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Mbwika, James M. "Kenya smallholder farmer education and farm productivity." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29578.
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This research was undertaken to study the effect of education on small farm revenues and profits in Kenya. Schooling (defined as the number of school standards completed by the farm operator) was used as the most important source of education. It was hypothesized that schooling has a positive effect on farm revenues and profits. The effect of other sources of information viz; extension contact, demonstration attendance and baraza attendance on farm revenues and profits were also investigated.
The research was done using regression analysis where these variables and other farm activity relevant variables were fitted in regression equations. The choice of these variables
were based on economic theory, Kenya small farm characteristics and the objective of the study. Several factors would qualify as supporting evidence for the argument that educated farmers are more productive. We expect educated farmers to be more informed in terms of use of new production technologies. Education as a source of human capital also enhances the productive abilities of human beings and also enables those who have invested in education to use their resources more efficiently as well as adjusting to new "ways of producing more efficiently".
In the current study we find that schooling of the farm operator is positively related to level of expenditure on farm purchased variable inputs. This indicates that education enhances adoption of new technologies and innovativeness. Further it was shown that farmers with more education earned more value added per acre from their farm business compared to their less educated counterparts. On the overall farm activity, farmers with eight or more standards of schooling earned upto 80.2% in value added per acre compared to those who had no schooling.
The regression estimates were done on a stepwise procedure where farm specific enterprises
were estimated separately and then aggregated and estimated as one farm sector. Thus a crop equation, a livestock equation and a total farm output equation were estimated.
This model was then developed into a variable profit function. A simple linear function procedure was used in the regression analysis.
In all the estimated value added equations the schooling coefficient was positive and significant at 5% level two tail t-test. As we move from farm specific activities to a farm aggregate output model and lastly to value added model the schooling coefficient increased in size confirming the positive role of education in allocative effect. These results show that schooling plays an important role in allocation of other purchased inputs and also choice of crop mix and input selection. The estimated marginal return to schooling of farm operator in the profit function was Kshs.281. In an earlier function where schooling of the farm operator was fitted into a total farm income equation the estimated marginal return to schooling was Kshs.778.89.
When schooling of the farm operator is allowed to interact with extension service the estimated interaction variable coefficient is negative showing the two act as substitute sources of knowledge, and the schooling coefficient increased in size showing that those who had both schooling and extension service earned comparatively more farm revenues.
The role of other educative factors like extension service, demonstration attendance, and baraza attendance in influencing agricultural production was investigated. Regression
results showed that extension contact had a negative and significant effect on farm revenues and profits. Demonstration and baraza attendance had similar effects on farm revenues and profits.
In the value added function hired labour variable was fitted as the cost of hired labour per day. The estimated coefficient for this variable was positive and significant at 5%. The estimated coefficient for this variable shows hired labour is not optimally used, and farmers can increase their farm profits by hiring more labour. When this variable was fitted as the wage rate paid to hired labour per day the estimated coefficient was positive and significant. These results indicate that cost of hired labour depends on its quality. In the sales function hired labour was specified as mandays of hired labour per year and the estimated coefficient which reflects the shadow price of labour was higher than average hired labour wage rate implying that this factor is underemployed.
In the sales function the estimated coefficient for the value of purchased inputs variable indicates that there is an element of underutilization of these inputs. This variable is fitted in value terms and in profit maximizing conditions the estimated coefficient is expected to be no different from unit. However, the estimated coefficient for this variable is approximately 2.5 showing a shilling spent on purchased inputs will bring forth 2.5 shillings. Thus an increase in the use of purchased inputs will increase farm revenues.
Results show evidence of regional differences in farmer productivity and utilization of purchased inputs in favour of Central province.
The study is based on the 1982 CBS-IDS-World Bank Household Survey of Rural Kenya data set.<br>Land and Food Systems, Faculty of<br>Graduate
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Goff, Samuel Neal. "The factors in completion, non-completion, and non-participation in farmer field schools in Trinidad and Tobago." [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2629.
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Anderson, Glenn A. "Leadership competencies to be taught in the young farmer instructional program." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/53862.
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This study identified and rated the leadership competencies that were considered needed by young farmers and should be taught in the young farmer instructional program. The participants in the study were the young farmer advisors, certain young farmer members, state staff, and teacher educators. All participants were from the state of Virginia.
The participants rated a list of 43 leadership competencies according to the following rating scale: 4...High Importance, 3... Medium Importance, 2...Low Importance, and 1...No Importance. The mean of the ratings for the four groups were computed as well as the total mean for all groups. The total mean for all competencies was 2.5 or above. All competencies were placed in the medium to high importance category.
The ratings of the four groups were examined to determine if the groups rated the competencies similarly. The two groups who rated the most competencies similarly were the advisors and the members. The groups who rated the fewest competencies similarly were members and state staff, and state staff and teacher educators.
Also, the respondents ranked the top ten competencies. The competencies which were ranked the top ten are listed below:
Bank Competency
1 37. Assume responsibility.
2 34. Cooperate with others.
3 36. Develop enthusiasm.
4 38. Learn to be fair in dealings with others.
5 30. Speak effectively to others.
6 31. Listen effectively to others.
7 39. Participate in community activities.
8 18. Obtain participation by all members.
9 1. Open and close a meeting correctly.
10 32. Accept others as they are.<br>Ed. D.
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Bosse, Samantha Louise. "Impact of Direct Admissions into the Miami University Farmer School of Business on Student Incentives." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1555452120150621.
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Tshabalala, Moloadi Johannes. "The right to basic education : what about farm school learners? / M.J. Tshabalala." Thesis, North-West University, 2008. http://hdl.handle.net/10394/1780.
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The purpose of this study was to investigate the challenges faced by farm
schools in exercising the right to basic education. In doing so, also to
determine possible reasons behind learners' drop-out rate at farm schools.
This stUdy was prompted by political changes, which took place after the
democratic elections of April 1994, impacting on the provisioning of education
in South Africa. The South African education system and its institutions were
confronted by many laws and policies, including the South African Schools Act
84 of 1996 (84/1996), the National Education Policy Act 27 of 1996 (27/1996)
and specific obligations under the Convention on the Rights of the Child.
Through literature and empirical studies it was found that the State's
commitment to social justice, especially to education, remains unfulfilled for
large numbers of children, youths and adults living in rural areas. Literature
revealed that the South African government is failing to protect the right to a
primary education for learners living on commercial farms by neither ensuring
their access to farm school, nor maintaining the adequacy of learning
conditions at these schools.
The research findings revealed that poverty resulting from unemployment or
low income on the farms increases the need for teenagers to be in paid
employment in the evenings or at the weekend, increasing absenteeism and
ultimately resulting in learners dropping out, and an increase in child-labour.
The empirical method, using questionnaires, was successful in obtaining
information about what challenges are faced by farm schools in exercising the
right to basic education and the reasons behind farm school learners
dropping-out. It also established how participants felt and thought about their
experiences and perceptions on the challenges confronting the right to basic
education as well as the reasons behind farm school learners dropping out.
