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Статті в журналах з теми "Agricultural education"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 30 липня 2024

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1

Dewi, Dewi Rakhma. "AGRICULTURAL EDUCATION: UTILIZATION OF AGRICULTURAL WASTE." International Journal of Business, Law, and Education 2, no. 3 (October 12, 2021): 79–84. http://dx.doi.org/10.56442/ijble.v2i3.22.

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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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2

Ibrahim, Fati Jalo, and K. G. Farauta. "AGRICULTURAL EDUCATION AND RESTRUCTURING." Sokoto Educational Review 16, no. 2 (December 31, 2015): 10. http://dx.doi.org/10.35386/ser.v16i2.137.

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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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3

Eche-Enriquez, Mauricio David, and Ramiro José Vivas-Vivas. "Farming, Education and Migration." Migraciones. Publicación del Instituto Universitario de Estudios sobre Migraciones, no. 54 (June 8, 2022): 1–22. http://dx.doi.org/10.14422/mig.i54y2022.008.

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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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4

Martin, Michael J., Kellie Enns, and Katherine Hartmann. "Agrarianism in Agricultural Education: A Narrative Study." Journal of Agricultural Education 63, no. 3 (September 30, 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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5

Peterson, Ronald R. "Experiencing Agricultural Education." Journal of Agricultural Education 40, no. 1 (March 1999): 1–13. http://dx.doi.org/10.5032/jae.1999.01001.

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6

Enshayan, Kamyar. "Rethinking agricultural education." American Journal of Alternative Agriculture 7, no. 4 (December 1992): 146–47. http://dx.doi.org/10.1017/s0889189300004690.

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7

Erlygina, E. "Problems of Education in Agriculture." Bulletin of Science and Practice 6, no. 4 (April 15, 2020): 460–64. http://dx.doi.org/10.33619/2414-2948/53/54.

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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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8

Akhtar, Kiran, M. Imran Yousuf, and Qaisara Parveen. "Possibilities of Agricultural Education for Secondary Level in Pakistan." Global Social Sciences Review III, no. IV (December 30, 2018): 173–86. http://dx.doi.org/10.31703/gssr.2018(iii-iv).12.

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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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9

Martin, Michael, and Kellie Enns. "The Conflicts of Agriculture: Exploring the Agricultural Ideologies of University Agricultural Education Students." Journal of Agricultural Education 58, no. 1 (March 30, 2017): 207–22. http://dx.doi.org/10.5032/jae.2017.01207.

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10

Hudzari, R. M., M. M. Noorman, M. N. N. Asimi, M. A. M. Atar, and M. Nashriyah. "Engineering Technological in Agriculture Research and Education." Advanced Materials Research 705 (June 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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11

Ortega-Dela Cruz, Ruth. "Perceptions of higher agricultural education toward sustainable agricultural development." Higher Education, Skills and Work-Based Learning 10, no. 1 (October 4, 2019): 187–202. http://dx.doi.org/10.1108/heswbl-06-2019-0080.

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Purpose The purpose of this paper is to explore the purposes and current outcomes of Bachelor of Agricultural Science degree program in Austria. It identifies the ability of higher agricultural education (HAE) curriculum to meet its purpose by way of validating its current outcomes. Design/methodology/approach The study used survey research design to purposively sample faculty members and graduating students under the bachelor degree program of Agricultural Science at BOKU University of Natural Resources and Life Sciences, Vienna. In addition to a self-administered questionnaire, key informant interviews were also conducted to validate the data gathered. Findings The Bachelor of Agricultural Science degree program in Austria aims to develop the student scientific understanding of theoretical and practical aspects of agriculture. The program also gears toward developing their lifelong learning skills. Analysis of the difference reveals congruence in the perceptions of agricultural education professionals and students regarding the intended and expected learning outcomes of the HAE curriculum. The findings affirm how the purposes and outcomes of HAE curriculum have been met successfully and their implications to BS Agriculture curriculum in the University of the Philippines. The findings are grounded on the firm foundations of Austrian higher education system from their strategic curriculum planning, design, and implementation to evaluation where all stages are done in consultation with the various stakeholders. Truly a community of dedicated members of the academic and administrative staff is a powerful tool toward curricular advancement in HAE institutions. Practical implications The subject of this study, in particular BOKU University, provides a concrete example that not only the University of the Philippines Los Baños but all the other agricultural universities around the world could learn from. Social implications This study serves as a springboard for the development of new and innovative models of curriculum and instruction in the Philippines and other agricultural developing countries in the world. Originality/value This is an original study that provides discussion on the link between a developed country as a possible model and a developing country in terms of HAE. It helps the HAE institutions realize the ways on how their educational aspirations will turn into reality when it comes to fulfilling their role in supplying a well-trained and productive workforce for the agricultural economy toward sustainable agriculture development in one’s own country.

