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Journal articles on the topic "Agricultural education":
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Dewi, Dewi Rakhma. "AGRICULTURAL EDUCATION: UTILIZATION OF AGRICULTURAL WASTE." International Journal of Business, Law, and Education 2, no. 3 (October 12, 2021): 79–84. http://dx.doi.org/10.56442/ijble.v2i3.22.
The purpose of writing this article is to to describe some of the functions of waste. Waste is the residue or by-product of the main product. Agricultural waste is part of agricultural plants above the ground or part of the shoots, stems that are left after being harvested or the main product is taken and is an alternative feed used as animal feed. The purpose of writing this article is to to describe some of the functions of waste. The method used in this research is literatur review. Based on the results of literature reviews of several agricultural books, most of the rice straw is used as compost. The percentage of rice straw is 65% is composted and 35% is used for animal feed. Agricultural waste is waste that comes from agricultural activities in a broad sense (agriculture, animal husbandry, fisheries and forestry) and agriculture-based industrial activities (agro-industry) in the form of solid waste (plant residues, leaves, animal waste) or liquid waste.
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Ibrahim, Fati Jalo, and K. G. Farauta. "AGRICULTURAL EDUCATION AND RESTRUCTURING." Sokoto Educational Review 16, no. 2 (December 31, 2015): 10. http://dx.doi.org/10.35386/ser.v16i2.137.
Increasing awareness of the important of vocational agricultural education has drive various regimes in government and education to embark on several review of agricultural curriculum at both secondary and tertiary institutions and as well as a good and profitable way of life when properly practiced. Unfortunately, in spite of the various efforts by government and other stake holders, it had been widely reported that agriculture in schools had been a failure. Agricultural education and restructuring are the focus of this study and the components for restructuring agricultural education programs are general agricultural education, linkage of agricultural education to the society and small agricultural business management and entrepreneurial training. The study also discussed the need for restructuring agricultural education, objectives of agricultural education, agricultural education/learning, shortfalls in current secondary and tertiary agricultural education, recommendations and suggestions were made in achieving sustainable development through vocational agricultural education.
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Eche-Enriquez, Mauricio David, and Ramiro José Vivas-Vivas. "Farming, Education and Migration." Migraciones. Publicación del Instituto Universitario de Estudios sobre Migraciones, no. 54 (June 8, 2022): 1–22. http://dx.doi.org/10.14422/mig.i54y2022.008.
This paper aims at analysing and presenting the findings regarding migration aspirations of agricultural High school students in northern rural Ecuador. Using a quantitative approach, it analyses 366 surveys from agricultural high schools’ students in three agricultural cantons located in different geographic regions: Coast, Highlands and Amazon. The migration drivers are low prices of agricultural produce, low wages and lack of technical support to agriculture. A big share does not intend to work in the agricultural sector in the Highlands and Coast; contrarily to the Amazon region. More than half of the respondents has aspirations to migrate to study in urban centres, and search for better economic and labour opportunities. Aspiration to migrate has a negative correlation with agriculture profitability. It is positive with parents’ land ownership, which is determined by the lack of interest to study agriculture at university that increases the scarcity of rural labour force and young successors to take up agriculture.
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Akhtar, Kiran, M. Imran Yousuf, and Qaisara Parveen. "Possibilities of Agricultural Education for Secondary Level in Pakistan." Global Social Sciences Review III, no. IV (December 30, 2018): 173–86. http://dx.doi.org/10.31703/gssr.2018(iii-iv).12.
Agricultural education is the main component to promote development and production of agriculture. In Pakistan, higher education institutes are offering agricultural education at undergraduate, graduate and postgraduate levels. F.Sc. Pre-Agriculture program has also been started in selected universities of agriculture. At the same time, the subject of agriculture has been part of elementary schools for many years. But, the gap still exists for the provision of agricultural education at secondary level. So, the study aims to review the initiatives of agriculture education at secondary level in national educational policies and five-year plans and to explore the possibilities for the promotion of curriculum for agricultural education according to opinions from agricultural education experts. This offers a descriptive study. The study was conducted in two steps. Documentary analysis technique was firstly used. Further, the need of agricultural education curriculum for secondary level was assessed and possibilities of agriculture education were explored. Purposive sampling technique was used to select subject specialists. The data was analyzed with frequencies, percentages, mean, and standard deviation. The qualitative data was analyzed by themes and analytical approach. This research suggests that agriculture education is highly desirable for introduction at secondary school.
