hale in the polythene bags

carefully and close up the base of the sprouted corms with earth.

15 Apply water in the morning and evening daily.

16 Apply NPK fertilizer 20:10:10 (lOgm/plant)

17 Spray with benomil or ash slurry around the psudostem base and around plants

to prevent insects from eating the foliage

18 Mulch with partially decomposed refuse or dry grass.

19 Weed with hoe and hand pick pests regularly

20 Prune dead leaves from the base of the seedlings.

21 Harden the seedlings through gradual removal of the shade.

22 Transfer the seedlings after 6 to 8 weeks into the main plantation and market

the products.

Module D: Marketing of Plantain Nursery Seedlings

1. Carryout market survey for sale of nursery seedlings

2. Assemble the seedlings into sides or groups according to viability and vigour

3. Fix price on the seedlings based on sides and vigour

4. Advertise the seedlings for sale

5. Sell the seedlings to different buyers

6. Transport the purchased seedlings to the buyer's field if necessary

 176

7. Keep records of purchase and sales made

8. Reconcile sales and expenditure to determine profit or loss.

Module E: Materials Needed for Effective Management in Nursery Enterprise.

1. Land for nursery establishment: Identification, selection and preparation.

2. Top soil or organic matter for filling in the polyethene bag for planting corms.

3. Temporary shade for protecting the corm in the pre-nursery.

4. Corm as planting materials to be raised in polyethene bags or tray or boxes.

5. Saw dust or dry grasses to be used as light mulch on top of the polyethene bags.

6. Water tank to be used to store water for watering the nursery seedlings.

7. Water can to be used for watering the seedlings.

8. Hose to be used to guide water from tank to nursery shade.

9 Cutlass for cutting grasses and preparing the shade.

10 Hoe or shovel for scoping top soil or organic matter in the container and for weeding

11 Knife for pruning or removing scales or slicing the corms from the nursery

12 Wheel barrow for carrying soil or organic matter to the nursery shade

13 Polyethene bags/trays/boxes for holding soil for planting

14 Wire nets for fencing the pre-nursery off rodents or predators

15 Rake for removing cut grasses out of the site

16 Palm fronts used to make shade for nursery seedlings

17 Shade for protecting the plantain seedlings in the nursery

18 Knife for opening the middle of soil in the polyethene bags

19 NPK fertilizer to be applied on the nursery seedlings

 177

20 Ash slurry to be spread around the seedlings to prevent insects from eating the

foliage

21 Chemicals e.g. pesticides for controlling insects pest

22 Borne hole to be used as water source for irrigation

23 Head pan for carrying soil or organic matter or plantain seedlings

24 Hand fork for pulverizing the soil or mixing of soil and organic matter before

filling in polyethene bags

25 Hand trowel for transplanting of plantain seedlings from trays or boxes into large

polyethene bags

26 Secateurs for pruning dead leaves from the base of the seedlings

27 Polyethene bags/trays/boxes for putting soil

28 Basket for carrying plantain seedlings

29 Booth to be wore as protection

30 Hand glove to be wore as protection

31 Gorgles to be wore as protection

32 Nose mask or respirator to be wore as protection

33 Knap sac sprayer for spraying chemicals

 178

Findings on entrepreneurial competency improvement needs of farmers in plantain

plantation management enterprise. It was found out that plantain nursery farmers needed

improvement in 4 entrepreneurial competency modules in plantain plantation

management enterprise with 89, corresponding competency items. The competency

modules and their 89 items were listed below:

Module A: Planning for Plantain Plantation Management Enterprise

1. Formulation of specific objectives for plantain plantation management

2. Review the objectives of the plantain plantation enterprise periodically based on

changes in market demand and supply

3. Draw up programme plan for the plantain plantation enterprise

4. Decide on the type (small, medium or large) of plantain plantation management

enterprise to adopt

5. Identify sources of credit for plantain plantation enterprise

6. get for plantain plantation management.

7. Identify relevant material inputs and their location (seedlings fertilizers, pesticides,

herbicides) for plantain plantation enterprise

8. Provide relevant tools and equipment (vehicles, cutlass, hoe etc) for use in plantain

plantation enterprise.

9. Identify different levels of man power needed for plantain plantation management.

10. Plan all farm operations to make most efficient use of the available money.

11. Make rules and regulations for successful plantain operations.

 179

12. Identify market outlet for the plantain products.

13. Identify relevant records to keep for plantain plantation enterprise

14. Identify a site for plantain plantation enterprise

Module B: Plantain Plantation Establishment

i. Land Selection and Preparation:

1. Select well drained soil rich in organic matter.

2. Clear the undergrowth of the selected land with appropriate technologies.

3. Cut down the trees with appropriate technologies.

4. Park residues and burn

5. Stump the stems, park off, level and fill depressions with appropriate technologies.

6. Lay out the blocks to specification

7 Lay the plots in planting spacing of 3m by 2m along and within the rows for

digging.

8 Dig holes of 30cm by 30cm by 30cm for each plantain sucker.

9 Keep the top soil separated from bottom soil of the dug holes.

ii. Planting Plantain in the Field

1 Select well differentiated seedling after 7-8 weeks in the nursery.

2 Remove bottom portion of the polythene bag with seedlings to 2cm from the base.

3 Cut the polyethene bag with seedlings from the top to the bottom.

4 Place seedlings centrally into the hole with the two hands and remove the polyethene bag.

5 Remove the polyethene bag away from the seedlings.

6 Fill back the hole first with top soil and then with bottom soil
 180

7 Support the seedlings with top soil and add more soil if not enough.

8 Press the soil firmly around the seedlings

9 Place mulch materials around each planted seedlings

10 Water the seedlings daily.

11 Put wire net at the collar of each seedling if necessary.

iii. Weeding and Fertilizer Application

i. Weeding

1 Weed as weeds appear with cutlass or matchet or row weed about three to four

months interval based

2 Intercrop with legumes or cocoyam in rows at the young age of plantain or spray

weeds with appropriate herbicides.

3 Prune the dry leaves and use them as mulch around the base of the plant.

ii. Fertilizer application

1 Apply 300kg/ha of Nitrogen in form of urea to seedlings one month after planting

at the rate of milk

2 Apply 500kg/ha of muriate of potash 30 days after the first application of urea at

the rate of small

3 Apply mixed fertilizer of 250gm (N), l00gm (P205) and 200gm (k) at the rate of 50

gm/plant when it starts to maiden.

iv. Pests and Diseases Control

1 Hand picks pests or insects on green leaves of plantain plant.

2 Maintain clean weeding of plantain plantation.

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3 Use bird scaring gun to scare away birds or animals such as money

4 Plant resistant variety to guide against diseases

5 Spray insecticides to destroy insect or pests.

6 Remove insect or disease infested leaves and burn.

7 Maintain correct spacing

v. Debudding and Propping

1 Cut the male bud after the fruit has being set when the fingers are not coming out.

2 Get a stick that has Y shape

3 Hook the Y stick shape on fruit stalk

4 Dug the stick firmly into the soil to provide support of trunk or fruit until harvesting.

vi. Harvesting:

1 Identify mature plantain fruits for harvesting

2 Harvest with sharp matchet by bending down to cut the pseudostem

3 Place with a forked stick or a helper to receive the bunch

4 Cut the pseudostem half way, then cut the bunch.

5 Cut down the entire pseudostem and chop together with the foliage of the main plant.

6 Spread chooped pseudostem and foliage over the soil as mulch for ratoon crop.

7 Collect the harvested bunches together for airing.

8 Cover the bunch with leaves half way to allow air inside the heap.

9 Sell to buyers if it is for marketing or process if necessary.

Module C: Marketing of Plantain Fruits

1. Carryout market survey for sale of plantain bunches

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2. Advertise the sales of plantain fruits

3. Identify your customers and invite them for supply and search for market

4. Inform customers on the arrival of plantain products

5. Identify suitable whole sellers and retail agents

6. Sort the bunches to sizes in the weigh house.

7 Fix prices based on the weight or size of the bunches.

8 Sell the plantain bunches to the buyers.

9 Transport the purchased bunches to buyers if necessary.

10 Keep records of purchase and sales made

11 Reconcile sales with cost of resource input to determine profit or loss.

Module D: Materials for Effective Management in Plantain Plantation Enterprise

1. Land for planting plantain seedlings: identification, selection and preparation

2. Plantain seedlings/suckers to be used as planting materials in the field

3. Pegs for holdings ropes for laying blocks

4. Ropes for determining straight lines for blocks laying

5. Measuring tape for determining areas to be used in the plantation

6. Buildings for storing resource materials and for administrative purposes

7 Bore hole to be used as sources of water for irrigation

8 Watering can to be used for watering the plantation

9 Cutlass for cutting grasses

10 Hoe for removing weeds

11 Wheel barrow for carrying organic manure and fertilizer to the plantation site
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12 Spade/shovel for carrying soil used to cover the root of the plantain

13 Fertilizer to be applied on the plantation for increasing the fertility of the soil

14 Herbicides for controlling weeds

15 Pesticides and insecticides for controlling pests and insects

16 Knap Sac prayer or boom sprayer for spraying chemicals e.g. pesticides, insecticides

and herbicides

17 Sharp matchet for harvesting plantain bunch

18 Pickups or trucks for carrying harvested bunchy to the market.

Findings on entrepreneurial competency improvement needs of farmers in plantain

processing and marketing enterprise. It was found out that plantain processors needed

improvement in 4 entrepreneurial competency modules in plantain processing and

marketing enterprise with 101 corresponding competency items. The competency

modules and their 101 items were listed below:

Module A: Planning Activities for Plantain Fruits Processing

1. Formulate specific objectives for plantain fruit processing

2. Review the objectives of plantain fruits processing periodically based on market

demands and supply

3. Draw up programme plan of activities to cover different processing enterprise

4. Decide on the type (small, medium or large) of plantain processing enterprise to adopt

5. Identify sources of credit for processing enterprise

6. Make budget for plantain processing enterprise

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7. Identify relevant material inputs and their locations

8. Identify different levels of man power needed for the plantain processing and marketing

9. Make rules and regulations for successful processing enterprise

10. Identify market outlet for the processed plantain fruits

11. Identify relevant records to keep for the plantain processing and marketing enterprise

Module B: Plantain Fruit Processing i. Plantain Fruits Processing into Flour

1. Select unripe plantain fruits

2. Wash the unripe plantain fruits with water to remove dirt and spray residues

3. Peel the unripe plantain to obtain pulp and keep pulps in a bowl containing water

to avoid turning black

4. Sliced the pulp using knife.

5 Sun-dried the sliced pulp for 2-3 days.

6 Mill the sliced dried pulp using domestic grinding machines.

7 Sieve the ground pulp to obtain flour

8 Pack the sieve flour and sold to the market

ii. Plantain Fruit Processing into Chips

1 Select unripe plantain fruits as required.

2 Peel the plantain fruits with knife

3 Immerse in a bowl containing water

4 Cut/sliced peeled plantain fruits according to the desired sizes using appropriate

technologies

5 Salt the sliced plantain fruits to taste

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6 Heat vegetable oil or palm oil in a frying pan or electric fryer to about 170°C.

7 Put sliced plantain fruits into the hot oil and fry.

8 Stir constantly until crispy or golden yellow appear (Plantain chips).

9 Remove the plantain chips into plastic sieve to allow the oil to drain.

10 Spread chips on clean material to allow the plantain chips to cool

11 Sort and bag the plantain chips into various sizes

12 Seal with candle flame with the aid of kitchen knife and

Market the products.

iii. Plantain Fruits Processing into malt (Non-alcoholic Plantain Drink)

1 Select figs from plantain

2 Mill the figs with appropriate technologies into powder and keep until required.

3 Reconstitute about 55g (2 heaped tablespoon) of fig powder in 0.3 litres of water and mix.

4 Set the mixture aside for 5-10 minutes to enable the component of

powder to leach into the water.

5 Filter through muslin clothes, bottled and keep to sediment allow to sediment.

6 Decant or filter again, add vanilla flavor and granulated or icing sugar to sweeten

the "malt'

7 Finally bottle, refrigerate and Market the products

iv. Plantain Fruits Processing into Jam

1 Select 2 or 3 riped plantain

2 Blend the ripe plantain with harmer mill and mixed together with l cup of

granulated sugar
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3 Add 200ml or 2 cups of water and mix together.

4 Add 30-35ml lime juice in the mixture.

5 Boil the mixture and allow the formed gel to cool

6 Preserved the gel with sorbic acid and market the products

v. Plantain Fruits Processing into Juice

1 Select some ripe plantain fruits

2 Peel the ripe plantain fruits and blend the pulp with appropriate technologies.

3 Soak slurry (blended pulp) in hot water for 10 -15 minutes for optimum juice

extraction

4 Filter the extracted juice through white muslin (akamu) cloth

5 Pasteurize the juice by boiling and simmer for 3 minutes

6 Allow to cool, add colour and fill into sterilized bottles and market the products

vi. Plantain Fruits Processing into Ice Cream

1. Select 20-24 ripe plantain fruits.

2 Peel the ripe plantain fruits and blend the pulp with appropriate technologies

3 Soak slurry (blended pulp) in 500ml hot water for 10-15 minutes for optimum juice

extraction

4 Filter the slurring through white muslin (akamu) cloth.

5 Add 12 eggs (alburnum, whisked), 1 cup of icing sugar, a pinch of vanilla powder

or few drops of liquid vanilla flavor essence, 1 tin of milk and mix thoroughly.

6 Pour the mixture into cream cups or seal in polyethylene bag.

7 Place in a freezer until required and market the products

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vii. Plantain Fruits Processing into Wine

1 Select 2kg ripe/over ripe plantain and 250g plantain skins (peels)

2 Slice peeled ripe plantain fruits and the peels with knife

3 Place in a clean, sterilized white cloth bag.

4 Tie the bag and place into a saucepan (preferably aluminum)

5 Add 4 litres of water, boil and simmer for 20-30 minutes.

6 Add granulated sugar and fruit juice in the boiled liquid

7 Apply pressure to extract as much juice as possible when the bag is cooled.

8 Add the extracted juice to sugar liquor

9 Shake to dissolve the sugar and cool in cold water.

10 Add 1 table spoon or 1 sachet (3g) of yeast and juice of one ripe grape fruit as

yeast nutrient at 27-30°C to extracted juice

11 Record the initial temperature and specific gravity.

12 Keep the extracted juice in jar for a week in a room temperature.

13 Agitate the jar occasionally by giving it a shake

14 Record the data of temperature, PH and specific gravity.

15 Collect data until fermentation quickens after about 1 week

16 Plug air lock (fermentation trap) to the fermenter.

17 Put few drops of sterilizing solution into the air lock to form a U shape

18 Plug the top of the trap with cotton wool to enables the yeast to undergo an

anaerobic method of self-reproduction.

19 Rack occasionally by siphoning the wine off the lees of yeast and deposited solids.
 188

20 Sieve the wine with musline cloth to clear of its own accord; given time, when it

does not, you may have to filter.

21 Bottled the sieve wine as required.

22 Store wine in sterilized bottles and corks.

23 Store finished wine in a rack or bin at 13°C or in a refrigerator and market the products

Module C: Marketing of Processed Plantain Fruits (Flour, Chips, Malt, Jam, etc)

1. Carryout market survey for sale of processed plantain fruits.

2. Package the processed plantain fruits into bags and grade.

3. Fix prices on the bags based on size and quality

4. Advertise the sales of the processed plantain fruits

5. Identify your customers and invite them for supply.

6. Sell the processed plantain fruits to different buyers according to grades and quality

7. Help customers transport their goods to their nearest destination if necessary.

8. Keep record of sales made

9. Reconcile sales and expenditure record to determine profit or loss.

Module D: Material for Effective management in Plantain Processing and

Marketing Enterprise

1 Mature plantain bunches to be used as raw material for processing

2 Knife for peeling the plantain fruits

3 Mechanical sheer for slicing peeled plantain fruits

4. Water for washing peeled plantain fruits

5. Cabinet drier for drying sliced plantain fruits

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6. Salt for spreading on sliced plantain fruits

7. Sterilized bottles used for keeping juice

8. Bowls for putting water used for washing peeled plantain fruits

9. Frying pan used for frying plantain chips

10. Hammer mill used for milling the dried sliced plantain fruits.

11. Sealer or candle knife for sealing the cellophane bag

12. Trucks for conveyance of processed products to market

Finding on the competencies in training needed by trainers for training secondary

school graduates for employment and retraining farmers for proficiency on the job in any

plantain production enterprise. It was found out that the 26 competency items in training

were needed by secondary school graduates for employment and retraining farmers for

proficiency on the job.

i. Planning for Training

1. Structure the plantain programme (nursery, plantation, processing and marketing)

contents into topics or units

2. Arrange the topics or units sequentially in order of presentation

3. State the objectives to be achieved by each topic or unit for any plantain enterprise

4. Identify materials needed for training in each unit of the enterprise

5. Select relevant available materials for training in each units of the plantain enterprise

6. Identify relevant methods for teaching each topic or unit

7. Select relevant methods for teaching each topic or unit

8. Write down the plantain programme concepts, facts or generalizations to be learnt.

9 Identify competency performance of plantain programme units needed to develop

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10 State instructors and learners activities.

11 Identify appropriate evaluation technique for each content area

ii. Training procedure to be adopted by trainers

12 Teach trainees from known to unknown using plantain programme units or topics

13 Explain the facilities to be used by the trainer for training each trainee in each in

competency area of the plantain programme

14 Deliver the contents step by step in logical order to the trainees

15 Demonstrate the competencies while the trainees observed during step by step

teaching

16 Request the trainees to practice what the instructor demonstrated while the instructor

observes them

17 Correct wrong practices made by the trainees

18 Encourage repetitive practice of knowledge and skills learnt

19 Test the practice of a group of related competencies toward achieving of the objectives

20 Provide the trainees information about their performance

21 Encourage visit to other plantain programme establishments, write - a report and

submit to the instructor for a feedback system

22 Teach the trainee money management and investment procedure into their enterprise

23 Teach the trainees sources of fund for investment into the enterprise/programmes

24 Teach the trainees how to manage risk in the enterprises through insurance policy

25 Teach trainee salvage value of materials that can be resold for improving investment

into the enterprise

26 Teach the trainees knowledge of profit and loss account

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Findings on the Hypotheses Tested

The following findings emerged from the hypotheses tested:

Ho1:

It was found out from the hypotheses tested that there was no significant difference

in the mean ratings of the responses of the teachers of agriculture, extension agents and

plantain farmers on 96 out of 98 competency items needed by secondary school graduates

for employment in plantain nursery enterprise but there was significant difference on two

items.

Ho2:

It was found out that there was no significant difference in the mean ratings of the

responses of teachers of agriculture, extension agents and plantain farmers on 86 out of 89

competency items in plantain plantation management needed by secondary school

graduates for employment in plantain plantation management enterprise but there was

significant difference on 3 items.

Ho3:

It was found out that there was no significant difference in the mean rating of the

responses of teachers of agriculture, extension agents and plantain processors on 99 out of

101 competency items in plantain processing and marketing needed by secondary school

graduates for employment in plantain processing and marketing enterprise but there was

significant difference on 2 items.

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Discussion of Findings

The findings of the study are discussed based on the research questions answered

and hypotheses tested.

Discussion of findings on research questions

1. Entrepreneurial competencies needed by secondary school graduates for

employment in plantain nursery enterprise.
The study found out that five modules with their 98 corresponding competency

items in plantain nursery were needed by secondary school graduates for employment in

plantain nursery enterprise. The modules are: planning for plantain nursery enterprise (13

competency items); plantain pre-nursery technique (22 competency items); plantain main

nursery (22 competency items); marketing of plantain nursery seedlings (8 competency

items); materials for effective management of plantain nursery (33 competency items)

(see Appendix N, page 308).

Findings on planning for plantain nursery enterprise were in consonance with the

Olaitan and Mama (2001) who identified competencies in farm planning to include:

formulation of specific objectives for the farm, revising the objectives of the farm

periodically based on the demand and supply of products, deciding on the farming and

cropping system to adopt on the farm among others. The findings on planning was also in

line with the findings of Ellah (2001) in a study carried out on principles and skills

relevant to effective utilization of school farm in Cross River State where it was found out

that the following competencies are needed for planning of farms as follows: identifying

difference levels of manpower needed for the school farm, planning all farm operations to
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make most efficient use of available money among others.

Findings on competencies in plantain pre-nursery (22 competency items) were in

agreement with IITA (2008) report that the following competencies are needed in plantain

pre-nursery: Choose a flat site, free from pests and diseases, make a shade with materials

to ward off excess heat among others. The findings was also in line with the views of

Adelaja (2005) who outlined pre-nursery competencies as: uprooting corm of a freshly

harvest plantain stand, remove roots on the corm, wash corn and treat with appropriate

fungicides among others.

Findings on plantain main nursery (22 competency items) was in consonance with

findings of Eze (2006) in a study carried out on economics assessment of rapid

multiplication of banana/plantain in Imo State where it was found out that the following

competencies were needed for plantain main nursery as follows selection of flat and well

dried site clear all vegetables, pack and burn all the thrashes among others. The findings

was also in agreements with the report of FAO (2005) on world musa production which

stated the competencies on plantain main nursery practice as follows: use of 400 or 500

gauge black polythene bags with a centrally placed perforation at the bottom, filling the

bags with top soil from the nursery for the plantain surkers among others.

The findings on marketing of plantain nursery seedlings were in consonance with

the view of Ugo (2005) who stated that marketing competencies are as follows: advertise

the goods and services for buyers, carry out market survey to know the best time to sell

products for profits among others. The findings were also in line with findings of Onuka

(2003) in a study carried out on work-skill modules for improving the employment
 194

opportunities of secondary school graduates in poultry occupation in Abia state, where it

was found out that the following marketing competencies were needed: Keep records of

purchase and sales, fix price on the seedlings based on sizes and vigour.

Findings on materials for effective management of plantain nursery were in line

with the view of Imo ADP (2007) that the following materials and their usage are needed

for plantain nursery as: land for identification, selection and preparation, top soil or

organic matter for filling in the polyethene bag for planting corn among others. The views

and opinions of the authors cited above add value to the competencies on plantain nursery

enterprise identification by this study.

2. Entrepreneurial competencies needed by secondary school graduates for

employment in plantain plantation employment in plantain plantation management
enterprise.
The study found out that four modules with their 89 corresponding competency

items in plantain plantation management were needed by secondary school graduates

for employment in plantain plantation management enterprise. The modules are:

planning for plantain plantation management enterprise (14 competency items);

plantain plantation establishment (i) land selection and preparation (9 competency

items); (ii) planting plantain in the field (11 competency items); (iii) weeding 3

competency items); (d) fertilizer application (3 competency items); (iv) pests and

disease control (7 competency items); (v) Debudding and propping (4 competency

items); harvesting 167; marketing of plantain fruits (11 competency items); materials

for plantain plantation enterprise (18 competency items) (see Appendix N, page 313).
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Findings on planning for plantain plantation management enterprise were in

agreement with the views of Anyanwu, et al (2004) who outlined competencies in farm

planning to include: reviewing of the farm objectives, establishing rules and regulation for

workers, identifying manpower and market outlet among others. The findings on planning

was also in consonance with the opinions of Bernard and Nix (1997) who outlined

competencies in farming as: identifying sources of credit for farm operations, plan all

farm operations to make most efficient use of the available money, identifying relevant

records to keep for farm operations among others.

The findings on plantain plantation establishment: land selection and preparation

were in agreement with the views of Chadha (2007) who listed competencies on land

selection and preparation as: selection of suitable site that is well drained loamy soil,

under brushing of the under growth, stumping of all trees among others. The findings

were also in line with the views of Aturoti Tenkouano, Lemchi and Nnaji (2006) who

outlined competencies in land selection and preparation as: lay out the blocks of 4

hectares, dig holes of 30cm by 30cm by 30cm for each of the plantain sucker among

others.

The findings on planting plantain in the field were in line with report of FAO

(2003) on Banana/plantain multiplication which stated that the competencies on planting

plantain in the field as: selecting a well develop seedling when the seedling is about 7-8

weeks old, Revove bottom portion of the polyethene bag by to 2cm among others. The

findings were also in agreement with the opinions of Rasheed (2003) that the following

competencies on planting plantain in the field were: removing the polybag away from the
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seedlings, place mulch materials around each planted seedlings among others.

Findings on weeding were in agreement with the views of Ekunwe and Ajayi

(2010) who listed competencies in controlling weeds as: Intercropping with legumes or

cocoyam in rows at young age of plantain, prune the leaves and use as mulch around the

base of the plant among others. Findings on fertilizer were in consonance with the IITA

(2006) report that the following competencies were needed in fertilizer application as:

apply 300kg/ha of nitrogen (urea) at the rate of milk tin per plantain plant, apply 500kg/ha

of potassium (as muriate of potash) 30days after the first application at the rate of small

tin tomato per plant.

The findings on pests and diseases control were in agreement with the views of

National Institute of Horticultural Research and Training (NIHORT) (2006) report which

outlined pest and diseases competencies as follows: hand pick pests or insects on green

leaves of plantain plant, application of insecticides to destroy insect pests, use bird scaring

gun to scarce away birds among others. The findings were also in line with the report of

IITA (2008) on plantain cultivation that stated the competencies on pest and disease

control as follows: plant resistance variety to guide against diseases, maintain correct

spacing, remove insect or disease infested leaves and burn among others.

The findings on debudding and propping in plantain plantation management were

in conformity with the IITA (2006) report that the following competencies were needed

as: cut the male bud after the fruit has being set when the fingers are not coming out, get a

stick that has "Y" shape, the "Y" shaped stick is hooked on to the fruit among others.

Findings on harvesting in plantain plantation production were in agreement with

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the view of Imo ADP (2007) that the following competencies where needed in harvesting

as: identify mature plantain fruits for harvesting, Harvest using sharp matchet among

others. The findings were also in line with the NIHORT (2006) report that outlined

competencies in harvest of plantain as: cut down the entire pseudostem and chop together

with foliage of the main plant, collect the harvested bunches together for airing.

Findings on marketing of plantain fruits were in line with the views of Stanton

(1996) who stated that marketing competencies include: carryout market survey for sale of

plantain bunches, identify customers and invite them for supply. The findings on

marketing were also in consonance with the opinions of Danielles, Engiberger and Lovens

(2010) who outline marketing competencies as: sort the goods to sizes in the weigh house,

fix their prices based on production cost among others.

Findings on the materials needed for plantain plantation enterprise were in

agreement with the IITA (2006) report that the following materials and their utilization

were needed in plantain plantation establishment as: land for planting seedlings, cutlass

for clearing bushes, hoes used for removing weeds among others. The views and opinions

of the authors cited above add value to the competencies on plantain plantation

management enterprise identified by this study.

3. Entrepreneurial competencies needed by secondary school graduates for

employment in plantain processing and marketing enterprise
The study found out that four modules with their 101 corresponding competency

items in plantain processing and marketing were needed by secondary school graduates

for employment in plantain processing and marketing enterprise. The modules are:
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planning for plantain fruits processing and marketing (11 competency items); plantain

fruit processing into: (i) flour (8 competency items); (ii) Chips (13 competency items);

(iii) malt (8 competency items); (iv) jam (7 competency items); (v) Juice (7

competency items); (vi) ice cream (8 competency items); (vii) Wine preparation (23

competency items); Marketing of processed plant fruits (9 competency items);

Materials for plantain processing and marketing enterprise (See Appendix N, page,

318).

Findings on planning for plantain fruits processing and marketing were in

consonance with the views of Anyanwu, Nzewi and Kudolu (2004) who highlighted

planning competencies to include: formulating specific objectives of farm activities, draw

up programme or plan for the farm activities, identifying sources of credit for farming

among others. The findings on plantain fruit processing into flour were in line with

Akinyemi (2005) who identified competencies in flour production to include: Obtain

unripe, green plantain fruits, peel to remove the peels, slice the plantain pulp using knife

or automatic dicing machine among others. The findings were in agreement with IITA

(2006) report which outlined competencies in plantain flour making as: the sliced diced

pulp are dried under sun or oven, milled the dried pulp using hammer mill, sieve, packed

and sold to the market among others.

Findings on plantain fruits processing into chips were in conformity with view of

Imo ADP (2007) that competencies in processing plantain fruits are as follows: peeling

the plantain fruits, hand slicing using knife among others. The findings were also in the
 199

line with the Adeniyi, Tenkouano, Lemchi and Faturoti (2008) who stated that

competencies in plantain fruits processing to chips include: select unripe plantain fruits,

immerse in a bowl containing water among others.