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12

Kashem, MA. "Challenges in Higher Agricultural Education in Bangladesh." Progressive Agriculture 24, no. 1-2 (June 10, 2014): 61–68. http://dx.doi.org/10.3329/pa.v24i1-2.19101.

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The economy of Bangladesh is mainly dependent on agriculture; agricultural development in the country to a great extent is dependent on the contribution of quality agricultural graduates. Agricultural universities on Bangladesh are responsible for producing competent agricultural graduates to cater the needs of the farmers and help them to solve the problems towards higher agricultural production. The existing course curricula and syllabi of the agricultural universities, in many cases, cannot meet the demand of the farmers, especially in the case of crisis situation like salinity, drought, disaster, climatic change etc. In the present article the challenges in higher agricultural education in Bangladesh has been critically reviewed. The present status of higher agricultural education, and challenges in higher agricultural education on different aspects have been discussed. The challenges need to be addressed if the quality agricultural graduates have to be produced by the agricultural universities.

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13

Mulder, Martin, and Angela Pachuau. "How agricultural is agricultural education and extension?" Journal of Agricultural Education and Extension 17, no. 3 (June 2011): 219–22. http://dx.doi.org/10.1080/1389224x.2011.559056.

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14

Gawryla, Rosalina, and Kevin Curry, Jr. "Science Citizenship through Secondary Agricultural Education." Journal of Agricultural Education 63, no. 4 (December 31, 2022): 39–58. http://dx.doi.org/10.5032/jae.2022.04039.

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Global society has major scientific challenges to solve over the coming decades including climate change and food insecurity. Considering school-based agricultural education can play an important role in developing scientifically literate and civically engaged citizens to help address these challenges, this study sought to describe and compare Pennsylvania agricultural education students’ science literacy, civic engagement, and science citizenship. In addition, the purpose of this study was to determine which variables of science literacy and civic engagement best predicted students’ science citizenship. Using a descriptive-correlational research design, the study utilized a questionnaire adapted from three existing instruments to measure science literacy, civic engagement, and science citizenship. Data was collected from a proportionate stratified random sample of Pennsylvania agricultural education programs for a total of (n = 197) students. The multiple linear regression model was found to be a significant predictor of students’ science citizenship and explained 57.8% of the variance. Civic skills efficacy, civic participation, value of science, science skills, and civic duty were significant predictors of students’ science citizenship. Recommendations from results include incorporating civic education that builds students civic skills into agricultural education curriculum, educating pre-service agriculture teachers how to incorporate civic engagement into their programs, and further research to determine the extent to which agriculture teachers currently support students’ civic engagement in their programs

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15

Chaudhary, Phanindra Kumar, and Rajan Binayek Pasa. "Agriculture Education for Rural Development in Nepal." Journal of Training and Development 1 (July 31, 2015): 38–45. http://dx.doi.org/10.3126/jtd.v1i0.13089.