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Peterson, Ronald R. "Experiencing Agricultural Education." Journal of Agricultural Education 40, no. 1 (March 1999): 1–13. http://dx.doi.org/10.5032/jae.1999.01001.
Erlygina, E. "Problems of Education in Agriculture." Bulletin of Science and Practice 6, no. 4 (April 15, 2020): 460–64. http://dx.doi.org/10.33619/2414-2948/53/54.
The article considers the main reasons that prevent young people from choosing agricultural education. The analysis of the release of middle-level specialists by educational organizations and the release of qualified workers and employees of agriculture is carried out. The problems of education in agriculture are considered. Measures to attract students to agricultural universities are proposed.
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Martin, Michael, and Kellie Enns. "The Conflicts of Agriculture: Exploring the Agricultural Ideologies of University Agricultural Education Students." Journal of Agricultural Education 58, no. 1 (March 30, 2017): 207–22. http://dx.doi.org/10.5032/jae.2017.01207.
The economy of Bangladesh is mainly dependent on agriculture; agricultural development in the country to a great extent is dependent on the contribution of quality agricultural graduates. Agricultural universities on Bangladesh are responsible for producing competent agricultural graduates to cater the needs of the farmers and help them to solve the problems towards higher agricultural production. The existing course curricula and syllabi of the agricultural universities, in many cases, cannot meet the demand of the farmers, especially in the case of crisis situation like salinity, drought, disaster, climatic change etc. In the present article the challenges in higher agricultural education in Bangladesh has been critically reviewed. The present status of higher agricultural education, and challenges in higher agricultural education on different aspects have been discussed. The challenges need to be addressed if the quality agricultural graduates have to be produced by the agricultural universities.
Purpose The purpose of this paper is to explore the purposes and current outcomes of Bachelor of Agricultural Science degree program in Austria. It identifies the ability of higher agricultural education (HAE) curriculum to meet its purpose by way of validating its current outcomes. Design/methodology/approach The study used survey research design to purposively sample faculty members and graduating students under the bachelor degree program of Agricultural Science at BOKU University of Natural Resources and Life Sciences, Vienna. In addition to a self-administered questionnaire, key informant interviews were also conducted to validate the data gathered. Findings The Bachelor of Agricultural Science degree program in Austria aims to develop the student scientific understanding of theoretical and practical aspects of agriculture. The program also gears toward developing their lifelong learning skills. Analysis of the difference reveals congruence in the perceptions of agricultural education professionals and students regarding the intended and expected learning outcomes of the HAE curriculum. The findings affirm how the purposes and outcomes of HAE curriculum have been met successfully and their implications to BS Agriculture curriculum in the University of the Philippines. The findings are grounded on the firm foundations of Austrian higher education system from their strategic curriculum planning, design, and implementation to evaluation where all stages are done in consultation with the various stakeholders. Truly a community of dedicated members of the academic and administrative staff is a powerful tool toward curricular advancement in HAE institutions. Practical implications The subject of this study, in particular BOKU University, provides a concrete example that not only the University of the Philippines Los Baños but all the other agricultural universities around the world could learn from. Social implications This study serves as a springboard for the development of new and innovative models of curriculum and instruction in the Philippines and other agricultural developing countries in the world. Originality/value This is an original study that provides discussion on the link between a developed country as a possible model and a developing country in terms of HAE. It helps the HAE institutions realize the ways on how their educational aspirations will turn into reality when it comes to fulfilling their role in supplying a well-trained and productive workforce for the agricultural economy toward sustainable agriculture development in one’s own country.
Dissertations / Theses on the topic "Agricultural education":
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Foor, Ryan M. "Job Satisfaction of Agricultural Communication, Agricultural Leadership, Agricultural Teacher Education, and Extension Education Faculty." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1235501317.
Smith, J. T. "Commercial agriculture as a curriculum source for agricultural education." Thesis, University of Wolverhampton, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379482.
Wolf, Kattlyn Jean. "Agricultural Education Teacher Self-Efficacy: A Descriptive Study of Beginning Agricultural Education Teachers in Ohio." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1216999467.
Ray, Timothy D. "A History of Graduate Education in Agricultural Education in the United States." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1449231598.