Findings on competencies in plantain fruits production into malt were in agreement

with the views of IITA (2008) report that outlined malt competencies as: obtain figs from

plantain, mill the figs into powder, and keep until required among others. Findings of

plantain fruits processing into Jam were in line with IITA (2008) report who outlined the

competencies in preparing jam to involve: select 2 or 3 ripe plantain, blend the ripe

plantain with harmer mill and mixed together with 1 cup of granulated sugar among

others.

Findings on plantain fruits processing into juice were in agreement with the views

of Adeniyi, et al (2008) who outlined competencies of plantain fruits processing into juice

as: obtain some ripe plantain fruits, peel and blend the pulp, soak slurring in hot water for

10 - 15 minutes for optimum juice extraction among others. Findings on plantain fruits

processing into ice cream were in agreement with IITA (2008) report that enumerated

competencies in ice cream production as: obtain 20 - 24 ripe plantain fruits, peel and blend

the pulp, soak slurring in hot water for 10 - 15 minutes for optimum juice extraction

among others.

The findings on wine production were in line with the views of IITA (2008)

report that stated the competencies in wine production (aerobic) as: obtain 2kg ripe/over

ripe plantain and 250 plantain skin (peel), slice peeled plantain and the peels, place in a

clean, sterilized white cloth bag, tie the bag and place into a source pan among others.
 200

The findings on marketing of processed plantain fruits were in consonance with the

views of George (2002) who stated competencies in marketing processed plantain fruits

as: packagings of the farm products, helping customers transport their goods to their

nearest destination if necessary among others. The findings on materials for usage in

plantain processing and marketing were in agreement with the opinions of IITA (2007)

report that listed materials needed in plantain fruits processing as: mature plantain bunches

to be used as raw materials for processing, knife for peeling the plantain fruits among

others. The views and opinions of the authors cited above add value to the competencies

on plantain processing and marketing enterprises identified by this study.

4. Findings on entrepreneurial competencies in plantain nursery practice where

nursery farmers needed improvement
The study found out that nursery farmers needed improvement in 13 competency

items in planning for plantain nursery enterprise; 22 competency items in plantain pre-

nursery; 22 competency items in plantain main nursery; 8 competency items in marketing

of plantain nursery seedlings; 33 competency items in utilization of materials in nursery

(see Appendix N, page 323).

The findings of the study were in agreement with the findings of Asogwa, Uko and

Umeh (2010) on quality assurance of teachers for teaching oil palm production to schools

in senior secondary schools in Enugu State, where it was found out that teachers in Enugu

State require capacity building for quality assurance in teaching oil palm production to

student in senior secondary schools in areas of nursery, pre-planting, planting, post

planting and post harvest operations. The findings of the study were in agreement with the
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findings of Uga (2006) in a study carried out on identification of work-skill improvement

needs of farmers in rice production in Ebonyi State. The study found out that farmers

requires improvement in 111 out of the 135 skills identified as needed in rice production.

The findings of the authors above help to add value to the validity of the findings.

5. Findings on entrepreneurial competencies in plantain plantation management

were plantation management farmers needed improvement
The study found out that plantain plantation farmers need improvement in 14

competency items in planning; 9 competency items in selection and preparation; 11

competency items in planting in the field; 3 competency items in weeding; 3 competency

items in fertilizers application; 7 competency items in pests and diseases control; 4

competency items in debudding and propping; 9 competency items in harvesting; 11

competency items in marketing of plantain products; 18 competency items in utilization of

resource materials in plantain plantation enterprise (See Appendix N, page 328).

The findings in this study were in conformity with findings of Olaitan, Amusa and

Nwobu (2009) in a study on Quality assurance of instructors in teaching cocoyam

production to students in schools of agriculture in South Western Nigeria. The study

found out that the instructors required improvement on teaching the planning, pre-

planting, post planting, harvesting and marketing operations of cocoyam to students in

schools of agriculture in South Western Nigeria. The findings also were in agreement with

findings of Olaitan, Alawa and Ekong (2009) in a study on capacity building needs of

farmers in improving soil nutrients for enhancing crop, production in Cross River State,

Nigeria.
 202

The study found out that farmers required capacity building in soil testing and

analysis, manure and manuring and fertilizer application methods. The findings of the

authors above helped to add value to the validity of findings of this aspect of the study.

6. Findings on entrepreneurial competencies in plantain processing and marketing

were plantain processors needed improvement
The study found out that plantain processors need improvement in 11 competency

items in planning for plantain processing; 8 competency items in plantain fruits processing

into flour; 12 competency items into chips; 7 competency items into malt; 6 competency

items into juice; 7 competency items into jam; 11 competency items into ice cream; 23

competency items into wine (aerobic and anaerobic); 9 competency items in marketing of

processed plantain fruits; 12 competency items in utilization of resource materials in

plantain processing and marketing enterprises (See Appendix N, page 333).

The findings on this study were in consonance with findings of Olaitan, Alaribe

and Ellah (2009) on capacity building needs of palm oil and kernel marketers for

enhancing Economic Returns from oil palm industry in south Eastern Nigeria. The study

found out that palm oil and kernel marketers needed capacity building in planning,

processing and marketing skills in palm oil and kernel enterprise. The findings of the

authors cited above helped to add credence to the findings of the study on improvement

needs of plantain processors in plantain processing and marketing enterprise.

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7. Competencies in training needed by trainers for training secondary school

graduates for employment and retraining plantain farmers for proficiency in any
of the plantain enterprises (nursery, plantation, processing and marketing).

The study found out that 26 corresponding competency items in training were

needed by trainers for training secondary school graduates for success in employment and

retraining farmers for proficiency in any plantain enterprise.

Findings on training for any plantain enterprise (nursery, plantation, processing and

marketing) page 162 were in line with findings of Aguolu (2007) in a study carried out on

competency improvement needed of supervisors of teachers of agriculture in primary and

post primary schools in federal capital territory Abuja where it was found out that the

following training competencies were needed: structure the content into topics or units,

identification and selection of instructional materials for teaching in each unit area, write

down the concepts, facts or generation to be learnt among others. The findings were also

in agreement with the findings of Olaitain and Onuka (2007) in a study carried out on

entrepreneurship skills required for economic empowerment of youths in broiler

production in Abia state where it was found out that the following training competencies

were needed: start teaching trainees from known to unknown, explain the facilities to be

used by the trainer for training each trainee, correct any mistake made by the trainee

among others. The views and opinions of the authors cited above add value to the

competencies on training identified by this study.

Discussion of Hypotheses

Ho1: Finding of the study in hypothesis one revealed that there was no significant

difference in the mean ratings of the agricultural science teachers, extension agents and
 201

farmers on the five modules (A-E) with their 96 out of 98 competency items needed by

secondary school graduates in commercial plantain nursery practice (See Appendix O

page 341). The implication of the above finding is that the occupational experience and

professional training of the three groups of respondents did not significantly influence

their opinions on the 5 modules and their 96 out of the 98 competency items needed for

employment of secondary school graduates in commercial plantain nursery but

significantly influence their opinions on the remaining 2 competency items.

Ho2: Finding of the study in hypothesis two revealed that there was no significant

difference in the mean ratings of the agricultural science teachers, extension agents and

farmers on the four modules (A-D) with their 86 out 89 competency items needed by

secondary school graduates in commercial plantain plantation management (See Appendix

O page 482). The implication of the above finding is that the occupational experience and

professional training of the three groups of respondents did not .significantly influence

their opinion on the 4 modules and the 86 out of 89 competency items needed for

employment of the secondary school graduates in commercial plantain plantation

management but significantly influence their opinions on the remaining 3 competency

items.

Ho3: Finding of the study in hypothesis three revealed that there was no significant

difference in the mean ratings of the agricultural science teachers, extension agents and

farmers on the four modules (A-D) with their 99 out of 101 competency items needed by

secondary school graduates in commercial plantain processing and marketing (See

Appendix O page 354). The indication of the above finding is that the occupational
 202

experience and professional training of the three groups of respondents did not

significantly influence their opinions on the 4 modules and their 99 out of 101

competency items needed for employment of the secondary school graduates in

commercial plantain processing and marketing but significantly influence their opinions

on the remaining 2 competency items.

 203

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presented the summary of restatement of the problems, purpose of the

study, procedure used as well as the findings of the study; conclusion, educational

implications, recommendations and suggestions for further study were also presented.

Restatement of the Problem

Plantain is a crop plant with green leaves and herbaceous stem. It is used as food

by man and animal. The materials are used to manage health. In agriculture, their peels

are used as organic manure by farmers. Presently, in the area of study, farmers who were

involved in plantain production grow plantain as intercrop with little care. The crop

continues to compete with weeds for nutrients and struggle with insects and pests for

survival and at the end resulted into low yield with poor quality. Government of Abia and

Imo states had assisted the farmers through extension agents by providing farm inputs

such as fertilizers, financial assistance among others to boast plantain production; but the

farmers diverted these inputs to growing cassava, cocoyam and yam that have almost the

same maturing periods with plantain, while still growing plantain as an intercrop.

Therefore, the low yield and poor quality of plantain still persist. Government of both

states did not relent in their efforts to boost plantain production therefore mandated

secondary school teachers to teach students as a major crop in order to improve its

availability. Due to congestion of the curriculum, the objectives of the government could

not being achieved, students graduates without the needed competencies in plantain

production. The government of both states established skill acquisition centres in various
 204

locations of the states like Aba, Umuahia, Owerri, Okigwe among others for unemployed

secondary school graduates and others; in order to equip them with ethical jobs and for

retraining farmers for proficiency on the job. It was observed that there were skill jobs

such as barbing, hair dressing, sewing among others in the acquisition centres established

but there were no programme on plantain production for empowering the unemployed

secondary school graduates or retraining farmers in commercial plantain production. This

motivated the researcher to embark on this study.

Purpose of the Study

Specifically, the study sought to identify:

1. Entrepreneurial competencies needed by secondary school graduates for

employment in plantain nursery practice enterprise.

2. Entrepreneurial competencies needed by secondary school graduates for

employment in plantain plantation management enterprise

3. Entrepreneurial competencies needed by secondary school graduates for

employment in plantain processing and marketing enterprise.

4. Entrepreneurial competencies in plantain nursery where farmers needed

improvement.

5. Entrepreneurial competencies in plantain plantation management were farmers

needed improvement.

6. Entrepreneurial competencies in plantain processing and market where farmers

needed improvement.

7. Competencies in training needed by trainers for training secondary school

 205

graduates for success in employment and retrain fanners for improvement.

8. Package the competencies identified for each enterprise for training secondary

school graduates and training farmers in commercial plantain production.

Summary of the Procedure used for the Study

The study adopted descriptive survey research and function of industry designs.

The study was carried out in Abia and Imo states. The population of the study was 1,490

made up of 644 agricultural science teachers (184 teachers from Abia state and 460

teachers from Imo state), 766 extension agents (512 extension agents from Abia state and

254 extension agents from Imo state), 20 nursery farmers (15 nursery farmers from Abia

and 5 nursery farmers from Imo), 34 plantain plantation management farmers (24 from

Abia and 10 from Imo), 26 plantain processors (16 from Abia and 10 from Imo). The

sample was 362 made up of 129 agricultural science teachers, 153 extension agents and

80 registered plantain farmers. The population size of the groups of farmers was small

and therefore, all of them constituted the sample. The population size of agricultural

science teachers and extension agents were large and therefore, 20% proportionate

sampling technique was used for the sampling.

Four (4) sets of structured questionnaire were developed to obtain data from the

respondents on plantain nursery, plantation, processing and marketing enterprises and

training needs respectively. The four sets of questionnaire were face validated by five (5)

experts. Cronbach alpha reliability method was used to determine the internal consistency

of the four sets of questionnaires. The reliability coefficient of 0.88, 0.95, 0.90 and 0.84

were obtained for the four sets of questionnaires respectively.

 206

Six (6) research assistants helped to administer four (4) sets of questionnaire to 3

groups of respondent made up of agricultural science teachers, extension agents and

fanners. The data collected were analyzed using weighted mean and improvement Need

Index to answer the research questions while Analysis of Variance (ANOVA) statistic

were used to test the hypothesis at 0.05 level of significance.

Major Findings of the Study

The following were the major findings of the study:

1. Five (5) modules with their 98 corresponding competency items in plantain nursery

enterprise were needed by secondary school graduates for employment.

2. Four (4) modules with their 89 corresponding competency items in plantation

management enterprise were needed by secondary school graduates for

employment.

3. Four (4) modules with their 101 corresponding competency items in plantain

processing and marketing enterprise were needed by secondary school graduates

for employment.

4. Plantain nursery farmers needed improvement in five (5) modules with 98

corresponding competency items in plantain nursery enterprise.

5. Plantain plantation management farmers needed improvement in four (4) modules

with 89 corresponding competency items in plantain plantation management

enterprise.

6. Plantain processors needed improvement in four (4) modules with their 101

corresponding competency items in plantain processing and marketing enterprise.

 207

7. Twenty-six (26) competency items in training were needed by trainers for training

secondary school graduates for employment and retraining farmers for proficiency

in plantain production enterprises.

8. The entrepreneurial competencies identified by this study were packaged into three (3)

enterprises namely:

(i). Plantain Nursery Enterprises,

(ii). Plantain Plantation Management Enterprise

(iii). Plantain Processing and Marketing Enterprise to training secondary

school graduates for employment and retraining plantain farmers for

improvement on the plantain production farming.

Major Findings of the Hypotheses

1. It was found out that there was no significant difference in the mean ratings of

agricultural science teachers, extension agents and plantain nursery farmers on 96

out of 98 competency items in plantain nursery enterprise needed by secondary

school graduates for employment in plantain nursery enterprise but there was

significant difference in 2 items.

2. It was found out that there was no significant difference in the mean ratings of

agricultural science teachers, extension agents and plantain plantation farmers on

86 out of 89 competency items in plantain plantation management needed by

secondary school graduates for employment in plantain plantation management

enterprise but there was significant difference in 3items.

3. It was found out that there was no significant difference in the mean ratings of
 208

agricultural science teachers, extension agents and plantain processors on 99 out of

101 competency items in plantain processing and marketing needed by secondary

school graduates for employment in plantain processing and marketing enterprise

but there was significant difference in 2 items.

Conclusion

The government of Abia and Imo states made efforts to boost plantain production

through Agricultural Developmental Programnie (ADP) and schools but the results were

not very favourable. Hence, the government established skill acquisition centres for

training secondary school graduates for occupation but these skill centres were devoid of

competency training programme for training secondary school graduates for employment

in the plantain production enterprise and retraining of plantain farmers for proficiency on

the job.

This study therefore focused on identification and packaging of entrepreneurial

competencies in commercial plantain production for training secondary school graduates for

employment and retraining farmers for proficiency on the job in Abia and Imo States. The

study therefore found that entrepreneurial competencies were needed by secondary school

graduates for employment in plantain nursery, plantain plantation management and

plantain processing and marketing enterprises. Addition, the study found that plantain

farmers needed improvement in plantain nursery, plantain plantation management and

plantain processing and market enterprises.

Educational Implications of the Study

1. If Abia and Imo state governments make use of the direct the identified and
 209

packaged plantain production programmes (nursery, plantation, processing and

marketing) see Appendices J, K and L on pages 283, 290 and 297 respectively

through their skill acquisition centres to train secondary school graduates and

retrain farmers for competency. It will increase plantain production to meet

demands, increase economy of the states and provide jobs for unemployed

secondary school graduates and other interested youths.

2. If the identified and packaged plantain programmes (nursery, plantation,

processing and marketing) are integrated into skill acquisition centres. It will

provide an avenue for training secondary school graduates and retraining

farmers for competency.

3. If the identified and packaged plantain programmes are integrated into the

programmes of schools and colleges or universities of agricultures by

curriculum planners it will help for effective training of students who are

interested in future employment with in plantain production enterprises.

4. If the identified and packaged programmes competencies in plantain

production enterprises are utilized for retraining the farmers through small plot

adoption techniques by extension agents of ministry of education from the

states. It will help farmers to improve their techniques and production thereby

earning higher income from plantain production.

Limitations of the Study

The researcher did not try test the identified competencies in plantain production

enterprises (nursery, plantation, processing and marketing before packaging them as

 210

required by modular approach which this study identified with. Try testing the identified

competencies before packaging them into plantain programme will entail high resources

beyond what the researcher could afford. These are:

(1) Finance: Trial testing the package will involved experiences on land to be acquired

for try testing; payment and maintenance of secondary school graduates to be

involved for the try testing for a period of time, payment for other material resources

like plantain suckers, farm implements, irrigation if there is no water and security for

the period of time taken for the nursery trial testing to plantation to processing and

marketing.

(2) Time-It will take along period to obtain results from the experiment which is not

conducive for the researcher on the job. Alternatively, to obtain a similar result like

trial testing, the researcher adopted the functions of industry approach. The

researcher visited National Institute for Horticultural Researcher and Training

Okigwe, Agricultural Development Programme (ADP) Owerri and Imo state

polytechnic Umuagwo to understudy the training facilities and activities of each of

the enterprise as carried out by the instructors. The researcher identified the

competencies in each of the enterprise, arranged them sequentially as was practiced

in the research centres and have them validated by the experts in the centres. The

findings of this study will yield similar result as the practice of the industry from

where the instrument of this study was developed and administered for collecting

data analysis
 211

Recommendations for Implementation

Based on the findings and implications of the study, the following

recommendations were made for implementation.

1. Abia and Imo States government should direct the acquisition centres to integrate

the identified and packaged programmes in plantain production enterprises

(nursery, plantation, processing and marketing) into skill acquisition centres for

training secondary school graduates for employment and retraining farmers for

competency on the job.

2. The administrators of skill acquisition centres should integrate the identified and

packaged competencies in training programme of their centres and used them in

training secondary school graduates for employment and retraining farmers for

competency in plantain production enterprises (nursery, plantation processing and

marketing.

3. The curriculum planners should use these findings to advise the schools and

colleges or universities of agriculture to adopt the packaged programmes into their

training programmes for preparing youths for employment in the field of

agriculture.

4. The extension agents should utilize the identified and packaged programmes in

plantain production enterprises (nursery plantation, processing and marketing) for

retraining farmers through small plot adoption techniques to make them improve

their production practices and earn higher income in plantain production.

 212

Suggestions for further studies

The following suggestions were made for further studies:

1. An Assessment of industrial demand for plantain products as raw materials for

producing commercial products.

2. An Assessment of supply of plantain for industrial use in order to enhance

employment of school graduates in marketing in Abia and Imo states.

3. Capacity building needs of unified extension agents in retraining farmers on

innovations in plantain production enterprises.

 213

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 226

APPENDICES
APPENDIX A

EVIDENCES OF VISITS TO INDUSTRIES FOR FUNCTIONS OF INDUSTRY

227
228
 229

APPENDIX B

Population Distribution of Teachers of Agriculture in Abia and Imo States.

ABIA STATE
S/N Zone Population of Teachers of Agriculture
1 Aba 82
2 Ohafia 46
3 Umuahia 56
Total 184

IMO STATE
S/N Zone Population of Teachers of Agriculture
1 Okigwe 80
2 Orlu 112
3 Owerri 268
Total 460
Source: Secondary Education Management Board (SEMB) Abia and Imo States.
 230

APPENDIX C

Population Distribution of Extension Agents in Abia and Imo States

ABIA STATE

S/N Zone Extension Agents

1 Aba 181
2 Ohafia 152
3 Umuahia 179
Total 512

IMO STATE

S/N Zone Extension Agents

1 Okigwe 56
2 Orlu 78
3 Owerri 130
Total 254
Source: Agricultural Development Programme (ADP Abia and Imo states)
 231

APPENDIX D

Population Distribution of Plantain Farmers in Abia and Imo States

State Population of Population of Plantain Population of Total

Plantain Nursery Plantation Management Plantain
Farmers farmers Processors
Abia 15 24 16 55
Imo 5 10 10 25
Total 20 34 26 80
Source: ADP (Abia and Imo States)
 232

APPENDIX E

Samples from the Population Distribution of Teachers of Agriculture

State Population Distribution Sample from the Population

of Teachers of of Teachers of Agriculture
Agriculture
Abia 184 37
Imo 460 92
Total 644 129
Source: Secondary Education Management Board (Abia and Imo States)
 233

APPENDIX F

Samples from the Population Distribution of Extension Agents

State Population Distribution Sample from the Population

of Extension Agents of Extension Agents
Abia 512 102
Imo 254 51
Total 153
Source: ADP (Abia and Imo states)
 234

APPENDIX G

RESEARCH INSTRUMENTS

Department of Vocational Teacher Education

(Agricultural Education Unit)
University of Nigeria, Nsukka

Date ……………………………
__________________________
__________________________
__________________________
Dear Sir,
REQUEST FOR VALIDATION OF RESEARCH INSTRUMENT
I am a postgraduate student in the above Department and University, currently
undertaking a research project aimed at identifying Entrepreneurial competency training
programme required by secondary school graduates and farmers for economic success in plantain
production enterprises in Abia and Imo States.
The attached is a draft cope of the questionnaire designed for the study. You are please requested
to vet the items for clarity, relevance and total coverage for use in collecting data for the study
you are also requested to put down your comments and suggestions for improving the quality of
the instrument.
A copy each of the purpose of the study and research questions guiding the study are
attached with this letter.
Thanks for your cooperation.
Yours faithfully,

Okafor, Oluchi Erinma

(Researcher)
 235

Department of Vocational Teacher Education

(Agricultural Education Unit)
University of Nigeria, Nsukka
Date ……………………………
__________________________
__________________________
__________________________

Dear Sir,
REQUEST TO RESPOND TO A QUESIONNIARE
I am a postgraduate student in the above Department in the university, currently
undertaking research project titled “Entrepreneurial competency Training Programme Required
by Secondary School Graduates and Farmers for economic success in plantain production
Enterprises in Abia and Imo States”.
The attach schedule is to elicit the necessary information. You are please requested to
respond to the items as confidential and will be used strictly for this research.
Thanks for your cooperation.

Yours faithfully

________________
Okafor Oluchi, E
PG/Ph.D/07/43141
(Researcher)
 236

ENTERPRISE (A)

PLANTAIN NURSERY ENTERPRISE

PROJECT FOCUS: Entrepreneurial competencies in Plantain Nursery Practice

Enterprise.

PART ONE: General information and personal Data:

Please, you are requested to supply all relevant information to items below:

1. Name of your establishment or school ________________________

2. Sex: Male Female

3. Nature of work

a. Teacher of agriculture

b. Extension Agent

4. Qualification of Respondent

Ph.D

M.Ed

M.Sc

PDGE

B.Ed

B.Sc

HND

OND

PART TWO: (Teachers of Agriculture and Extension Agents only)

Introduction: Please check the response options on the level at which each item below is

required in plantain production enterprise. The response options are:

 237

Very Highly Needed (VHN) = 5 points

Highly Needed (HN) = 4points

Averagely Needed (AN) = 3 points

Slightly Needed (SN) = 2 points

Not Needed (NR) = 1 point

Module A: Competencies in Planning Needed for Plantain Nursery Enterprises

Teachers & Ext Agents
SN Item Statement VHN HN AN SN NN
1. Formulate specific objectives for the nursery enterprise
2. Review the objectives periodically based on market
demand and supply
3. Draw up programme plan of activities to cover
4. Decide on the type (small, medium, or large) of nursery
enterprise to adopt
5. Identify sources of credit for nursery enterprise
6. Make budget for the nursery enterprise
7. Identify the relevant material inputs and their locations
8. Identify different levels of man power needed for the
nursery enterprise
9. Establish time for plantain nursery
10. Make rules and regulations for successful nursery
practice
11. Identify market outlet for the nursery products
12. Identify relevant records to keep for nursery enterprise
13. Identify site to purchase for nursery enterprise

Module B: Competencies in Plantain Nursery Enterprise

Competencies in Plantain Pre-nursery

i. Sliced Corm Technique

Teachers and Extension Agents
SN Item Statement VHN HN MN SN NN
1 Choose a flat site, free from pests and diseases for pre-
nursery
2 Make a shade with materials to ward off excess heat.

3 Prepare pre-nursery beds or boxes or trays with

polythene bags.
4 Mix carefully top soil and poultry manure (8:1) that is
 238

8 head pans of top soil to 1 head pan of poultry manure

5 Fill the boxes, trays, poly bags with mixed top soil and
poultry manure.
6 Water the soil in the boxes, trays and polybags.

7 Arrange the poly bags in rows to form beds

8 Acquire the corms to nurse
9 Slice the corms into sizes of not more than 2 – 3cm.
10 Arrange the sliced corms in rows in the boxes or trays
and one per polybags.
11 Apply water at alternate days especially during dry
season.
12 Transfer sprouting corms into the nursery.

ii. Whole Corm Technique

Teachers and Extension Agents
SN Item Statement VHN HN MN SN NN
1 Prepare the pre-nursery as in Bi (1 to 7) above
2 Dig out whole corms to nurse and wash with water.
3 Stripped back the outer leaf sheaths of each corm with
knife.
4 Loose any cover on the bud surface
5 Arrange whole corm in poly bags or in trays or boxes
and cover with soil or saw dust.
6 Apply water on alternate days.
7 Mulch with dry grasses

8 Observe the buds for sprouting after 6 – 8 days.

9 Remove any weeds on the beds or trays or polythene

bags.

10 Transfer sprouted beds into nursery.

C Competencies in Plantain Main Nursery

Teachers and Extension Agents
S/N Item Statement VHN HN MN SN NN
1 Select site that is flat well drained and easily
accessible.
2 Clear the bush, level and fill depressions with
appropriate technologies
3 Pack and burn all the thrashes or heap them in the
 239

farm or out of the site.

4 Prepare a shade over the nursery
5 Construct a fence with 1.20 mesh poultry wire.
6 Collect 8 head pans of top soil to 1 head pan of
poultry manure as standard mixture.

7 Mix the top soil and poultry manure together very

well with shovel or spade.
8 Provide 400 or 500 gauge black polythene bags with
a centrally placed perforation at the bottom.
9 Fill the bags with the mixture of top soil and
poultry manure.
10 Arrange the poly bags in rows of beds on the cleared
land
11 Apply water to the soil for one day and leave for at
least one week to consolidate

12 Open the middle of soil in the polythene bags.

13 Select the differentiated young seedlings from pre-
nursery (B i or ii above)
14 Place the sprouted corm with ball of earth into the
hole in the polythene bags carefully and close up the
base of the sprouted corms with earth
15 Apply water in the morning and evening daily.
16 Apply NPK fertilizer 20:10:10 (10gm/plant)
17 Spray with benomil or ash slurry around the
psudostem base and around plants to prevent insects
from eating the foliage
18 Mulch with partially decomposed refuse or dry grass.
19 Weed with hoe and hand pick pests regularly

20 Prune dead leaves from the base of the seedlings.

21 Harden the seedlings through gradual removal of the
shade.

22 Transfer the seedlings after 6 to 8 weeks into the

main plantation and market the products.
 240

Module D: Competencies Needed for Marketing of Plantain Nursery Seedlings

Teachers and Extension
Agents
SN Item Statement VHN HN MN SN NN

1. Carryout market survey for sale of nursery seedlings

2. Assemble the seedlings into sides or groups according
to viability and vigour
3. Fix price on the seedlings based on sizes and vigour
4. Advertise the seedlings for sale
5. Sell the seedlings to different buyers
6. Transport the purchased seedlings to the buyer’s field if
necessary
7. Keep records of purchase and sales made
8. Reconcile sales and expenditure to determine profit or
loss.

Module E: Materials Needed for Effective Management in Nursery Enterprise.

