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Article

Empowering Individual Farmers through Education: A Qualitative Document Analysis of Malaysia's Agriculture Census 2024 and the 13th Malaysia Plan (RMK13)

Chan Fatt Cheah ORCID
    Received: 5 June 2026; Revised: 15 June 2026; Accepted: 28 July 2026; Published: 30 July 2026

    Abstract

    Education is a key driver of agricultural development, especially in developing countries where most producers are individual farmers. This study examines how education influences Malaysia's agricultural transformation under the 13th Malaysia Plan (RMK13) through qualitative document analysis (QDA). Sources include the Agriculture Census Report 2024, RMK13 policy documents, and scholarly literature on agricultural education, lifelong learning, Technical and Vocational Education and Training (TVET), and agricultural development. Thematic analysis identifies four main themes: the strategic role of individual farmers, demographic ageing and the need for lifelong learning, educational attainment as a human capital challenge, and education as a catalyst for transformation. Findings show that individual farmers manage most agricultural holdings, but the sector faces an ageing workforce and limited access to formal education and technical training. Applying Human Capital Theory and Lifelong Learning Theory, the analysis highlights formal education, TVET, extension services, farmer field schools, and digital learning as complementary ways to build farmers' skills. Case studies from the Netherlands, Japan, and South Korea illustrate the value of integrating education, research, extension, and innovation. The study concludes that education is essential for Malaysia's agricultural transformation, but its effectiveness depends on supportive institutions, technological progress, and policy implementation under RMK13.

    Keywords

    References

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