Frazier, David C. Ball Anna L. "The perception of agricultural education professionals regarding the purpose and current outcome of school-based agricultural education." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/7018.
Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 26, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Anna Ball. Vita. Includes bibliographical references.
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TOUCH, Visalsok. "Agricultural Education in Cambodia." 名古屋大学農学国際教育協力研究センター, 2006. http://hdl.handle.net/2237/8919.
Riedel, Jodi Songer. "Effects of an Introductory Agricultural Education Course on Agricultural Literacy and Perceptions of Agriculture in Urban Students." NCSU, 2006. http://www.lib.ncsu.edu/theses/available/etd-07102006-202453/.
The purpose of this study has been to determine the effects of an introductory agricultural education course on high school urban students agricultural literacy and their perceptions of the food and fiber industry. North Carolina schools offer an introductory course called Agriscience Applications and is meant to be the first in a series of agricultural education courses. This course is expected to positively impact the agricultural literacy and perceptions of agriculture upon its students. Data were collected from six schools in urban counties throughout North Carolina with 152 respondents. Five questions were specified for this study as follows: 1) Does an introductory agricultural education course increase students agricultural literacy in an urban agricultural education program; 2) does an introductory agricultural education course increase student knowledge of agricultural careers and opportunities for employment; 3) does an introductory agricultural education class increase student knowledge of agriculture?s relationship with public policy; 4) does an introductory agricultural education class change a student?s understanding of agriculture?s relationship with the environment and natural resources; 5) what influence does an introductory agricultural education class have upon students? perceptions of the food and fiber industry? Upon completion of the Agriscience Applications course, students did increase their agricultural literacy. The students showed greatest improvement in agriculture literacy regarding public policy and the least improvement in career related knowledge. The perception scores of students regarding agriculture were not statistically significant.
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Dlamini, Barnabas M. "Perceptions of professionals in agricultural education regarding the agriculture teacher education program in Swaziland /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487268021749965.
Dorn, D'Andre Keith. "Continuing professional education motivational orientations of state supervisors of agricultural education /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487326511716044.
Rocka, Timothy Dee. "Future agricultural systems competencies of beginning Texas agricultural science teachers as determined by agricultural education professionals and administrators of agricultural education programs a Delphi study /." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969/174.
Abstract This book is the culmination of a collaborative effort to develop an updated volume providing (i) sound analyses of current trends and developments in the tertiary agricultural education (TAE) sector and (ii) direction and focus for future initiatives to strengthen the sector in Africa. Part I (chapter 1) begins with an introduction on agriculture and education within the context of global and continental development goals. Part II (chapters 2-5) presents the sectoral and institutional context underlying TAE. Part III (chapters 6-16) focuses on the pathways of transforming TAE in Africa. Part IV (chapter 17) discusses the way forward for implementing the transformation.
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Smith, John. Curriculum development in agricultural education. Bristol: Further Education Staff College, 1989.
Bhatia, J. S. Agricultural education: A career guide. New Delhi: Directorate of Information & Publications of Agriculture, Indian Council of Agricultural Research, 2001.
Talbot, Smith John. Commercial agriculture as a curriculum source for agricultural education. Wolverhampton: The Polytechnic, Wolverhampton, School of Applied Sciences, 1987.
Mishra, Bijayalaxmi. Tryst with agriculture education. Edited by Association of Indian Universities. New Delhi: Association of Indian Universities, 2009.
Book chapters on the topic "Agricultural education":
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Ekwamu, Adipala, Frans Swanepoel, Melody Mentz-Coetzee, Farai Kapfudzaruwa, and Kay Muir Leresche. "Agriculture and tertiary education within the context of global and African development goals." In Transforming tertiary agricultural education in Africa, 3–27. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789246544.0001.
Abstract This chapter explores African and global policy frameworks and strategies in order to highlight the role that the transformation of Africa's agricultural sector and tertiary agricultural education is envisaged to play in addressing developmental challenges in Africa. The main developmental agendas discussed, which anchor the transformation of African agriculture and education, are the global Agenda 2030 Sustainable Development Goals (SDGs) and the Africa-focused Agenda 2063. Agenda 2063 is supported by the Comprehensive Africa Agriculture Development Programme (CAADP) and the Continental Education Strategy for Africa, 2016-2025 (CESA), which provide clear strategies for transforming Africa's agricultural and education sectors. Supporting these policy frameworks are strategies which focus on enhancing human capital development in agriculture, as well as promoting science, technology and innovation (STI) in agriculture. These strategies and frameworks - including the Science, Technology and Innovation Strategy for Africa 2024 (STISA) and the Agricultural Education and Skills Improvement Framework (AESIF) - are explored in greater depth.