Teachers and extention agent
SN Item Statement VHN HN MN SN NN

1. Land for nursery establishment: Identification,

selection and preparation.
2. Top soil or organic matter for filling in the
polyethene bag for planting corms.
3. Temporary shade for protecting the corm in the pre-
nursery.
4. Corm as planting materials to be raised in
polyethene bags or tray or boxes.
5. Saw dust or dry grasses to be used as light mulch on
top of the polyethene bags.
6. Water tank to be used to store water for watering the
nursery seedlings.
7. Water can to be used for watering the seedlings.
8. Hose to be used to guide water from tank to nursery
shade.
9 Cutlass for cutting grasses and preparing the shade.
10 Hoe or shovel for scoping top soil or organic matter
in the container and for weeding
11 Knife for pruning or removing scales or detaching
the corms from the nursery
 241

12 Wheel barrow for carrying soil or organic matter to

the nursery shade
13 Polyethene bags/trays/boxes for holding soil for
planting
14 Wire nets for fencing the pre-nursery off rodents or
predators
15 Rake for removing cut grasses out of the site
16 Palm fronts used to make shade for nursery
seedlings
17 Shade for protecting the plantain seedlings in the
nursery
18 Knife for opening the middle of soil in the
polyethene bags
19 NPK fertilizer to be applied on the nursery seedlings
20 Ash slurry to be spread around the seedlings to
prevent insects from eating the foliage
21 Chemicals e.g. pesticides for controlling insects pest
22 Borne hole to be used as water source for irrigation
23 Head pan for carrying soil or organic matter or
plantain seedlings
24 Hand fork for pulverizing the soil or mixing of soil
and organic matter before filling in polyethene bags
25 Hand trowel for transplanting of plantain seedlings
from trays or boxes into large polyethene bags
26 Secateurs for pruning dead leaves from the base of
the seedlings
27 Polyethene bags/trays/boxes for putting soil
28 Basket for carrying plantain seedlings
29 Booth to be wore as protection
30 Hand glove to be wore as protection
31 Gorgles to be wore as protection
32 Nose mask or respirator to be wore as protection
33 Knap sac sprayer for spraying chemicals
 242

ENTERPRISE (B)

PLANTAIN PLANTATION MANAGEMENT ENTERPRISE

PROJECT FOCUS: Entrepreneurial competencies in plantain plantation management

enterprise

PART ONE: General information and personal Data:

Please, you are requested to supply all relevant information to items below:

1. Name of your establishment or school ________________________

2. Sex: Male Female

3. Nature of work

a. Teacher of agriculture

b. Extension Agent

4. Qualification of Respondent

Ph.D

M.Ed

M.Sc

PDGE

B.Ed

B.Sc

HND

OND
 243

PART TWO: (Teachers of Agriculture and Extension Agents only)

Introduction: Please check the response options on the level at which each item below is

required in plantain production enterprise. The response options are:

Very Highly Needed (VHN) = 5 points

Highly Needed (HN) = 4points

Moderately Needed (MN) = 3 points

Slightly Needed (SN) = 2 points

Not Needed (NR) = 1 point

Module A: Competencies in Planning for Plantain Plantation Management Enterprise

Teachers and Ext Agents
SN Item Statement VHN HN MN SN NN

1. Formulation of specific objectives for plantain

plantation management
2. Review the objectives of the plantain plantation
enterprise periodically based on changes in market
demand and supply
3. Draw up programme plan for the plantain plantation
enterprise
4. Decide on the type (small, medium or large) of plantain
plantation management enterprise to adopt
5. Identify sources of credit for plantain plantation
enterprise
6. Budget for plantain plantation management.
7 Identify relevant material inputs and their location
(seedlings fertilizers, pesticides, herbicides) for plantain
plantation enterprise
8 Provide relevant tools and equipment (vehicles, cutlass,
hoe etc) for use in plantain plantation enterprise.
9 Identify different levels of man power needed for
plantain plantation management.
10 Plan all farm operations to make most efficient use of
the available money.
11 Make rules and regulations for successful plantain
operations.
 244

12 Identify market outlet for the plantain products.

13 Identify relevant records to keep for plantain plantation
enterprise
14 Identify a site for plantain plantation enterprise

Module B: Competencies in Plantain Plantation Establishment

i. Land Selection and Preparation:

Teachers and Extension Agents

S/N Item Statement VHN HN MN SN NN

1. Select well drained soil rich in organic matter.

2. Clear the undergrowth of the selected land
with appropriate technologies.
3. Cut down the trees with appropriate
technologies.
4. Park residues and burn
5. Stump the stems, park off, level and fill
depressions with appropriate technologies.
6. Lay out the blocks to specification
7 Lay the plots in planting spacing of 3m by 2m
along and within the rows for digging.
8 Dig holes of 30cm by 30cm by 30cm for each
plantain sucker.
9 Keep the top soil separated from bottom soil of
the dug holes.
ii. Planting Plantain in the Field

1 Select well differentiated seedling after 7-8

weeks in the nursery.
2 Remove bottom portion of the polythene bag
with seedlings to 2cm from the base.
3 Cut the polyethene bag with seedlings from the
top to the bottom.
4 Place seedlings centrally into the hole with the
two hands and remove the polyethene bag.
5 Remove the polyethene bag away from the
seedlings.
6 Fill back the hole first with top soil and then
with bottom soil
7 Support the seedlings with top soil and add
more soil if not enough.
8 Press the soil firmly around the seedlings
 245

9 Place mulch materials around each planted

seedlings
10 Water the seedlings daily.

11 Put wire net at the collar of each seedling if

necessary.
iii. Weeding and Fertilizer Application

i Weeding

1 Weed as weeds appear with cutlass or

matchet or row weed about three to four
months interval based on the nature of
soil fertility.

2 Intercrop with legumes or cocoyam in

rows at the young age of plantain or
spray weeds with appropriate herbicides.
3 Prune the dry leaves and use them as
mulch around the base of the plant.
ii. Fertilizer application

1 Apply 300kg/ha of Nitrogen in form of

urea to seedlings one month after
planting at the rate of milk tin per
plantain plant.
2 Apply 500kg/ha of muriate of potash 30
days after the first application of urea at
the rate of small tomato tin per plantain
plan
3 Apply mixed fertilizer of 250gm (N),
100gm (P205) and 200gm (k) at the rate
of 50gm/plant when it starts to maiden.
iv. Pests and Diseases Control

1 Handpick pests or insects on green leaves

of plantain plant.
2 Maintain clean weeding of plantain
plantation.
3 Use bird scaring gun to scare away birds
or animals such as money
4 Plant resistant variety to guide against
diseases
5 Spray insecticides to destroy insect or
 246

pests.

6 Remove insect or disease infested leaves

and burn.
7 Maintain correct spacing

v. Debudding and Propping

1 Cut the male bud after the fruit has being
set when the fingers are not coming out.

2 Get a stick that has Y shape

3 Hook the Y stick shape on fruit stalk

4 Dug the stick firmly into the soil to

provide support of trunk or fruit until
harvesting.

vi. Harvesting:

1 Identify mature plantain fruits for

harvesting
2 Harvest with sharp matchet by bending
down to cut the pseudostem
3 Place with a forked stick or a helper to
receive the bunch
4 Cut the pseudostem half way, then cut
the bunch.
5 Cut down the entire pseudostem and
chop together with the foliage of the
main plant.
6 Spread chooped pseudostem and foliage
over the soil as mulch for ratoon crop.
7 Collect the harvested bunches together
for airing.
8 Cover the bunch with leaves half way to
allow air inside the heap.
9 Sell to buyers if it is for marketing or
process if necessary.
 247

Module C: Competencies in Marketing of Plantain Fruits

Teachers and Extension Agents

S/N Item Statement VHN HN MN SN NN

1. Carryout market survey for sale of plantain

bunches
2. Advertise the sales of plantain fruits
3. Identify your customers and invite them for supply
and search for market
4. Inform customers on the arrival of plantain
products
5. Identify suitable whole sellers and retail agents
6. Sort the bunches to sizes in the weigh house.
7 Fix prices based on the weight or size of the
bunches.
8 Sell the plantain bunches to the buyers .
9 Transport the purchased bunches to buyers if
necessary.
10 Keep records of purchase and sales made
11 Reconcile sales with cost of resource input to
determine profit or loss.

Module D: Materials Needed For Plantain Plantation Enterprise

Teachers and Extension Agents
S/N Item Statement VHN HN MN SN NN

1. Land for planting plantain seedlings: identification,

selection and preparation
2. Plantain seedlings/suckers to be used as planting
materials in the field
3. Pegs for holdings ropes for laying blocks
4. Ropes for determining straight lines for blocks
laying
5. Measuring tape for determining areas to be used in
the plantation
6. Buildings for storing resource materials and for
administrative purposes
7 Bore hole to be used as sources of water for
irrigation
8 Watering can to be used for watering the plantation
9 Cutlass for cutting grasses
 248

10 Hoe for removing weeds

11 Wheel barrow for carrying organic manure and
fertilizer to the plantation site
12 Spade/shovel for carrying soil used to cover the
root of the plantain
13 Fertilizer to be applied on the plantation for
increasing the fertility of the soil
14 Herbicides for controlling weeds
15 Pesticides and insecticides for controlling pests and
insects
16 knap Sac prayer or boom sprayer for spraying
chemicals e.g. pesticides, insecticides and
herbicides
17 Sharp matchet for harvesting plantain bunch
18 Pick ups or trucks for carrying harvested bunchy to
the market.
 249

ENTERPRISE (C)

PLANTAIN FRUIT PROCESSING ENTERPRISE

PROJECT FOCUS: Entrepreneurial competencies in plantain fruit processing enterprise.

PART ONE: General information and personal Data:

Please, you are requested to supply all relevant information to items below:

1. Name of your establishment or school ________________________

2. Sex: Male Female

3. Nature of work

a. Teacher of agriculture

b. Extension Agent

4. Qualification of Respondent

Ph.D

M.Ed

M.Sc

PDGE

B.Ed

B.Sc

HND

OND
 250

PART TWO: (Teachers of Agriculture and Extension Agents only)

Introduction: Please check the response options on the level at which each item below is

required in plantain production enterprise. The response options are:

Very Highly Needed (VHN) = 5 points

Highly Needed (HN) = 4points

Moderately Needed (MN) = 3 points

Slightly Needed (SN) = 2 points

Not Needed (NR) = 1 point

Module A: Competencies in Planning Activities for Plantain Fruits Processing

Teachers and Ext Agents

SN Item Statement VHN HN MN SN NN

1. Formulate specific objectives for plantain fruit

processing
2. Review the objectives of plantain fruits processing
periodically based on market demands and supply
3. Draw up programme plan of activities to cover in
different processing enterprise
4. Decide on the type (small, medium or large) of
plantain processing enterprise to adopt
5. Identify sources of credit for processing enterprise
6. Make budget for plantain processing enterprise
7. Identify relevant material inputs and their
locations
8. Identify different levels of man power needed for
the plantain processing and marketing
9. Make rules and regulations for successful
processing enterprise
10. Identify market outlet for the processed plantain
fruits
11. Identify relevant records to keep for the plantain
processing and marketing enterprise
 251

Module B: Competencies in Plantain Fruit Processing

i. Plantain Fruits Processing into Flour
Teachers and Extension
Agents
Item Statement VHN HN MN SN NN
1. Select unripe plantain fruits
2. Wash the unripe plantain fruits with water to remove
dirt and spray residues
3. Peel the unripe plantain to obtain pulp and keep pulps
in a bowl containing water to avoid turning black
4. Sliced the pulp using knife.
5 Sun-dried the sliced pulp for 2-3 days.
6 Mill the sliced dried pulp using domestic grinding
machines.
7 Sieve the ground pulp to obtain flour
8 Pack the sieve flour and sold to the market
ii. Plantain Fruit Processing into Chips
1 Select unripe plantain fruits as required.
2 Peel the plantain fruits with knife
3 Immerse in a bowl containing water
4 Cut/sliced peeled plantain fruits according to the
desired sizes using appropriate technologies
5 Salt the sliced plantain fruits to taste
6 Heat vegetable oil or palm oil in a frying pan or
electric fryer to about 170OC.
7 Put sliced plantain fruits into the hot oil and fry.
8 Stir constantly until crispy or golden yellow appear
(Plantain chips).
9 Remove the plantain chips into plastic sieve to allow
the oil to drain.
10 Spread chips on clean material to allow the plantain
chips to cool
11 Sort and bag the plantain chips into various sizes
12 Seal with candle flame with the aid of kitchen knife
and Market the products.
 252

iii. Competencies in malt (Non-alcoholic Plantain Drink) Processing

1 Select figs from plantain
2 Mill the figs with appropriate technologies into
powder and keep until required.
3 Reconstitute about 55g (2 heaped tablespoon) of fig
powder in 0.3 litres of water and mix.
4 Set the mixture aside for 5-10 minutes to enable the
component of powder to leach into the water.
5 Filter through muslin clothes, bottled and keep to
sediment allow to sediment.
6 Decant or filter again, add vanilla flavor and
granulated or icing sugar to sweeten the ―malt’
7 Finally bottle, refrigerate and Market the products

iv. Competencies in Plantain Jam Processing

1 Select 2 or 3 riped plantain
2 Blend the ripe plantain with harmer mill and mixed
together with1 cup of granulated sugar
3 Add 200ml or 2 cups of water and mix together.
4 Add 30-35ml lime juice in the mixture.
5 Boil the mixture and allow the formed gel to cool
6 Preserved the gel with sorbic acid and market the
products
v. Competencies in Plantain Fruits Processing into Juice
1 Select some ripe plantain fruits
2 Peel the ripe plantain fruits and blend the pulp with
appropriate technologies.
3 Soak slurry (blended pulp) in hot water for 10 -15
minutes for optimum juice extraction
4 Filter the extracted juice through white muslin
(akamu) cloth
5 Pasteurize the juice by boiling and simmer for 3
minutes

6 Allow to cool, add colour and fill into sterilized

bottles and market the products
vi. Competencies in Plantain Fruits Processing into Ice Cream
1 Select 20-24 ripe plantain fruits
2 Peel the ripe plantain fruits and blend the pulp with
appropriate technologies
 253

3 Soak slurry (blended pulp) in 500ml hot water for 10-

15 minutes for optimum juice extraction
4 Filter the slurring through white muslin (akamu)
cloth.
5 Add 12 eggs (albumum, whisked),
1 cup of icing sugar, a pinch of vanilla powder or few
drops of liquid vanilla flavor essence, 1 tin of milk
and mix thoroughly.
6 Pour the mixture into cream cups or seal in
polyethylene bag.
7 Place in a freezer until required and market the
products
vii. Competencies in Plantain Fruits Processing into Wine

1 Select 2kg ripe/over ripe plantain and 250g plantain

skins (peels)
2 Slice peeled ripe plantain fruits and the peels with
knife
3 Place in a clean, sterilized white cloth bag.
Tie
4 Tie the bag and place into a saucepan (preferably
aluminum)
Add
5 Add 4 litres of water, boil and simmer for 20-30
minutes.
6 Add granulated sugar and fruit juice in the boiled
liquid
7 Apply pressure to extract as much juice as possible
when the bag is cooled.
8 Add the extracted juice to sugar liquor
9 Shake to dissolve the sugar and cool in cold water.
10 Add 1 table spoon or 1 sachet (3g) of yeast and juice
of 1 ripe grape fruit as yeast nutrient at 27-30OC to
extracted juice
11 Record the initial temperature and specific gravity.
12 Keep the extracted juice in jar for a week in a room
temperature.
13 Agitate the jar occasionally by giving it a shake
 254

14 Record the data of temperature, PH and specific

gravity.
15 Collect data until fermentation quickens after about 1
week
16 Plug air lock (fermentation trap) to the fermenter.
17 Put few drops of sterilizing solution into the air lock
to form a U shape
18 Plug the top of the trap with cotton wool to enables
the yeast to undergo an anaerobic method of self-
reproduction.
19 Rack occasionally by siphoning the wine off the lees
of yeast and deposited solids.

20 Sieve the wine with musline cloth to clear of its own

accord; given time, when it does not, you may have
to filter.
21 Bottled the sieve wine as required.
22 Store wine in sterilized bottles and corks.
23 Store finished wine in a rack or bin at 13OC or in a
refrigerator and market the products

Module C: Competencies in Marketing of Processed Plantain Fruits (Flour, Chips, Malt,

Jam, etc)
Teachers and Ext Agents

SN Item Statement VHN HN MN SN NN

1. Carryout market survey for sale of processed plantain
fruits.
2. Package the processed plantain fruits into bags and
grade.
3. Fix prices on the bags based on size and quality
4. Advertise the sales of the processed plantain fruits
5. Identify your customers and invite them for supply.
6. Sell the processed plantain fruits to different buyers
according to grades and quality
7. Help customers transport their goods to their nearest
destination if necessary.
8. Keep record of sales made
9. Reconcile sales and expenditure record to determine
profit or loss.
 255

Module D: Material Needed for Plantain Processing Enterprise

Teachers and Extension Agents

SN Item Statement VHN HN MN SN NN
1 Mature plantain bunches to be used as raw
material for processing
2 Knife for peeling the plantain fruits
3 Mechanical slicer for slicing peeled plantain
fruits
4. Water for washing peeled plantain fruits

5. Cabinet drier for drying sliced plantain fruits

6. Salt for spreading on sliced plantain fruits

7. Sterilized bottles used for keeping juice

8. Bowls for putting water used for washing peeled

plantain fruits
9. Frying pan used for frying plantain chips

10. Hammer mill used for milling the dried sliced

plantain fruits.
11. Sealer or candle knife for sealing the cellophane
bag
12. Trucks for conveyance of processed products to
market
 256

PROJECT FOCUS:

ENTERPRISE (A)

PLANTAIN NURSERY PRACTICE ENTERPRISE

Part One: General Information and personal data:

Please, you are requested to supply all relevant information to items below:

1. Name of your establishment or school ----------------------------------------------

2. Sex: Male Female

3. Nature of work

a. Plantain nursery Farmers

b. Plantain plantation management farming

c. Plantain processor

4. Qualification of Respondent

Part Two

As a plantain farmer, please check the response options that best represents your

option on the level at which each competency item is required by plantain farmers. This

categories is made up of column I and II column 1 is made up of 5 response scale of:

Very Highly Needed (VHN) = 5

Highly Needed (HN) = 4

Moderately Needed (MN) = 3

Slightly Needed (SN) = 2

Not Needed (NN) = 1

Column II – it requires information on the level of performance, of farmer; the response options

are:
 257

Very High Performance (VHP) = 5

Highly Performance (HP) = 4

Moderately Performance (MP) = 3

Slightly Performance (SP) = 2

No Performance (NP) = 1

Module A: Competencies in Planning Needed for Plantain Nursery Enterprises

Nursery farmers only
SN Item Statement VHP HP MP SP NP VHP HP MP SP NP
1. Formulate specific objectives
for the nursery enterprise
2. Review the objectives
periodically based on market
demand and supply
3. Draw up programme plan of
activities to cover
4. Decide on the type (small,
medium, or large) of nursery
enterprise to adopt
5. Identify sources of credit for
nursery enterprise
6. Make budget for the nursery
enterprise
7. Identify the relevant material
inputs and their locations
8. Identify different levels of man
power needed for the nursery
enterprise
9. Establish time for plantain
nursery
10 Make rules and regulations for
successful nursery practice
11 Identify market outlet for the
nursery products
12 Identify relevant records to
keep for nursery enterprise
13 Identify site to purchase for
nursery enterprise
 258

Module B: Competencies in Plantain Nursery Enterprise

A. Competencies in Plantain Pre-nursery

i. Sliced Corm Technique

Nursery farmers only

SN Item Statement VHP HP MP SP NP VHP HP MP SP NP
1 Choose a flat site, free from pests
and diseases for pre-nursery
2 Make a shade with materials toward
off excess heat.

3 Prepare pre-nursery beds or boxes or

trays with polythene bags.
4 Mix carefully top soil and poultry
manure (8:1) that is 8 head pans of
top soil to 1 head pan of poultry
manure
5 Fill the boxes, trays, poly bags with
mixed top soil and poultry manure.
6 Water the soil in the boxes, trays and
polybags.

7 Arrange the poly bags in rows to

form beds
8 Acquire the corms to nurse
9 Slice the corms into sizes of not
more than 2 – 3cm.
10 Arrange the sliced corms in rows in
the boxes or trays and one per
polybags.
11 Apply water at alternate days
especially during dry season.
12 Transfer sprouting corms into the
nursery.
ii. Whole Corm Technique

Nursery farmers only

SN Item Statement VHP HP MP SP NP VHP HP MP SP NP
1 Item Statement
2 Prepare the pre-nursery as in Bi (1 to
7) above
3 Dig out whole corms to nurse and
wash with water.
 259

4 Stripped back the outer leaf sheaths

of each corm with knife.
5 Loose any cover on the bud surface

6 Arrange whole corns in poly bags or

in trays or boxes and cover with soil
or saw dust.
7 Apply water at alternate days.
8 Mulch with dry grasses

9 Observe the buds for sprouting after

6 – 8 days.

10 Remove any weeds on the beds or

trays or polythene bags.

B. Competencies in Plantain Main Nursery

Nursery farmers only

SN Item Statement VHP HP MP SP NP VHP HP MP SP NP
1 Select site that is flat, well drained
and easily accessible.
2 Clear the bush, level and fill
depressions with appropriate
technologies
3 Pack and burn all the thrashes or
heap them in the form or out of the
site.
4 Prepare a shade over the nursery
5 Construct a fence with 1.20 mesh
poultry wire.
6 Collect 8 head pans of top soil to 1
head pan of poultry manure as
standard mixture.

7 Mix the top soil and poultry manure

together very well with shovel or
spade.
8 Provide 400 or 500 gauge black
polythene bags with a centrally
placed perforation at the bottom.
 260

9 Fill the bags with the mixture of top

soil and poultry manure.
10 Arrange the poly bags in rows of
beds on the cleared land
11 Apply water to the soil for one day
and leave for at least one week to
consolidate

12 Open the middle of soil in the

polythene bags.
13 Select the differentiated young
seedlings from pre-nursery (B i or ii
above)
14 Place the sprouted corm with ball
of earth into the hole in the
polythene bags carefully and close
up the base of the sprouted corms
with earth
15 Apply water in the morning and
evening daily.
16 Apply NPK fertilizer 20:10:10
(10gm/plant)
17 Spray with benomil or ash slurry
around the psudostem base and
around plants to prevent insects
from eating the foliage
18 Mulch with partially decomposed
refuse or dry grass.
19 Weed with hoe and hand pick pests
regularly

20 Prune dead leaves from the base of

the seedlings.
21 Harden the seedlings through
gradual removal of the shade.

22 Transfer the seedlings after 6 to 8

weeks into the main plantation and
market the products.
 261

Module C: Competencies Needed for Marketing of Plantain Nursery Seedlings

Nursery farmers only

SN Item Statement VHP HP MP SP NP VHP HP MP SP NP

1. Carryout market survey for sale of

nursery seedlings
2. Assemble the seedlings into sides
or groups according to viability and
vigour
3. Fix price on the seedlings based on
sides and vigour
4. Advertise the seedlings for sale
5. Sell the seedlings to different
buyers
6. Transport the purchased seedlings
to the buyer’s field if necessary
7. Keep records of purchase and sales
made
8. Reconcile sales and expenditure to
determine profit or loss.

Module D: Utilization of Materials Needed for Effective Management in Nursery

Enterprise.
Nursery farmers only

S/N Item Statement VHP HP MP SP NP VHP HP MP SP NP

1. Land for nursery establishment:

Identification, selection and
preparation.
2. Top soil or organic matter for
filling in the polyethene bag for
planting corms.
3. Temporary shade for protecting the
corm in the pre-nursery.
4. Corm as planting materials to be
raised in polyethene bags or tray or
boxes.
5. Saw dust or dry grasses to be used
as light mulch on top of the
polyethene bags.
 262

6. Water tank to be used to store water

for watering the nursery seedlings.
7. Water can to be used for watering
the seedlings.
8. Hose to be used to guide water
from tank to nursery shade.
9 Cutlass for cutting grasses and
preparing the shade.
10 Hoe or shovel for scoping top soil
or organic matter in the container
and for weeding
11 Knife for pruning or removing
scales or slicing the corms from the
nursery
12 Wheel barrow for carrying soil or
organic matter to the nursery shade
13 Polyethene bags/trays/boxes for
holding soil for planting
14 Wire nets for fencing the pre-
nursery off rodents or predators
15 Rake for removing cut grasses out
of the site
16 Palm fronts used to make shade for
nursery seedlings
17 Shade for protecting the plantain
seedlings in the nursery
18 Knife for opening the middle of soil
in the polyethene bags
19 NPK fertilizer to be applied on the
nursery seedlings
20 Ash slurry to be spread around the
seedlings to prevent insects from
eating the foliage
21 Chemicals e.g. pesticides for
controlling insects pest
22 Borne hole to be used as water
source for irrigation
23 Head pan for carrying soil or
organic matter or plantain seedlings
24 Hand fork for pulverizing the soil
or mixing of soil and organic matter
before filling in polyethene bags
25 Hand trowel for transplanting of
plantain seedlings from trays or
 263

boxes into large polyethene bags

26 Secateurs for pruning dead leaves
from the base of the seedlings
27 Polyethene bags/trays/boxes for
putting soil
28 Basket for carrying plantain
seedlings
29 Booth to be wore as protection
30 Hand glove to be wore as
protection
31 Gorgles to be wore as protection
32 Nose mask or respirator to be wore
as protection
33 Knap sac sprayer for spraying
chemicals
 264

PROJECT FOCUS:

ENTERPRISE (B)

PLANTAIN PLANTATION MANAGEMENT ENTERPRISE

Part One: General Information and personal data:

Please, you are requested to supply all relevant information to items below:

1. Name of your establishment or school --------------------------------------------

2. Sex: Male Female

3. Nature of work

a. Plantain nursery Farmers

b. Plantain plantation management farming

c. Plantain processor

4. Qualification of Respondent

Part Two

As a plantain farmer, please check the response options that best represents your

option on the level at which each competency item is required by plantain farmers. This

categories is made up of column I and II column 1 is made up of 5 response scale of:

Very High Needed (VHN) = 5

Highly Needed (HN) = 4

Moderately Needed (MN) = 3

Slightly Needed (SN) = 2

Not Needed (NN) = 1

Column II – it requires information on the level of performance, of farmer; the response options
 265

are:

Very High Performance (VHP) = 5

Highly Performance (HP) = 4

Moderately Performance (MP) = 3

Slightly Performance (SP) = 2

No Performance (NP) = 1

Module A: Competencies in Planning for Plantain Plantation Management Enterprise

Plantain plantation management farmers only

SN Item Statement VHN HN MN SN NN VHP HP MP SP NP

1. Item Statement
2. Formulation of specific objectives
for plantain plantation management
3. Review the objectives of the
plantain plantation enterprise
periodically based on changes in
market demand and supply
4. Draw up programme plan for the
plantain plantation enterprise
5. Decide on the type (small, medium
or large) of plantain plantation
management enterprise to adopt
6. Identify sources of credit for
plantain plantation enterprise
7 Budget for plantain plantation
management.
8 Identify relevant material inputs and
their location (seedlings fertilizers,
pesticides, herbicides) for plantain
plantation enterprise
9 Provide relevant tools and
equipment (vehicles, cutlass, hoe
etc) for use in plantain plantation
enterprise.
10 Identify different levels of man
power needed for plantain
plantation management.
 266

11 Plan all farm operations to make

most efficient use of the available
money.
12 Make rules and regulations for
successful plantain operations.
13 Identify market outlet for the
plantain products.
14 Identify relevant records to keep for
plantain plantation enterprise

Module B: Competencies in Plantain Plantation Establishment

Ai. Land Selection and Preparation:

Plantain plantation management farmers only

SN Item Statement VHN HN MN SN NN VHP HP MP SP NP

1. Select well drained soil rich in

organic matter.
2. Clear the undergrowth of the
selected land with appropriate
technologies.
3. Cut down the trees with appropriate
technologies.
4. Park residues and burn
5. Stump the stems, park off, level and
fill depressions with appropriate
technologies.
6. Lay out the blocks to specification
7 Lay the plots in planting spacing of
3m by 2m along and within the
rows for digging.
8 Dig holes of 30cm by 30cm by
30cm for each plantain sucker.
9 Keep the top soil separated from
bottom soil of the dug holes.
ii. Planting Plantain in the Field

1 Select well differentiated seedling

after 7-8 weeks in the nursery.
2 Remove bottom portion of the
polythene bag with seedlings to 2cm
from the base.
 267

3 Cut the polyethene bag with

seedlings from the top to the
bottom.
4 Place seedlings centrally into the
hole with the two hands and remove
the polyethene bag.
5 Remove the polyethene bag away
from the seedlings.
6 Fill back the hole first with top soil
and then with bottom soil
7 Support the seedlings with top soil
and add more soil if not enough.
8 Press the soil firmly around the
seedlings
9 Place mulch materials around each
planted seedlings
10 Water the seedlings daily.

