Bibliografías temáticas / Agricultural education

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Literatura académica sobre el tema "Agricultural education"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 30 de julio de 2024

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Artículos de revistas sobre el tema "Agricultural education"

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Dewi, Dewi Rakhma. "AGRICULTURAL EDUCATION: UTILIZATION OF AGRICULTURAL WASTE". International Journal of Business, Law, and Education 2, n.º 3 (12 de octubre de 2021): 79–84. http://dx.doi.org/10.56442/ijble.v2i3.22.

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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 y K. G. Farauta. "AGRICULTURAL EDUCATION AND RESTRUCTURING". Sokoto Educational Review 16, n.º 2 (31 de diciembre de 2015): 10. http://dx.doi.org/10.35386/ser.v16i2.137.

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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 y Ramiro José Vivas-Vivas. "Farming, Education and Migration". Migraciones. Publicación del Instituto Universitario de Estudios sobre Migraciones, n.º 54 (8 de junio de 2022): 1–22. http://dx.doi.org/10.14422/mig.i54y2022.008.

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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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Martin, Michael J., Kellie Enns y Katherine Hartmann. "Agrarianism in Agricultural Education: A Narrative Study". Journal of Agricultural Education 63, n.º 3 (30 de septiembre de 2022): 135–48. http://dx.doi.org/10.5032/jae.2022.03135.

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Agriculturalists can be divided into broad ideological camps with differing value sets. While many different groups exist, there are two primary ideological groups: (1) conventional or agrarian populists and (2) non-conventional or neo-agrarians. Agricultural education students’ values about agriculture shape how they will work in their future classrooms, schools, and communities, as well as how they will interact with students and community members. The purpose of this narrative study was to describe undergraduate agricultural education students’ conceptualization of their values about agriculture. The findings from this study highlighted the polarization of ideologies in American agriculture. The agricultural education students’ conceptualization of agricultural values was largely conventional. Some students formed conventional agriculture values as they grew up, while other students experienced a change of their values towards conventional attitudes while in college. Students’ responses to others with differing values ranged from indifferent to negative. These differences indicate a real challenge for post-secondary agricultural educators. Students have the right to maintain their own values in agriculture, however they must be able to work with others who have differing values. Research is needed to evaluate effective ways to help students learn how to work with people who have differing agricultural values.
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Peterson, Ronald R. "Experiencing Agricultural Education". Journal of Agricultural Education 40, n.º 1 (marzo de 1999): 1–13. http://dx.doi.org/10.5032/jae.1999.01001.

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Enshayan, Kamyar. "Rethinking agricultural education". American Journal of Alternative Agriculture 7, n.º 4 (diciembre de 1992): 146–47. http://dx.doi.org/10.1017/s0889189300004690.

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Erlygina, E. "Problems of Education in Agriculture". Bulletin of Science and Practice 6, n.º 4 (15 de abril de 2020): 460–64. http://dx.doi.org/10.33619/2414-2948/53/54.

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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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Akhtar, Kiran, M. Imran Yousuf y Qaisara Parveen. "Possibilities of Agricultural Education for Secondary Level in Pakistan". Global Social Sciences Review III, n.º IV (30 de diciembre de 2018): 173–86. http://dx.doi.org/10.31703/gssr.2018(iii-iv).12.

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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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Martin, Michael y Kellie Enns. "The Conflicts of Agriculture: Exploring the Agricultural Ideologies of University Agricultural Education Students". Journal of Agricultural Education 58, n.º 1 (30 de marzo de 2017): 207–22. http://dx.doi.org/10.5032/jae.2017.01207.

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Hudzari, R. M., M. M. Noorman, M. N. N. Asimi, M. A. M. Atar y M. Nashriyah. "Engineering Technological in Agriculture Research and Education". Advanced Materials Research 705 (junio de 2013): 493–98. http://dx.doi.org/10.4028/www.scientific.net/amr.705.493.