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Shortall, Sally. "Women and Agricultural Education." In Women and Farming, 115–34. London: Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1057/9780333983713_7.
Hagmann, Jürgen, Paul Kibwika, and Adipala Ekwamu. "8. Rethinking agricultural education." In Farmer First Revisited, 238–75. Rugby, Warwickshire United Kingdom: Practical Action Publishing, 2009. http://dx.doi.org/10.3362/9781780440156.008.
Nakayiwa, Florence, and John Lynam. "Network approaches to transforming tertiary agricultural education in Africa." In Transforming tertiary agricultural education in Africa, 227–39. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789246544.0014.
Abstract This chapter explores the potential of networking to strengthen tertiary agricultural education (TAE) in Africa, especially at the graduate level. The network approach is examined from the perspective of the Regional Universities Forum for Capacity Building in Agriculture (RUFORUM), which was created to foster TAE institutions, increase effective research outputs and elevate community-based action research. An assessment is offered of RUFORUM's approaches to developing capacity within its member universities, outlining the challenges and benefits of interventions within the agricultural sector and providing lessons to inform future capacity-building programmes.
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Hubert, D., A. Frank, and C. Igo. "Environmental and Agricultural Literacy Education." In Environmental Challenges, 525–32. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-011-4369-1_41.
Abstract This chapter brings together recent developments and ongoing efforts in Conservation Agriculture (CA) education in Africa. It covers areas related to online education and training including CA Massive Open Online Courses (MOOCs), CA-based education and training capacity, CA curriculum development and CA quality assurance. An overview of emerging opportunities in CA education and training are elaborated in general, as well as through specific efforts of institutions such as the African Conservation Tillage Network. CA-based land use transformation occurring in Africa, and the growth of related supporting activities in public and private sectors, represent an important area of opportunity for education and training. It also offers opportunity for youth to develop their vocational and professional careers in the food and agriculture sector.
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Swanson, Janice C., Larry T. Chapin, and F. Claire Hankenson. "Agricultural Animals." In Management of Animal Care and Use Programs in Research, Education, and Testing, 531–58. Second edition. | Boca Raton : Taylor & Francis, 2018. |: CRC Press, 2017. http://dx.doi.org/10.1201/9781315152189-23.
Mellor, John W. "Rural Education and Health." In Agricultural Development and Economic Transformation, 123–33. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65259-7_10.
Mkomwa, Saidi, Henry Mloza-Banda, and Weldone Mutai. "Formal education and training for conservation agriculture in Africa." In Conservation agriculture in Africa: climate smart agricultural development, 305–30. Wallingford: CABI, 2022. http://dx.doi.org/10.1079/9781789245745.0019.
Abstract This chapter examines the role of formal education, training and skills development in Conservation Agriculture (CA) in Sub-Saharan Africa (SSA) in the context of the region's agricultural transformation systems. It explores nascent literature on potential reforms that include development of CA educational programmes and linkages that are more strategically attuned to national agriculture development aspirations. The chapter highlights theoretical grounds and practical examples for the multi-level strategies with complementary relationships aimed at facilitating systemic CA-related education, training and skills development to accelerate and expand its uptake in Africa. The chapter has advocated educational institutions and the university in particular to orchestrate the CA innovation value chain through 'internal' alignment of actors at institutional level (i.e. intra-organizational mainstreaming). The success of an innovation also depends on its 'external' viability. This was illustrated by proposing inter-organizational mainstreaming and a triple helix model where government and industry, respectively, are the principal actors towards increase in sociotechnical viability of the CA innovation system. There are obvious hurdles related to the interactions and coordination between stakeholders, as well as the integration of value complementarities across the value chain. Probable corrective strategies have been exhaustively interrogated and they are, for instance, manifested through technical and organizational adaptations as they summarize and compare systematically their contributions, arguments, assumptions and limitations in the process of creating and harnessing economies of scope in innovation. There may not be any ideal model for demand-led, CA-related education, training and skills development. A number of strategic options present themselves and, in a dynamic world, all strategies are relatively short-lived but must yield outcomes that contribute to longer-term goals. The educational institutions should find appropriate themes and avenues worthy of support in their own right, and projects that invite collaboration on their own terms.