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This paper appraises the possible importance of accessible agriculture education program in agriculture and rural development sectors. Rural development is a strategy for reducing poverty and uplift socio-economic infrastructures in rural areas especially through agriculture development which is almost impossible without proper management of agriculture graduates and trained farmers. An attempt is also made to examine the transformative role of responsible public and private mechanism, skilled farmers and agriculture graduates for achieving ultimate goals and objectives of agricultural policies and rural development efforts during various plan periods. However, still most of agriculture graduates have to be encouraged to working with farmers and need to be devoted in agricultural based occupations. Nepalese economy has undergone a gradual structural shift in the recent years and there is 4.03% average GDP contribution by agriculture sector. Still 2.5 million people need immediate assistance because of insufficient land and production and 4.4 million people are trapping in food insecurity because of raising price in food grains. But Nepal ranked as the sixth largest producer of lentils and the third largest producers of ginger. Cardamom, lentils, tea and ginger are also the leading agricultural export items. This situation suggests that the country is still potential destination form the perspectives commercial farming and agricultural transformation, if the government gives excessive emphasize to providing accessible and affordable agriculture education opportunities to socio-economically backward students whose family members are still working in agriculture sectors. This paper emphasizes that formulating agriculture and rural development policies are not proper way to solve socio-economic problems but it is inevitable to diffuse agriculture education program in rural areas for producing skilled and knowledgeable workforce. The government needs to expand agricultural service delivery mechanism and mobilize agriculture graduates in remote areas and private sectors also need to invest in agriculture sectors as for struggling against food insecurity.DOI: http://dx.doi.org/10.3126/jtd.v1i0.13089 Journal of Training and Development Vol.1 2015: 38-45

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16

Adu, Kwaku, John Joseph Puthenkalam, and Antwi Effah Kwabena. "Agricultural and Extension Education for Sustainability Approach." British Journal of Environmental Studies 2, no. 1 (January 19, 2022): 20–37. http://dx.doi.org/10.32996/bjes.2022.2.1.2.

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The study analyzed the emerging land rights and the extent of the relationship between agricultural and extension education and soil conservation practices. A survey of 376 household heads randomly sampled respondents was administered using a well-structured questionnaire. Results from correlation analysis revealed that the relationship between "agricultural and extension education" and the soil conservation variables "mulching, zero tillage, and the use of crop residues or household refuse" was positive, moderate in strength, and statistically significant. However, the relationship between "agricultural and extension education" and "slash and burn agriculture" was negative, moderate in strength, and statistically significant. The results from the linear probability model show that the coefficients of "Agricultural and Extension education" are statistically significant at a 1% level of significance for all the model specifications except the case where "organic fertilizer" is used as the dependent variable. Specifically, the results indicate that Agricultural and Extension education increases the probability of farmers practising mulching, use of crop or household residues, and zero tillage by 59.4, 16.1, and 33.6 percentage points, respectively. Also, Agricultural and Extension Education decreases the probability of farmers practising slash and burn agriculture by about 16.2 percentage points. Agricultural and Extension education increases the probability of farmers practising at least two of the soil conservations by 25 percentage points, while it increases the probability of farmers practising at least three of those soil conservations by 5.5 percentage points. Based on the results, we propose the Agricultural and Extension Education for Sustainability approach. This approach consists of knowledge, skills, motivation, awareness, concern, responsibility, and action. Therefore, policies geared towards agricultural and extension services should be highly prioritized.

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17

Engler, Steven, and Michael M. Kretzer. "Agriculture and Education: Agricultural Education as an Adaptation to Food insecurity in Malawi." Universal Journal of Agricultural Research 2, no. 6 (August 2014): 224–31. http://dx.doi.org/10.13189/ujar.2014.020607.

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18

Makau, Sarah Mojela, Saverio Senni, Carla Moretti, and Gianfranco Romanazzi. "Higher Education Institutions in Italy and Europe Offering Education and Training Programs in Social Agriculture." Sustainability 16, no. 7 (March 30, 2024): 2893. http://dx.doi.org/10.3390/su16072893.