The study established that if the State could respect and fulfil economic and
social rights of the farm sChool community, including the right to basic
education, by eradicating measures that deny the enjoyment of the right to
education as seen at the farm schools, great progress and sustainability as far
as education is concerned could be achieved by these schools.
A number or recommendations were made with regard to the research on
findings for the Sedibeng-West District (08).<br>Thesis (M.Ed. (Education Law))--North-West University, Vaal Triangle Campus, 2008.
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Hägglund, Kristian. "Utbildningen bakom jordbruksmetoden : Utbildningens roll för valet av konventionell eller ekologisk produktion bland jordbrukare i Sverige." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Globala studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30635.
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Den svenska regeringen har som ett led i uppfyllandet av deras miljömål beslutat att ekologiskt jordbruk ska främjas. Trots detta så har omställningen till ett mer ekologiskt jordbruk i Sverige saktat ner de senaste åren. För att på ett effektivare sätt kunna påverka omställningen i önskad riktning behövs en bättre förståelse för vad som påverkar jordbrukare att välja ekologisk eller konventionell produktion. Tidigare forskning har visat på vikten av både ekonomiska och sociala faktorer. En faktor som tilldelats betydelse är jordbrukarens utbildningsbakgrund där ekologiska jordbrukare i högre utsträckning funnits vara högutbildade jämfört med konventionella. Huruvida detta stämmer i Sverige och på vilket sätt utbildningen påverkar jordbrukares val av jordbruksmetod är dock outforskat. Denna studie har ämnat fylla denna kunskapslucka genom en enkätundersökning av ekologiska och konventionella jordbrukare i Sverige och en resultatanalys med stöd av teorin om innovationsspridning och teorin om planerat beteende. Studien fann inga skillnader i utbildningsbakgrund mellan de konventionella och ekologiska jordbrukarna i undersökningen. Däremot upplevde en minoritet av jordbrukarna att deras utbildning haft betydelse för deras val av jordbruksmetod. Av dessa upplevde fler att utbildningen påverkat avhållande snarare än bejakande till upptag av ekologiskt jordbruk. Orsaker bakom denna påverkan identifierades i huvudsak som negativa attityder till ekologiskt jordbruk samt kunskapsbrister i undervisningen. Sådana avhållande inslag i utbildningen skulle kunna bidra till en ogynnsam utveckling på jordbruksområdet. För att främja välavvägda beslut bland jordbrukare och beslutsfattare föreslås därför vidare forskning kring den faktiska omfattningen på dessa inslag och orsakerna bakom dem.<br>The Swedish government has decided to support organic agriculture in their effort to fulfill their environmental goals. However, the conversion to a more organic agriculture in Sweden has slowed down the last years. In order to be able to affect the transition in a more efficient way, a better understanding of what influence farmer’s decision to choose either conventional or organic production is needed. Earlier studies have shown the importance of both financial and social factors. One factor that has been given importance is the education background of the farmer where organic farmers in general have been found to be higher educated than conventional farmers. If this is true in Sweden, and in what way education affects the farmers choice of farming method, is however unexplored. This study has been attempting to fill this knowledge gap through a survey of organic and conventional farmers in Sweden and an analysis with support from the diffusion of innovations theory and the theory of planned behavior. The study found no differences in the educational background between the conventional and organic farmers in the survey. However, a minority of the farmers experienced that their education had affected their choice of farming method. Among these, more farmers had experienced this influence as deterrent rather than affirmative on adopting organic farming methods. Reasons behind this influence were mainly identified as negative attitudes towards organic agriculture combined with a lack of knowledge in the education. Such deterrent elements in the education could potentially contribute to an undesired development in the area of agriculture. To support considered decisions among farmers and policy makers, this study therefore suggests future research to investigate the actual scope of such elements and the reasons behind them.
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Holland, Dean. "Empowerment through agricultural education : how science gets in the way : the case of farmer field schools, the Philippines." Thesis, University of Reading, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270313.
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Annis, Margaret Catherine, and n/a. "Extending stored grain research and technology to grain farmers." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20060602.115607.
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This thesis is concerned with an investigation into current on-farm grain storage
practice and with ascertaining what educational interventions, if any, are appropriate
for future and more detailed consideration. The Australian grain growing, handling,
and marketing industry has changed in recent times. A few years ago (1989), the grain
growers only essential contact with grain marketing was through the bulk handling
authorities and the Australian Wheat Board. Advice was freely available from state
departments of agriculture, and the only requirement to store grain on-farm was that
necessary for the grower's own needs.
Now (1994), there is a possible advantage that grain stored on-farm may be used for a
wide range of selling options, amongst other reasons, and market requirements are
much more complex and stringent. There is a substantial body of research on grain
storage techniques. At the same time there is a significant gap between researched
knowledge and the use of this knowledge for on-farm storage. A major purpose of this
study is to identify an improved approach to extension and farmer education that may
help to reduce this gap.
This thesis contains a review of the general literature on extension followed by an
overview of extension in the developed world to establish the international context for
Australia. Then the historical context of extension is examined briefly to understand
the current situation in each state. Some educational models are reviewed to identify
relationships between stakeholders and the opportunities available for and constraints
to development of educational strategies. Information channels are reviewed to
comprehend extension interaction and grain storage technologies are reviewed to
ensure comprehension of techniques.
On the basis of the literature review a field study was designed to investigate current
on-farm storage practice, current extension sources for storage information and
preferences for future educational interventions. This was done by a survey using a
stratified random sample of grain growers and cluster selection of individuals for
personal interviews. This information was complemented by informal discussion with
farmers at field days.
The results of the study confirmed the gap between research knowledge and on-farm
implementation of this knowledge. They also demonstrated that grain growers wanted
more information and gave some indicators of how this might be achieved. Major
findings of the research included the need for extension coalitions and the desirability
for active involvement of the grain grower.
Major conclusions, for on-farm storage and extension, are drawn to form a basis for
development of future extension interventions. These are aimed at ensuring grain
growers have available the information needed for good storage practice. This includes
an essential understanding the grain growers' needs and perceptions, early, in any
planning process. It also includes the necessity for coordination of extension/education
activities at local, regional and national levels.
The research has some major implications for an improved approach to extension and
on-farm storage. These include the establishment of a farmers-as-researcher program to
implement grain storage innovations and the recognition that implemented change will
need long term maintenance; often more resource intensive than the original
intervention.
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Amezah, Agbenyega, of Western Sydney Hawkesbury University, of Science Technology and Agriculture Faculty, and School of Agriculture and Rural Development. "A participative learning approach to agricultural development : a Ghanaian case." THESIS_FSTA_ARD_Amezah_A.xml, 1998. http://handle.uws.edu.au:8081/1959.7/75.