11 Put wire net at the collar of each

seedling if necessary.
iii. Weeding and Fertilizer Application

a. Weeding

1 Weed as weeds appear with cutlass

or matchet or row weed about three
to four months interval based on the
nature of soil fertility.

2 Intercrop with legumes or cocoyam

in rows at the young age of plantain
or spray weeds with appropriate
herbicides.
3 Prune the dry leaves and use them
as mulch around the base of the
plant.
b. Fertilizer application

1 Apply 300kg/ha of Nitrogen

in form of urea to seedlings
one month after planting at
the rate of milk tin per
plantain plant.

2 Apply 500kg/ha of muriate

 268

of potash 30 days after the

first application of urea at
the rate of small tomato tin
per plantain plant

3 Apply mixed fertilizer of

250gm (N), 100gm (P205)
and 200gm (k) at the rate of
50gm/plant when it starts to
maiden.
iv. Pests and Diseases Control

1 Hand pick pests or insects on

green leaves of plantain
plant.
2 Maintain clean weeding of
plantain plantation.
3 Use bird scaring gun to scare
away birds or animals such
as money
4 Plant resistant variety to
guide against diseases
5 Spray insecticides to destroy
insect or pests.
6 Remove insect or disease
infested leaves and burn.
7 Maintain correct spacing

v. Debudding and Propping

1 Cut the male bud after the
fruit has being set when the
fingers are not coming out.
2. Get a stick that has Y shape

3. Hook the Y stick shape on

fruit stalk
4. Dug the stick firmly into the
soil to provide support of
trunk or fruit until
harvesting.
 269

vi. Harvesting:

1 Identify mature plantain

fruits for harvesting
2 Harvest with sharp matchet
by bending down to cut the
pseudostem
3 Place with a forked stick or a
helper to receive the bunch
4 Cut the pseudostem half
way, then cut the bunch.
5 Cut down the entire
pseudostem and chop
together with the foliage of
the main plant.
6 Spread chooped pseudostem
and foliage over the soil as
mulch for ratoon crop.
7 Collect the harvested
bunches together for airing.
8 Cover the bunch with leaves
half way to allow air inside
the heap.
9 Sell to buyers if it is for
marketing or process if
necessary.

Module C: Competencies In Marketing Of Plantain Fruits

Plantain Plantation Managements Farmers Only
SN Item Statement VHN HN MN SN NN VHP HP MP SP NP

1. Carryout market survey for sale of

plantain bunches
2. Advertise the sales of plantain fruits
3. Identify your customers and invite
them for supply and search for
market
4. Inform customers on the arrival of
plantain products
5. Identify suitable whole sellers and
retail agents
6. Sort the bunches to sizes in the
weigh house.
7 Fix prices based on the weight or
 270

size of the bunches.

8 Sell the plantain bunches to the
buyers .
9 Transport the purchased bunches to
buyers if necessary.
10 Keep records of purchase and sales
made
11 Reconcile sales with cost of
resource input to determine profit or
loss.

Module D: Materials Needed For Plantain Plantation Enterprise

Plantain Plantation Managements Farmers Only
SN Item Statement VHN HN MN SN NN VHP HP MP SP NP
1. Land for planting plantain
seedlings: identification, selection
and preparation
2. Plantain seedlings/suckers to be
used as planting materials in the
field
3. Pegs for holdings ropes for laying
blocks
4. Ropes for determining straight lines
for blocks laying
5. Measuring tape for determining
areas to be used in the plantation
6. Buildings for storing resource
materials and for administrative
purposes
7 Bore hole to be used as sources of
water for irrigation
8 Watering can to be used for
watering the plantation
9 Cutlass for cutting grasses
10 Hoe for removing weeds
11 Wheel barrow for carrying organic
manure and fertilizer to the
plantation site
12 Spade/shovel for carrying soil used
to cover the root of the plantain
13 Fertilizer to be applied on the
 271

plantation for increasing the

fertility of the soil
14 Herbicides for controlling weeds
15 Pesticides and insecticides for
controlling pests and insects
16 knap Sac prayer or boom sprayer
for spraying chemicals e.g.
pesticides, insecticides and
herbicides
17 Sharp matchet for harvesting
plantain bunch
18 Pick ups or trucks for carrying
harvested bunchy to the market.
 272

PROJECT FOCUS:

ENTERPRISE (C)

PLANTAIN FRUITS PROCESSING ENTERPRISE

Part One: General Information and personal data:

Please, you are requested to supply all relevant information to items below:

1. Name of your establishment or school -------------------------------------------------

2. Sex: Male Female

3. Nature of work

a. Plantain nursery Farmers

b. Plantain plantation management farming

c. Plantain processor

4. Qualification of Respondent

Part Two

As a plantain farmer, please check the response options that best represents your

option on the level at which each competency item is required by plantain farmers. This

categories is made up of column I and II column 1 is made up of 5 response scale of:

Very Highly Needed (VHN) = 5

Highly Needed (HN) = 4

Moderately Needed (MN) = 3

Slightly Needed (SN) = 2

No Needed (NN) = 1

Column II – it requires information on the level of performance, of farmer; the response options

are:
 273

Very High Performance (VHP) = 5

Highly Performance (HP) = 4

Moderately Performance (MP) = 3

Slightly Performance (SP) = 2

No Performance (NP) = 1

Module A: Competencies in Planning Activities for Plantain Fruits Processing

Plantain possessors farmers only

SN Item Statement VHN HN MN SN NN VHP HP MP SP NP

1. Formulate specific objectives for

plantain fruit processing
2. Review the objectives of plantain
fruits processing periodically
based on market demands and
supply
3. Draw up programme plan of
activities to cover different
processing enterprise
4. Decide on the type (small,
medium or large) of plantain
processing enterprise to adopt
5. Identify sources of credit for
processing enterprise
6. Make budget for plantain
processing enterprise
7. Identify relevant material inputs
and their locations
8. Identify different levels of man
power needed for the plantain
processing and marketing
9. Make rules and regulations for
successful processing enterprise
10. Identify market outlet for the
processed plantain fruits
11. Identify relevant records to keep
for the plantain processing and
marketing enterprise
 274

Module B: Competencies in Plantain Fruit Processing

i. Plantain Fruits Processing into Flour

Plantain possessors only
Item Statement VHN HN MN SN NN VHP HP MP SP NP
1. Select unripe plantain fruits
2. Wash the unripe plantain fruits
with water to remove dirt and
spray residues
3. Peel the unripe plantain to obtain
pulp and keep pulps in a bowl
containing water to avoid turning
black
4. Sliced the pulp using knife.
5 Sun-dried the sliced pulp for 2-3
days.
6 Mill the sliced dried pulp using
domestic grinding machines.
7 Sieve the ground pulp to obtain
flour
8 Pack the sieve flour and sold to
the market
ii. Plantain Fruit Processing into Chips
1 Select unripe plantain fruits
as required.
2 Peel the plantain fruits with
knife
3 Immerse in a bowl
containing water
4 Cut/sliced peeled plantain
fruits according to the
desired sizes using
appropriate technologies
5 Salt the sliced plantain fruits
to taste
6 Heat vegetable oil or palm
oil in a frying pan or electric
fryer to about 170OC.
7 Put sliced plantain fruits into
the hot oil and fry.
8 Stir constantly until crispy or
golden yellow appear
(Plantain chips).
 275

9 Remove the plantain chips

into plastic sieve to allow the
oil to drain.
10 Spread chips on clean
material to allow the plantain
chips to cool
11 Sort and bag the plantain
chips into various sizes
12 Seal with candle flame with
the aid of kitchen knife and
Market the products.
C. Competencies in Malt (Non-alcoholic Plantain Drink) Processing
1 Select figs from plantain
2 Mill the figs with
appropriate technologies
into powder and keep until
required.
3 Reconstitute about 55g (2
heaped tablespoon) of fig
powder in 0.3 litres of water
and mix.
4 Set the mixture aside for 5-
10 minutes to enable the
component of powder to
leach into the water.
5 Filter through muslin
clothes, bottled and keep to
sediment allow to sediment.
6 Decant or filter again, add
vanilla flavor and
granulated or icing sugar to
sweeten the ―malt’
7 Finally bottle, refrigerate and
Market the products
D. Competencies in Plantain Jam Processing
1 Select 2 or 3 riped plantain
2 Blend the ripe plantain with
harmer mill and mixed
together with1 cup of
granulated sugar
3 Add 200ml or 2 cups of
water and mix together.
4 Add 30-35ml lime juice in
the mixture.
 276

5 Boil the mixture and allow

the formed gel to cool
6 Preserved the gel with sorbic
acid and market the products
v. Competencies in Plantain Fruits Processing into Juice
1 Select some ripe plantain
fruits
2 Peel the ripe plantain fruits
and blend the pulp with
appropriate technologies.
3 Soak slurry (blended pulp) in
hot water for 10 -15 minutes
for optimum juice extraction
4 Filter the extracted juice
through white muslin
(akamu) cloth
5 Pasteurize the juice by
boiling and simmer for 3
minutes

6 Allow to cool, add colour

and fill into sterilized bottles
and market the products
vi. Competencies in plantain fruits processing into ice cream
1 Select 20-24 ripe plantain
fruits
2 Peel the ripe plantain fruits
and blend the pulp with
appropriate technologies
3 Soak slurry (blended pulp) in
500ml hot water for 10-15
minutes for optimum juice
extraction
4 Filter the slurring through
white muslin (akamu) cloth.
5 Add 12 eggs (albumum,
whisked),
1 cup of icing sugar, a pinch
of vanilla powder or few
drops of liquid vanilla
flavor essence, 1 tin of milk
and mix thoroughly.
6 Pour the mixture into cream
cups or seal in polyethylene
 277

bag.
7 Place in a freezer until
required & market the
product
vii. Competencies in Plantain Fruits Processing into Wine
1 Select 2kg ripe/over ripe
plantain and 250g plantain
skins (peels)
2 Slice peeled ripe plantain fruits
and the peels with knife
3 Place in a clean, sterilized
white cloth bag.
Tie4 Tie the bag and place into a
saucepan (preferably
aluminum)
Add5 Add 4 litres of water, boil and
simmer for 20-30 minutes.
6 Add granulated sugar and fruit
juice in the boiled liquid
7 Apply pressure to extract as
much juice as possible when
the bag is cooled.
8 Add the extracted juice to
sugar liquor
9 Shake to dissolve the sugar and
cool in cold water.
10 Add 1 table spoon or 1
sachet (3g) of yeast and
juice of 1 ripe grape fruit as
yeast nutrient at 27-30OC to
extracted juice
11 Record the initial
temperature and
specific gravity.
12 Keep the extracted juice in
jar for a week in a
room temperature.
13 Agitate the jar occasionally
by giving it a shake
14 Record the data of
temperature, PH and specific
gravity.
15 Collect data until
fermentation quickens after
 278

about 1 week
16 Plug air lock (fermentation
trap) to the fermenter.
17 Put few drops of sterilizing
solution into the air lock to
form a U shape
18 Plug the top of the trap with
cotton wool to enables the
yeast to undergo an
anaerobic method of self-
reproduction.
19 Rack occasionally by
siphoning the wine off the
lees of yeast and deposited
solids.

20 Sieve the wine with musline

cloth to clear of its own
accord; given time, when it
does not, you may have to
filter.
21 Bottled the sieve wine as
required.
22 Store wine in sterilized
bottles and corks.
23 Store finished wine in a rack
or bin at 13OC or in a
refrigerator and market the
products

Module C: Competencies in Marketing of Processed Plantain Fruits (Flour, Chips, Malt,

Jam, Etc)
Farmers Only

S Item Statement VHN HN MN SN NN VHP HP MP SP NP

N
1. Carryout market survey for sale of
processed plantain fruits.
2. Package the processed plantain
fruits into bags and grade.
3. Fix prices on the bags based on
size and quality
4. Advertise the sales of the
processed plantain fruits
 279

5. Identify your customers and invite

them for supply.
6. Sell the processed plantain fruits
to different buyers according to
grades and quality
7. Help customers transport their
goods to their nearest destination
if necessary.
8. Keep record of sales made
9. Reconcile sales and expenditure
record to determine profit or loss.

Module D: Material Utilization For Plantain Processing Enterprise

Farmers Only

SN Item Statement VHN HN MN SN NN VHP HP MP SP NP

1. Mature plantain bunches to be
used as raw material for
processing
2. Knife for peeling the plantain
fruits
3. Mechanical slicer for slicing
peeled plantain fruits
4. Water for washing peeled
plantain fruits
5. Cabinet drier for drying sliced
plantain fruits
6. Salt for spreading on sliced
plantain fruits
7. Sterilized bottles used for
keeping juice
8. Bowls for putting water used for
washing peeled plantain fruits
9. Frying pan used for frying
plantain chips
10 Hammer mill used for milling
the dried sliced plantain fruits.
11 Sealer or candle knife for sealing
the cellophane bag
12 Trucks for conveyance of
processed products to market
 280

APPENDIX H

INSTRUMENT ON TRAINING MODULE

Competencies in Training Needed by Trainers for Training Secondary School

Graduates for success in employment and retraining farmers in any
Plantain Enterprise

A. Planning for Training

Teachers and Extension
Agents
S/N Item Statement VHN HN MN SN NN

1. Structure the plantain programme (nursery, plantation,

processing and marketing) contents into topics or
units
2. Arrange the topics or units sequentially in order of
presentation
3. State the objectives to be achieved by each topic or
unit for any plantain enterprise.
4. Identify materials needed for training in each unit of
the enterprise
5. Select relevant available materials for training in each
units of the plantain enterprise
6. Identify relevant methods for teaching each topic or
unit
All
7. Select relevant methods for teaching each topic or unit
8. Write down the plantain programme concepts, facts or
generalizations to be learnt.
9 Identify competency performance of plantain
programme units needed to develop
10 State instructors and learners activities.
11 Identify appropriate evaluation technique for each
content area
B Training procedure to be adopted by trainers

12 Teach trainees from known to unknown using plantain

programme units or topics
13 Explain the facilities to be used by the trainer for
training each trainee in each in competency area of the
plantain programme
 281

14 Deliver the contents step by step in logical order to the

trainees
15 Demonstrate the competencies while the trainees
observed during step by step teaching
16 Request the trainees to practice what the instructor
demonstrated while the instructor observes them
17 Correct wrong practices made by the trainees
18 Encourage repetitive practice of knowledge and skills
learnt
19 Test the practice of a group of related competencies
toward achieving of the objectives
20 Provide the trainees information about their
performance
21 Encourage visit to other plantain programme
establishments, write a report and submit to the
instructor for a feedback system
22 Teach the trainee money management and investment
procedure into their enterprise
23 Teach the trainees sources of fund for investment into
the enterprise/programmes
24 Teach the trainees how to manage risk in the
enterprises through insurance policy
25 Teach trainee salvage value of materials that can be
resold for improving investment into the enterprise
26 Teach the trainees knowledge of profit and loss
account
 282

APPENDIX I

FORMAT FOR PACKAGING THE PROGRAMMES

The format used for packaging the 3 plantain programmes namely (plantain nursery,

plantation management processing and marketing) enterprise were as follows:

 Name of programme

 Objective of the programme

 Modules and their corresponding competencies

 Materials needed

 Assessment techniques for effectiveness (for farm managers only)

 Training competencies
 283

APPENDIX J

PROGRAMME 1:

PACKAGED PROGRAMME ON ENTREPRENEURIAL COMPETENCY IN

PLANTAIN NURSERY ENTERPRISE

1. Name of Programme: Plantain Nursery enterprise

2. objectives of the programme: The objectives of the programme are:
i. To train secondary school graduates for employment in plantain nursery
ii. To retrain farmers in nursery for proficiency on the job
3. Content of the programe: Modules and their corresponding competencies.
Module A: Planning for plantain nursery enterprise
Competency elements:
1. Formulation of specific objectives for plantain plantation management
2. Review the objectives of the plantain plantation enterprise periodically based on
changes in market demand and supply
3. Draw up programme plan for the plantain plantation enterprise
4. Decide on the type (small, medium or large) of plantain plantation management
enterprise to adopt
5. Identify sources of credit for plantain plantation enterprise
6. Budget for plantain plantation management.
7 Identify relevant material inputs and their location (seedlings fertilizers, pesticides,
herbicides) for plantain plantation enterprise
8 Provide relevant tools and equipment (vehicles, cutlass, hoe etc) for use in plantain
plantation enterprise.
9 Identify different levels of man power needed for plantain plantation management.
10 Plan all farm operations to make most efficient use of the available money.
11 Make rules and regulations for successful plantain operations.
 284

12 Identify market outlet for the plantain products.

13 Identify relevant records to keep for plantain plantation enterprise
14 Identify a site for plantain plantation enterprise

Module B: Plantain Pre-nursery

Bi. Sliced corn techniques
Competency Elements:
1 Choose a flat site, free from pests and diseases for pre-nursery
2 Make a shade with materials toward off excess heat.
3 Prepare pre-nursery beds or boxes or trays with polythene bags.
4 Mix carefully top soil and poultry manure (8:1) that is 8 head pans of top soil to 1
head pan of poultry manure
5 Fill the boxes, trays, poly bags with mixed top soil and poultry manure.
6 Water the soil in the boxes, trays and polybags.

7 Arrange the poly bags in rows to form beds

8 Acquire the corms to nurse
9 Slice the corms into sizes of not more than 2 – 3cm.
10 Arrange the sliced corms in rows in the boxes or trays and one per polybags.
11 Apply water at alternate days especially during dry season.
12 Transfer sprouting corms into the nursery.

Bii. Whole corm Techniques

Competency Elements:
1 Prepare the pre-nursery as in Bi (1 to 7) above
2 Dig out whole corms to nurse and wash with water.
3 Stripped back the outer leaf sheaths of each corm with knife.
4 Loose any cover on the bud surface
5 Arrange whole corns in poly bags or in trays or boxes and cover with soil or saw
 285

dust.
6 Apply water at alternate days.
7 Mulch with dry grasses
8 Observe the buds for sprouting after 6 – 8 days.
9 Remove any weeds on the beds or trays or polythene bags.
10 Transfer sprouted beds into nursery.

Module C: Plantain Main Nursery

Competency Elements:
1 Select site that is flat, well drained and easily accessible.
2 Clear the bush, level and fill depressions with appropriate technologies
3 Pack and burn all the thrashes or heap them in the form or out of the site.
4 Prepare a shade over the nursery
5 Construct a fence with 1.20 mesh poultry wire.
6 Collect 8 head pans of top soil to 1 head pan of poultry manure as standard mixture.
7 Mix the top soil and poultry manure together very well with shovel or spade.
8 Provide 400 or 500 gauge black polythene bags with a centrally placed perforation at
the bottom.
9 Fill the bags with the mixture of top soil and poultry manure.
10 Arrange the poly bags in rows of beds on the cleared land
11 Apply water to the soil for one day and leave for at least one week to consolidate

12 Open the middle of soil in the polythene bags.

13 Select the differentiated young seedlings from pre-nursery (i or ii above)
14 Place the sprouted corm with ball of earth into the hole in the polythene bags carefully
and close up the base of the sprouted corms with earth
15 Apply water in the morning and evening daily.
16 Apply NPK fertilizer 20:10:10 (10gm/plant)
17 Spray with benomil or ash slurry around the psudostem base and around plants to
 286

prevent insects from eating the foliage

18 Mulch with partially decomposed refuse or dry grass.
19 Weed with hoe and hand pick pests regularly
20 Prune dead leaves from the base of the seedlings.
21 Harden the seedlings through gradual removal of the shade.

22 Transfer the seedlings after 6 to 8 weeks into the main plantation and market the
products.

Module D: Marketing of Plantain Nursery Seedlings

1. Carryout market survey for sale of nursery seedlings
2. Assemble the seedlings into sides or groups according to viability and vigour
3. Fix price on the seedlings based on sides and vigour
4. Advertise the seedlings for sale
5. Sell the seedlings to different buyers
6. Transport the purchased seedlings to the buyer’s field if necessary
7. Keep records of purchase and sales made
8. Reconcile sales and expenditure to determine profit or loss.

4. Materials Needed:
a. Personnel needed for the programme: Plantain managers, trainers, technicians,
labour providers, marketers, clerical officers, messengers/attendants
b. Material Resources Needed
1. Land for nursery establishment: Identification, selection and preparation.
2. Top soil or organic matter for filling in the polyethene bag for planting corms.
3. Temporary shade for protecting the corm in the pre-nursery.
4. Corm as planting materials to be raised in polyethene bags or tray or boxes.
5. Saw dust or dry grasses to be used as light mulch on top of the polyethene bags.
6. Water tank to be used to store water for watering the nursery seedlings.
7. Water can to be used for watering the seedlings.
 287

8. Hose to be used to guide water from tank to nursery shade.

9 Cutlass for cutting grasses and preparing the shade.
10 Hoe or shovel for scoping top soil or organic matter in the container and for
weeding
11 Knife for pruning or removing scales or slicing the corms from the nursery
12 Wheel barrow for carrying soil or organic matter to the nursery shade
13 Polyethene bags/trays/boxes for holding soil for planting
14 Wire nets for fencing the pre-nursery off rodents or predators
15 Rake for removing cut grasses out of the site
16 Palm fronts used to make shade for nursery seedlings
17 Shade for protecting the plantain seedlings in the nursery
18 Knife for opening the middle of soil in the polyethene bags
19 NPK fertilizer to be applied on the nursery seedlings
20 Ash slurry to be spread around the seedlings to prevent insects from eating the
foliage
21 Chemicals e.g. pesticides for controlling insects pest
22 Borne hole to be used as water source for irrigation
23 Head pan for carrying soil or organic matter or plantain seedlings
24 Hand fork for pulverizing the soil or mixing of soil and organic matter before
filling in polyethene bags
25 Hand trowel for transplanting of plantain seedlings from trays or boxes into large
polyethene bags
26 Secateurs for pruning dead leaves from the base of the seedlings
27 Polyethene bags/trays/boxes for putting soil
28 Basket for carrying plantain seedlings
29 Booth to be wore as protection
30 Hand glove to be wore as protection
31 Gorgles to be wore as protection
 288

32 Nose mask or respirator to be wore as protection

33 Knap sac sprayer for spraying chemicals

5. Assessment techniques for effectiveness (for farm managers only)

Assessing trainees for effectiveness at the discretion of trainers using the following:
i. Observation
ii. Rating scale on individual basis
iii. Use quality of production to judge performance
6. Training Modules (for trainers at skill acquisition centres only)
1. Structure the plantain programme (nursery, plantation, processing and marketing)
contents into topics or units
2. Arrange the topics or units sequentially in order of presentation
3. State the objectives to be achieved by each topic or unit for any plantain enterprise
4. Identify materials needed for training in each unit of the enterprise
5. Select relevant available materials for training in each units of the plantain enterprise
6. Identify relevant methods for teaching each topic or unit
All
7. Select relevant methods for teaching each topic or unit
8. Write down the plantain programme concepts, facts or generalizations to be learnt.
9 Identify competency performance of plantain programme units needed to develop
10 State instructors and learners activities.
11 Identify appropriate evaluation technique for each content area
12 Teach trainees from known to unknown using plantain programme units or topics
13 Explain the facilities to be used by the trainer for training each trainee in each in
competency area of the plantain programme
14 Deliver the contents step by step in logical order to the trainees
15 Demonstrate the competencies while the trainees observed during step by step
teaching
16 Request the trainees to practice what the instructor demonstrated while the instructor
observes them
17 Correct wrong practices made by the trainees
 289

18 Encourage repetitive practice of knowledge and skills learnt

19 Test the practice of a group of related competencies toward achieving of the
objectives
20 Provide the trainees information about their performance
21 Encourage visit to other plantain programme establishments, write a report and
submit to the instructor for a feedback system
22 Teach the trainee money management and investment procedure into their enterprise
23 Teach the trainees sources of fund for investment into the enterprise/programmes
24 Teach the trainees how to manage risk in the enterprises through insurance policy
25 Teach trainee salvage value of materials that can be resold for improving investment
into the enterprise
26 Teach the trainees knowledge of profit and loss account
 290

APPENDIX K

PROGRAMME 2:

PACKAGED PROGRAMME ON ENTREPRENEURIAL COMPETENCY IN

PLANTAIN PLANTATION ENTERPRISE

1. Name of Programme: Plantain Plantation Management

2. Objectives of the Programme: The objectives of the programme are:
a. To train secondary school graduates for employment in plantain plantation
management
b. To retrain farmers in plantain plantation management for proficiency on the job
3. Content of the programme: Modules and their corresponding competencies
Module A: Planning for plantain plantation management enterprise
Competency Elements:
1. Formulation of specific objectives for plantain plantation management
2. Review the objectives of the plantain plantation enterprise periodically based on
changes in market demand and supply
3. Draw up programme plan for the plantain plantation enterprise
4. Decide on the type (small, medium or large) of plantain plantation management
enterprise to adopt
5. Identify sources of credit for plantain plantation enterprise
6. Budget for plantain plantation management.
7 Identify relevant material inputs and their location (seedlings fertilizers, pesticides,
herbicides) for plantain plantation enterprise
8 Provide relevant tools and equipment (vehicles, cutlass, hoe etc) for use in plantain
plantation enterprise.
9 Identify different levels of man power needed for plantain plantation management.
 291

10 Plan all farm operations to make most efficient use of the available money.
11 Make rules and regulations for successful plantain operations.
12 Identify market outlet for the plantain products.
13 Identify relevant records to keep for plantain plantation enterprise
14 Identify a site for plantain plantation enterprise

Module B: Plantain Plantation Establishment

i. Land selection and preparation
Competency Elements:
1. Select well drained soil rich in organic matter.