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Over the past few decades, social agriculture, a component of multifunctional agriculture, has grown in popularity due to its numerous benefits for a variety of people, including those with learning and intellectual disabilities. A survey was conducted to assess social agricultural courses or modules offered by tertiary institutions. The study found that Italy and The Netherlands have the highest number of education and training programs that offer a full curriculum and/or individual social agriculture courses. In Norway, continuing and further education courses are frequently used to teach social agriculture. The Czech Republic, Austria, Germany, and the United Kingdom also have prominent social agriculture degree programs. The findings of this survey reveal a disconnect between the agricultural and therapeutic aspects of social agriculture educational programs. Most programs have well-tailored agriculture modules, while others have excellent therapeutic modules to the detriment of the other. Thus, social agriculture programs that focus on all aspects must be developed. Additionally, accreditation bodies are also needed.

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19

Voronin, Boris, Irina Chupina, and Yana Voronina. "DEVELOPMENT OF AGRARIAN SCIENCE AND AGRARIAN EDUCATION: STATE, FORECASTS." Russian Journal of Management 9, no. 2 (August 31, 2021): 26–30. http://dx.doi.org/10.29039/2409-6024-2021-9-2-26-30.

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In the federal law No. 264-FZ of December 29, 2006 "On the development of agriculture" [1], the development of science and innovation in the field of the agro-industrial complex is defined among the main directions of the state agricultural policy (Article 5, paragraph 5). In the same federal law (Article 5, Clause 7), the main direction of the state agrarian policy is “improving the system of education, training and retraining of specialists for agriculture”. Scientific and technological support of agriculture is a vital necessity for the development of the industry in modern conditions, because the technologies and programs for the functioning of domestic agriculture that have been in force until now have exhausted the possibilities of conducting agricultural activities without introducing scientific advances in agricultural production in the field of crop production, animal husbandry, poultry farming and other areas of agricultural economy. Seed growing of potatoes and vegetables, both open and protected, remains a problem. And for some crops, imported seeds are used in production, which is a threat to food security and food independence of the Russian state. Practically, the same situation is in livestock and poultry farming, where breeding animals and breeding eggs purchased in foreign countries are used. Imported antibiotics and other veterinary drugs, as well as herbicides and pesticides and other agrochemicals used in Russian agriculture remain at risk. Despite the government decisions made, domestic agricultural producers, due to the lack of the necessary agricultural machinery and equipment in the Russian Federation, continue to purchase technical means and spare parts for them abroad, which causes risky situations, aggravated by financial instability in the world due to pandemic of the new coronavirus infection "Covid-19", economic sanctions and other negative factors. The above circumstances objectively call for the accelerated development of domestic agricultural science. This task should be carried out by students and postgraduates of agricultural universities using scientific laboratories within the walls of the university, graduates of agricultural universities and academies working in scientific institutions of the Russian Academy of Sciences and other research organizations, as well as specialists working in agricultural organizations. In order to successfully solve the problems of scientific and technological development of agricultural production, researchers must receive the necessary knowledge and qualifications, and, most importantly, skills for research activities in the process of studying at an agricultural university.

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20

Khalid, Sayed Mohammad Naim. "How is nutrition linked to agriculture and education?" Turkish Journal of Agriculture - Food Science and Technology 4, no. 2 (February 19, 2016): 107. http://dx.doi.org/10.24925/turjaf.v4i2.107-112.508.

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Agricultural development is now expected to proceed in a way that maximizes opportunities to improve health and nutrition. Accordingly, the term “nutrition-education-agriculture linkages” describes the set of relationships that shows the mutual dependence of nutrition, education and agriculture. Changes in nutrition or education status are expected to affect agricultural production; conversely changes in the agricultural sector can have significant effects on individual health and nutritional status. Professionals in are trained in nutrition or agriculture, but very few will be trained in both. It is therefore difficult to begin discussions on nutrition-focused agricultural programs and policies. How do we begin to identify these linked outcomes? And how do we begin to think about ways to impact factors that are outside of our sector of expertise? This paper provides a simple framework for thinking critically about nutrition, education and agriculture linkages. The purpose is to help readers identify the linkages of greatest importance to their goals and to begin thinking about how to take steps toward integrating programs more effectively.