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This dissertation is the documentation of a participative learning project with the purpose of facilitating improvement in farming and agricultural development work in the Hohoe district of Ghana. This study was done in a context in which (a)agricultural production is carried out by small scale farmers who depend on social networking at the village level, for the distribution and management of agricultural resources, and on local knowledge for productive purposes; (b)government efforts at agricultural development is implemented through the activitiesof its agricultural development agencies - Ministry of Food and Agriculture (MOFA) and the Ministry of Science and Technology (MIST).Participative learning, based on the logic and concepts of action research, experiential learning and critical systems learning, was used as a methodological framework. The conclusion drawn from this inquiry is that participative learning is a legitimate and an effective way of facilitating the development of food and other agricultual production. The challenge is therefore for individuals and organizations involved in the development of agricultural production to establish suitable processes and relationships to support participative learning.<br>Doctor of Philosophy (PhD)
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Burgess, Roberta. "Goat production in the Northern Cape: what are the impacts of farmer training?" Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003868.
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The main millennium development goal is to eradicate extreme poverty and hunger in the world by 2015. South Africa is one of the countries that signed this pledge at the millennium summit in 2000. The Department of Agriculture, has initiated a number of projects to assist farmers and communities with reaching this goal. In the Northern Cape, the commercialization of goats is one such anchor project. The major activities of this project is to train farmers in applied and appropriate production practices, assist them with accessing markets and supporting them with improved livestock. The main aim of this research was to evaluate whether the project has achieved its outcome and whether this outcome, is having an impact on the livelihoods of the farmers involved in the project. After reviewing the literature on evaluation research and programme evaluation across time, the different paradigms and approaches, participatory methodology was used in this study. A case study approach was applied to evaluate the outcomes and effects of the training received by farmers, as part of the commercialization of goats programme. The results of the study proved that the training received by members of the Campbell Agricultural Co-operative Enterprises, changed their goat production practices. The training also had a secondary impact. Trained farmers were imparting (technology transfer) their acquired knowledge to other members of the co-operative. This appeared very effective as all members of the cooperative were farming more scientifically. These changes to the production practices had a positive impact on the livelihoods of the farmers, as their animals were of a better quality and they were able to sell their animals at different markets and for better prices. This has however not commercialized their farming operations as they are still faced with many challenges. These challenges are the lack of a proper marketing structure, access to financial assistance, proper infrastructure and adequate transport for the animals to mention a few. If the Department of Agriculture and Land Affairs is serious about assisting these farmers to move from the status of “emerging farmer” to “commercial farmer” they will have to look at addressing the problems experienced with financial access and access to adequate and appropriate transport.
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Massey, Elijah. "Technical Assistance and Farming at the Rural-Urban Interface: A Study of Farmer Utilization and Related Attitudes." ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/779.
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The rural-urban interface (RUI) is a complex landscape impacted by a variety of social and economic processes. Substantial U.S. agricultural production occurs at the RUI despite non-farm development pressure. Notably, at a time when U.S. farming is increasingly dominated by a shrinking number of large scale operations, RUI agricultural production occurs primarily on small and medium farms. Importantly, RUI farms exhibit greater diversity in terms of operator demographics, production type, and marketing channels, than their large-scale counterparts.
A critical resource in the persistence of diverse RUI farms is Technical Assistance (TA). While TA is provided by a number of different institutional actors, the focus here is restricted to the Extension Service, United States Department of Agriculture backed Natural Resource Conservation Service and Soil and Water Conservation District programs, and nonprofit sector organizations whose mission is focused on supporting U.S. agriculture. Through an analysis of qualitative and quantitative data collected as part of a multi-state study, the goal of this work is twofold. In the first place, this work seeks to assess the utilization of the different sources of TA by farmers operating at the RUI. Subsequently, the work investigates the resulting attitudes farmers hold about the TA they use. As such, this analysis is intended to examine how TA contributes to the persistence of the diverse agriculture operating at the RUI and to explore possible ways in which these critical resources can be further enhanced in order to support RUI farms and farmers.
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Kock, Marcelino. "The development of an eco-gastronomic tourism (EGT) supply chain-Analyzing linkages between farmer, restaurants, and tourists in Aruba." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5964.
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Purpose of this study is to holistically analyze existing linkages between Aruba's tourism industry, restaurants and local farmers, by examining strategies that constrain the development of linkages between these stakeholders. Previous research indicated that tourism development is often accompanied with increased demand for imported food, which results in foreign exchange leakages, inflation and competition with local production. This phenomenon is very common in the Caribbean, where Aruba, with its heavy reliance on imported goods and services, is no exception to this occurrence. To comprehend potential problems associated with linking both sectors, these in-depth case study addresses three fundamental questions: a) what is the structure of supply and demand of food for the tourism industry of Aruba?, and b) what factors constrain the development of linkages between international tourism and Aruba's local agriculture? Using an exploratory and stochastic methodological approach, data will be obtained from structured surveys from three different stakeholders in the food supply chain of Aruba. Anticipated findings illustrate that the existing linkage between the tourism industry and agriculture in Aruba is still weak, yet the food consumption and preferences by tourists can contribute in enhancing an eco-gastronomic tourism supply chain.<br>Ph.D.<br>Doctorate<br>Dean's Office, Education<br>Education and Human Performance<br>Education; Hospitality Education
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Harry, Mashiane Papie. "Effectiveness of farmer groups as tools of extension service delivery : The case of Makhuduthamaga-Sekhukhune (Limpopo Province)." Thesis, [Bloemfontein?] : Central University of Technology, Free State, 2012. http://hdl.handle.net/11462/146.
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Thesis (M. Tech. Agriculture) -- Central University of Technology, Free state, 2012<br>Small-scale and subsistence farmers in general lack knowledge and information as a result of limited personal contact at grassroots level with extension workers. Therefore, the formation of farmer groups needs to be encouraged in most rural areas as tools of extension delivery. The value of farmer groups for quality decision making and generating of new ideas is well known, and therefore, the use of group contact may accelerate capacity building and empowerment to subsistence farmers.
The problem under investigation is the effectiveness of farmer groups as tools of extension delivery in Makhuduthamaga in Sekhukhune District. The investigation seeks to establish the factors that influence the effectiveness of the farmer group in Makhuduthamaga local municipality. This study was conducted in the Makhuduthamaga local municipality in Sekhukhune District. Data was gathered through two questionnaires, one for farmers and one for extension workers. The study applied quantitative methodology, cluster sampling and non-probability sampling methods, and used field interviews with structured questionnaires.
The study found that there are many stakeholders involved in the formation of farmer groups, such as NGOs, social welfare and extension workers, and the initiation by the different stakeholders has an influence on the development of the groups. Most of the farmer groups were initiated by NGOs, the reason being the financial support offered. The effectiveness of the selected farmer groups on Makhuduthamaga municipality is influenced by group dynamic factors. These factors include group size and gender composition, updating of the constitution, and the frequency of group meetings.
The respondents highlighted the fact that there is a poor relationship within the groups, poor leadership, misuse of funds, lack of knowledge and division in the groups. There is a culture of not believing and/or not trusting the local people, and it is difficult to disclose information.