Conference papers on the topic "Agricultural education":
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Kehinde, Busola E., Olaleke O. Ogunnaike, Omotayo O. Adegbuyi, Oladele J. Kehinde, Simon O. Ilogho, and Adebayo T. Adedugba. "THE ROLE OF INVENTORY INVESTMENT PRACTICES ON INNOVATION PERFORMANCE OF AGRICULTURAL BASED INSTITUTIONS." In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.2021224.
Rapid investment in inventory has drastically changed the working and business environment of the agriculture industry, especially agricultural based institutions. The purpose of this study is to evaluate the role of inventory investment practices to explain on innovation performance of a selected agricultural based institution in Nigeria. This study evaluates the components of inventory costs as determinants of inventory investment in the selected agricultural based institution in Nigeria. The study contributes to knowledge by employing the use of survey research and simple random sampling technique to collect data from 98 agricultural students. The results of the regression analysis shows that the components of this model have an effect on inventory investment practices and innovation performance. This study found that inventory investment practices account for 38% of innovation performance. The study recommends that proper inventory investment practices be employed by these institutions to improve innovation performance. Keywords: Investment, inventory, innovation, performance, institutions, agriculture
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Bryceson, Kim. "Disruptive Technologies supporting Agricultural Education." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8957.
This paper looks at a number of different technologies that are being used currently in agricultural education at the University of Queensland (UQ), Australia through the lens of ‘disruption’ as a positive force. The paper will describe a number of tools and systems that have been developed, tested and implemented to engage students and provide an interesting, educative interactive experience at UQ. These tools include Internet of Things multisensory mesh networks and associated Data Dashboard developments for biophysical monitoring, Drone technology design and build for agricultural management and Augmented Reality simulations. These tools have all added engagement of, and value to, students.
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ZIGANSHIN, Bulat, Renat ABDRAKHMANOV, Ilnar GAYAZIEV, and Zufar ZAKIROV. "CLUSTER APPROACH TO AGRICULTURE EDUCATION IN RUSSIA BY THE EXAMPLE OF THE REPUBLIC OF TATARSTANi." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.209.
In modern conditions of rural development, the most important productive resource of the agrarian company is human capital. Only well-trained, receptive to innovation, adapted to the market economy, the technician can solve problems for the effective implementation of the economic activity of any enterprise. However, in recent years the problem of staffing is both a management and staff machine operators have intensified. Numbers have fallen substantially, increased the load on one specialist. Inadequate salaries and general social problems in rural areas of Russia and Republic of Tatarstan reduce the attractiveness of work for graduates of agricultural education institutions. The main purpose of this research was to develop a new conceptual approach to staffing of agro industrial complex in modern conditions. The subject of the study was the system of training personnel for agriculture of Russia (on the example Republic of Tatarstan). The main methods used in this study are comparative theoretical-methodological research of educational institution and logical analyze agricultural education in Russia. The article discusses and analyzed the positive experience of scientific and educational cluster of agro-industrial complex of Republic of Tatarstan and Kazan State Agrarian University. One of the important conditions to solve some of the problems facing agriculture of Russia today, is the modernization of the agricultural education is associated with the formation of relevant scientific, scientific-educational and scientific-production platform. The progressive development of human potential of the agricultural sector plays an important role in achieving the designated high results as the main carrier of innovative knowledge and skills, without which the introduction of modern methods and technologies in production and management of enterprises of agro-industrial complex is simply impossible. Staffing issues agriculture is of great socio-economic importance and is the most important priorities of the state policy not only at present but in the future. Identified key staffing problems of the agro industrial complex of Russia and Tatarstan. Designed and proposed a new intensive model of development of scientific-educational cluster of agro-industrial complex of Republic of Tatarstan.
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Skromme, Arnold B. "Creative Inventors-Their History, Education & amp; Importance." In Agricultural Machinery Conference. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 1985. http://dx.doi.org/10.4271/851097.
Lux, William J. "What is Wrong with Continuing Education?" In 3rd Agricultural Machinery Conference (1987). 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 1987. http://dx.doi.org/10.4271/872019.
Shnaras, E. S. "ASPECTS OF INNOVATIVE DEVELOPMENT OF AGRARIAN EDUCATION AFTER THE PANDEMIC." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.383-387.