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21

Jadeja, G. R., and J. K. Patel. "BASIC AGRICULTURAL AWARENESS AMONG RURAL ADOLESCENT BOYS." Gujarat Journal of Extension Education 33, no. 2 (June 25, 2022): 119–22. http://dx.doi.org/10.56572/gjoee.2022.33.2.0024.

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The study was conducted to assess the existing knowledge of adolescent boys on agriculture along with some background characteristics. Two hundred boys from two different government schools of Gundi (with agricultural education) and Koth (no agricultural education) village of Dholka taluka were administered a questionnaire comprising questions related to agricultural aspects. Based on the findings of this study, the conclusion was drawn as the students studying agricultural education programme have medium level of knowledge about agriculture and the adaptability was higher in that students compared to those students who were studying in schools where there is no agriculture education. The intervention gave positive results on the knowledge level of respondents. More emphasis should be given by organizing intervention programme to those area of agriculture where the students had less knowledge for improving the knowledge level of youngsters.

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22

Peterson, E. Wesley F., Fred J. Ruppel, and Daniel I. Padberg. "Assessing agricultural education: Agricultural economics at a crossroads." Agriculture and Human Values 5, no. 4 (September 1988): 26–33. http://dx.doi.org/10.1007/bf02217645.

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23

Miller, Greg, and Joe Gliem. "Agricultural Education Teachers' Ability To Solve Agriculturally Related Mathematics Problems." Journal of Agricultural Education 35, no. 4 (December 1994): 25–30. http://dx.doi.org/10.5032/jae.1994.04025.

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24

Masser, Douglas T., Jeremy M. Falk, and Daniel D. Foster. "Level of Agricultural Education Advisory Council Implementation in Idaho Secondary Agricultural Education Programs." Journal of Agricultural Education 55, no. 3 (September 30, 2014): 116–31. http://dx.doi.org/10.5032/jae.2014.03116.

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25

Heinert, Seth, and Grady Roberts. "A Profile of Agricultural Education Teachers with Exemplary Rural Agricultural Entrepreneurship Education Programs." Journal of Agricultural Education 58, no. 4 (December 31, 2017): 192–209. http://dx.doi.org/10.5032/jae.2017.04192.

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26

Tsench, Yuliya S. "Domestic agricultural engineering education in the 1970 s-2000 s." Tekhnicheskiy servis mashin, no. 1 (March 1, 2020): 225–38. http://dx.doi.org/10.22314/2618-8287-2020-58-1-225-238.

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Анотація:

By the mid-1960s, the growth rate of agricultural production in the USSR had declined. The possibilities of involving new lands in economic turnover were exhausted. It was necessary to find new approaches to solving problems in agriculture, including the training of highly qualified specialists. (The research purpose) The research purpose is in considering the development of domestic agricultural engineering education during the 1970 -2000 s. (Materials and methods) The article shows that the materials of the Plenums of the Central Committee of the CPSU in 1965-1985 marked the beginning of a new stage of agrarian reforms. It was found that providing the agricultural sector with qualified specialists becomes a crucial condition for increasing agricultural production. (Results and discussion) The article notes the leading role of the creation of educational and experimental farms and the introduction of production practices in improving the professional training of specialists for agriculture. They emphasized the creation of a new discipline - mechanized agricultural technology. It has been identified the need to train more mechanical and electrical engineers for agricultural enterprises. It was found that agriculture needs specialists of a wide profile, technological engineers who are able to work independently in the field of engineering and technical policy of agricultural enterprises of various profiles and different forms of ownership. (Conclusions) The Soviet Union created a coherent system of Agroengineering institutes that successfully solved the problem of training engineers for the rapidly developing mechanized and electrified agriculture. The zonal location of the institutes provided training for specialists adapted to the production and technological problems of a particular region. The current development of the country differs significantly from the experience of one in the past. However, personnel issues, including the issues of personnel support for agricultural production in the system of higher professional education, remain relevant due to the rapid development and complexity of technical equipment for modern agricultural production, the introduction of digital information technologies, automation and robotics.