The number of extension workers is still small in relation to the size of the farming population to be served. Stakeholders will learn from the study that the formation of farmer groups should serve the interests of the farmers, not of the institutions. The training institutions should base the training of extension workers on the needs of the farmers. The farmers should strive for self-reliance in order to sustain their farming enterprises. Extension workers should be formally trained on group dynamics, because agriculture in rural areas is about people working together. Government should minimise the top down approach and institutionalise the participatory extension approach methodology.
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Burnett, Elizabeth Anne. "The Influence of Farmer Stress and Hardiness on Adoption of Best Management Practices in the Maumee Watershed." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405694911.
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Passador, Cláudia Souza. "Um estudo do Projeto Escola do Campo - Casas Familiar Rural (1990-2002) do estado do Paraná: a pedagogia da alternância como referencial de permanência." Universidade de São Paulo, 2003. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-27022015-112932/.
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O recente processo brasileiro de transição democrática teve como marca inicial, e como fator fundamental de seu dinamismo, a restauração das instituições próprias do estado democrático: a livre organização de partidos políticos, autonomia sindical, liberdade de imprensa, eleições diretas, dentre outras. Tais conquistas, mesmo que em alguns casos não completas e ainda gerando importantes desdobramentos sob a reorganização das instituições democráticas, contribuíram imensamente para o fortalecimento político da sociedade civil. A organização de movimentos sociais direcionados a promover uma maior intervenção dos cidadãos nos processos de gestão da coisa pública, mais especificamente no que diz respeito à utilização dos aparelhos e serviços sociais, representa a fase posterior, na qual o país se insere agora. Este trabalho se propõe a discutir, neste sentido, as potencialidades do capital social no Brasil quanto aos requisitos de cidadania para sua consecução e os seus impactos na área educacional, especificamente através da análise da política pública do Paraná de formação de pequeno agricultor, chamada Projeto Escola do Campo. A pesquisa busca estimular a reflexão sobre esta política educacional relacionada ao conceito de capital social, além de apontar alguns possíveis instrumentos de mudança dentro da realidade do ensino para jovens e adultos.<br>The recent process of democratic transition in Brazil has been a crucial and fundamental dynamic factor. The restoration of democracy led to the creation of parties, syndicated autonomy, freedom of speech, right to vote, etc. Those conquests, even if they are still underway, helped immensely to the political strengthening of civil societies. The parties organized themselves to create a larger voice in political issues, specifically social services, it represents which was the posterior phase, to get us to where we are now. This thesis aims to analyze the Rural Family Home Project related to the concept of social capital, as an attempt to reach a pattern of rural development to Brazil, emphasizing education as one of the central elements in the construction. The Project Countryside School Rural Family Home, which operates in the state of Paraná since 1989, involving several segments of society, enables country young people (through suppletory teaching based on alternance pedagogy), in order to give quality and competitiveness to their products, in the jumpy dispute of present day markets, getting, inclusively, the necessary profit to obtain life quality in the countryside. Besides, the project takes to the countryside young people concepts and knowledge, wich make them the new farmers, valorized as responsible persons for the production of aliment and for environmental preservation. In the first moment, it explain in detail the constitution and functioning of Rural Family Homes; in the second part, it integrates the experience of Rural Family Homes with the concept of responsibility and partnership.
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Leis, Stephanie Marie. "Engaging with Consumers: How College of Agriculture Graduates Engage with Consumers After Graduation." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1432692118.
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Ait-Ali, Cédric. "Les contributions des dispositifs hors classe aux apprentissages : le cas des élèves de 4ème et 3ème de l'enseignement agricole." Thesis, Toulouse 2, 2014. http://www.theses.fr/2014TOU20102/document.
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Cette thèse cible les dispositifs hors classe dans l’établissement et, plus précisément, leur contribution aux apprentissages des élèves, qu’ils soient scolaires ou psychosociaux. Elle vise à rendre compte de l’organisation hors classe des établissements et à connaître les appropriations spatiales et temporelles des jeunes dans les temps non scolaires et dans les moments informels. Le cadre théorique s’appuie sur le concept de dispositif pour explorer l’apprentissage, dans sa dimension "processus" et dans sa dimension "produit". La modélisation proposée permet de catégoriser et de caractériser les dispositifs hors classe et les dispositifs scolaires dans leur distance au formel. Le travail empirique a été conduit dans le contexte spécifique de l’enseignement agricole, et sur le public particulier des élèves de 4e et 3e, ayant modifié leurs trajectoires éducatives. Une méthode mixte, quantitative et qualitative, a été mobilisée. Elle permet de recueillir à la fois la parole des acteurs éducatifs et des enseignants intervenant hors de la classe et, surtout, celle des apprenants en utilisant des questionnaires, des interviews, des observations, des photographies et des agendas. Elle fait émerger des résultats significatifs dans la contribution différenciée des dispositifs hors classe aux apprentissages, tant au niveau des résultats scolaires que des scores psychosociaux. En prolongeant la remise en cause de la séparation du « dans la classe/hors la classe », par celle du "dans l’établissement/hors de l’établissement", elle pose l’hypothèse d’un curriculum éducatif qui interroge le rôle de l’école dans la société et la place de chaque acteur, notamment du jeune<br>This thesis target the out of class device in the institution and, to be more exact, call for the pupil’s learning, school or psychosocial learning. It gives an account of the organization out of class and knowing spacio-temporal encroaching for young in the out of class time and in the informal moment. The theoretical framework leans on learning exploration’s concept, in its process-sized and it product-sized.The modeling proposed enable to categorize and characterize the out of class time and the school time in the formal’s distance. The empiric work had been done in farming’s institution and in a public middle school, with 4ème and 3ème’s pupils, who are changed their learning’s ways. A join method, quantitative and qualitative research, was done. It enables to take the feeling of the educational player and the teachers who operate out of class and, what’s more important, the learner. This survey use quiz, interviews, observations, pictures and schedule. It shows us significant results in the differential contribution of the out of class learning device, as much as the school results than the psychosocial hit. In challenging the separation of “in class” and “out of class” by “in school” and “out of school”, it hypothesizes an educational curriculum which ask about the part of school in the society and the part of each player, especially younger, in the new education call the global education
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McKenzie, Anthony David. "Improving the effectiveness of distance education for farmers /." View thesis, 1996. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030826.154805/index.html.
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Schmidt, Jennifer. "Farming: It's Not Just for Farmers Anymore." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/pomona_theses/109.
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Agricultural education, originally the province of land grant institutions, has recently entered the liberal arts curriculum. This represents a profound shift from the origins of agricultural education, when it was intended primarily as vocational training for future farmers, and has important implications for the future of the American food system. The first chapter of this thesis addresses the history of agricultural education: what was it originally like, and why did it come to be heavily criticized in the late twentieth century? Formal agricultural education changed significantly in response to these criticisms, making it more environmentally sustainable and bringing it into liberal arts institutions. The Pomona College Organic Farm is representative of a broader student farm movement that has gained momentum since the late 1990s, and offers the chance to evaluate agricultural education in the liberal arts. This thesis includes a curriculum in sustainable agriculture that was led as a group independent study at the Pomona College Organic Farm in fall 2013 and reflections on the process of curriculum design and implementation.