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Engineering technological especially on automation and mechanization in agricultural and plantation industry is still new and still under research and development. The application of computer, mechatronics and machines for agricultural production has been one of the outstanding developments in Malaysian agriculture. This paper describes on the recent research at Malaysian public university on the uses of computer and electronics towards machines for the agricultural operations. It has been generally agreed that industrial robotics do not provide sufficient information related to the bioproduction field, although some fundamental theories and technologies were applicable to the bioproduction machine. Agricultural products are diversified and complicated, the environment around the objects changes from time to time, and the machine mechanism should adapt to physical properties and cultivation methods of the biological objects. These are some of the considerations that agricultural mechanization needs to address. Current trend in agriculture is integration with biotechnology application, the demand of which may increase in conjunction with the land capabilities by variety humanity activities. Although adoption of one agriculture activity per house area is a viable strategy in the framework of food security, as in a general, an agricultural production is labour intensive. The agricultural landscape has seen an increase in adoption of modern technologies, be it in small scales, including those in the agro-based manufacturing sector. This, to some extent, has increased the productivity and at the same time decreased the labour dependency. In conclusion, studies on electronic and computer-assisted devices leading to automation for application in agriculture had to be perpetually carried out.
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Tesis sobre el tema "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.

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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.

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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.

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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.

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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.

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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.

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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/.

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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.

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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.

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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.

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Libros sobre el tema "Agricultural education"

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Barry, Croom D. y Lee Jasper S, eds. Foundations of agricultural education. 2a ed. Danville, IL: Professional Educators Publications, 2007.

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Talbert, B. Allen. Foundations of agricultural education. Caitlin, IL: Professional Educators Publications, 2005.

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Kraybill, David, John Lynam y Adipala Ekwamu, eds. Transforming tertiary agricultural education in Africa. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789246544.0000.

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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.

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Bhatia, J. S. Agricultural education: A career guide. New Delhi: Directorate of Information & Publications of Agriculture, Indian Council of Agricultural Research, 2001.

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Smith, John. Curriculum development in agricultural education. Bristol: Further Education Staff College, 1989.

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Kannaiyan, S. Envisioning agricultural education in India. New Delhi: Associated Pub. Co., 2007.

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International, Asianics Agro-Dev, ed. Reforming agricultural education in Pakistan. Islamabad, Pakistan: Asianics Agro-Dev. International, 1992.

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Talbot, Smith John. Commercial agriculture as a curriculum source for agricultural education. Wolverhampton: The Polytechnic, Wolverhampton, School of Applied Sciences, 1987.

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Universities, Association of Indian, ed. Tryst with agriculture education. New Delhi: Association of Indian Universities, 2009.

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Capítulos de libros sobre el tema "Agricultural education"

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Ekwamu, Adipala, Frans Swanepoel, Melody Mentz-Coetzee, Farai Kapfudzaruwa y Kay Muir Leresche. "Agriculture and tertiary education within the context of global and African development goals." En Transforming tertiary agricultural education in Africa, 3–27. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789246544.0001.

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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". En Women and Farming, 115–34. London: Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1057/9780333983713_7.

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Hagmann, Jürgen, Paul Kibwika y Adipala Ekwamu. "8. Rethinking agricultural education". En Farmer First Revisited, 238–75. Rugby, Warwickshire United Kingdom: Practical Action Publishing, 2009. http://dx.doi.org/10.3362/9781780440156.008.

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McBride, Glynn. "Member Education, Communications, and Cooperative Leadership Development". En Agricultural Cooperatives, 281–303. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4684-6882-3_16.

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Nakayiwa, Florence y John Lynam. "Network approaches to transforming tertiary agricultural education in Africa." En Transforming tertiary agricultural education in Africa, 227–39. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789246544.0014.

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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 y C. Igo. "Environmental and Agricultural Literacy Education". En Environmental Challenges, 525–32. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-011-4369-1_41.

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Clark, Cary, Amir Kassam, Saidi Mkomwa, Peter Kuria y Weldone Mutai. "Strengthening conservation agriculture education in Africa." En Conservation agriculture in Africa: climate smart agricultural development, 331–44. Wallingford: CABI, 2022. http://dx.doi.org/10.1079/9781789245745.0020.

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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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Mkomwa, Saidi, Henry Mloza-Banda y Weldone Mutai. "Formal education and training for conservation agriculture in Africa." En Conservation agriculture in Africa: climate smart agricultural development, 305–30. Wallingford: CABI, 2022. http://dx.doi.org/10.1079/9781789245745.0019.