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Juhász, Tímea, and Gabriella Horváth-Csikós. "The emergence of soft skills in agricultural education." Problems and Perspectives in Management 19, no. 3 (September 24, 2021): 453–66. http://dx.doi.org/10.21511/ppm.19(3).2021.37.

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As the possession of soft skills is becoming an essential part of the basic skill set of entrants, it is undoubtedly essential to research and develop these skills. The purpose of this study was to examine how students studying at the largest agricultural university in Hungary perceive their soft skills to be in line with employers’ expectations, i.e. whether demand matches supply, in what qualities students feel strong, what employers expect, how well supply and demand in the agricultural labor market match in terms of soft skills. Furthermore, whether educational institutions are able to develop these qualities in students and what other possibilities there might be to strengthen these qualities. The research results confirmed that the university students in the sample perceive the quality of their soft skills to be influenced by several factors, including age, gender and work experience. They show that women over 40 with work experience tend to have stronger emotional soft skills, while men of the same age who have not started their careers are stronger in leadership skills. The study also concluded that students do not feel that current schooling in institutions can strengthen the soft skills expected by the labor market (the average on a five-point Likert scale was 2.74), while the development of these soft skills was considered by respondents to be as important as the development of hard skills (agreement was very high with an average of 4.52 on a five-point Likert scale).

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Matviienko, Lesia H., and Olena H. Krasota. "ELEMENTS OF COMPUTER LEXICOGRAPHY IN AGRICULTURAL MANAGERS EDUCATION." Alfred Nobel University Journal of Philology 2, no. 22 (2021): 211–18. http://dx.doi.org/10.32342/2523-4463-2021-2-22-20.

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The development of all spheres of public life is associated with the optimization of information processes (collection, storage, processing, transmission of information), so modern society is called information. Modern information and communication technologies play an important role in teaching a foreign language in non-philological higher education institutions. The organization of education using electronic tools allows significant deepening the professional knowledge and optimizing the educational process for students. Modern lexicography has significantly expanded and strengthened its tools with computer technology for creating and using dictionaries. Special programs (databases, computer files, word processing programs) let us automatically generate dictionary entries, store dictionary information and process it. The purpose of the study is to reveal the specifics of computer lexicography use for training managers in a modern agricultural university. To achieve this goal, a set of methods was used: theoretical: comparison and generalization (study of the degree of scientific development of the term “computer lexicography”), analysis, synthesis and generalization of psychological, pedagogical and methodological literature, theoretical forecasting and modeling of computer lexicography to determine scientific bases of the researched problem; empirical: diagnostic methods (interviews, interviews with teachers, questionnaires, analysis of products of professional activity of teachers, which provide philological disciplines in teaching the agricultural managers). The analysis of the problem showed its insufficient representation in modern scientific works. The article characterizes the role of disciplines of the philological cycle in the professional training of higher education students majoring in “Management”; the term “computer lexicography” is defined and its typology is singled out; the conditions for the introduction of computer lexicography in the educational process of agricultural universities are determined; analyzed software for the introduction of elements of computer lexicography in training the marketing specialists in agricultural universities; the positive and negative aspects of the use of computer lexicography as a component of education are revealed. The article for the first time revealed the specifics of the use of computer lexicography in teaching the philological disciplines for the specialty “Management” at the universities in the agricultural sector. The variety of trends in the introduction of computer lexicography at all stages of teaching the discipline is obvious, and, in particular, the variety of approaches to the creation of electronic dictionaries of different types. The obtained results allow deepening the knowledge of future specialists in the field of management, expanding the interests of higher education seekers, simplifying the work of students with special terminology, systematizing the acquired knowledge, improving the quality of philological disciplines through the introduction of information and communication technologies.