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Westbrook, Johnnie Ray. "Enhancing Limited-Resource Farmers' Economic, Environmental, and Social Outcomes Through Extension Education." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/39743.
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This research examined how the North Carolina A & T State University Cooperative Extension program has helped limited-resource farmers realize economic, environmental, and social outcomes through its 1890 Extension education program. Since1990, there has been little research on recent contributions of 1890 Extension programs for this audience. This inquiry described educational collaborative efforts among the North Carolina A & T Extension program, North Carolina State University (NCSU), other 1862 land-grant universities, community-based organizations, and government agencies providing nonformal education and services to limited-resource farmers. Personal interviews were conducted with two Extension specialists, one associate, two agents, and two agricultural and natural resource technicians. A focus group was conducted with nine limited-resource farmers.The findings revealed that the Farmers Adopting Computer Training (FACT), Plasticulture, and Pastured-Swine programs have helped enhance limited-resource farmers' economic, environmental, and social outcomes. In addition, the participants confirmed caring, trust, and relationship building as qualities that encouraged their participation. However, participants indicated that scheduling Extension programs that conflict with planting and harvesting season and programs that do not address farmers' needs and issues prevent their participation in Extension programs. Furthermore, North Carolina A & T Extension programs involved farmers in program planning through advisory committees and mentoring other farmers. Participants indicated that NC A & T collaborates with North Carolina State University, community-based organizations, and other government agencies to meet the needs of limited-resource farmers.The data suggest that the following improvements and changes for the North Carolina A & T Extension program: (a) use the outcome-based evaluation approach to evaluate Extension programs, (b) provide training for Extension faculty on program planning models, (c) continue the FACT, plasticulture, and pastured-swine production programs, (d) educate faculty in other schools and colleges at NC A & T State University about Extension programs, and (e) develop joint programs with other schools and colleges at North Carolina A & T State University.<br>Ph. D.
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Enyong, Laetitia Ako Kima. "Linkages among research, education, extension, and farmers in the Republic of Cameroon." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-10022007-144530/.
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Carlisle, Mary. "Early agricultural education in British Columbia: The pioneering role of the farmers' institute." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26382.
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Even though agricultural education was among the first examples of government-sponsored adult education in British Columbia, it has received scant attention from historians of education. Details of early agricultural education in B.C. are contained in the reports of the Department of Agriculture and the Farmers' Institute, the basic sources for this study.
The British Columbia Farmers' Institute was created by the provincial government in 1897 to assist a struggling agricultural industry. The founding legislation provided for a dual purpose organization which would promote co-operative systems of purchasing, producing, and marketing. It would also promote and facilitate a program of scientific agricultural education for the province's farmers. A Department of Agriculture had been formed in 1891 and its early work was largely educational in nature, consisting of the collection of information about agricultural conditions in the province, the dissemination of this information to farmers, and the promotion of settlement in rural areas. When the Farmers' Institute was begun, James R. Anderson, the first statistician and deputy minister of agriculture, was appointed Superintendent of Farmers' Institutes and began immediately to organize farmers into local institutes for the provision of scientific agricultural education.
In spite of the challenges presented by the geography of the province, the Institute experienced steady growth in its early years. By the end of the period examined in this study, 1897 to 1915, the Institute had nearly 8500 members in various parts of the British Columbia. During this time the province experienced a tremendous influx of population with many of the newcomers settling in rural areas to take up farming. Agriculture flourished too, so that the value of agricultural production in 1914 actually surpassed that of both forestry and mining.
Accompanying the growth in the importance of agriculture was an increased awareness of the value of agricultural education to farmers. The Department of Agriculture expanded and decentralized. The federal Agricultural Instruction Act supplied funds to the province for agricultural education and a Faculty of Agriculture was one of three faculties in the new University of British Columbia when it opened in 1915. New agricultural organizations were formed, many with the support of the Department of Agriculture. As sources of agricultural education became increasingly diverse, the focus of the Farmers' Institute shifted toward the promotion of co-operation within the agricultural industry. Its early success in organizing farmers and popularizing agricultural education was partly responsible for the change in role from primary agent of adult education to facilitator of a variety of programs and services to farmers.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate
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Andrango, Quimbiulco Graciela Cristina. "Essays on extension education and farmers' adoption of oilseeds crops and conservation practices." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32733.
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Doctor of Philosophy<br>Department of Agricultural Economics<br>Jason S. Bergtold<br>Timothy J. Dalton<br>Adoption of technological improvements are crucial to increase agricultural productiviy to help reduce poverty by obtaining higher farm incomes due to higher productivity and lower production costs. However, the introduction of new agricultural technologies has not always been successful or had diffuse adoption. Factors that determine farmers’ adoption decisions are: 1) farm and farmers' characteristics; 2) technology attributes, and 3) the farming objective. Understanding these factors and how they affect adoption of new technologies on the farm is crucial to assure higher levels of adoption. The over all purpose of this thesis is to explore the adoption process of new technologies and practices by farmers. This is accomplished through three essays to meet the objectives of the thesis.
The purpose of the first essay was to evaluate whether or not farmers in the western U.S. are willing to grow specialized oilseed crops that could be used for certified hydrotreated renewable jet (HRJ) fuel production and incorporate them into existing wheat-based production systems under contract. Results indicate that providing oilseeds crops and contracts with desired attributes and features would positively affect farmers' decisions to incorporate oilseed crops into their rotation system. Preferred seed and contract attributes that may affect a farmer’ adoption decision differ across different geographic regions of the U.S.
The second essay focused on identifying factors that impact participation and farmers' decision to adopt soil conservation and fertilization management practices for cassava producers in Thailand and Vietnam. Results indicate that asset ownership and cassava yield positively influence participation. Adoption of new practices was positively linked to farmers’ participation in training activities, use of fish ponds (as a measure of alternative agricultural practices), presence of a nearby starch factory, and slope of the land.
Finally, the purpose of the third essay was to examine extension educators' characteristics that affect educators' selection decision of outreach methods in the U.S. This essay examines the diffusion process that impacts adoption of best management practices by farmers. The decision extension educators make for selecting a teaching method is affected by the relationship between the objectives of the learning process and the characteristics of the teaching method.
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Marion, Amy Kathryn. "An Examination of Non-waged Labor and Local Food Movement Growth in the Southern Appalachians." PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/5036.