2. Clear the undergrowth of the selected land with appropriate technologies.

3. Cut down the trees with appropriate technologies.

4. Park residues and burn

5. Stump the stems, park off, level and fill depressions with appropriate technologies.

6. Lay out the blocks to specification

7 Lay the plots in planting spacing of 3m by 2m along and within the rows for digging.

8 Dig holes of 30cm by 30cm by 30cm for each plantain sucker.

9 Keep the top soil separated from bottom soil of the dug holes.

ii. Planting plantain in the field

Competency Elements:
1 Select well differentiated seedling after 7-8 weeks in the nursery.
2 Remove bottom portion of the polythene bag with seedlings to 2cm from the base.
3 Cut the polyethene bag with seedlings from the top to the bottom.
4 Place seedlings centrally into the hole with the two hands and remove the polyethene
bag.
5 Remove the polyethene bag away from the seedlings.
 292

6 Fill back the hole first with top soil and then with bottom soil
7 Support the seedlings with top soil and add more soil if not enough.
8 Press the soil firmly around the seedlings
9 Place mulch materials around each planted seedlings
10 Water the seedlings daily.
11 Put wire net at the collar of each seedling if necessary.
C. Weeding and fertilizer application
i. Weeding
Competency Elements:
1 Weed as weeds appear with cutlass or matchet or row weed about three to four months
interval based on the nature of soil fertility.
2 Intercrop with legumes or cocoyam in rows at the young age of plantain or spray weeds
with appropriate herbicides.
3 Prune the dry leaves and use them as mulch around the base of the plant.
b. Fertilizer Application
Competency Elements:
1 Apply 300kg/ha of Nitrogen in form of urea to seedlings one month after planting at
the rate of milk tin per plantain plant.
2 Apply 500kg/ha of muriate of potash 30 days after the first application of urea at the
rate of small tomato tin per plantain plant

3 Apply mixed fertilizer of 250gm (N), 100gm (P205) and 200gm (k) at the rate of
50gm/plant when it starts to maiden.
iv. Pest and diseases control
Competency Elements:
1 Hand pick pests or insects on green leaves of plantain plant.
2 Maintain clean weeding of plantain plantation.
3 Use bird scaring gun to scare away birds or animals such as money
 293

4 Plant resistant variety to guide against diseases

5 Spray insecticides to destroy insect or pests.
6 Remove insect or disease infested leaves and burn.
7 Maintain correct spacing
v. Debudding and Probbing
Competency Elements:
1 Cut the male bud after the fruit has being set when the fingers are not coming out.
2 Get a stick that has Y shape
3 Hook the Y stick shape on fruit stalk
4 Dug the stick firmly into the soil to provide support of trunk or fruit until harvesting.

vi. Harvesting
Competency Elements:
1 Identify mature plantain fruits for harvesting
2 Harvest with sharp matchet by bending down to cut the pseudostem
3 Place with a forked stick or a helper to receive the bunch
4 Cut the pseudostem half way, then cut the bunch.
5 Cut down the entire pseudostem and chop together with the foliage of the main
plant.
6 Spread chooped pseudostem and foliage over the soil as mulch for ratoon crop.
7 Collect the harvested bunches together for airing.
8 Cover the bunch with leaves half way to allow air inside the heap.
9 Sell to buyers if it is for marketing or process if necessary.
Module C: Marketing of plantain fruits
Competency Elements
1 Identify mature plantain fruits for harvesting
2 Harvest with sharp matchet by bending down to cut the pseudostem
 294

3 Place with a forked stick or a helper to receive the bunch

4 Cut the pseudostem half way, then cut the bunch.
5 Cut down the entire pseudostem and chop together with the foliage of the main plant.
6 Spread chooped pseudostem and foliage over the soil as mulch for ratoon crop.
7 Collect the harvested bunches together for airing.
8 Cover the bunch with leaves half way to allow air inside the heap.
9 Sell to buyers if it is for marketing or process if necessary.
4. Materials Needed
i Personnel needed for the programme:
Planning managers, trainers technicians/labour providers, marketers, clerical
officers, messengers/attendants
ii. Material resource inputs needed
1. Land for planting plantain seedlings: identification, selection and preparation

2. Plantain seedlings/suckers to be used as planting materials in the field

3. Pegs for holdings ropes for laying blocks

4. Ropes for determining straight lines for blocks laying

5. Measuring tape for determining areas to be used in the plantation

6. Buildings for storing resource materials and for administrative purposes

7 Bore hole to be used as sources of water for irrigation

8 Watering can to be used for watering the plantation

9 Cutlass for cutting grasses

10 Hoe for removing weeds

11 Wheel barrow for carrying organic manure and fertilizer to the plantation site

12 Spade/shovel for carrying soil used to cover the root of the plantain

13 Fertilizer to be applied on the plantation for increasing the fertility of the soil
 295

14 Herbicides for controlling weeds

15 Pesticides and insecticides for controlling pests and insects

16 knap Sac prayer or boom sprayer for spraying chemicals e.g. pesticides,

insecticides and herbicides

17 Sharp matchet for harvesting plantain bunch

18 Pick ups or trucks for carrying harvested bunchy to the market.

5. Assessment techniques for effectiveness (for farm managers only)

Assessing trainers for effectiveness at the discretion of trainers using the following:
i. Observation
ii. Rating Scale on individual basis
C. Use quality of production to judge farmers
6. Training Modules (for trainers at skill acquisition centres only)
1. Structure the plantain programme (nursery, plantation, processing and marketing)
contents into topics or units
2. Arrange the topics or units sequentially in order of presentation
3. State the objectives to be achieved by each topic or unit for any plantain enterprise
4. Identify materials needed for training in each unit of the enterprise
5. Select relevant available materials for training in each units of the plantain enterprise
6. Identify relevant methods for teaching each topic or unit
All
7. Select relevant methods for teaching each topic or unit
8. Write down the plantain programme concepts, facts or generalizations to be learnt.
9 Identify competency performance of plantain programme units needed to develop
10 State instructors and learners activities.
11 Identify appropriate evaluation technique for each content area
12 Teach trainees from known to unknown using plantain programme units or topics
 296

13 Explain the facilities to be used by the trainer for training each trainee in each in
competency area of the plantain programme
14 Deliver the contents step by step in logical order to the trainees
15 Demonstrate the competencies while the trainees observed during step by step
teaching
16 Request the trainees to practice what the instructor demonstrated while the instructor
observes them
17 Correct wrong practices made by the trainees
18 Encourage repetitive practice of knowledge and skills learnt
19 Test the practice of a group of related competencies toward achieving of the
objectives
20 Provide the trainees information about their performance
21 Encourage visit to other plantain programme establishments, write a report and
submit to the instructor for a feedback system
22 Teach the trainee money management and investment procedure into their
enterprise
23 Teach the trainees sources of fund for investment into the enterprise/programmes
24 Teach the trainees how to manage risk in the enterprises through insurance policy
25 Teach trainee salvage value of materials that can be resold for improving investment
into the enterprise
26 Teach the trainees knowledge of profit and loss account
 297

APPENDIX L

PROGRAMME 3:

PACKAGED PROGRAMME ON ENTREPRENEURIAL COMPETENCY IN

PLANTAIN FRUITS PROCESSING & MARKETING ENTERPRISE

1. Name of programme: Plantain processing and marketing

2. Objectives of the Programme: The objectives of the programme are:
a. To train secondary school graduates for employment in processing and marketing
plantain products
b. To retrain farmers in plantain processing and marketing for proficiency on the job.
Module A: Planning for plantain processing and marketing enterprise competency
elements:
1. Formulate specific objectives for plantain fruit processing
2. Review the objectives of plantain fruits processing periodically based on market
demands and supply
3. Draw up programme plan of activities to cover different processing enterprise
4. Decide on the type (small, medium or large) of plantain processing enterprise to
adopt
5. Identify sources of credit for processing enterprise
6. Make budget for plantain processing enterprise
7. Identify relevant material inputs and their locations
8. Identify different levels of man power needed for the plantain processing and
marketing
9. Make rules and regulations for successful processing enterprise
10 Identify market outlet for the processed plantain fruits
11 Identify relevant records to keep for the plantain processing and marketing
enterprise
 298

Module B: Plantain fruit processing

i. Plantain fruit processing into flour
Competency Elements:
1. Select unripe plantain fruits
2. Wash the unripe plantain fruits with water to remove dirt and spray residues
3. Peel the unripe plantain to obtain pulp and keep pulps in a bowl containing water to
avoid turning black
4. Sliced the pulp using knife.
5 Sun-dried the sliced pulp for 2-3 days.
6 Mill the sliced dried pulp using domestic grinding machines.
7 Sieve the ground pulp to obtain flour
8 Pack the sieve flour and sold to the market

ii. Plantain Fruits processing into chips

Competency Elements:
ii. Plantain Fruit Processing into Chips
1 Select unripe plantain fruits as required.
2 Peel the plantain fruits with knife
3 Immerse in a bowl containing water
4 Cut/sliced peeled plantain fruits according to the desired sizes using appropriate
technologies
5 Salt the sliced plantain fruits to taste
6 Heat vegetable oil or palm oil in a frying pan or electric fryer to about 170OC.
7 Put sliced plantain fruits into the hot oil and fry.
8 Stir constantly until crispy or golden yellow appear (Plantain chips).
9 Remove the plantain chips into plastic sieve to allow the oil to drain.
10 Spread chips on clean material to allow the plantain chips to cool
11 Sort and bag the plantain chips into various sizes
 299

12 Seal with candle flame with the aid of kitchen knife and Market the products.
iii. Plantain fruit processing into Malt (Non-alcoholic drink)
Competency Elements:
1 Select figs from plantain
2 Mill the figs with appropriate technologies into powder and keep until required.
3 Reconstitute about 55g (2 heaped tablespoon) of fig powder in 0.3 litres of water and
mix.
4 Set the mixture aside for 5-10 minutes to enable the component of powder to leach into
the water.
5 Filter through muslin clothes, bottled and keep to sediment allow to sediment.
6 Decant or filter again, add vanilla flavor and granulated or icing sugar to sweeten the
―malt’
7 Finally bottle, refrigerate and Market the products

iv. Plantain Fruits Processing into Jam

Competency Elements
1 Select 2 or 3 riped plantain
2 Blend the ripe plantain with harmer mill and mixed together with1 cup of granulated
sugar
3 Add 200ml or 2 cups of water and mix together.
4 Add 30-35ml lime juice in the mixture.
5 Boil the mixture and allow the formed gel to cool
6 Preserved the gel with sorbic acid and market the products

v. Plantain Fruits Processing into Juice

Competency Elements
1 Select some ripe plantain fruits
2 Peel the ripe plantain fruits and blend the pulp with appropriate technologies.
3 Soak slurry (blended pulp) in hot water for 10 -15 minutes for optimum juice extraction
4 Filter the extracted juice through white muslin (akamu) cloth
 300

5 Pasteurize the juice by boiling and simmer for 3 minutes

6 Allow to cool, add colour and fill into sterilized bottles and market the products
vi. Plantain Fruits Processing into Ice Cream
Competency Elements:
1 Select 20-24 ripe plantain fruits
2 Peel the ripe plantain fruits and blend the pulp with appropriate technologies
3 Soak slurry (blended pulp) in 500ml hot water for 10-15 minutes for optimum juice
extraction
4 Filter the slurring through white muslin (akamu) cloth.
5 Add 12 eggs (albumum, whisked), 1 cup of icing sugar, a pinch of vanilla powder or
few drops of liquid vanilla flavor essence, 1 tin of milk and mix thoroughly.
6 Pour the mixture into cream cups or seal in polyethylene bag.
7 Place in a freezer until required and market the products

vii. Plantain Fruits Processing into Wine

Competency Elements:
1 Select 2kg ripe/over ripe plantain and 250g plantain skins (peels)
2 Slice peeled ripe plantain fruits and the peels with knife
3 Place in a clean, sterilized white cloth bag.
Tie
4 Tie the bag and place into a saucepan (preferably aluminum)
Add
5 Add 4 litres of water, boil and simmer for 20-30 minutes.
6 Add granulated sugar and fruit juice in the boiled liquid
7 Apply pressure to extract as much juice as possible when the bag is cooled.
8 Add the extracted juice to sugar liquor
9 Shake to dissolve the sugar and cool in cold water.
10 Add 1 table spoon or 1 sachet (3g) of yeast and juice of 1 ripe grape fruit as yeast
nutrient at 27-30OC to extracted juice
11 Record the initial temperature and specific gravity.
 301

12 Keep the extracted juice in jar for a week in a room temperature.

13 Agitate the jar occasionally by giving it a shake
14 Record the data of temperature, PH and specific gravity.
15 Collect data until fermentation quickens after about 1 week
16 Plug air lock (fermentation trap) to the fermenter.
17 Put few drops of sterilizing solution into the air lock to form a U shape
18 Plug the top of the trap with cotton wool to enables the yeast to undergo an anaerobic
method of self-reproduction.
19 Rack occasionally by siphoning the wine off the lees of yeast and deposited solids.

20 Sieve the wine with musline cloth to clear of its own accord; given time, when it does
not, you may have to filter.
21 Bottled the sieve wine as required.
22 Store wine in sterilized bottles and corks.
23 Store finished wine in a rack or bin at 13OC or in a refrigerator and market the
products
Module C: Marketing of processed plantain fruits (flour, chips malt etc)
Competency Elements:
1. Carryout market survey for sale of processed plantain fruits.
2. Package the processed plantain fruits into bags and grade.
3. Fix prices on the bags based on size and quality
4. Advertise the sales of the processed plantain fruits
5. Identify your customers and invite them for supply.
6. Sell the processed plantain fruits to different buyers according to grades and quality
7. Help customers transport their goods to their nearest destination if necessary.
8. Keep record of sales made
9. Reconcile sales and expenditure record to determine profit or loss.
4. Material Needed:
i. Personnel needed for the programme plantain managers, trainers,
technicians/labour providers, marketers/clerical officer, messengers/attendants
 302

Material resources needed:

1 Mature plantain bunches to be used as raw material for processing
2 Knife for peeling the plantain fruits
3 Mechanical slicer for slicing peeled plantain fruits
4 Water for washing peeled plantain fruits
5 Cabinet drier for drying sliced plantain fruits
6 Salt for spreading on sliced plantain fruits
7 Sterilized bottles used for keeping juice
8 Bowls for putting water used for washing peeled plantain fruits
9 Frying pan used for frying plantain chips
10 Hammer mill used for milling the dried sliced plantain fruits.
11 Sealer or candle knife for sealing the cellophane bag
12 Trucks for conveyance of processed products to market
5. Assessment techniques for effectiveness (for farm managers only)
Assessing trainers for effectiveness at the discretion of trainers using the following
i. Observation
ii. Rating scale on individual basis
iii. Quality of production to judge performance
6. Training modules (for trainers at skill acquisition centres only)
Competency Element
1. Structure the plantain programme (nursery, plantation, processing and marketing)
contents into topics or units
2. Arrange the topics or units sequentially in order of presentation
3. State the objectives to be achieved by each topic or unit for any plantain enterprise
4. Identify materials needed for training in each unit of the enterprise
5. Select relevant available materials for training in each units of the plantain
enterprise
6. Identify relevant methods for teaching each topic or unit
 303

All
7. Select relevant methods for teaching each topic or unit
8. Write down the plantain programme concepts, facts or generalizations to be learnt.
9 Identify competency performance of plantain programme units needed to develop
10 State instructors and learners activities.
11 Identify appropriate evaluation technique for each content area.
12 Teach trainees from known to unknown using plantain programme units or topics

13 Explain the facilities to be used by the trainer for training each trainee in each in
competency area of the plantain programme
14 Deliver the contents step by step in logical order to the trainees
15 Demonstrate the competencies while the trainees observed during step by step
teaching
16 Request the trainees to practice what the instructor demonstrated while the
instructor observes them
17 Correct wrong practices made by the trainees
18 Encourage repetitive practice of knowledge and skills learnt
19 Test the practice of a group of related competencies toward achieving of the
objectives
20 Provide the trainees information about their performance
21 Encourage visit to other plantain programme establishments, write a report and
submit to the instructor for a feedback system
22 Teach the trainee money management and investment procedure into their
enterprise
23 Teach the trainees sources of fund for investment into the enterprise/programmes
24 Teach the trainees how to manage risk in the enterprises through insurance policy
25 Teach trainee salvage value of materials that can be resold for improving
investment into the enterprise
26 Teach the trainees knowledge of profit and loss account
 304

APPENDIX M

EVIDENCE OF VALIDATION OF THE PACKAGED PLANTAIN

ENTERPRISE PROGRAMES
305
306
307
 308

APPENDIX N

Item by Item Analysis of Research Questions

Research Question 1:
Mean ratings of the responses of Agricultural science teachers, extension agents and
farmers on entrepreneurial competencies needed by secondary school graduates for
employment in plantain nursery enterprise. (N = 302)
S/N Item Statement Mean SD Rmks

1. Formulate specific objectives for the nursery enterprise 4.65 0.680 VHN
2. Review the objectives periodically based on market demand 4.53 0.648 VHN
and supply
3. Draw up programme plan of activities to cover 4.63 0.879 VHN
4. Decide on the type (small, medium, or large) of nursery 4.58 0.898 VHN
enterprise to adopt
5. Identify sources of credit for nursery enterprise 4.40 0.744 HN
6. Make budget for the nursery enterprise 4.27 0.813 HN
7. Identify the relevant material inputs and their locations 4.41 0.760 HN
8. Identify different levels of man power needed for the nursery 4.68 0.897 VHN
enterprise
9. Establish time for plantain nursery 4.67 0.919 VHN
10. Make rules and regulations for successful nursery practice 4.26 0.924 HN
11. Identify market outlet for the nursery products 4.12 1.013 HN
12. Identify relevant records to keep for nursery enterprise 4.51 0.959 VHN
13. Identify site to purchase for nursery enterprise 4.65 0.935 VHN

Module B: Competencies in Plantain Nursery Enterprise

i. Sliced Corm Technique
S/N Item Statement Mean SD Rmks

1 Choose a flat site, free from pests and diseases for pre-nursery 4.31 0.992 HN
2 Make a shade with materials toward off excess heat. 4.53 1.060 VHN

3 Prepare pre-nursery beds or boxes or trays with polythene 4.38 1.137 HN

bags.
4 Mix carefully top soil and poultry manure (8:1) that is 8 head 4.58 1.121 VHN
pans of top soil to 1 head pan of poultry manure
 309

5 Fill the boxes, trays, poly bags with mixed top soil and 4.09 1.026 HN
poultry manure.
6 Water the soil in the boxes, trays and polybags. 4.83 0.991 VHN

7 Arrange the poly bags in rows to form beds 3.96 1.175 HN

8 Acquire the corms to nurse 4.71 1.079 VHN
9 Slice the corms into sizes of not more than 2 – 3cm. 4.16 1.057 HN
10 Arrange the sliced corms in rows in the boxes or trays and one 4.59 1.106 VHN
per polybags.
11 Apply water at alternate days especially during dry season. 4.40 1.090 HN
12 Transfer sprouting corms into the nursery. 3.96 1.032 HN

i. Whole Corm Technique

S/N Item Statement Mean SD Rmks

1 Prepare the pre-nursery as in Bi (1 to 7) above 4.41 1.451 HN

2 Dig out whole corms to nurse and wash with water. 4.88 0.923 VHN
3 Stripped back the outer leaf sheaths of each corm with knife. 4.51 0.876 VHN
4 Loose any cover on the bud surface 4.32 0.887 HN
5 Arrange whole corm in poly bags or in trays or boxes and 4.43 0.906 HN
cover with soil or saw dust.
6 Apply water at alternate days. 4.77 0.959 VHN
7 Mulch with dry grasses 4.59 0.960 VHN

8 Observe the buds for sprouting after 6 – 8 days. 4.85 0.912 VHN

9 Remove any weeds on the beds or trays or polythene bags. 4.65 0.861 VHN

10 Transfer sprouted beds into nursery. 4.53 0.881 VHN

C Competencies in Plantain Main Nursery

S/N Item Statement Mean SD Rmks

1 Select site that is flat well drained and easily accessible. 4.44 0.912 HN
2 Clear the bush, level and fill depressions with appropriate 4.53 0.915 VHN
technologies
3 Pack and burn all the thrashes or heap them in the farm or 4.42 0.952 HN
out of the site.
4 Prepare a shade over the nursery 4.66 0.858 VHN
 310

5 Construct a fence with 1.20 mesh poultry wire. 4.69 0.956 VHN
6 Collect 8 head pans of top soil to 1 head pan of poultry 4.72 1.028 VHN
manure as standard mixture.

7 Mix the top soil and poultry manure together very well with 4.29 0.967 HN
shovel or spade.
8 Provide 400 or 500 gauge black polythene bags with a 4.64 0.892 VHN
centrally placed perforation at the bottom.
9 Fill the bags with the mixture of top soil and poultry 4.30 0.907 HN
manure.
10 Arrange the poly bags in rows of beds on the cleared land 4.43 0.992 HN
11 Apply water to the soil for one day and leave for at least one 4.39 0.896 HN
week to consolidate

12 Open the middle of soil in the polythene bags. 4.21 0.933 HN

13 Select the differentiated young seedlings from pre-nursery 4.60 0.863 VHN
(B i or ii above)
14 Place the sprouted corm with ball of earth into the hole in 4.55 0.887 VHN
the polythene bags carefully and close up the base of the
sprouted corms with earth
15 Apply water in the morning and evening daily. 4.38 0.925 HN
16 Apply NPK fertilizer 20:10:10 (10gm/plant) 4.66 0.849 VHN
17 Spray with benomil or ash slurry around the psudostem base 4.36 0.926 HN
and around plants to prevent insects from eating the foliage
18 Mulch with partially decomposed refuse or dry grass. 4.40 0.805 HN
19 Weed with hoe and hand pick pests regularly 4.61 0.913 VHN

20 Prune dead leaves from the base of the seedlings. 4.39 1.405 HN
21 Harden the seedlings through gradual removal of the shade. 4.57 1.124 VHN

22 Transfer the seedlings after 6 to 8 weeks into the main 4.79 1.081 VHN
plantation and market the products.

Module D: Competencies Needed for Marketing of Plantain Nursery Seedlings

S/N Item Statement Mean SD Rmks

1. Carryout market survey for sale of nursery seedlings 4.56 0.794 VHN
2. Assemble the seedlings into sides or groups according to 4.57 0.869 VHN
viability and vigour
3. Fix price on the seedlings based on sides and vigour 4.51 0.792 VHN
 311

4. Advertise the seedlings for sale 4.30 0.824 HN

5. Sell the seedlings to different buyers 4.49 0.899 HN
6. Transport the purchased seedlings to the buyer’s field if 4.15 0.777 HN
necessary
7. Keep records of purchase and sales made 4.56 0.824 VHN
8. Reconcile sales and expenditure to determine profit or loss. 4.42 0.770 HN

Module E: Materials Needed for Effective Management in Nursery Enterprise.

S/N Item Statement Mean SD Rmks

1. Land for nursery establishment: Identification, selection 4.59 0.851 VHN

and preparation.
2. Top soil or organic matter for filling in the polyethene 4.39 0.812 HN
bag for planting corms.
3. Temporary shade for protecting the corm in the pre- 4.41 0.751 HN
nursery.
4. Corm as planting materials to be raised in polyethene 4.65 0.763 VHN
bags or tray or boxes.
5. Saw dust or dry grasses to be used as light mulch on top 4.41 0.716 HN
of the polyethene bags.
6. Water tank to be used to store water for watering the 4.56 0.812 VHN
nursery seedlings.
7. Water can to be used for watering the seedlings. 4.44 0.739 HN
8. Hose to be used to guide water from tank to nursery 4.53 0.726 VHN
shade.
9 Cutlass for cutting grasses and preparing the shade. 4.34 0.758 HN
10 Hoe or shovel for scoping top soil or organic matter in 4.57 0.873 VHN
the container and for weeding
11 Knife for pruning or removing scales or slicing the 4.34 0.863 HN
corms from the nursery
12 Wheel barrow for carrying soil or organic matter to the 4.63 0.827 VHN
nursery shade
13 Polyethene bags/trays/boxes for holding soil for 4.39 0.748 HN
planting
14 Wire nets for fencing the pre-nursery off rodents or 4.29 0.706 HN
predators
15 Rake for removing cut grasses out of the site 4.61 0.951 VHN
16 Palm fronts used to make shade for nursery seedlings 4.58 1.155 VHN
17 Shade for protecting the plantain seedlings in the 4.61 0.808 VHN
nursery
18 Knife for opening the middle of soil in the polyethene 4.28 0.788 HN
bags
 312

19 NPK fertilizer to be applied on the nursery seedlings 4.46 0.685 HN

20 Ash slurry to be spread around the seedlings to prevent 4.63 0.753 VHN
insects from eating the foliage
21 Chemicals e.g. pesticides for controlling insects pest 4.40 0.791 HN
22 Borne hole to be used as water source for irrigation 4.26 0.680 HN
23 Head pan for carrying soil or organic matter or plantain 4.68 0.878 VHN
seedlings
24 Hand fork for pulverizing the soil or mixing of soil and 4.25 0.719 HN
organic matter before filling in polyethene bags
25 Hand trowel for transplanting of plantain seedlings from 4.63 0.687 VHN
trays or boxes into large polyethene bags
26 Secateurs for pruning dead leaves from the base of the 4.55 0.852 VHN
seedlings
27 Polyethene bags/trays/boxes for putting soil 4.72 0.770 VHN
28 Basket for carrying plantain seedlings 4.25 0.780 HN
29 Booth to be wore as protection 4.45 0.864 HN
30 Hand glove to be wore as protection 4.25 0.748 HN
31 Gorgles to be wore as protection 4.73 0.842 VHN
32 Nose mask or respirator to be wore as protection 4.67 0.782 VHN
33 Knap sac sprayer for spraying chemicals 4.31 0.868 HN

Key: X = Mean, SD = Standard Deviation, N = No of respondents,

VHN = Very Highly Needed; HN = High Needed.
 313

Research Question 2:
Mean ratings of the responses of Agricultural science teachers, extension agents and
plantain farmers on entrepreneurial competencies needed by secondary school graduates
for employment in plantain plantation enterprise. N = 316

S/N Item Statement Mean SD Rmks

1. Formulation of specific objectives for plantain plantation 4.56 0.750 VHN

management
2. Review the objectives of the plantain plantation enterprise 4.78 0.716 VHN
periodically based on changes in market demand and
supply
3. Draw up programme plan for the plantain plantation 4.65 0.765 VHN
enterprise
4. Decide on the type (small, medium or large) of plantain 4.35 0.641 HN
plantation management enterprise to adopt
5. Identify sources of credit for plantain plantation enterprise 4.63 0.741 VHN
6. Budget for plantain plantation management. 4.54 0.723 VHN
7 Identify relevant material inputs and their location 4.51 0.768 VHN
(seedlings fertilizers, pesticides, herbicides) for plantain
plantation enterprise
8 Provide relevant tools and equipment (vehicles, cutlass, 4.38 0.718 HN
hoe etc) for use in plantain plantation enterprise.
9 Identify different levels of man power needed for plantain 4.64 0.785 VHN
plantation management.
10 Plan all farm operations to make most efficient use of the 4.31 0.706 HN
available money.
11 Make rules and regulations for successful plantain 4.73 0.755 VHN
operations.

12 Identify market outlet for the plantain products. 4.29 0.713 HN

13 Identify relevant records to keep for plantain plantation 4.36 0.571 HN
enterprise
14 Identify a site for plantain plantation enterprise 4.71 0.735 VHN

Module B: Competencies in Plantain Plantation Establishment

i. Land Selection and Preparation:
S/N Item Statement Mean SD Rmks

1. Select well drained soil rich in organic matter. 4.56 0.705 VHN
2. Clear the undergrowth of the selected land with appropriate 4.76 0.754 VHN
technologies.
 314

3. Cut down the trees with appropriate technologies. 4.44 0.572 HN

4. Park residues and burn 4.59 0.727 VHN
5. Stump the stems, park off, level and fill depressions with 4.67 0.740 VHN
appropriate technologies.
6. Lay out the blocks to specification 4.23 0.706 HN
7 Lay the plots in planting spacing of 3m by 2m along and 4.67 0.655 VHN
within the rows for digging.
8 Dig holes of 30cm by 30cm by 30cm for each plantain 4.28 0.665 HN
sucker.
9 Keep the top soil separated from bottom soil of the dug 4.71 0.736 VHN
holes.
ii. Planting Plantain in the Field
1 Select well differentiated seedling after 7-8 weeks in the 4.66 0.727 VHN
nursery.
2 Remove bottom portion of the polythene bag with 4.59 0.658 VHN
seedlings to 2cm from the base.
3 Cut the polyethene bag with seedlings from the top to the 4.71 0.741 VHN
bottom.
4 Place seedlings centrally into the hole with the two hands 4.64 0.749 VHN
and remove the polyethene bag.
5 Remove the polyethene bag away from the seedlings. 4.39 0.725 HN

6 Fill back the hole first with top soil and then with bottom 4.54 0.881 VHN
soil
7 Support the seedlings with top soil and add more soil if not 4.31 0.692 HN
enough.
8 Press the soil firmly around the seedlings 4.63 0.857 VHN

9 Place mulch materials around each planted seedlings 4.38 0.902 HN

10 Water the seedlings daily. 4.59 0.764 VHN

11 Put wire net at the collar of each seedling if necessary. 4.72 0.900 VHN

iii. Weeding and Fertilizer Application

i Weeding

1 Weed as weeds appear with cutlass or matchet or row weed 4.58 0.927 VHN
about three to four months interval based on the nature of
soil fertility.

2 Intercrop with legumes or cocoyam in rows at the young 4.41 0.700 HN

age of plantain or spray weeds with appropriate herbicides.
 315

3 Prune the dry leaves and use them as mulch around the 4.34 0.831 HN
base of the plant.
ii. Fertilizer application

1 Apply 300kg/ha of Nitrogen in form of urea to seedlings 4.66 0.889 VHN

one month after planting at the rate of milk tin per plantain
plant.