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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.
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Swanson, Janice C., Larry T. Chapin y F. Claire Hankenson. "Agricultural Animals". En 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.

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Mellor, John W. "Rural Education and Health". En Agricultural Development and Economic Transformation, 123–33. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65259-7_10.

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Actas de conferencias sobre el tema "Agricultural education"

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Bryceson, Kim. "Disruptive Technologies supporting Agricultural Education". En Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8957.

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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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Kehinde, Busola E., Olaleke O. Ogunnaike, Omotayo O. Adegbuyi, Oladele J. Kehinde, Simon O. Ilogho y Adebayo T. Adedugba. "THE ROLE OF INVENTORY INVESTMENT PRACTICES ON INNOVATION PERFORMANCE OF AGRICULTURAL BASED INSTITUTIONS". En 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.

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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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ZIGANSHIN, Bulat, Renat ABDRAKHMANOV, Ilnar GAYAZIEV y Zufar ZAKIROV. "CLUSTER APPROACH TO AGRICULTURE EDUCATION IN RUSSIA BY THE EXAMPLE OF THE REPUBLIC OF TATARSTANi". En RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.209.

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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". En Agricultural Machinery Conference. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 1985. http://dx.doi.org/10.4271/851097.

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Tomsik, Karel, Katerina Tomsikova, Karel Nemejc y Karel Tomsík. "Implementation of Innovative Teaching Topics in Vocational Agricultural Education". En 16th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2023. http://dx.doi.org/10.22616/reep.2023.16.009.

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The main task of secondary agricultural schools, which have the character of vocational schools, is to give students theoretical information and information for current and future practice needs. The main educational document of the Czech Republic, the Strategy of the Education Policy of the Czech Republic 2030 + with its emphasis on environmental issues, innovation and education, confirms this task, especially for secondary schools focused on agricultural education. Circular economy, as a relatively new and innovative discipline, can be an example of whether secondary agricultural schools are willing and able to implement progressive disciplines in their teaching programs. The aim of this article is to assess whether secondary agricultural schools provide space in their educational programs for the inclusion of innovative topics in vocational education, with an emphasis on the circular economy. The investigation included qualitative research in the form of in-depth individual interviews with management representatives of selected secondary agricultural schools. The survey shows that schools are trying to use all available ways to increase their attractiveness and consider introducing innovations and new teaching topics as very important. On the other hand, they are bound by many obstacles that do not favour innovation or other attractive activities of schools.
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Kamchatova, E. Y. y M. P. Tokareva. "Analysis of the development of agricultural production in the Russian Federation against the background of international sanctions and economic instability". En II All-Russian (national) scientific conference with international participation "Russian Science, Innovation, Education". Krasnoyarsk Science and Technology City Hall, 2023. http://dx.doi.org/10.47813/rosnio-ii.2023.8.55-62.

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The article deals with the problem of agricultural production development in the Russian Federation against the background of international sanctions and economic instability. The author revealed that the last five years in agriculture in Russia are characterized by a low degree of innovation activity and a small increase in indicators. Agribusiness in Russia still depends on the import of agricultural technologies, OT-technologies and agricultural crops. According to the author, in the near future, the main directions of agricultural development should be: improvement of the legislative framework to control economic processes in agriculture; development of agricultural production infrastructure, including clusters, technology parks, business incubators, transport and logistics complexes and the creation of special economic zones; expansion of financing of state programs for the development of agriculture, including preferential loans, grants, subsidies and leasing programs.
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Lux, William J. "What is Wrong with Continuing Education?" En 3rd Agricultural Machinery Conference (1987). 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 1987. http://dx.doi.org/10.4271/872019.

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Shnaras, E. S. "ASPECTS OF INNOVATIVE DEVELOPMENT OF AGRARIAN EDUCATION AFTER THE PANDEMIC". En INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.383-387.

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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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Besedina, A. V. "REVOLUTION IN RURAL TECHNOLOGY AND PROCESS AUTOMATION: INNOVATIVE TECHNOLOGIES IN AGRICULTURE". En INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. ООО «ДГТУ-Принт» Адрес полиграфического предприятия: 344003, г. Ростов-на-Дону, пл. Гагарина,1., 2023. http://dx.doi.org/10.23947/itse.2023.86-88.