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Farmers have traditionally depended on their families or paid employees to cover their extensive labor needs. Today, non-waged labor models are gaining popularity, especially among small, ecologically-oriented farms. Apprenticeships and internships can be a primary form of training for a population of new and beginning farmers, many of whom are entering the field without farming backgrounds. However, many question the sustainability and justness of these arrangements. As a new phenomenon, very little research examines the relationship between non-waged labor models like agricultural apprenticeships and alternative food movements. In this exploratory study, the author surveyed nearly 250 farmers growing for local markets in the Southern Appalachians to better understand their rationales for using waged or non-waged labor, and to explore how those decisions impact the local food movement developing within the region. The author finds that farmers using non-waged labor are smaller, less profitable, and more likely to be new to farming than their wage-paying counterparts, and that they choose to host non-waged laborers for both economic and noneconomic reasons. Ultimately, non-waged labor models create incremental steps towards changing the food system by educating new farmers and food systems advocates, increasing the transparency of agricultural labor practices, and giving small-scale farmers a chance to grow their business and get more products into the local economy. However, the non-wage labor model may not be sustainable in the long run, and it perpetuates injustices, such as the exclusion of those who can't afford to train without pay, and it should evolve as the food system evolves.
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Gadio, Coumba Mar. "Women's Changing Roles, Issues, and Decisionmaking: The Case of Lebou-Wolof Women Farmers in Thieudeme." Connect to resource, 1998. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1217871703.
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Fabian, Rika. "Making the national farmer progressive educational reforms and transformation of rural society in the United States (1902-1918) and Japan (1920-1945) /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p3297429.
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Thesis (Ph. D.)--University of California, San Diego, 2008.<br>Title from first page of PDF file (viewed Aug. 8, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 231-236).
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Ku, Tsun-Yao. "Educational needs in farm management skills of Taiwan's core rice farmers /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074418.
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Thompson, Gregory W. "Characteristics and implications of integrating science in secondary agricultural education programs /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9823332.
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Endeley, Joyce Bayande Mbongo. "Women farmers'perceptions of the economic problems influencing their productivity in agricultural systems : Meme Division of the southwest province, Cameroon /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487326511716681.
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Rach, Thomas Dean. "Educational needs of plantain farmers in the eastern Cibao Valley, Dominican Republic /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487780865407411.
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Tamayo-Hernandez, Evelin. "Evaluating the Impact of Market Match among Older Adults at Farmers' Markets." Thesis, California State University, Long Beach, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10979016.
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<p> The number of older adults facing food insecurity is on the rise. As an attempt to reduce food insecurity at a policy level, nutrition incentive programs such as Market Match have been available within the community at participating Farmers Markets. An ecological framework was used in this study to assess the impact of Market Match on intrapersonal, interpersonal, community and policy factors that contribute to food insecurity for older adults. The aim of this study was to evaluate the overall impact of Market Match among older adults by measuring participants’ Market Match satisfaction through feasibility and accessibility. Findings from this study suggests programs such as Market Match may be beneficial in reducing food insecurity among older adults.</p><p>
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Gratz, Steven Jon. "Factors influencing supervised agricultural experience earnings of Ohio FFA state degree recipients as reported on the Ohio FFA state degree application." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1080302672.
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Thesis (Ph. D.)--Ohio State University, 2004.<br>Title from first page of PDF file. Document formatted into pages; contains xv, 166 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: James J. Connors, Dept. of Agricultural Education. Includes bibliographical references (p. 124-134).
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Pesanayi, Tichaona Victor. "Investigating learning interactions influencing farmers' choices of cultivated food plants." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003469.
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The most critical hurdle on the path to sustainable development in Africa and the rest of the so-called Third World is poverty, commonly manifested as food security. A number of factors threaten food security in Zimbabwe, and these include climate change, an unstable socio-political environment and economic depression. The major debates and initiatives on sustainable development often fail to focus on the eradication of poverty in southern Africa. As a result, the trade liberalisation programmes signed by African countries in economic partnership agreements leave smallholder farmers vulnerable to the influx of hybrid seed and genetically modified organisms (GMOs), which threaten local agro-biodiversity. This case study has shown that farmers select seed to plant for food as a result of various learning interactions they engage in, which include inter-generational knowledge transfer, farmer to farmer extension and external training by extension organisations and NGOs. A communities of practice (COPs) (Wenger, 2007) framework was used to gain an understanding of the learning interactions among farmers and their stakeholders in Nyanga and Marange COPs of small grain farmers in Manicaland Province, Zimbabwe, who have been working with Environment Africa (A regional NGO). A critical realist causal analysis was conducted to unravel the various causal factors influencing choice. A number of underlying structures and causal mechanisms were found to influence learning interactions and choices in these communities of practice, and they include ambivalence, which influences the changing domain and practice. Climate change, drought and risk were found to affect farmer practice, while power relations affect the community, its practice, domain, sponsorship and the learning interactions in the COPs. The political economy was also found to have a profound effect on the domain and practice. A space was found for the influence of capacity and knowledge sharing in participatory frameworks of the communities, implying that extension quality can be enhanced to promote locally adapted and diverse seed varieties for food security improvement. The study shows that a deeper understanding of the mechanisms influencing the context of teaching and learning provides a more refined insight into the learning interactions and choices of farmers. This, coupled with the social processes descriptors provided by Wildemeersch (2007) has given me a more detailed understanding of the nature of learning interactions influencing farmer choices.
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Misyak, Sarah A. "Farmers Market Access by Snap-eligible Mothers of Young Children: Barriers and Impact on Nutrition Education Programming for Cooperative Extension." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/54587.
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Providing improved access to farmers markets and other local food outlets for low-income audiences is an increasingly popular nutrition intervention strategy to promote consumption of fresh fruits and vegetables and address obesity. The USDA encouraged more farm to fork initiatives and efforts to connect low-income populations with fresh and healthy, local foods through farmers markets through the implementation of the Supplemental Nutrition Assistance Program Nutrition Education (SNAP-Ed) provisions of the Healthy, Hunger-Free Kids Act of 2010. The purpose of this research was to assess the perceived barriers to farmers market access and strategies for overcoming those barriers for low-income individuals and families participating in Cooperative Extension nutrition programming. Data collection procedures included a survey of SNAP-Ed and the Expanded Food and Nutrition Education Program (EFNEP) program assistants, focus group discussions with SNAP-eligible individuals, and a photo elicitation study with mothers of young children. Results from these studies provide insight on how to structure program assistant trainings to encourage the inclusion of an optional farmers market orientation lesson in SNAP-Ed and EFNEP curricula; low-income individuals' perception of healthy food, access to and perception of local foods, benefits and barriers to shopping at farmers markets, and the impact of local foods on diet quality; and how to address perceived barriers through Cooperative Extension nutrition programming for the SNAP-Ed and ENFEP target population of SNAP-eligible mothers of young children. Working with farmers markets is an opportunity to form greater synergy between the arms of Extension (Family and
Consumer Sciences, Community Viability, Agriculture and Natural Resources, and potentially 4-H) related to supporting local food systems while forming collaborative relationships with local farmers markets and community members.<br>Ph. D.
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Bergefurd, Brad R. "Assessing Extension Needs of Ohio’s Amish and Mennonite Produce Auction Farmers." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313512162.
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Uko, Okon Edet. "Perceived farm management educational needs of part-time and small scale farmers in selected Ohio counties." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1389344764.