2 Apply 500kg/ha of muriate of potash 30 days after the first 4.51 0.677 VHN
application of urea at the rate of small tomato tin per
plantain plant

3 Apply mixed fertilizer of 250gm (N), 100gm (P205) and 4.63 0.712 VHN
200gm (k) at the rate of 50gm/plant when it starts to
maiden.
iv. Pests and Diseases Control

1 Hand pick pests or insects on green leaves of plantain 4.55 0.786 VHN
plant.
2 Maintain clean weeding of plantain plantation. 4.47 0.675 HN

3 Use bird scaring gun to scare away birds or animals such as 4.69 0.805 VHN
money
4 Plant resistant variety to guide against diseases 4.37 0.814 HN

5 Spray insecticides to destroy insect or pests. 4.64 0.743 VHN

6 Remove insect or disease infested leaves and burn. 4.34 0.699 HN

7 Maintain correct spacing 4.72 0.724 VHN

v. Debudding and Propping

1 Cut the male bud after the fruit has being set when the 4.68 0.775 VHN
fingers are not coming out.

2 Get a stick that has Y shape 4.63 0.679 VHN

3 Hook the Y stick shape on fruit stalk 4.54 0.780 VHN

4 Dug the stick firmly into the soil to provide support of 4.71 0.636 VHN
trunk or fruit until harvesting.

vi. Harvesting:

1 Identify mature plantain fruits for harvesting 4.63 0.647 VHN

 316

2 Harvest with sharp matchet by bending down to cut the 4.69 0.759 VHN
pseudostem
3 Place with a forked stick or a helper to receive the bunch 4.73 0.708 VHN

4 Cut the pseudostem half way, then cut the bunch. 4.59 0.716 VHN

5 Cut down the entire pseudostem and chop together with the 4.32 0.989 HN
foliage of the main plant.
6 Spread chooped pseudostem and foliage over the soil as 4.60 0.850 VHN
mulch for ratoon crop.
7 Collect the harvested bunches together for airing. 4.55 0.658 VHN

8 Cover the bunch with leaves half way to allow air inside the 4.54 0.728 VHN
heap.
9 Sell to buyers if it is for marketing or process if necessary. 4.36 0.699 HN

Module C: Competencies in Marketing of Plantain Fruits

S/N Item Statement Mean SD Rmks

1. Carryout market survey for sale of plantain bunches 4.56 0.695 VHN
2. Advertise the sales of plantain fruits 4.62 0.851 VHN
3. Identify your customers and invite them for supply and 4.33 0.793 HN
search for market
4. Inform customers on the arrival of plantain products 4.61 0.782 VHN
5. Identify suitable whole sellers and retail agents 4.58 0.875 VHN
6. Sort the bunches to sizes in the weigh house. 4.58 0.764 VHN
7 Fix prices based on the weight or size of the bunches. 4.62 0.797 VHN
8 Sell the plantain bunches to the buyers . 4.63 0.874 VHN
9 Transport the purchased bunches to buyers if necessary. 4.67 0.878 VHN
10 Keep records of purchase and sales made 4.65 0.801 VHN
11 Reconcile sales with cost of resource input to determine 4.64 0.689 VHN
profit or loss.
Module D: Materials Needed For Plantain Plantation Enterprise
S/N Item Statement Mean SD Rmks

1. Land for planting plantain seedlings: identification, 4.31 0.725 HN

selection and preparation
2. Plantain seedlings/suckers to be used as planting materials 4.78 0.851 VHN
in the field
3. Pegs for holdings ropes for laying blocks 4.43 0.687 HN
 317

4. Ropes for determining straight lines for blocks laying 4.62 0.849 VHN
5. Measuring tape for determining areas to be used in the 4.63 0.834 VHN
plantation
6. Buildings for storing resource materials and for 4.33 0.691 HN
administrative purposes
7 Bore hole to be used as sources of water for irrigation 4.59 0.739 VHN
8 Watering can to be used for watering the plantation 4.48 0.752 HN
9 Cutlass for cutting grasses 4.72 0.699 VHN
10 Hoe for removing weeds 4.58 0.709 VHN
11 Wheel barrow for carrying organic manure and fertilizer to 4.78 0.833 VHN
the plantation site
12 Spade/shovel for carrying soil used to cover the root of 4.34 0.854 HN
the plantain
13 Fertilizer to be applied on the plantation for increasing the 4.82 0.989 VHN
fertility of the soil
14 Herbicides for controlling weeds 4.34 0.829 HN
15 Pesticides and insecticides for controlling pests and insects 4.66 0.858 VHN
16 knap Sac prayer or boom sprayer for spraying chemicals 4.37 0.938 HN
e.g. pesticides, insecticides and herbicides
17 Sharp matchet for harvesting plantain bunch 4.67 0.891 VHN
18 Pickups or trucks for carrying harvested bunchy to the 4.77 0.965 VHN
market.
Key: X = Mean, SD = Standard Deviation, N = No of respondents,
VHN = Very Highly Needed; HN = High Needed.
 318

Research Question 3:
Mean ratings of the responses of Agricultural Science teachers, extension agents and
processors on entrepreneurial competencies needed by secondary school graduates for
employment in plantain processing and marketing enterprises in Abia and Imo States
N = 308.
S/N Item Statement Mean SD Rmks

1. Formulate specific objectives for plantain fruit processing 4.58 0.788 VHN
2. Review the objectives of plantain fruits processing periodically 4.27 0.872 HN
based on market demands and supply
3. Draw up programme plan of activities to cover in different 4.66 0.877 VHN
processing enterprise
4. Decide on the type (small, medium or large) of plantain 4.26 0.847 HN
processing enterprise to adopt
5. Identify sources of credit for processing enterprise 4.58 0.810 VHN
6. Make budget for plantain processing enterprise 4.67 0.799 VHN
7. Identify relevant material inputs and their locations 4.32 0.846 HN
8. Identify different levels of man power needed for the plantain 4.15 0.825 HN
processing and marketing
9. Make rules and regulations for successful processing enterprise 4.37 0.791 HN
10. Identify market outlet for the processed plantain fruits 4.50 0.835 VHN
11. Identify relevant records to keep for the plantain processing 4.67 0.777 VHN
and marketing enterprise

Module B: Competencies in Plantain Fruit Processing

i. Plantain Fruits Processing into Flour
Item Statement Mean SD Rmks
1. Select unripe plantain fruits 4.61 0.768 VHN
2. Wash the unripe plantain fruits with water to remove dirt and 4.44 0.724 HN
spray residues
3. Peel the unripe plantain to obtain pulp and keep pulps in a bowl 4.74 0.679 VHN
containing water to avoid turning black
4. Sliced the pulp using knife. 4.55 0.813 VHN
5 Sun-dried the sliced pulp for 2-3 days. 4.57 0.721 VHN
6 Mill the sliced dried pulp using domestic grinding machines. 4.56 0.694 VHN
7 Sieve the ground pulp to obtain flour 4.61 0.802 VHN
8 Pack the sieve flour and sold to the market 4.67 0.751 VHN
 319

ii. Plantain Fruit Processing into Chips

1 Select unripe plantain fruits as required. 4.61 0.716 VHN
2 Peel the plantain fruits with knife 4.43 0.650 HN
3 Immerse in a bowl containing water 4.63 0.722 VHN
4 Cut/sliced peeled plantain fruits according to the desired sizes 4.39 0.758 HN
using appropriate technologies
5 Salt the sliced plantain fruits to taste 4.79 0.679 VHN
6 Heat vegetable oil or palm oil in a frying pan or electric fryer to 4.33 0.727 HN
about 170OC.
7 Put sliced plantain fruits into the hot oil and fry. 4.50 0.734 VHN
8 Stir constantly until crispy or golden yellow appear (Plantain 4.68 0.656 VHN
chips).
9 Remove the plantain chips into plastic sieve to allow the oil to 4.52 0.729 VHN
drain.
10 Spread chips on clean material to allow the plantain chips to 4.34 0.807 HN
cool
11 Sort and bag the plantain chips into various sizes 4.69 0.735 VHN
12 Seal with candle flame with the aid of kitchen knife and Market 4.70 0.859 VHN
the products.
iii. Competencies in malt (Non-alcoholic Plantain Drink) Processing
1 Select figs from plantain 3.89 1.748 HN
2 Mill the figs with appropriate technologies into powder and 4.57 0.929 VHN
keep until required.
3 Reconstitute about 55g (2 heaped tablespoon) of fig powder in 4.78 0.783 VHN
0.3 litres of water and mix.
4 Set the mixture aside for 5-10 minutes to enable the component 4.44 0.668 HN
of powder to leach into the water.
5 Filter through muslin clothes, bottled and keep to sediment 4.66 0.742 VHN
allow to sediment.
6 Decant or filter again, add vanilla flavor and granulated or icing 4.61 0.665 VHN
sugar to sweeten the ―malt’
7 Finally bottle, refrigerate and Market the products 4.78 0.736 VHN

iv. Competencies in Plantain Jam Processing

1 Select 2 or 3 riped plantain 4.50 0.767 VHN
2 Blend the ripe plantain with harmer mill and mixed together VHN
with1 cup of granulated sugar 4.75 0.691
3 Add 200ml or 2 cups of water and mix together. 4.51 0.795 VHN
 320

4 Add 30-35ml lime juice in the mixture. 4.45 0.709 HN

5 Boil the mixture and allow the formed gel to cool 4.69 0.891 VHN
6 Preserved the gel with sorbic acid and market the products 4.47 0.843 HN

v. Competencies in Plantain Fruits Processing into Juice

1 Select some ripe plantain fruits 4.61 0.832 VHN
2 Peel the ripe plantain fruits and blend the pulp with appropriate 4.65 0.788 VHN
technologies.
3 Soak slurry (blended pulp) in hot water for 10 -15 minutes for 4.35 0.835 HN
optimum juice extraction
4 Filter the extracted juice through white muslin (akamu) cloth 4.55 0.900 VHN
5 Pasteurize the juice by boiling and simmer for 3 minutes 4.63 0.853 VHN

6 Allow to cool, add colour and fill into sterilized bottles and 4.61 0.864 VHN
market the products
vi. Competencies in Plantain Fruits Processing into Ice Cream
1 Select 20-24 ripe plantain fruits 4.73 0.769 VHN
2 Peel the ripe plantain fruits and blend the pulp with appropriate 4.37 0.688 HN
technologies
3 Soak slurry (blended pulp) in 500ml hot water for 10-15 4.67 0.591 VHN
minutes for optimum juice extraction
4 Filter the slurring through white muslin (akamu) cloth. 4.40 0.852 HN
5 Add 12 eggs (albumum, whisked),
1 cup of icing sugar, a pinch of vanilla powder or few drops of 4.54 0.692 HN
liquid vanilla flavor essence, 1 tin of milk and mix thoroughly.
6 Pour the mixture into cream cups or seal in polyethylene bag. 4.54 0.868 VHN
7 Place in a freezer until required and market the products 4.27 0.726 HN
vii. Competencies in Plantain Fruits Processing into Wine

1 Select 2kg ripe/over ripe plantain and 250g plantain skins 4.57 0.860 VHN
(peels)
2 Slice peeled ripe plantain fruits and the peels with knife 4.38 0.878 HN
3 Place in a clean, sterilized white cloth bag. 4.80 0.593 VHN
4
Tie Tie the bag and place into a saucepan (preferably aluminum) 4.39 0.879 HN
5
Add Add 4 litres of water, boil and simmer for 20-30 minutes. 4.55 0.685 VHN
6 Add granulated sugar and fruit juice in the boiled liquid 4.33 0.879 HN
7 Apply pressure to extract as much juice as possible when the 4.47 0.857 HN
bag is cooled.
 321

8 Add the extracted juice to sugar liquor 4.67 0.867 VHN

9 Shake to dissolve the sugar and cool in cold water. 4.24 0.903 HN
10 Add 1 table spoon or 1 sachet (3g) of yeast and juice of 1 ripe 4.30 0.775 HN
grape fruit as yeast nutrient at 27-30OC to extracted juice
11 Record the initial temperature and specific gravity. 4.57 0.803 VHN
12 Keep the extracted juice in jar for a week in a room 4.36 0.974 HN
temperature.
13 Agitate the jar occasionally by giving it a shake 4.59 0.772 VHN
14 Record the data of temperature, PH and specific gravity. 4.41 0.973 HN
15 Collect data until fermentation quickens after about 1 week 4.75 0.827 VHN
16 Plug air lock (fermentation trap) to the fermenter. 4.42 0.837 HN
17 Put few drops of sterilizing solution into the air lock to form a U 4.40 0.705 HN
shape
18 Plug the top of the trap with cotton wool to enables the yeast to 4.59 0.849 VHN
undergo an anaerobic method of self-reproduction.
19 Rack occasionally by siphoning the wine off the lees of yeast 4.45 0.766 HN
and deposited solids.
20 Sieve the wine with musline cloth to clear of its own accord; 4.39 0.845 HN
given time, when it does not, you may have to filter.
21 Bottled the sieve wine as required. 4.23 0.731 HN
22 Store wine in sterilized bottles and corks. 4.46 0.813 HN
23 Store finished wine in a rack or bin at 13OC or in a refrigerator 4.56 0.708 VHN
and market the products

Module C: Competencies in Marketing of Processed Plantain Fruits (Flour, Chips, Malt,

Jam
S/N Item Statement Mean SD Rmks
1. Carryout market survey for sale of processed plantain fruits. 4.68 0.819 VHN
2. Package the processed plantain fruits into bags and grade. 4.34 0.868 HN
3. Fix prices on the bags based on size and quality 4.27 0.740 HN
4. Advertise the sales of the processed plantain fruits 4.71 0.883 VHN
5. Identify your customers and invite them for supply. 4.27 0.725 HN
6. Sell the processed plantain fruits to different buyers according 4.53 0.954 VHN
to grades and quality
7. Help customers transport their goods to their nearest destination 4.42 0.819 HN
if necessary.
8. Keep record of sales made 4.55 0.997 VHN
 322

9. Reconcile sales and expenditure record to determine profit or 4.49 0.841 HN

loss.

Module D: Material Needed for Plantain Processing Enterprise

S/N Item Statements Mean SD Rmks
1 Mature plantain bunches to be used as raw material for 4.52 1.027 VHN
processing
2 Knife for peeling the plantain fruits 4.55 0.902 VHN
3 Mechanical slicer for slicing peeled plantain fruits 4.67 1.014 VHN
4 Water for washing peeled plantain fruits 3.96 0.857 HN
5 Cabinet drier for drying sliced plantain fruits 4.78 1.011 VHN
6 Salt for spreading on sliced plantain fruits 3.95 0.836 VHN
7 Sterilized bottles used for keeping juice 4.50 1.039 VHN
8 Bowls for putting water used for washing peeled plantain fruits 4.49 0.950 HN
9 Frying pan used for frying plantain chips 4.60 1.025 VHN
10 Hammer mill used for milling the dried sliced plantain fruits. 4.58 0.902 VHN
11 Sealer or candle knife for sealing the cellophane bag 4.48 1.096 HN
12 Trucks for conveyance of processed products to market 4.61 0.989 VHN

Key: X = Mean, SD = Standard Deviation, N = No of respondents,

VHN = Very Highly Needed; HN = High Needed.
 323

Research Question 4:

Need Gap Analysis of the mean ratings of the responses of plantain nursery farmers on
entrepreneurial competencies in plantain nursery where they needed improvement.
N = 20
S/N Item Statement NG Rmks
X n X p ( X n- X p)
1. Formulate specific objectives for the nursery HIN
enterprise 4.75 1.35 3.40
2. Review the objectives periodically based on
market demand and supply 4.30 1.50 2.80 AIN
3. Draw up programme plan of activities to cover 4.75 1.95 AIN
2.80
4. Decide on the type (small, medium, or large) of
nursery enterprise to adopt 4.70 2.75 1.95 LIN
5. Identify sources of credit for nursery enterprise 4.65 3.20 LIN
1.45
6. Make budget for the nursery enterprise 4.50 2.55 LIN
1.95
7. Identify the relevant material inputs and their
locations 4.70 1.75 2.95 AIN
8. Identify different levels of man power needed for
the nursery enterprise 4.70 2.85 1.85 LIN
9. Establish time for plantain nursery 4.75 1.80 AIN
2.95
10. Make rules and regulations for successful
nursery practice 4.65 1.70 2.95 AIN
11. Identify market outlet for the nursery products 4.80 2.45 AIN
2.35
12. Identify relevant records to keep for nursery
enterprise 4.45 1.50 2.95 AIN
13. Identify site to purchase for nursery enterprise 4.65 2.55 AIN
2.10

Module B: Competencies in Plantain Nursery Enterprise

i. Sliced Corm Technique
S/N Item Statement NG Rmks
Xn X p ( X n- X p)
1 Choose a flat site, free from pests and diseases
for pre-nursery 4.60 2.00 2.60 AIN
2 Make a shade with materials toward off excess
heat. 4.70 1.95 AIN
2.75
3 Prepare pre-nursery beds or boxes or trays with
polythene bags. 4.60 3.60 1.00 LIN
4 Mix carefully top soil and poultry manure (8:1)
that is 8 head pans of top soil to 1 head pan of
poultry manure 4.80 2.50 2.30 AIN
5 Fill the boxes, trays, poly bags with mixed top
soil and poultry manure. 4.60 1.70 2.90 AIN
 324

6 Water the soil in the boxes, trays and polybags.

4.75 3.20 1.55 LIN
7 Arrange the poly bags in rows to form beds 4.75 1.90 AIN
2.85
8 Acquire the corms to nurse 4.85 1.45 HIN
3.40
9 Slice the corms into sizes of not more than 2 –
3cm. 4.55 2.90 1.65 LIN
10 Arrange the sliced corms in rows in the boxes or
trays and one per polybags. 4.65 1.70 2.95 AIN
11 Apply water at alternate days especially during
dry season. 4.80 2.35 2.45 AIN
12 Transfer sprouting corms into the nursery. 4.55 1.90 AIN
2.65

ii. Whole Corm Technique

1 Prepare the pre-nursery as in Bi (1 to 7) above 4.74 3.10 LIN
1.65
2 Dig out whole corms to nurse and wash with LIN
water. 4.45 2.95 1.50
3 Stripped back the outer leaf sheaths of each corm
with knife. 4.60 2.60 2.00 AIN
4 Loose any cover on the bud surface 4.70 1.55 HIN
3.15
5 Arrange whole corm in poly bags or in trays or
boxes and cover with soil or saw dust. 4.65 2.35 2.30 AIN
6 Apply water at alternate days. 4.65 2.25 AIN
2.40
7 Mulch with dry grasses
4.70 2.45 2.25 AIN
8 Observe the buds for sprouting after 6 – 8 days.
4.55 2.55 2.00 AIN
9 Remove any weeds on the beds or trays or
polythene bags. 4.65 1.75 2.90 AIN
10 Transfer sprouted beds into nursery. 4.45 2.65 LIN
1.80

C. Competencies in Plantain Main Nursery

S/N Item Statement NG Rmks
X n X p ( X n- X p)
1 Select site that is flat well drained and easily
accessible. 4.95 2.15 2.80 AIN
2 Clear the bush, level and fill depressions with
appropriate technologies 4.35 2.15 2.20 AIN
3 Pack and burn all the thrashes or heap them in
the farm or out of the site. 4.70 2.15 2.55 AIN
4 Prepare a shade over the nursery 4.50 1.95
2.55 AIN
5 Construct a fence with 1.20 mesh poultry wire. 4.65 3.30 LIN
1.35
 325

6 Collect 8 head pans of top soil to 1 head pan of

poultry manure as standard mixture. 4.70 2.30 2.40 AIN
7 Mix the top soil and poultry manure together
very well with shovel or spade. 4.95 3.10 1.85 LIN
8 Provide 400 or 500 gauge black polythene
bags with a centrally placed perforation at the
bottom. 4.50 1.90 2.60 AIN
9 Fill the bags with the mixture of top soil
and poultry manure. 4.45 2.70 1.75 LIN
10 Arrange the poly bags in rows of beds on the
cleared land 4.75 2.70 2.05 AIN
11 Apply water to the soil for one day and leave
for at least one week to consolidate
4.65 1.50 3.15 HIN
12 Open the middle of soil in the polythene bags. 4.80 2.25 AIN
2.55
13 Select the differentiated young seedlings from
pre-nursery (B i or ii above) 4.55 1.90 2.65 AIN
14 Place the sprouted corm with ball of earth into
the hole in the polythene bags carefully and
close up the base of the sprouted corms with 4.75 1.80 2.95 AIN
15 Apply water in the morning and evening daily. 4.65 2.45 AIN
2.20
16 Apply NPK fertilizer 20:10:10 (10gm/plant) 4.65 1.55 HIN
3.10
17 Spray with benomil or ash slurry around the
psudostem base and around plants to prevent
insects from eating the foliage 4.80 2.45 2.35 AIN
18 Mulch with partially decomposed refuse or dry
grass. 4.60 1.90 2.70 AIN
19 Weed with hoe and hand pick pests regularly 1.50
4.70 3.20 LIN
20 Prune dead leaves from the base of the
seedlings. 4.65 2.45 2.20 AIN
21 Harden the seedlings through gradual removal
of the shade. 4.80 2.45 2.35 AIN
22 Transfer the seedlings after 6 to 8 weeks into
the main plantation and market the products. 4.65 1.95 2.70 AIN

Module D: Competencies Needed for Marketing of Plantain Nursery Seedlings

S/N Item Statement NG Rmks
Xn Xp ( X n- X p)
1. Carryout market survey for sale of nursery
seedlings 4.65 1.70 2.95 AIN
2. Assemble the seedlings into sides or groups
according to viability and vigour 4.30 2.30 2.00 AIN
3. Fix price on the seedlings based on sides and
vigour 4.40 1.85 2.55 AIN
 326

4. Advertise the seedlings for sale 4.40 2.80 LIN

1.60
5. Sell the seedlings to different buyers 4.50 1.85
2.65 AIN
6. Transport the purchased seedlings to the
buyer’s field if necessary 4.55 2.55 2.00 AIN
7. Keep records of purchase and sales made 4.30 3.15
1.15 LIN
8. Reconcile sales and expenditure to determine
profit or loss. 4.70 2.40 2.30 AIN

Module E: Materials Needed for Effective Management in Nursery Enterprise.

S/N Item Statement NG Rmks
Xn Xp ( X n- X p)
1. Land for nursery establishment:
Identification, selection and preparation. 4.67 3.10 1.57 LIN
2. Top soil or organic matter for filling in the
polyethene bag for planting corms. 4.50 2.60 1.90 LIN
3. Temporary shade for protecting the corm in
the pre-nursery. 4.65 3.25 1.40 LIN
4. Corm as planting materials to be raised in
polyethene bags or tray or boxes. 4.55 2.40 2.15 AIN
5. Saw dust or dry grasses to be used as light
mulch on top of the polyethene bags. 4.60 2.50 2.10 AIN
6. Water tank to be used to store water for
watering the nursery seedlings. 4.70 2.60 2.10 AIN
7. Water can to be used for watering the
seedlings. 4.70 2.55 2.15 AIN
8. Hose to be used to guide water from tank to
nursery shade. 4.65 2.70 1.95 LIN
9 Cutlass for cutting grasses and preparing the
shade. 4.70 3.15 1.55 LIN
10 Hoe or shovel for scoping top soil or organic
matter in the container and for weeding 4.75 2.50 2.25 AIN
11 Knife for pruning or removing scales or
slicing the corms from the nursery 4.30 1.90 2.40 AIN
12 Wheel barrow for carrying soil or organic
matter to the nursery shade 4.55 3.30 1.25 LIN
13 Polyethene bags/trays/boxes for holding soil
for planting 4.65 3.20 1.45 LIN
14 Wire nets for fencing the pre-nursery off
rodents or predators 4.60 3.55 1.05 LIN
15 Rake for removing cut grasses out of the site 4.50 2.30 AIN
2.20
16 Palm fronts used to make shade for nursery
seedlings 4.75 2.35 2.40 AIN
 327

17 Shade for protecting the plantain seedlings in

the nursery 4.70 3.35 1.35 LIN
18 Knife for opening the middle of soil in the
polyethene bags 4.72 2.55 2.17 AIN
19 NPK fertilizer to be applied on the nursery
seedlings 4.55 3.15 1.40 LIN
20 Ash slurry to be spread around the seedlings
to prevent insects from eating the foliage 4.75 2.20 2.55 AIN
21 Chemicals e.g. pesticides for controlling
insects pest 4.70 3.30 1.40 LIN
22 Borne hole to be used as water source for
irrigation 4.65 2.40 2.25 AIN
23 Head pan for carrying soil or organic matter
or plantain seedlings 4.60 2.60 2.00 AIN
24 Hand fork for pulverizing the soil or mixing
of soil and organic matter before filling in
polyethene bags 4.65 2.65 2.00 AIN
25 Hand trowel for transplanting of plantain
seedlings from trays or boxes into large
polyethene bags 4.75 3.1000 1.65 LIN
26 Secateurs for pruning dead leaves from the
base of the seedlings 4.80 3.35 1.45 LIN
27 Polyethene bags/trays/boxes for putting soil 4.75 2.30 AIN
2.45
28 Basket for carrying plantain seedlings 4.65 3.30 LIN
1.35
29 Booth to be wore as protection 4.60 2.45 AIN
2.15
30 Hand glove to be wore as protection 4.50 3.20 LIN
1.30
31 Gorgles to be wore as protection 4.58 2.25 AIN
2.33
32 Nose mask or respirator to be wore as
protection 4.65 3.20 1.45 LIN
33 Knap sac sprayer for spraying chemicals
4.50 3.05 1.45 LIN
Key: LIN = Little Improvement Needed
AIN = Average Improvement Needed
HIN = High Improvement Needed
 328

Research Question 5:

Need Gap Analysis of the mean ratings of the responses of plantain plantation farmers on
entrepreneurial competencies in plantain plantation where they needed improvement
N = 34
S/N Item Statement NG Rmks
Xn Xp ( X n- X p)
1. Formulation of specific objectives for plantain
plantation management 4.85 2.52 2.32 AIN
2. Review the objectives of the plantain
plantation enterprise periodically based on
4.70 1.97 AIN
changes in market demand and supply 2.73
3. Draw up programme plan for the plantain
plantation enterprise 4.47 2.38 2.09 AIN
4. Decide on the type (small, medium or large) of
plantain plantation management enterprise to
4.61 1.44 HIN
adopt 3.17
5. Identify sources of credit for plantain
plantation enterprise 4.55 2.88 1.67 LIN
6. Budget for plantain plantation management.
4.67 1.85 2.82 AIN
7 Identify relevant material inputs and their
location (seedlings fertilizers, pesticides,
herbicides) for plantain plantation enterprise 4.58 2.58 2.00 AIN
8 Provide relevant tools and equipment (vehicles,
cutlass, hoe etc) for use in plantain plantation
enterprise. 4.70 3.04 1.66 LIN
9 Identify different levels of man power needed
for plantain plantation management. 4.55 1.94 2.61 AIN
10 Plan all farm operations to make most efficient
use of the available money. 4.52 2.58 1.94 LIN
11 Make rules and regulations for successful
plantain operations.
4.64 1.64 3.00 HIN
12 Identify market outlet for the plantain products. 2.97
4.58 1.62 LIN
13 Identify relevant records to keep for plantain
plantation enterprise 4.82 2.00 2.82 AIN
14 Identify a site for plantain plantation enterprise 1.61
4.64 3.03 HIN
 329

Module B: Competencies in Plantain Plantation Establishment

i. Land Selection and Preparation:
S/N Item Statement NG Rmks
Xn X p ( X n- X p)
1. Select well drained soil rich in organic matter. 4.82 2.88 LIN
1.94
2. Clear the undergrowth of the selected land
with appropriate technologies. 4.67 2.76 1.91 LIN
3. Cut down the trees with appropriate
technologies. 4.41 2.91 1.49 LIN
4. Park residues and burn
4.67 2.82 1.85 LIN
5. Stump the stems, park off, level and fill
depressions with appropriate technologies. 4.55 2.91 1.64 LIN
6. Lay out the blocks to specification 4.58 2.05 AIN
2.53
7 Lay the plots in planting spacing of 3m by 2m
along and within the rows for digging. 4.73 2.91 1.82 LIN
8 Dig holes of 30cm by 30cm by 30cm for each
plantain sucker. 4.64 1.52 3.12 HIN
9 Keep the top soil separated from bottom soil
4.70 3.10 LIN
of the dug holes. 1.61

ii. Planting Plantain in the Field

1 Select well differentiated seedling after 7-8
weeks in the nursery. 4.70 2.26 2.44 AIN
2 Remove bottom portion of the polythene bag
with seedlings to 2cm from the base. 4.58 2.67 1.91 LIN
3 Cut the polyethene bag with seedlings from
the top to the bottom. 4.67 2.79 1.88 LIN
4 Place seedlings centrally into the hole with
the two hands and remove the polyethene bag. 4.55 2.58 1.97 LIN
5 Remove the polyethene bag away from the
seedlings. 4.58 1.52 3.06 HIN
6 Fill back the hole first with top soil and then
with bottom soil 4.70 1.58 3.12 HIN
7 Support the seedlings with top soil and add
more soil if not enough. 4.61 2.79 1.82 LIN
8 Press the soil firmly around the seedlings
4.52 3.08 1.44 LIN
9 Place mulch materials around each planted
seedlings 4.61 2.52 2.09 AIN
10 Water the seedlings daily.
4.70 3.00 1.71 LIN
11 Put wire net at the collar of each seedling if
necessary. 4.64 2.70 1.94 LIN
 330

iii. Weeding and Fertilizer Application

i Weeding

1 Weed as weeds appear with cutlass or matchet

or row weed about three to four months
interval based on the nature of soil fertility. 4.26 3.14 1.12 LIN
2 Intercrop with legumes or cocoyam in rows at
the young age of plantain or spray weeds with
appropriate herbicides. 4.23 2.79 1.44 LIN
3 Prune the dry leaves and use them as mulch
around the base of the plant. 4.79 2.47 2.32 AIN
ii. Fertilizer application