Training of new generation personnel in the context of traditional and distance learning remains relevant in our century of high-speed and nano-technologies, robotic equipment and combined agricultural complexes. The innovative development of the agro-industrial complex is based on modern methods of production and a radical change in the quality of management not only of technological processes, but also of decision-making processes at all stages of organizing the production of agricultural products. Today, not all higher educational institutions in the field of the agro-industrial complex can claim to be in relative compliance with the production requirements for the training of specialists, therefore, modernization of education is required, which provides for the renewal of the facility, that is, bringing it in line with new requirements, norms, technical conditions and quality indicators. The article examines aspects of the innovative development of agricultural education and proposes priority directions for the integration activities of an agricultural university as a multidisciplinary educational center or complex, taking into account the tasks set, which are implemented through the modernization of the educational process and the educational and production base for conducting educational and practical classes at the university.
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Gül Yavuz, Gonca, Bülent Miran, and Tijen Özüdoğru. "Cereals Producers’ Agricultural Aims and Their Tendencies to Sustain Agricultural Production in Turkey." In International Conference on Eurasian Economies. Eurasian Economists Association, 2015. http://dx.doi.org/10.36880/c06.01341.
The change in income level and urbanization bring a different dimension to the demand to agricultural products from the food habits to supply food, increase the attention to the cereals production and enhance the agricultural effect of cereals which are the main food source of people and are used as feed and in industry. Cereals have the biggest share in agricultural production in terms of both production volume and sowing area in Turkey which produces a lot of agricultural products thanks to the climate and soil characteristics. In this study, in Turkey which is globally an important actor in cereals production and trade, the aims of producers in agricultural production and the factors in the process of making decision toward sustaining production are studied by the best-worst analysis method. Also, the relationship between the sustainability of the agriculture and cereals production, and the individual characteristics and farm structures of producers are examined by bivariate probit analysis method. In this context, study is conducted by 961 producers with face-to-face surveys in 14 provinces. According to the results, while “to increase living standards” is the most important agricultural aim, “good crop price” is the most important factor for sustainability of the agriculture. Moreover, education, agricultural experiences, household size, cereals area and total farm land are determined as the effective factors on sustainability.
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D.S., Permyakov, and Noskov A.G. "PROSPECTS OF USING UAVS IN AGRICULTURE." In OF THE ANNIVERSARY Х INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE «INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION» («ITSE 2022» CONFERENCE). DSTU-Print, 2022. http://dx.doi.org/10.23947/itse.2022.240-244.
The purpose of the study: Regularized solutions for intelligent agriculture, including the use of unmanned aerial vehicles (UAVs), are considered for agricultural applications. UAVs combine information and communication technologies, robots, artificial intelligence, big data and the Internet of Things. Agricultural UAVs have great capabilities, and their use has expanded in all areas of agriculture, including pesticide and fertilizer spraying, seed sowing, as well as growth assessment and mapping. Accordingly, it is expected that the agricultural UAV market will continue to grow with the corresponding technologies. The article discusses the latest trends and areas of application of advanced technologies related to agricultural UAVs, control technologies, equipment and developments. Variants of the use of UAVs in real agricultural conditions on the example of the Kaliningrad region are given.
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Montales, Cherry Love B. "Bikol Agricultural Folksongs." In 2nd Annual Conference on Education and Social Science (ACCESS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210525.146.
E.A., Breskina, and Vereshagina E.I. "MODERN TRENDS IN THE DESIGN OF URBAN FARMS." In OF THE ANNIVERSARY Х INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE «INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION» («ITSE 2022» CONFERENCE). DSTU-Print, 2022. http://dx.doi.org/10.23947/itse.2022.29-32.
The article considers the topic of the development of vertical urban agricultural farms in large cities. The analysis of the experience of designing urban agricultural farms in the world practice is carried out and the regional features of designing such facilities in Rostov-on-Don are considered. Based on the analysis of modern trends in the design of vertical urban agricultural farms, three different typological models of these objects are proposed, considering the urban planning aspect of the placement. In conclusion, the authors argue that vertical agriculture is a promising direction for the development of the agricultural sector, which is much broader than just the term "urban agriculture".
Reports on the topic "Agricultural education":
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Waddington, Hugh, and Howard White. Farmer field schools: from agricultural extension to adult education. International Initiative for Impact Evaluation (3ie), August 2014. http://dx.doi.org/10.23846/srs001ffs.