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Roberts, Kenny. "Relationships between Business Planning and Reaching Forecasted Sales Objectives for New England Farmers." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2331.
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Over the last 100 years, more than 3 million small farming operations have been replaced by large factory farms in America. This shift toward food production by conglomerations has led to severe environmental issues, food security hazards, and economic hardship in farming communities nationwide. This study investigated the extent to which a written business plan could help small farming operations meet their sales objectives and ultimately continue to operate; this study also examined the perceptions of farm owners regarding the ability of a business plan to affect sales objectives. The sample consisted of 71 Maine Farms for Future (FFF) recipients and 71 randomly selected New England farmers as identified by the Maine Department of Agriculture. The study used a mixed methods approach. Quantitative data were analyzed using a Mann-Whitney U test to determine the extent to which creating a business plan corresponds with the ability to meet sales objectives. Qualitative data were analyzed using inductive and open coding techniques to determine the extent to which farmers perceive business planning as having value. Quantitative data analysis showed the differences between the groups to be statistically significant and that a written business plan corresponded with farmers meeting sales objectives. The qualitative analysis showed that the majority of both groups identified business plans as having value due to its ability to affect sales objectives. These findings confirm resource-based theory as a valid predictor of why farmers write a business plan. This study may positively impact social change by providing small farming operations a way to increase sustainability and reduce the food security risks that are commonly caused by large factory farming practices.
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Jieknyal, Jr Bijiek Gatwech. "An Exploration of Food Security and Agriculture Challenges for Female Farmers in Rubkona County, South Sudan." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/64912.
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The purpose of this study was to explore food security and agricultural challenges to examine the feasibility of using extension services as food security challenges intervention.
The study used extension services, microfinance, farm cooperatives, and educational strategy to apply the Theory of Planned Behavior (TPB) to investigate culturally specific attitudes, subjective norms and perceived behavioral constructs in relationship to female economic development through agricultural production.
The use of semi-structured interviews in a qualitative research design was found useful in exploring the informants' experiences in challenges to food security and agricultural productivity not only in South Sudan, but also in Sub-Saharan Africa. In-depth one on one semi-structured interviews were conducted with farmers and international agriculture researchers.<br>Ph. D.
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Arêde, Maria das Graças. "The perceived farm management educational needs of farmers in the northeast region of Rio Grande do Sul state, Brazil /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487856076414995.
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Lameck, Christopher. "Impact of Agricultural Subsidies to Smallholder Maize Farmers of Mbeya District Concil in Tanzania." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469112342.
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Toro, Alfaro Elena Maria. "Perceptions of livestock extension education delivery and globalization effects among dairy farmers in the north coast of Honduras." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0007521.
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Zamudio, Jessica Maria. "A Qualitative Exploration of Entrepreneurial Learning among Local Farmers in Cochise County, Arizona." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/560830.
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The number of farmers markets in the United States increased from 3,706 in 2004 to 8,268 in 2014 (Agriculture Marketing Service, 2014). Often times, small-scale agricultural producers do not harvest enough goods to be sold in large grocery store corporations and thus have turned to farmers' markets, roadside stands, you-pick operations, and community supported agriculture (CSA) shares as pathways for reaching customers directly (Chase & Winn, 1981; Payne, 2002). The purpose of this study was to explore and describe how such small-scale producers who participate in farmers' markets gain and develop business-related information and business skills. A single case study design developed and applied to explore the entrepreneurial learning environment relevant to small-scale agricultural producers in Cochise County, Arizona. The current study is framed conceptually by Politis's (2005) entrepreneurial learning model. The data was collected through semi-structured interviews, observations, and relevant documents. Data was organized and analyzed both ideographically and nomothetically. The findings indicate that some small-scale agricultural producers who reside in Cochise County, Arizona participate in Southern Arizona farmers' markets for economic viability and/or lifestyle reasons. The producers who participate in Southern Arizona farmers' markets as their sole means of generating income and/or to continue to be able to afford their engagement in agricultural activities were categorized under the economic viability theme. Those producers who participate in Southern Arizona farmers' market primarily to socialize and to exchange knowledge with community members and other farmers or ranchers were categorized under the lifestyle theme. The data also revealed that the participants engaged in entrepreneurial learning primarily within informal settings and through corresponding channels. While, informal learning is likely to remain the primary method of knowledge sharing across the small-scale agricultural producer community in Cochise County, Arizona. However, by providing such producers with greater opportunities to develop deeper and more robust knowledge and skills specific to entrepreneurship and small business development and management through non-formal learning opportunities (e.g., innovative Extension program), the number of producers with enhanced training capacities and cutting edge knowledge will increase across Cochise County.
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Fravel, Philip M. "A History of Agricultural Education in South Carolina With an Emphasis on the Public School Program." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/27205.
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The researcher focused on the numerous elements that led to an organized state supported system of Agricultural Education in South Carolina. Emphasis was placed upon the secondary school program, but the various contributing events leading to the formal study of Agricultural Education were identified and examined.
Many historical studies of 20th century Agricultural Education focus on the impact of the Smith-Hughes legislation. Upon deeper investigation, the Palmetto State can credit numerous influential factors that provided forms of agricultural instruction prior to 1917. The 18th and 19th century agricultural societies provided a clearinghouse for the socialization and sharing of experimental farming techniques by progressive agriculturalists. John C. Calhoun and his son-in-law Thomas Green Clemson, benefactors of Clemson Agricultural College, were members of the Pendleton Farmers Society.
Support for agricultural research came one year prior to the federal Hatch Act. The Hatch Act of 1887, followed by the Smith-Lever Act of 1914, assisted in providing fertile conditions for community recognition and need for Agricultural Education. Prior to the Smith-Lever Act, South Carolina was active in attempts to infuse Agricultural Education into the public school system and rural communities. A series of demonstration trains traversed the state providing first hand opportunities for individuals to examine the revelations in agricultural techniques. A series of agricultural clubs, including boy's corn clubs, pig clubs, and even demonstration farms on schoolhouse grounds linked Agricultural Educators with school students. Prior to the Smith-Hughes method of vocational agriculture, students in sections of the state received textbook-based instruction in agriculture.
Passage of the Smith-Hughes legislation in February 1917 was the catalyst that created a form of Agricultural Education recognized even in the 21st century. The rapid propagation of high school programs throughout the state created an immediate demand for teachers of Agricultural Education. Clemson College, still in its infancy, quickly arose to provide a new program to train collegiate students to become what were then referred to as "Smith-Hughes men."
Specific objectives investigated and analyzed by the researcher included:
1. Describing the development of Agricultural Education in South Carolina prior to 1900.
2. Documenting the development of Agricultural Education in South Carolina from 1900-1945.
3. Documenting the redefining of Agricultural Education in South Carolina from 1946-1990.
4. Describing the development of the teacher-training program for Agricultural Education in South Carolina.
5. Documenting the development of administrative and supervisory provisions for the vocational agriculture programs for South Carolina.