1 Apply 300kg/ha of Nitrogen in form of urea

to seedlings one month after planting at the
rate of milk tin per plantain plant. 4.76 2.67 2.09 AIN
2 Apply 500kg/ha of muriate of potash 30 days
after the first application of urea at the rate of
small tomato tin per plantain plant 4.58 1.94 2.65 AIN
3 Apply mixed fertilizer of 250gm (N), 100gm
(P205) and 200gm (k) at the rate of 50gm/plant
when it starts to maiden. 4.50 2.11 2.38 AIN
iv. Pests and Diseases Control

1 Hand pick pests or insects on green leaves of

plantain plant. 4.76 2.35 2.41 AIN
2 Maintain clean weeding of plantain
plantation. 4.60 2.58 2.02 AIN
3 Use bird scaring gun to scare away birds or
animals such as money 4.70 2.50 2.21 AIN
4 Plant resistant variety to guide against
diseases 4.55 1.76 2.79 AIN
5 Spray insecticides to destroy insect or pests.
4.52 1.97 2.55 AIN
6 Remove insect or disease infested leaves and
burn. 4.64 2.64 2.00 AIN
7 Maintain correct spacing 4.82
2.14
2.68 AIN
v. Debudding and Propping

1 Cut the male bud after the fruit has being set
when the fingers are not coming out. 4.67 3.05 1.62 LIN
2 Get a stick that has Y shape 4.64 3.03
1.61 LIN
 331

3 Hook the Y stick shape on fruit stalk 4.58 3.15

1.44 LIN
4 Dug the stick firmly into the soil to provide
support of trunk or fruit until harvesting. 4.36 3.54 LIN
0.82
vi. Harvesting:

1 Identify mature plantain fruits for harvesting

4.85 3.23 1.62 LIN
2 Harvest with sharp matchet by bending down
to cut the pseudostem 4.91 2.88 2.03 AIN
3 Place with a forked stick or a helper to receive
the bunch 4.65 3.08 1.56 LIN
4 Cut the pseudostem half way, then cut the
bunch. 4.47 2.50 1.97 LIN
5 Cut down the entire pseudostem and chop
together with the foliage of the main plant. 4.65 2.38 2.26 AIN
6 Spread chooped pseudostem and foliage over
the soil as mulch for ratoon crop. 4.61 2.64 1.97 LIN
7 Collect the harvested bunches together for
airing. 4.76 2.91 1.85 LIN
8 Cover the bunch with leaves half way to allow
air inside the heap. 4.70 2.94 1.76 LIN
9 Sell to buyers if it is for marketing or process
if necessary. 4.55 2.70 1.85 LIN
Module C: Competencies in Marketing of Plantain Fruits
S/N Item Statement NG Rmks
Xn X p ( X n- X p)
1. Carryout market survey for sale of plantain
bunches 4.88 2.58 2.29 AIN
2. Advertise the sales of plantain fruits 4.70 2.74 LIN
1.96
3. Identify your customers and invite them
for supply and search for market 4.52 2.74 1.79 LIN
4. Inform customers on the arrival of plantain
products 4.52 3.11 1.41 LIN
5. Identify suitable whole sellers and retail
agents 4.64 3.00 1.65 LIN
6. Sort the bunches to sizes in the weigh
house. 4.52 2.79 1.74 LIN
7 Fix prices based on the weight or size of
the bunches. 4.61 2.97 1.60 LIN
8 Sell the plantain bunches to the buyers. 4.5588 2.82 LIN
1.73
9 Transport the purchased bunches to buyers
if necessary. 4.67 2.30 2.38 AIN
10 Keep records of purchase and sales made 4.67 2.30 AIN
2.38
 332

11 Reconcile sales with cost of resource input

to determine profit or loss. 4.65 2.85 1.79 LIN
Module D: Materials Needed For Plantain Plantation Enterprise
S/N Item Statement NG Rmks
X n X p ( X n- X p)
1. Land for planting plantain seedlings:
identification, selection and preparation 4.76 2.53 2.24 AIN
2. Plantain seedlings/suckers to be used as
planting materials in the field 4.76 2.24 2.53 AIN
3. Pegs for holdings ropes for laying blocks
4.61 3.32 1.29 LIN
4. Ropes for determining straight lines for
blocks laying 4.50 2.65 1.85 LIN
5. Measuring tape for determining areas to be
used in the plantation 4.52 2.62 1.91 LIN
6. Buildings for storing resource materials
and for administrative purposes 4.41 2.55 1.85 LIN
7 Bore hole to be used as sources of water
for irrigation 4.53 3.41 1.12 LIN
8 Watering can to be used for watering the
plantation 4.47 3.50 0.97 LIN
9 Cutlass for cutting grasses 4.38 2.79
1.59 LIN
10 Hoe for removing weeds 4.47 2.88
1.58 LIN
11 Wheel barrow for carrying organic manure
and fertilizer to the plantation site 4.56 2.65 1.90 LIN
12 Spade/shovel for carrying soil used to
cover the root of the plantain 4.29 2.94 1.35 LIN
13 Fertilizer to be applied on the plantation
for increasing the fertility of the soil 4.62 3.05 1.56 LIN
14 Herbicides for controlling weeds. 4.41 3.50 LIN
0.91
15 Pesticides and insecticides for controlling
pests and insects 4.62 2.85 1.76 LIN
16 knap Sac prayer or boom sprayer for
spraying chemicals e.g. pesticides,
insecticides and herbicides 4.35 3.03 1.32 LIN
17 Sharp matchet for harvesting plantain
bunch 4.65 2.97 1.68 LIN
18 Pickups or trucks for carrying harvested
bunchy to the market. 4.59 2.85 1.74 LIN
Key: LIN = Little Improvement Needed
AIN = Average Improvement Needed
HIN = High Improvement Needed
 333

Research Question 6:
Need gap analysis of the mean ratings of the responses of plantain processors on
entrepreneurial competencies in plantain processing and marketing where they needed
improvement. N = 26
S/N Item Statement NG Rmks
Xn Xp ( X n- X p)
1. Formulate specific objectives for plantain fruit
processing 4.62 2.69 1.93 LIN
2. Review the objectives of plantain fruits
processing periodically based on market
4.26 1.80 AIN
demands and supply 2.46
3. Draw up programme plan of activities to cover
in different processing enterprise 4.65 2.84 1.81 LIN
4. Decide on the type (small, medium or large) of
plantain processing enterprise to adopt 4.61 1.19 3.42 HIN
5. Identify sources of credit for processing
enterprise 4.61 2.96 1.65 LIN
6. Make budget for plantain processing enterprise 4.50 1.92 AIN
2.58
7. Identify relevant material inputs and their
locations 4.53 1.57 2.96 AIN
8. Identify different levels of man power needed
for the plantain processing and marketing 4.53 2.65 1.88 LIN
9. Make rules and regulations for successful
processing enterprise 4.30 1.91 2.39 AIN
10. Identify market outlet for the processed plantain
fruits 4.53 2.34 2.19 AIN
11. Identify relevant records to keep for the plantain
processing and marketing enterprise 4.73 2.84 1.88 LIN

Module B: Competencies in Plantain Fruit Processing

i. Plantain Fruits Processing into Flour
Item Statement NG Rmks
X n X p ( X n- X p)
1. Select unripe plantain fruits
4.76 3.02 1.74 LIN
2. Wash the unripe plantain fruits with water to
remove dirt and spray residues 4.42 2.61 1.80 LIN
3. Peel the unripe plantain to obtain pulp and keep
pulps in a bowl containing water to avoid turning
black 4.85 2.23 2.61 AIN
4. Sliced the pulp using knife.
4.62 1.26 3.34 HIN
5 Sun-dried the sliced pulp for 2-3 days.
4.54 2.84 1.69 LIN
 334

6 Mill the sliced dried pulp using domestic grinding

machines. 4.38 1.46 2.92 AIN
7 Sieve the ground pulp to obtain flour 4.88 1.53 HIN
3.34
8 Pack the sieve flour and sold to the market 4.57 2.61 LIN
1.96
ii. Plantain Fruit Processing into Chips
1 Select unripe plantain fruits as required. 4.50 2.15 2.34 AIN

2 Peel the plantain fruits with knife 4.23 1.88 2.34 AIN

3 Immerse in a bowl containing water 4.69 3.11 1.57 LIN

4 Cut/sliced peeled plantain fruits according to the

desired sizes using appropriate technologies 4.58 1.53 3.04 HIN
5 Salt the sliced plantain fruits to taste 4.46 1.69 2.76
AIN
6 Heat vegetable oil or palm oil in a frying pan or
electric fryer to about 170OC. 4.53 1.50 3.03 HIN
7 Put sliced plantain fruits into the hot oil and fry. 4.42 2.73 1.69 LIN

8 Stir constantly until crispy or golden yellow

appear (Plantain chips). 4.60 2.69 1.91 LIN
9 Remove the plantain chips into plastic sieve to
allow the oil to drain. 4.53 2.69 LIN
1.84
10 Spread chips on clean material to allow the
plantain chips to cool 4.46 2.30 2.15 AIN
11 Sort and bag the plantain chips into various sizes 4.34 1.76 AIN
2.58
12 Seal with candle flame with the aid of kitchen
knife and Market the products. 4.65 2.53 2.12 AIN
iii. Competencies in malt (Non-alcoholic Plantain Drink) Processing
1 Select figs from plantain
4.53 2.38 2.15 AIN
2 Mill the figs with appropriate technologies into
powder and keep until required. 4.65 1.89 2.76 AIN
3 Reconstitute about 55g (2 heaped tablespoon) of
fig powder in 0.3 litres of water and mix. 4.70 2.88 1.82 LIN
4 Set the mixture aside for 5-10 minutes to enable
the component of powder to leach into the water. 4.26 1.57 2.69 AIN
5 Filter through muslin clothes, bottled and keep to
sediment allow to sediment. 4.56 1.84 2.72 AIN
6 Decant or filter again, add vanilla flavor and
granulated or icing sugar to sweeten the ―malt’ 4.42 1.46 2.96 AIN
7 Finally bottle, refrigerate and Market the products
4.69 1.80 2.88 AIN
 335

iv. Competencies in Plantain Jam Processing

1 Select 2 or 3 riped plantain 4.19 3.00 1.19 LIN
2 Blend the ripe plantain with harmer mill and
mixed together with1 cup of granulated sugar 4.70 2.46 2.25 AIN
3 Add 200ml or 2 cups of water and mix together. 4.69 1.50 3.19 HIN

4 Add 30-35ml lime juice in the mixture. 4.80 1.84 2.96 AIN

5 Boil the mixture and allow the formed gel to cool 4.30 2.54 1.77 LIN

6 Preserved the gel with sorbic acid and market the

products 4.50 2.23 2.27 AIN
v. Competencies in Plantain Fruits Processing into Juice
1 Select some ripe plantain fruits 4.53 2.65 1.88 LIN

2 Peel the ripe plantain fruits and blend the pulp

with appropriate technologies. 4.80 2.61 2.19 AIN
3 Soak slurry (blended pulp) in hot water for 10 -15
minutes for optimum juice extraction 4.34 2.80 1.54 LIN
4 Filter the extracted juice through white muslin
(akamu) cloth 4.88 1.69 3.19 HIN
5 Pasteurize the juice by boiling and simmer for 3
minutes 4.31 2.91 1.39 LIN
6 Allow to cool, add colour and fill into sterilized
bottles and market the products 4.65 1.69 2.96 AIN
vi. Competencies in Plantain Fruits Processing into Ice Cream
1 Select 20-24 ripe plantain fruits 4.26 2.73 1.53 LIN

2 Peel the ripe plantain fruits and blend the pulp

with appropriate technologies 4.76 2.81 1.96 LIN
3 Soak slurry (blended pulp) in 500ml hot water for
10-15 minutes for optimum juice extraction 4.34 1.92 2.42 AIN
4 Filter the slurring through white muslin (akamu)
cloth. 4.73 1.96 2.76 AIN
5 Add 12 eggs (albumum, whisked), 1 cup of icing
sugar, a pinch of vanilla powder or few drops of
liquid vanilla flavor essence, 1 tin of milk and mix 4.38 2.19 2.19 AIN
6 Pour the mixture into cream cups or seal in
polyethylene bag. 4.65 2.23 2.42 AIN
7 Place in a freezer until required and market the
products 4.46 1.65 2.80 AIN
vii. Competencies in Plantain Fruits Processing into Wine

1 Select 2kg ripe/over ripe plantain and 250g

plantain skins (peels) 4.42 2.73 1.69 LIN
 336

2 Slice peeled ripe plantain fruits and the peels with

knife 4.31 2.03 2.26 AIN
3 Place in a clean, sterilized white cloth bag. 4.53 3.11 1.42 LIN

Tie
4 Tie the bag and place into a saucepan (preferably
aluminum) 4.42 1.53 2.88 AIN
Add
5 Add 4 litres of water, boil and simmer for 20-30
minutes. 4.68 2.42 2.26 AIN
6 Add granulated sugar and fruit juice in the boiled
liquid 4.53 1.57 2.96 AIN
7 Apply pressure to extract as much juice as possible
when the bag is cooled. 4.60 2.11 2.49 AIN
8 Add the extracted juice to sugar liquor
4.53 1.46 3.07 HIN
9 Shake to dissolve the sugar and cool in cold water. 4.57 2.73 LIN
1.84
10 Add 1 table spoon or 1 sachet (3g) of yeast and
juice of 1 ripe grape fruit as yeast nutrient at 27-
30OC to extracted juice 4.53 1.96 2.57 AIN
11 Record the initial temperature and specific gravity. 4.38 2.65 LIN
1.73
12 Keep the extracted juice in jar for a week in a
room temperature. 4.57 3.02 1.55 LIN
13 Agitate the jar occasionally by giving it a shake 4.57 1.46 3.11 HIN
14 Record the data of temperature, PH and specific
gravity. 4.57 1.03 3.54 HIN
15 Collect data until fermentation quickens after
about 1 week 4.76 2.00 2.76 AIN
16 Plug air lock (fermentation trap) to the fermenter. 4.52 3.23 1.29 LIN
17 Put few drops of sterilizing solution into the air
lock to form a U shape 4.07 2.42 1.65 LIN
18 Plug the top of the trap with cotton wool to enables
the yeast to undergo an anaerobic method of self-
reproduction. 4.73 1.50 3.23 HIN
19 Rack occasionally by siphoning the wine off the
lees of yeast and deposited solids. 4.42 2.46 LIN
1.96
20 Sieve the wine with musline cloth to clear of its
own accord; given time, when it does not, you
may have to filter. 4.76 2.42 2.34 AIN
21 Bottled the sieve wine as required. 4.38 1.46 2.92 AIN

22 Store wine in sterilized bottles and corks. 4.61 2.53 2.07 AIN

23 Store finished wine in a rack or bin at 13OC or in a

refrigerator and market the products 4.34 1.65 2.69 AIN
 337

Module C: Competencies in Marketing of Processed Plantain Fruits (Flour, Chips, Malt,

Jam
S/N Item Statement NG Rmks
Xn Xp ( X n- X p)
1. Carryout market survey for sale of processed
plantain fruits. 4.65 3.23 1.42 LIN
2. Package the processed plantain fruits into bags and
grade. 4.69 2.23 2.46 AIN
3. Fix prices on the bags based on size and quality 4.77 1.94 2.83 AIN

4. Advertise the sales of the processed plantain fruits 4.42 2.00 2.42 AIN

5. Identify your customers and invite them for

supply. 4.42 1.92 2.50 AIN
6. Sell the processed plantain fruits to different
buyers according to grades and quality 4.38 3.61 0.76 LIN
7. Help customers transport their goods to their
nearest destination if necessary. 4.61 1.81 2.81 AIN
8. Keep record of sales made 4.65 2.92 1.73 LIN
9. Reconcile sales and expenditure record to
determine profit or loss. 4.50 2.07 2.42 AIN

Module D: Material Needed for Plantain Processing Enterprise

S/N Item Statements NG Rmks
Xn X p ( X n- X p)
1 Mature plantain bunches to be used as raw
material for processing 4.73 2.54 2.19 AIN
2 Knife for peeling the plantain fruits 4.31 2.58 1.73 LIN

3 Mechanical slicer for slicing peeled plantain fruits 4.54 2.78 1.77 LIN

4 Water for washing peeled plantain fruits 4.58 1.96 2.61 AIN

5 Cabinet drier for drying sliced plantain fruits 4.77 1.73 3.03 HIN

6 Salt for spreading on sliced plantain fruits 4.50 2.61 1.88 LIN

7 Sterilized bottles used for keeping juice 4.65 1.62 3.03 HIN

8 Bowls for putting water used for washing peeled

plantain fruits 4.27 1.65 2.61 AIN
9 Frying pan used for frying plantain chips 4.69 1.50 HIN
3.19
 338

10 Hammer mill used for milling the dried sliced

plantain fruits. 4.42 3.31 1.12 LIN
11 Sealer or candle knife for sealing the cellophane
bag 4.85 1.62 3.23 HIN
12 Trucks for conveyance of processed products to
market 4.73 2.42 2.31 AIN
Key: LIN = Little Improvement Needed
AIN = Average Improvement Needed
HIN = High Improvement Needed
 339

Research Question 7:
Competencies in Training Needed by Trainers for Training Secondary School
Graduates for success in employment in any Plantain Enterprise N = 282
S/N Item Statement Mean SD Rmks

1. Structure the plantain programme (nursery, plantation, 4.28 0.989 HN

processing and marketing) contents into topics or units
2. Arrange the topics or units sequentially in order of 4.26 1.058 HN
presentation
3. State the objectives to be achieved by each topic or unit 4.21 0.958 HN
for any plantain enterprise.
4. Identify materials needed for training in each unit of the 4.22 0.984 HN
enterprise
5. Select relevant available materials for training in each 4.09 0.964 HN
units of the plantain enterprise
6. Identify relevant methods for teaching each topic or unit 4.16 1.040 HN
All
7. Select relevant methods for teaching each topic or unit 4.26 0.925 HN
8. Write down the plantain programme concepts, facts or 4.37 1.064 HN
generalizations to be learnt.
9 Identify competency performance of plantain programme 4.01 1.043 HN
units needed to develop
10 State instructors and learners activities. 4.25 0.994 HN
11 Identify appropriate evaluation technique for each content 4.09 0.893 HN
area
B Training procedure to be adopted by trainers

12 Teach trainees from known to unknown using plantain 4.39 0.929 HN

programme units or topics

13 Explain the facilities to be used by the trainer for training 4.13 0.925 HN
each trainee in each in competency area of the plantain
programme
14 Deliver the contents step by step in logical order to the 4.25 0.965 HN
trainees
15 Demonstrate the competencies while the trainees observed 4.45 0.775 HN
during step by step teaching
16 Request the trainees to practice what the instructor 4.23 0.845 HN
demonstrated while the instructor observes them
17 Correct wrong practices made by the trainees 4.29 0.834 HN
18 Encourage repetitive practice of knowledge and skills 4.39 0.706 HN
learnt
19 Test the practice of a group of related competencies 4.35 0.793 HN
toward achieving of the objectives
20 Provide the trainees information about their performance 4.30 0.773 HN
 340

21 Encourage visit to other plantain programme 4.17 0.851 HN

establishments, write a report and submit to the instructor
for a feedback system
22 Teach the trainee money management and investment 4.34 0.815 HN
procedure into their enterprise
23 Teach the trainees sources of fund for investment into the 4.35 0.733 HN
enterprise/programmes
24 Teach the trainees how to manage risk in the enterprises 4.35 0.695 HN
through insurance policy
25 Teach trainee salvage value of materials that can be resold 4.26 0.795 HN
for improving investment into the enterprise
26 Teach the trainees knowledge of profit and loss account 4.31 0.833 HN
Key: HN = Highly Needed
 341

APPENDIX O

Item by Item Analysis of Hypothesis Testing

Hypothesis One:
Analysis of variance (ANOVA) of the Mean Ratings of the Agricultural Science Teachers,
Extension Agents and Farmers on the Entrepreneurial competencies Needed by secondary
school graduates for Employment in plantain nursery enterprise.

S/N Item Statement Total df Mean F- P- Rmks

sum of sum of Ratio value
square square (sig)
1. Formulate specific objectives for the 137.858 301 0.460 0.264 0.768 NS
nursery enterprise
2. Review the objectives periodically 220.861 301 0.738 1.039 0.462 NS
based on market demand and supply
3. Draw up programme plan of 253.275 301 0.847 0.101 0.904 NS
activities to cover
4. Decide on the type (small, medium, 146.136 301 0.488 0.137 0.872 NS
or large) of nursery enterprise to
adopt
5. Identify sources of credit for nursery 232.609 301 0.778 0.949 0.252 NS
enterprise
6. Make budget for the nursery 149.805 301 0.501 0.113 0.693 NS
enterprise
7. Identify the relevant material inputs 257.272 301 0.857 0.686 0.505 NS
and their locations
8. Identify different levels of man 144.437 301 0.483 0.892 0.512 NS
power needed for the nursery
enterprise
9. Establish time for plantain nursery 305.550 301 1.019 0.363 0.696 NS
10. Make rules and regulations for 262.834 301 0.879 0.028 0.872 NS
successful nursery practice
11. Identify market outlet for the nursery 195.050 301 0.652 1.565 0.280 NS
products
12. Identify relevant records to keep for 355.699 301 1.186 0.470 0.625 NS
nursery enterprise
13. Identify site to purchase for nursery 410.586 301 1.371 0.201 0.818 NS
enterprise
 342

Module B: Competencies in Plantain Nursery Enterprise

Competencies in Plantain Pre-nursery
i. Sliced Corm Technique
S/N Item Statement Total df Mean F- P- Rmks
sum of sum of Ratio value
square square (sig)
1 Choose a flat site, free from pests 157.086 301 0.525 0.213 0.608 NS
and diseases for pre-nursery
2 Make a shade with materials 96.543 301 0.322 0.943 0.170 NS
toward off excess heat.

3 Prepare pre-nursery beds or boxes 283.351 301 0.945 0.457 0.634 NS

or trays with polythene bags.
4 Mix carefully top soil and poultry 259.881 301 0.865 0.705 0.495 NS
manure (8:1) that is 8 head pans of
top soil to 1 head pan of poultry
manure
5 Fill the boxes, trays, poly bags with 437.023 301 1.459 0.314 0.731 NS
mixed top soil and poultry manure.
6 Water the soil in the boxes, trays and 306.586 301 1.025 2.145 0.096 NS
polybags.

7 Arrange the poly bags in rows to 173.579 301 0.580 0.916 0.190 NS
form beds
8 Acquire the corms to nurse 189.023 301 0.632 0.129 0.879 NS
9 Slice the corms into sizes of not 315.222 301 1.052 0.327 0.721 NS
more than 2 – 3cm.
10 Arrange the sliced corms in rows in 179.659 301 0.601 0.028 0.593 NS
the boxes or trays and one per
polybags.
11 Apply water at alternate days 71.272 301 0.238 0.259 0.772 NS
especially during dry season.
12 Transfer sprouting corms into the 153.470 301 0.512 0.297 0.643 NS
nursery.
ii. Whole Corm Technique
1 Prepare the pre-nursery as in Bi (1 315.844 301 1.056 0.181 0.622 NS
to 7) above
2 Dig out whole corms to nurse and 303.868 301 1.016 0.621 0.379 NS
wash with water.
3 Stripped back the outer leaf sheaths 267.540 301 0.894 0.982 0.151 NS
of each corm with knife.
4 Loose any cover on the bud surface 161.593 301 0.532 1.474 0.123 NS
5 Arrange whole corm in poly bags 78.874 301 0.264 0.327 0.693 NS
or in trays or boxes and cover with
soil or saw dust.
 343

6 Apply water at alternate days. 171.232 301 0.572 0.113 0.893 NS

7 Mulch with dry grasses 151.338 301 0.772 2.570 0.074 NS

8 Observe the buds for sprouting 123.447 301 0.389 4.034 0.045 S*
after 6 – 8 days.

9 Remove any weeds on the beds or 298.189 301 0.996 0.182 0.834 NS
trays or polythene bags.

10 Transfer sprouted beds into 308.172 301 1.030 0.037 0.963 NS

nursery.

C Competencies in Plantain Main Nursery

S/N Item Statement Total df Mean F- P- Rmks
sum of sum of Ratio value
square square (sig)
1 Select site that is flat well drained 420.997 301 1.405 0.304 0.738 NS
and easily accessible.
2 Clear the bush, level and fill 229.510 301 0.767 0.025 0.975 NS
depressions with appropriate
technologies
3 Pack and burn all the thrashes or 127.444 301 0.426 0.201 0.818 NS
heap them in the farm or out of
the site.
4 Prepare a shade over the nursery 356.930 301 1.194 0.017 0.984 NS
5 Construct a fence with 1.20 mesh 327.947 301 1.095 0.197 0.822 NS
poultry wire.
6 Collect 8 head pans of top soil to 511.417 301 1.705 0.464 0.629 NS
1 head pan of poultry manure as
standard mixture.
7 Mix the top soil and poultry 333.434 301 1.112 0.362 0.697 NS
manure together very well with
shovel or spade.
8 Provide 400 or 500 gauge black 159.338 301 0.533 0.033 0.967 NS
polythene bags with a centrally
placed perforation at the bottom.
9 Fill the bags with the mixture of 357.881 301 1.194 0.416 0.660 NS
top soil and poultry manure.
10 Arrange the poly bags in rows of 264.599 301 0.884 0.093 0.912 NS
beds on the cleared land
11 Apply water to the soil for one 297.987 301 0.995 0.276 0.759 NS
day and leave for at least one
week to consolidate
 344

12 Open the middle of soil in the 179.470 301 0.600 0.145 0.865 NS
polythene bags.
13 Select the differentiated young 410.440 301 1.369 0.364 0.696 NS
seedlings from pre-nursery (B i or
ii above)
14 Place the sprouted corm with ball 437.699 301 1.461 0.343 0.710 NS
of earth into the hole in the
polythene bags carefully and
close up the base of the sprouted
corms with earth
15 Apply water in the morning and 122.742 301 0.410 0.064 0.938 NS
evening daily.
16 Apply NPK fertilizer 20:10:10 89.222 301 0.298 0.105 0.901 NS
(10gm/plant)
17 Spray with benomil or ash slurry 243.262 301 0.813 0.022 0.978 NS
around the psudostem base and
around plants to prevent insects
from eating the foliage
18 Mulch with partially decomposed 194.374 301 0.649 0.169 0.844 NS
refuse or dry grass.
19 Weed with hoe and hand pick 367.046 301 1.225 0.263 0.769 NS
pests regularly

20 Prune dead leaves from the base 218.755 301 0.731 0.054 0.947 NS
of the seedlings.
21 Harden the seedlings through 263.179 301 0.877 0.520 0.595 NS
gradual removal of the shade.

22 Transfer the seedlings after 6 to 8 171.046 301 0.572 0.098 0.907 NS

weeks into the main plantation
and market the products.

Module D: Competencies Needed for Marketing of Plantain Nursery Seedlings

S/N Item Statement Total Mean F- P- Rmks
sum of df sum of Ratio value
square square (sig)
1. Carryout market survey for sale 146.318 301 0.489 0.973 0.130 NS
of nursery seedlings
2. Assemble the seedlings into sides 242.202 301 0.810 0.760 0.441 NS
or groups according to viability
and vigour
3. Fix price on the seedlings based 113.417 301 0.379 0.635 0.465 NS
on sides and vigour
 345

4. Advertise the seedlings for sale 108.887 301 0.364 0.107 0.599 NS
5. Sell the seedlings to different 86.546 301 0.069 1.240 0.087 NS
buyers
6. Transport the purchased 284.719 301 0.550 3.288 0.036 S*
seedlings to the buyer’s field if
necessary
7. Keep records of purchase and 173.735 301 0.580 0.230 0.795 NS
sales made
8. Reconcile sales and expenditure 141.672 301 0.474 0.039 0.762 NS
to determine profit or loss.

Module E: Materials Needed for Effective Management in Nursery Enterprise.