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This article presents a comparative analysis of innovative technologies in agriculture, including the use of GMOs, vertical farming, new methods of tillage and weed control, as well as revolutionary changes in agricultural technology, process automation and the use of drones and unmanned technologies. The article provides information about the benefits of each technology, their impact on productivity and production efficiency, as well as on the environment. It also notes the need for further research and development to successfully implement these technologies and achieve sustainable agricultural development.
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Setyawan, Chandra, Eni Harmayani, Sri Rahayoe, Jik Chang Leong y Ngadisih. "Role of Appropriate Technology on Agricultural Development in Asia". En 3rd International Conference on Community Engagement and Education for Sustainable Development. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.151.16.

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The increase in the world's population has increased the demand for food needs. Increasing agricultural and processed products is very important to offset the rise in food demand. Appropriate technology application in the agricultural sector has become essential to ensure a significant increase in agricultural products. As found in Asia regions, appropriate technology was applied to crop production, postharvest handling, and raw agricultural product processing. Low-cost technology was suitable for agricultural development in the Asian region, particularly in developing countries. The use of appropriate technology has increased food production and minimized environmental damage. Hence sustainable agriculture can be realized. This study highlights the role of appropriate technology for food production and processing in the Asian region by using bibliometric analysis. Some case studies from the authors and other sources were reviewed. The study results showed that applying appropriate technology in the agricultural sector has been proven to improve agricultural development, especially in agricultural production and the processing of raw agricultural products. Using the right technology increases the efficiency of the product price and improves the quality of processed products. The type of technology used was determined based on the local community’s needs. Appropriate technology must be affordable and easy to design using local materials. The involvement of various parties, such as the government, the private sector, and universities, in providing funding, technology, and assistance is essential in successfully applying appropriate technology.
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Informes sobre el tema "Agricultural education"

1

Holt, Jason. Middle School Agricultural Education Curriculum. Ames (Iowa): Iowa State University, diciembre de 2023. http://dx.doi.org/10.31274/cc-20240624-1003.

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Lee, Sarah. Agricultural Education Program Organizational Tool. Ames (Iowa): Iowa State University, agosto de 2022. http://dx.doi.org/10.31274/cc-20240624-131.

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Sunderman, Emma. 9-Week Middle School Agricultural Education Curriculum. Ames (Iowa): Iowa State University, enero de 2019. http://dx.doi.org/10.31274/cc-20240624-8.

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Ewing, Amy. 9-Week 6th Grade Agricultural Education Curriculum. Ames (Iowa): Iowa State University, mayo de 2023. http://dx.doi.org/10.31274/cc-20240624-7.

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Cabrera-Mariz, Susana. Agricultural Education, Participatory Carrot Breeding, and Anthropology. Ames (Iowa): Iowa State University, mayo de 2024. http://dx.doi.org/10.31274/cc-20240624-132.

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Erickson, Carli. Using Podcasts as an Educational Tool in Agricultural and Extension Education Programs. Ames (Iowa): Iowa State University, noviembre de 2022. http://dx.doi.org/10.31274/cc-20240624-1565.

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Alderfer, Sarabeth. Designing agricultural business education lessons for existing agriculture courses to build agricultural and financial literacy in high school students. Ames (Iowa): Iowa State University, enero de 2021. http://dx.doi.org/10.31274/cc-20240624-509.

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Waddington, Hugh y Howard White. Farmer field schools: from agricultural extension to adult education. International Initiative for Impact Evaluation (3ie), agosto de 2014. http://dx.doi.org/10.23846/srs001ffs.

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Sands, Kelsey. An Exploration of Graduate Curriculum in Agricultural Extension Education. Ames (Iowa): Iowa State University, enero de 2018. http://dx.doi.org/10.31274/cc-20240624-180.

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Young, Bryan, Jarrett Nehring, Susan Graham y Brian Klubek. Equipment Request for the Belleville Agricultural Research and Education Center. Office of Scientific and Technical Information (OSTI), enero de 2013. http://dx.doi.org/10.2172/1063620.

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