6. Describing the historical events that led to the founding of the Future Palmetto Farmers and evolution of the Future Farmers of America in South Carolina.<br>Ph. D.
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Atadja, Franklin Komla. "Sustainability Challenges for Maize and Cassava Farmers in Amankwakrom Subdistrict, Ghana." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10243184.
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<p>Agricultural system in Ghana underperformed because of limited financing, which constrained some small-scale maize and cassava farmers. The purpose of this case study design was to explore the methods that some small-scale maize and cassava farmers in Amankwakrom Subdistrict used in obtaining farm financing. Two themes from the literature review were a lack of collateral for small-scale farm financing and the small-scale farmers cooperative associations? role in farm financing. Regional-scale management sustainability index formed the conceptual framework for this study. Data collection included semistructured face-to-face interviews with 8 fluent English speaking small-scale maize and cassava farmers who have obtained farm financing in the previous years. Using the Microsoft Excel and Non-numerical unstructured data indexing and theorizing software program for data analysis method, 3 major themes emerged: the farmer?s membership benefits of working in cooperative associations; farmer?s ability to provide the collateral requirements for the financial institutions; and farmer?s good loan repayment history. The study findings indicated that some small-scale maize and cassava farmers obtained farm loans because they used the cooperative associations as their collateral assets in order to satisfy for the requirements of the financial institutions. Social implications include the potential to guide the small-scale maize and cassava farmers to access farm credits to use in expanding their farm sizes. Expansion in farm sizes may result in more maize and cassava production that can help eliminate hunger and reduce poverty in the Amankwakrom Subdistrict of Ghana.
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Hawley, John L. "The Role of Utah Farmers in Farm to School Programming." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6087.
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Many studies have observed the involvement of stakeholders in farm to school (FTS) programming to further understand their role, yet no study had previously assessed the role of Utah farmers in FTS programming. As a result, the purpose of this research was to describe Utah farmers' role in FTS programming and their interest in institutional marketing of local foods. The researcher sent an online descriptive survey to 5,470 farmers belonging to the Utah Farm Bureau. The survey used Dillman's Tailored Design Method. Of the 184 survey responses received, 143 surveys were usable.
The theory of planned behavior was the theoretical framework for the study. Respondents reported a positive attitude toward FTS programming, although a majority (83.6%) had not participated. They indicated that building relationships with community members and increasing awareness of local food were top benefits associated with FTS programming. Top barriers to participating in FTS programming included a lack of information about schools seeking to purchase local products and restriction of growing seasons. Respondents indicated that they intended to host farm tours for students and food service personnel. Their training and resource needs related to FTS programming included small business assistance. Demographics characteristics revealed a majority of respondents were male and had more than 22 years of farming experience. The subjective norm and perceived behavioral control components of the theory of planned behavior statistically predicted the intention of respondents to participate in farm to school programming. Theory components, including attitude, accounted for 67.2% of the variance in intention to participate in FTS programming. These findings suggest other influences contributed to the intention of respondents to participate in FTS programming.
One future research recommendation for FTS programming includes conducting similar studies with different groups of farmers. The researcher recommends continued use of the theory of planned behavior as a theoretical framework for studies assessing involvement in FTS programming. Variables not included in this study may discover further influences on farmers' intention to participate in FTS programming. One recommendation is to increase outreach and marketing to farmers who may be interested in FTS programming.
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Glasgow, Lindonne Marcia. "Socioeconomic Characteristics of Farmers and Agrochemical Use in Grenada." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6029.
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The World Health Organization classified carbaryl, glyphosate, and paraquat as hazardous to human health. In the Agriculture Health Study in the United States, health problems were associated with the use of these 3 agrochemicals 12 or more times per year. These 3 agrochemicals were commonly used in Grenada. The purpose of this quantitative cross-sectional study was to investigate the relationship between the social and economic characteristics of the farmers who participated in the 2012 agriculture survey and the use of agrochemicals at frequencies that could pose health risks. Five constructs of the social cognitive theory were used as the premise to hypothesize relationships between the variables. Binomial regression analysis was conducted to test the hypotheses of relationships between the characteristics of 8,868 farmers and use of agrochemicals or herbicides -?¥12 timers per year. Statistically significant relationships were found between 16 characteristics of the farmers and use of agrochemicals. Significant relationships were also found between 8 characteristics of the farmers and use of herbicides -?¥12 timers per year. The findings of this study show that several characteristics of the farmers in Grenada were associated with the use of agrochemicals at frequencies that were hazardous to health. By demonstrating the need to implement preventive measures and adopt the precautionary principle in the use of agrochemicals, positive changes can be made in monitoring agriculture practices, health surveillance, and clinical practice.
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Bryant, Bradley Wayne. "History of the Virginia FFA Association." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/26640.
Full textAbstract:
Part of this research focused on the predecessors of the FFA by outlining the history and purposes of agricultural organizations formed since the late 1700s. The past two centuries of American agricultural history is rich with efforts to educate and improve agricultural practices through organized groups of farmers and other rural leaders. Early in the development of agricultural societies, experimentation and successful practices were shared with others in the local organization and works were often published in journals or newspapers for educational and informational purposes. Regular meetings and fellowship were also a major focus of the early groups. The national organizations that formed later such as the Grange, included the fraternal, social, and educational aspects while maintaining a focus on the economics of farming.
The boys’ and girls’ club movement provided opportunities for youth to meet, learn, and participate in agricultural competitions. The center of activities for youth organizations quickly shifted from community groups to agricultural education programs in the public schools. Clubs that formed within agricultural education programs in Virginia soon united to create the Future Farmers of Virginia. The FFV and FFA that followed initiated the use of certain symbols, colors, and ritual ceremonies that can be traced directly to the agricultural societies. This research identified many agricultural societies and youth clubs that had a profound influence on the development of the National FFA Organization.
The major purpose of this study was to describe the establishment of the Future Farmers of American and to document the accomplishments of Virginia FFA members at the state and national levels. The objectives of the study were:
To describe the historical events and circumstances that led to the establishment of the Future Farmers of Virginia and the Future Farmers of America,
To document Virginia FFA history by recording achievements of members and chapters at the state level,
To document the achievements of Virginia FFA members and chapters at the national level, and
To provide a history of the Virginia FFA Association from 1925 to the present.
The Virginia FFA Association is rich with historical information that ranges from the formation of the Future Farmers of Virginia in 1925, the forming of a national organization in 1928, and 75 years of accomplishments by Virginia FFA members.<br>Ph. D.
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Masambuka, Fallys. "Agricultural communication: Whose voices, for who and for what? A case study of Malawian agricultural communication programs." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555398450368817.
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Morillo, Alfredo German. "An evaluation of small hillside farmers' knowledge of and attitudes toward environmental conservation resulting from the Environmental Education workshops." Connect to resource, 1986. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1169743381.
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Harraman, Joshua Michael. "Rivals for Governance of the Land-Grant University: Farmers, Alumni, and Administration at the Ohio State University, 1870-1910." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1557827101149822.
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