S/N Item Statement Total df Mean F- P-value Rmks
sum of sum of Ratio (sig)
square square
1. Land for nursery establishment: 201.288 301 0.673 0.095 0.910 NS
Identification, selection and
preparation.
2. Top soil or organic matter for 116.427 301 0.388 0.519 0.596 NS
filling in the polyethene bag for
planting corms.
3. Temporary shade for protecting 138.719 301 0.464 0.075 0.928 NS
the corm in the pre-nursery.
4. Corm as planting materials to 66.344 301 0.222 0.130 0.878 NS
be raised in polyethene bags or
tray or boxes.
5. Saw dust or dry grasses to be 62.993 301 0.210 0.420 0.657 NS
used as light mulch on top of
the polyethene bags.
6. Water tank to be used to store 127.894 301 0.427 0.088 0.915 NS
water for watering the nursery
seedlings.
7. Water can to be used for 195.099 301 0.652 0.092 0.912 NS
watering the seedlings.
8. Hose to be used to guide water 130.967 301 0.437 0.192 0.825 NS
from tank to nursery shade.
9 Cutlass for cutting grasses and 286.795 301 0.959 0.041 0.960 NS
preparing the shade.
10 Hoe or shovel for scoping top 138.652 301 0.464 0.002 0.998 NS
soil or organic matter in the
container and for weeding
11 Knife for pruning or removing 355.659 301 1.186 0.428 0.653 NS
scales or slicing the corms from
the nursery
 346

12 Wheel barrow for carrying soil 359.593 301 1.201 0.242 0.785 NS
or organic matter to the nursery
shade
13 Polyethene bags/trays/boxes for 190.040 301 0.635 0.037 0.964 NS
holding soil for planting
14 Wire nets for fencing the pre- 424.437 301 1.418 0.148 0.862 NS
nursery off rodents or predators
15 Rake for removing cut grasses 295.523 301 0.988 0.042 0.959 NS
out of the site
16 Palm fronts used to make shade 118.175 301 0.394 0.542 0.582 NS
for nursery seedlings
17 Shade for protecting the 133.222 301 0.445 0.107 0.899 NS
plantain seedlings in the nursery
18 Knife for opening the middle of 135.023 301 0.451 0.224 0.799 NS
soil in the polyethene bags
19 NPK fertilizer to be applied on 311.020 301 1.040 0.046 0.955 NS
the nursery seedlings
20 Ash slurry to be spread around 185.868 301 0.618 0.771 0.463 NS
the seedlings to prevent insects
from eating the foliage
21 Chemicals e.g. pesticides for 381.394 301 1.274 0.170 0.844 NS
controlling insects pest
22 Borne hole to be used as water 393.368 301 1.314 0.172 0.842 NS
source for irrigation
23 Head pan for carrying soil or 156.202 301 0.522 0.214 0.807 NS
organic matter or plantain
seedlings
24 Hand fork for pulverizing the 323.540 301 1.080 0.327 0.721 NS
soil or mixing of soil and
organic matter before filling in
polyethene bags
25 Hand trowel for transplanting of 210.795 301 0.705 0.055 0.946 NS
plantain seedlings from trays or
boxes into large polyethene
bags
26 Secateurs for pruning dead 262.043 301 0.876 0.004 0.996 NS
leaves from the base of the
seedlings
27 Polyethene bags/trays/boxes for 319.351 301 1.068 0.030 0.970 NS
putting soil
28 Basket for carrying plantain 204.172 301 0.682 0.099 0.905 NS
seedlings
29 Booth to be wore as protection 276.609 301 0.925 0.047 0.954 NS
30 Hand glove to be wore as 175.894 301 0.588 0.080 0.923 NS
protection
 347

31 Gorgles to be wore as 227.089 301 0.759 0.001 0.999 NS

protection
32 Nose mask or respirator to be 90.834 301 0.304 0.008 0.992 NS
wore as protection
33 Knap sac sprayer for spraying 212.917 301 0.712 0.034 0.967 NS
chemicals
Key: NS = Not Significant
S* = Significant
Level of Significance = 0.05
Table value (t-tab) = 3.00.
 348

Hypothesis Two:
Analysis of Variance (ANOVA) of the Mean Ratings of the Agricultural science Teachers,
Extension Agents and Farmers on the Entrepreneurial competencies Needed by secondary
school graduates for Employment in Plantain Plantation Management Enterprise.
A.
S/N Item Statement Total df Mean F- P- Rmks
sum of sum of Ratio value
square square (sig)
1. Formulation of specific objectives 146.237 315 0.466 0.492 0.612 NS
for plantain plantation
management
2. Review the objectives of the 229.595 315 0.732 0.333 0.717 NS
plantain plantation enterprise
periodically based on changes in
market demand and supply
3. Draw up programme plan for the 260.440 315 0.830 0.387 0.679 NS
plantain plantation enterprise
4. Decide on the type (small, medium 149.047 315 0.476 0.039 0.962 NS
or large) of plantain plantation
management enterprise to adopt
5. Identify sources of credit for 243.304 315 0.776 0.208 0.812 NS
plantain plantation enterprise
6. Budget for plantain plantation 154.288 315 0.491 0.538 0.585 NS
management.
7 Identify relevant material inputs 265.722 315 0.847 0.390 0.677 NS
and their location (seedlings
fertilizers, pesticides, herbicides)
for plantain plantation enterprise
8 Provide relevant tools and 152.747 315 0.488 0.139 0.870 NS
equipment (vehicles, cutlass, hoe
etc) for use in plantain plantation
enterprise.
9 Identify different levels of man 311.418 315 0.993 0.319 0.727 NS
power needed for plantain
plantation management.
10 Plan all farm operations to make 270.595 315 0.864 0.087 0.917 NS
most efficient use of the available
money.
11 Make rules and regulations for 200.592 315 0.639 0.443 0.643 NS
successful plantain operations.

12 Identify market outlet for the 366.592 315 1.169 0.242 0.785 NS
plantain products.
13 Identify relevant records to keep 415.326 315 1.327 0.011 0.990 NS
for plantain plantation enterprise
 349

14 Identify a site for plantain 159.342 315 0.507 0.671 0.512 NS

plantation enterprise

Module B: Competencies in Plantain Plantation Establishment

i. Land Selection and Preparation:
S/N Item Statement Total df Mean F- P- Rmks
sum of sum of Ratio value
square square (sig)
1. Select well drained soil rich in 99.177 315 0.317 0.625 0.476 NS
organic matter.
2. Clear the undergrowth of the 293.022 315 0.933 0.551 0.577 NS
selected land with appropriate
technologies.
3. Cut down the trees with 285.544 315 0.905 1.329 0.266 NS
appropriate technologies.
4. Park residues and burn 454.693 315 1.451 0.212 0.809 NS
5. Stump the stems, park off, level 315.858 315 1.007 0.293 0.746 NS
and fill depressions with
appropriate technologies.
6. Lay out the blocks to specification 180.111 315 0.575 0.197 0.821 NS
7 Lay the plots in planting spacing 168.175 315 0.550 3.207 0.046 S*
of 3m by 2m along and within
the rows for digging.
8 Dig holes of 30cm by 30cm by 247.858 315 0.808 4.156 0.027 S*
30cm for each plantain sucker.
9 Keep the top soil separated from 194.718 315 0.619 0.827 0.438 NS
bottom soil of the dug holes.
ii. Planting Plantain in the Field
1 Select well differentiated seedling 71.835 315 0.229 0.179 0.836 NS
after 7-8 weeks in the nursery.
2 Remove bottom portion of the 156.684 315 0.500 0.038 0.963 NS
polythene bag with seedlings to
2cm from the base.
3 Cut the polyethene bag with 339.418 315 1.083 0.274 0.761 NS
seedlings from the top to the
bottom.
4 Place seedlings centrally into the 330.835 315 1.054 0.442 0.643 NS
hole with the two hands and
remove the polyethene bag.
5 Remove the polyethene bag away 276.465 315 0.883 0.078 0.925 NS
from the seedlings.
6 Fill back the hole first with top 452.418 315 1.445 0.007 0.993 NS
soil and then with bottom soil
 350

7 Support the seedlings with top soil 79.722 315 0.254 0.199 0.820 NS
and add more soil if not enough.
8 Press the soil firmly around the 174.190 315 0.555 0.387 0.680 NS
seedlings
9 Place mulch materials around 154.380 315 0.491 0.613 0.542 NS
each planted seedlings
10 Water the seedlings daily. 167.089 315 0.533 0.228 0.796 NS

11 Put wire net at the collar of each 305.225 315 0.974 0.109 0.897 NS
seedling if necessary.
iii. Weeding and Fertilizer Application

i Weeding

1 Weed as weeds appear with

cutlass or matchet or row weed
about three to four months 324.734 315 1.036 0.277 0.758 NS
interval based on the nature of soil
fertility.
2 Intercrop with legumes or 434.465 315 1.386 0.206 0.814 NS
cocoyam in rows at the young age
of plantain or spray weeds with
appropriate herbicides.
3 Prune the dry leaves and use them 234.038 315 0.748 0.017 0.983 NS
as mulch around the base of the
plant.
ii. Fertilizer application

1 Apply 300kg/ha of Nitrogen in 136.304 315 0.434 0.584 0.558 NS

form of urea to seedlings one
month after planting at the rate of
milk tin per plantain plant.

2 Apply 500kg/ha of muriate of 366.085 315 1.170 0.008 0.992 NS

potash 30 days after the first
application of urea at the rate of
small tomato tin per plantain plant
3 Apply mixed fertilizer of 250gm 335.949 315 1.072 0.184 0.832 NS
(N), 100gm (P205) and 200gm (k)
at the rate of 50gm/plant when it
starts to maiden.
iv. Pests and Diseases Control

1 Hand pick pests or insects on 535.326 315 1.708 0.200 0.630 NS

green leaves of plantain plant.
 351

2 Maintain clean weeding of 343.554 315 1.096 0.289 0.283 NS

plantain plantation.
3 Use bird scaring gun to scare 162.380 315 0.518 0.282 0.762 NS
away birds or animals such as
money
4 Plant resistant variety to guide 365.380 315 1.165 0.288 0.538 NS
against diseases
5 Spray insecticides to destroy 274.468 315 0.876 0.143 0.443 NS
insect or pests.
6 Remove insect or disease infested 305.684 315 0.976 0.140 0.195 NS
leaves and burn.
7 Maintain correct spacing 182.949 315 0.583 0.339 0.465 NS

v. Debudding and Propping

1 Cut the male bud after the fruit 268.136 315 0.869 5.215 0.008 S*
has being set when the fingers are
not coming out.
2 Get a stick that has Y shape 452.418 315 1.439 0.680 0.507 NS

3 Hook the Y stick shape on fruit 124.038 315 0.396 0.199 0.820 NS
stalk
4 Dug the stick firmly into the soil 90.718 315 0.290 0.002 0.998 NS
to provide support of trunk or fruit
until harvesting.
vi. Harvesting:

1 Identify mature plantain fruits for 247.858 315 0.791 0.202 0.818 NS
harvesting
2 Harvest with sharp matchet by 201.934 315 0.645 0.019 0.981 NS
bending down to cut the
pseudostem
3 Place with a forked stick or a 378.608 315 1.210 0.013 0.987 NS
helper to receive the bunch
4 Cut the pseudostem half way, then 222.797 315 0.711 0.210 0.811 NS
cut the bunch.
5 Cut down the entire pseudostem 269.772 315 0.861 0.091 0.913 NS
and chop together with the foliage
of the main plant.
6 Spread chooped pseudostem and 178.440 315 0.568 0.537 0.585 NS
foliage over the soil as mulch for
ratoon crop.
7 Collect the harvested bunches 148.430 315 0.473 0.348 0.706 NS
together for airing.
8 Cover the bunch with leaves half 247.554 315 0.789 0.337 0.714 NS
way to allow air inside the heap.
 352

9 Sell to buyers if it is for marketing 116.987 315 0.372 0.733 0.481 NS

or process if necessary.

Module C: Competencies in Marketing of Plantain Fruits

S/N Item Statement Total df Mean F- P- Rmks
sum of sum of Ratio value
square square (sig)
1. Carryout market survey for sale of 110.354 315 0.352 0.444 0.642 NS
plantain bunches
2. Advertise the sales of plantain 87.984 315 0.280 0.368 0.692 NS
fruits
3. Identify your customers and invite 289.959 315 0.924 0.387 0.680 NS
them for supply and search for
market
4. Inform customers on the arrival of 174.722 315 0.557 0.360 0.698 NS
plantain products
5. Identify suitable whole sellers and 143.680 315 0.458 0.201 0.818 NS
retail agents
6. Sort the bunches to sizes in the 204.288 315 0.652 0.102 0.903 NS
weigh house.
7 Fix prices based on the weight or 119.022 315 0.380 0.240 0.787 NS
size of the bunches.
8 Sell the plantain bunches to the 140.592 315 0.448 0.315 0.730 NS
buyers .
9 Transport the purchased bunches 66.772 315 0.213 0.118 0.889 NS
to buyers if necessary.
10 Keep records of purchase and 63.304 315 0.202 0.576 0.563 NS
sales made
11 Reconcile sales with cost of 129.937 315 0.415 0.103 0.903 NS
resource input to determine profit
or loss.

Module D: Materials Needed For Plantain Plantation Enterprise

S/N Item Statement Total df Mean F- P- Rmks
sum of sum of Ratio value
square square (sig)
1. Land for planting plantain 197.975 315 0.632 0.024 0.977 NS
seedlings: identification, selection
and preparation
2. Plantain seedlings/suckers to be 133.680 315 0.427 0.078 0.925 NS
used as planting materials in the
field
3. Pegs for holdings ropes for laying 292.430 315 0.933 0.163 0.850 NS
blocks
4. Ropes for determining straight 142.744 315 0.455 0.505 0.604 NS
 353

lines for blocks laying

5. Measuring tape for determining 370.718 315 1.184 0.083 0.920 NS
areas to be used in the plantation
6. Buildings for storing resource 381.418 315 1.215 0.440 0.644 NS
materials and for administrative
purposes
7 Bore hole to be used as sources of 194.380 315 0.621 0.053 0.948 NS
water for irrigation
8 Watering can to be used for 430.608 315 1.374 0.148 0.863 NS
watering the plantation
9 Cutlass for cutting grasses 303.949 315 0.969 0.264 0.768 NS
10 Hoe for removing weeds 120.693 315 0.385 0.041 0.960 NS
11 Wheel barrow for carrying 134.718 315 0.430 0.245 0.783 NS
organic manure and fertilizer to
the plantation site
12 Spade/shovel for carrying soil 138.190 315 0.441 0.016 0.984 NS
used to cover the root of the
plantain
13 Fertilizer to be applied on the 317.430 315 1.014 0.083 0.920 NS
plantation for increasing the
fertility of the soil
14 Herbicides for controlling weeds 192.136 315 0.612 0.501 0.607 NS
15 Pesticides and insecticides for 386.339 315 1.234 0.021 0.979 NS
controlling pests and insects
16 knap Sac prayer or boom sprayer
for spraying chemicals e.g.
pesticides, insecticides and 400.136 315 1.278 0.060 0.942 NS
herbicides
17 Sharp matchet for harvesting 158.009 315 0.504 0.325 0.723 NS
plantain bunch
18 Pickups or trucks for carrying 330.339 315 1.055 0.057 0.945 NS
harvested bunchy to the market.
Key: NS = Not Significant;
S* = Significant
Level of Significance = 0.05
Table value = 3.00
 354

Hypothesis Three:
Analysis of variance (ANOVA) of the Mean Ratings of the Agricultural science teachers,
Extension Agents and Processors on the entrepreneurial competencies needed by secondary
school graduates for employment in plantain processing and marketing enterprise.
A.
S/N Item Statement Total df Mean F- P- Rmks
sum of sum of Ratio value
square square (sig)
1. Formulate specific objectives for 138.701 307 0.454 0.290 0.749 NS
plantain fruit processing
2. Review the objectives of plantain 230.532 307 0.755 0.258 0.773 NS
fruits processing periodically based
on market demands and supply
3. Draw up programme plan of 255.698 307 0.838 0.092 0.912 NS
activities to cover in different
processing enterprise
4. Decide on the type (small, medium 154.114 307 0.505 0.201 0.818 NS
or large) of plantain processing
enterprise to adopt
5. Identify sources of credit for 242.633 307 0.793 0.425 0.654 NS
processing enterprise
6. Make budget for plantain processing 151.828 307 0.498 0.015 0.985 NS
enterprise
7. Identify relevant material inputs and 263.698 307 0.864 0.090 0.914 NS
their locations
8. Identify different levels of man 152.312 307 0.499 0.049 0.953 NS
power needed for the plantain
processing and marketing
9. Make rules and regulations for 314.818 307 1.028 0.561 0.571 NS
successful processing enterprise
10. Identify market outlet for the 270.987 307 0.888 0.044 0.957 NS
processed plantain fruits
11. Identify relevant records to keep for 199.221 307 0.653 0.064 0.938 NS
the plantain processing and
marketing enterprise
 355

Module B: Competencies in Plantain Fruit Processing

i. Plantain Fruits Processing into Flour

Item Statement Total df Mean F- P- Rmks
sum of sum of Ratio value
square square (sig)
1. Select unripe plantain fruits 373.519 307 1.222 0.353 0.703 NS
2. Wash the unripe plantain fruits with 429.792 307 1.409 0.027 0.974 NS
water to remove dirt and spray
residues
3. Peel the unripe plantain to obtain
pulp and keep pulps in a bowl 158.971 307 0.521 0.161 0.852 NS
containing water to avoid turning
black
4. Sliced the pulp using knife. 98.269 307 0.322 0.082 0.922 NS
5 Sun-dried the sliced pulp for 2-3 289.675 307 0.949 0.163 0.849 NS
days.
6 Mill the sliced dried pulp using 259.883 307 0.849 0.495 0.610 NS
domestic grinding machines.
7 Sieve the ground pulp to obtain flour 440.532 307 1.444 0.060 0.942 NS
8 Pack the sieve flour and sold to the 314.675 307 1.031 0.180 0.835 NS
market
ii. Plantain Fruit Processing into Chips
1 Select unripe plantain fruits as 180.857 307 0.591 0.454 0.739 NS
required.
2 Peel the plantain fruits with knife 190.364 307 0.624 0.069 0.474 NS
3 Immerse in a bowl containing water 318.883 307 1.044 0.252 0.811 NS
4 Cut/sliced peeled plantain fruits 184.062 307 0.602 0.303 0.874 NS
according to the desired sizes using
appropriate technologies
5 Salt the sliced plantain fruits to taste 71.519 307 0.233 0.748 0.890 NS
6 Heat vegetable oil or palm oil in a 154.919 307 0.507 0.209 0.982 NS
frying pan or electric fryer to about
170OC.
7 Put sliced plantain fruits into the hot 327.312 307 1.072 0.135 0.998 NS
oil and fry.
8 Stir constantly until crispy or golden 314.633 307 1.031 0.117 0.920 NS
yellow appear (Plantain chips).
 356

9 Remove the plantain chips into 284.269 307 0.932 0.019 0.983 NS
plastic sieve to allow the oil to drain.
10 Spread chips on clean material to 465.179 307 1.525 0.002 0.739 NS
allow the plantain chips to cool
11 Sort and bag the plantain chips into 79.750 307 0.261 0.083 0.474 NS
various sizes
12 Seal with candle flame with the aid 174.883 307 0.573 0.017 0.811 NS
of kitchen knife and Market the
products.
iii. Competencies in malt (Non-alcoholic Plantain Drink)
Processing
1 Select figs from plantain 169.805 307 0.556 0.129 0.879 NS
2 Mill the figs with appropriate 324.221 307 1.062 0.158 0.854 NS
technologies into powder and keep
until required.
3 Reconstitute about 55g (2 heaped 324.273 307 1.061 0.321 0.726 NS
tablespoon) of fig powder in 0.3
litres of water and mix.
4 Set the mixture aside for 5-10 429.883 307 1.408 0.171 0.843 NS
minutes to enable the component of
powder to leach into the water.
5 Filter through muslin clothes, bottled 238.169 307 0.780 0.170 0.844 NS
and keep to sediment allow to
sediment.
6 Decant or filter again, add vanilla 131.675 307 0.431 0.087 0.917 NS
flavor and granulated or icing sugar
to sweeten the ―malt’
7 Finally bottle, refrigerate and Market 376.247 307 1.233 0.014 0.986 NS
the products
iv. Competencies in Processing Plantain into Jam
1 Select 2 or 3 riped plantain 524.997 307 1.718 0.284 0.753 NS

2 Blend the ripe plantain with harmer 337.714 307 0.808 4.042 0.025 S*
mill and mixed together with1 cup of
granulated sugar
3 Add 200ml or 2 cups of water and 239.338 307 0.776 5.111 0.009 S*
mix together.
4 Add 30-35ml lime juice in the 362.971 307 1.189 0.093 0.911 NS
mixture.
5 Boil the mixture and allow the 282.971 307 0.927 0.167 0.847 NS
formed gel to cool
6 Preserved the gel with sorbic acid 303.987 307 0.996 0.078 0.925 NS
and market the products
 357

v. Competencies in Plantain Fruits Processing into Juice

1 Select some ripe plantain fruits 418.948 307 1.372 0.151 0.860 NS

2 Peel the ripe plantain fruits and blend 444.519 307 1.453 0.503 0.605 NS
the pulp with appropriate
technologies.
3 Soak slurry (blended pulp) in hot 123.698 307 0.404 0.452 0.637 NS
water for 10 -15 minutes for
optimum juice extraction
4 Filter the extracted juice through 91.519 307 0.299 0.303 0.739 NS
white muslin (akamu) cloth
5 Pasteurize the juice by boiling and 250.078 307 0.820 0.022 0.978 NS
simmer for 3 minutes

6 Allow to cool, add colour and fill

into sterilized bottles and market the 202.633 307 0.664 0.001 0.999 NS
products

vi. Competencies in Plantain Fruits Processing into Ice Cream

1 Select 20-24 ripe plantain fruits 229.429 307 0.752 0.018 0.982 NS

2 Peel the ripe plantain fruits and blend 273.987 307 0.898 0.027 0.974 NS
the pulp with appropriate
technologies
3 Soak slurry (blended pulp) in 500ml 173.221 307 0.567 0.156 0.856 NS
hot water for 10-15 minutes for
optimum juice extraction
4 Filter the slurring through white 150.455 307 0.493 0.017 0.983 NS
muslin (akamu) cloth.
5 Add 12 eggs (albumum, whisked),
1 cup of icing sugar, a pinch of
vanilla powder or few drops of 253.828 307 0.830 0.320 0.726 NS
liquid vanilla flavor essence, 1 tin of
milk and mix thoroughly.
6 Pour the mixture into cream cups or 114.841 307 0.376 0.021 0.979 NS
seal in polyethylene bag.
7 Place in a freezer until required and 111.205 307 0.364 0.398 0.672 NS
market the products
vii. Competencies in Plantain Fruits Processing into Wine

1 Select 2kg ripe/over ripe plantain and 291.273 307 0.954 0.181 0.835 NS
250g plantain skins (peels)
2 Slice peeled ripe plantain fruits and 174.633 307 0.572 0.224 0.799 NS
the peels with knife
3 Place in a clean, sterilized white cloth 143.675 307 0.470 0.293 0.746 NS
bag.
 358

Tie
4 Tie the bag and place into a saucepan 204.919 307 0.672 0.012 0.988 NS
(preferably aluminum)
Add
5 Add 4 litres of water, boil and simmer 118.169 307 0.386 0.455 0.635 NS
for 20-30 minutes.
6 Add granulated sugar and fruit juice 139.805 307 0.458 0.098 0.906 NS
in the boiled liquid
7 Apply pressure to extract as much
juice as possible when the bag is 66.532 307 0.218 0.351 0.704 NS
cooled.
8 Add the extracted juice to sugar 63.130 307 0.207 0.140 0.869 NS
liquor
9 Shake to dissolve the sugar and cool 129.880 307 0.425 0.191 0.826 NS
in cold water.
10 Add 1 table spoon or 1 sachet (3g) of
yeast and juice of 1 ripe grape fruit
as yeast nutrient at 27-30OC to 196.737 307 0.643 0.550 0.578 NS
extracted juice
11 Record the initial temperature and 132.062 307 0.432 0.412 0.662 NS
specific gravity.
12 Keep the extracted juice in jar for a 296.221 307 0.971 0.042 0.959 NS
week in a room temperature.
13 Agitate the jar occasionally by giving 141.828 307 0.465 0.131 0.877 NS
it a shake
14 Record the data of temperature, PH 370.792 307 1.215 0.077 0.926 NS
and specific gravity.
15 Collect data until fermentation 371.828 307 1.216 0.358 0.699 NS
quickens after about 1 week
16 Plug air lock (fermentation trap) to 200.455 307 0.657 0.006 0.994 NS
the fermenter.
17 Put few drops of sterilizing solution 431.542 307 1.413 0.172 0.842 NS
into the air lock to form a U shape
18 Plug the top of the trap with cotton
wool to enables the yeast to undergo 304.062 307 0.996 0.093 0.911 NS
an anaerobic method of self-
reproduction.
19 Rack occasionally by siphoning the
wine off the lees of yeast and 119.429 307 0.391 0.051 0.951 NS
deposited solids.

20 Sieve the wine with musline cloth to

clear of its own accord; given time, 137.828 307 0.451 0.193 0.824 NS
when it does not, you may have to
filter.
21 Bottled the sieve wine as required. 136.675 307 0.447 0.299 0.742 NS
 359

22 Store wine in sterilized bottles and 320.971 307 1.052 0.041 0.960 NS
corks.
23 Store finished wine in a rack or bin at 186.737 307 0.612 0.028 0.973 NS
13OC or in a refrigerator and market
the products

Module C: Competencies in Marketing of Processed Plantain Fruits (Flour, Chips, Malt,

Jam
S/N Item Statement Total df Mean F- P- Rmks
sum of sum of Ratio value
square square (sig)
1. Carryout market survey for sale of 407.542 307 1.336 0.010 0.990 NS
processed plantain fruits.
2. Package the processed plantain fruits 158.312 307 0.518 0.309 0.735 NS
into bags and grade.
3. Fix prices on the bags based on size 332.062 307 1.088 0.064 0.938 NS
and quality
4. Advertise the sales of the processed 213.519 307 0.699 0.295 0.745 NS
plantain fruits
5. Identify your customers and invite 267.568 307 0.877 0.041 0.960 NS
them for supply.
6. Sell the processed plantain fruits to 327.828 307 1.075 0.041 0.960 NS
different buyers according to grades
and quality
7. Help customers transport their goods 209.312 307 0.686 0.136 0.873 NS
to their nearest destination if
necessary.
8. Keep record of sales made 278.675 307 0.912 0.303 0.739 NS
9. Reconcile sales and expenditure 177.023 307 0.580 0.211 0.810 NS
record to determine profit or loss.

Module D: Material Needed for Plantain Processing Enterprise

S/N Item Statements Total df Mean F- P- Rmks
sum of sum of Ratio value
square square (sig)
1 Mature plantain bunches to be used 236.555 307 0.775 0.102 0.603 NS
as raw material for processing
2 Knife for peeling the plantain fruits 220.737 307 0.300 0.133 0.875 NS
3 Mechanical slicer for slicing peeled 176.675 307 0.723 0.184 0.832 NS
plantain fruits
4 Water for washing peeled plantain 154.062 307 0.579 0.127 0.881 NS
fruits
5 Cabinet drier for drying sliced 216.997 307 0.504 0.354 0.702 NS
plantain fruits
 360

6 Salt for spreading on sliced plantain 126.078 307 0.711 0.065 0.937 NS
fruits
7 Sterilized bottles used for keeping 74.805 307 0.413 0.002 0.998 NS
juice
8 Bowls for putting water used for 260.633 307 0.244 0.518 0.596 NS
washing peeled plantain fruits
9 Frying pan used for frying plantain 383.130 307 0.854 0.028 0.572 NS
chips
10 Hammer mill used for milling the 260.130 307 1.256 0.071 0.732 NS
dried sliced plantain fruits.
11 Sealer or candle knife for sealing the 269.805 307 0.852 0.080 0.823 NS
cellophane bag
12 Trucks for conveyance of processed 236.555 307 0.884 0.129 0.879 NS
products to market
Key: NS = Not Significant;
S* = Significant
Level of Significance = 0.05
Table value = 3.00