Young, Bryan, Jarrett Nehring, Susan Graham, and Brian Klubek. Equipment Request for the Belleville Agricultural Research and Education Center. Office of Scientific and Technical Information (OSTI), January 2013. http://dx.doi.org/10.2172/1063620.
Snel, Herman, and Herman Brouwer. Strengthening Myanmar’s agricultural technical and vocational education and training system. Wageningen: Wageningen Centre for Development Innovation, 2021. http://dx.doi.org/10.18174/543718.
Partap, T., and M. Banskota. Investing in the Future - Agricultural Research and Education for Sustainable Mountain Agriculture: Report of a Regional Consultation. Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD), 1997. http://dx.doi.org/10.53055/icimod.261.
Partap, T., and M. Banskota. Investing in the Future - Agricultural Research and Education for Sustainable Mountain Agriculture: Report of a Regional Consultation. Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD), 1997. http://dx.doi.org/10.53055/icimod.261.
Chakeredza, S., A. B. Temu, A. Yaye, S. Makungwa, and J. D. K. Saka. Mainstreaming climate change into agricultural education: challenges and perspectives ICRAF Working Paper no. 8. World Agroforestry Centre (ICRAF), 2009. http://dx.doi.org/10.5716/wp15993.pdf.
Uchitel, Aleksandr D., Ilona V. Batsurovska, Nataliia A. Dotsenko, Olena A. Gorbenko, and Nataliia I. Kim. Implementation of future agricultural engineers' training technology in the informational and educational environment. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4440.
The article presents the implementation of future agricultural engineers’ training technology in the informational and educational environment. To train future agricultural engineers, it is advisable to form tutorials for the study of each discipline in the conditions of informational and educational environment. Such tutorials are an assistance in mastering both theoretical material and course navigation, where interactive electronic learning tools are presented to perform tasks in the informational and educational environment. Higher education applicants perform such tasks directly in the classroom with the help of gadgets or personal computers. The final grade is formed from the scores obtained in the classroom and the rating of higher education applicants while studying in the informational and educational environment. The outlined approach is able to help in the quality of learning content. The use of interactive audiovisual online tools allows to get acquainted with the theoretical, practical and experimental provisions clearly, it is important for the training of future agricultural engineers. At the end of the experiment, it can be argued that the developed technology increases the level of motivation and self-incentive to work in the informational and educational environment. The application of the presented technology provides an opportunity to combine the educational process in the classroom with learning in the informational and educational environment, forms analytical abilities and competencies in professional activity. The reliability of the obtained results was checked using the λ Kolmogorov-Smirnov criterion. It is determined that when using this technology in the educational process, the indicators in the experimental group increased, which displays the effectiveness of training bachelors in agricultural engineering in the conditions of informational and educational environment.
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Akhmetov, V. Y., Z. Z. Sabirova, and A. R. Aminova. Cooperative education and its role in the development of agricultural consumer cooperation in the Republic of Bashkortostan. Ljournal, 2019. http://dx.doi.org/10.18411/a-s-a-1.
Kokolova, L. M. DEVELOPMENT OF RESEARCH ACTIVITY OF STUDENTS IN SMALL AGRICULTURAL ACADEMY OF YAKUT SCIENTIFIC RESEARCH INSTITUTE OF AGRICULTURE M.G. SAFRONOVA FACILITATES THE EDUCATION OF A NEW GENERATION SPECIALISTS OF AGRARIANS. Ljournal, 2019. http://dx.doi.org/10.18411/0703-1984-gelmint.
Corral, Leonardo, and Giulia Zane. Chimborazo Rural Investment Project: Rural Roads Component Impact Evaluation. Inter-American Development Bank, January 2021. http://dx.doi.org/10.18235/0003046.
This paper evaluates the impact of rural roads improvement works to benefit indigenous communities in the highlands of Ecuador, largely dependent on agriculture for their livelihoods. The findings suggest that the program had a positive impact on health and that it increased enrollment in secondary education. We find no evidence that treated households increased their investment in plot improvements and agricultural inputs. However, household members are more likely to report self-employment in agriculture as their main occupation. The effect on agricultural output and sales was positive but not statistically significant. Finally, there is no evidence that the program had any positive effect on overall household income, female empowerment and food security.