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Hur, Gangseok, Debra Barry, Carla Jagger, Katrina Alford, and T. Grady Roberts. "Investigating the impacts of a preservice agriculture teacher recruitment program using Kirkpatrick’s program evaluation model." Journal of Agricultural Education 64, no. 1 (March 31, 2023): 184–200. http://dx.doi.org/10.5032/jae.v64i1.37.

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Although post-secondary school agricultural education degree programs strive to meet the need of supplying agriculture teachers, the gap between teacher demand and supply continues to exist. The Teach Ag Campaign is a joint effort of the agricultural education profession to recruit and retain agricultural educators and encourage students to pursue a career in teaching agriculture. Given the systematic program evaluation of the effects of Teach Ag Campaign efforts on agriculture teacher supply is lacking, this study investigated the outcomes and effectiveness of a preservice agriculture teacher recruitment program using Kirkpatrick’s program evaluation framework. The results indicated that the design and implementation of the Agricultural Education Institute (AEI) effectively met the needs of program participants, and the program positively affected participants’ knowledge, attitude, and aspiration regarding a career teaching agriculture. In addition, the findings demonstrated that the AEI contributes to producing agriculture teachers who support Florida's school-based agricultural education programs. Based on the results of this study, recommendations for practice in terms of participant recruitment, program design, implementation, and future research were proposed.

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Jung, Sun-A. "An Effect on Sustainable Urban Ecological Environment Perception of Environment-friendly Urban Agricultural Education." Global Association of Applied Liberal Arts Studies 1, no. 1 (February 28, 2023): 71–90. http://dx.doi.org/10.58990/galas.2023.1.1.71.

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In addition this study suggests the necessity of environment-friendly urban agricultural education and of environmental education to diffuse through urban agriculture containing plural value. This study leaded to the conclusion as follows. First, The object mostly used the chemicals for pest control. Some of the object didn’t use the chemicals because they considered safe foods and environmental matters. Second, The most preferred urban agricultural educations were pest control, environment-friendly agricultural method, and plant culture method in order. Third, as for the severity of environmental problem, those who completed the education pointed out climate change and those who didn't complete the education pointed out atmosphere pollution. Fourth, As for manure used for environment-friendly agricultural cultivation, a part of the group who completed the education uses manure produced by themselves. Most of the group who didn't complete the education use the products produced already. Fifth, As for manure quantity, the group who completed the education uses less quantity than the group who didn’t complete the education. Sixth, As for how much the object can solve the environmental problem in urban area, the group who completed the education perceives in the possibility of solution on the higher level than the group who didn’t complete the education.

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Sujarwo, S., Dian Islami Prasetyaningrum, Yusri Fajar, Edlyn Khurotul Aini, Anisa Aprilia, Putri Budi Setyowati, and Fitrotul Laili. "AGRICULTURAL EDUCATION: INVESTING BASIC AGRI-FOOD EDUCATION AND AGRIPRENEURSHIP KNOWLEDGE TO EARLY AGE STUDENTS." Agricultural Social Economic Journal 21, no. 1 (January 31, 2021): 33–40. http://dx.doi.org/10.21776/ub.agrise.2021.021.1.5.

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The disinterest of the young generation in agriculture carries out awareness in providing agricultural education from an early age. Agri-food education and agripreneurship can be solutions to awake the youth’s awareness that the agricultural sector is also a profitable business. Moreover, the positive perception of farmers as a profession also needs to be grown, especially for early age students. This present study was conducted to increase the interest, competence, and entrepreneurial spirit in agriculture through the implementation of agri-food education and agripreneurship. It was a case study, and the participants were 30 students of 5th grader in SD IT Al-Anwar Mojosari. There were three stages involved: 1) Preparation, 2) Implementation of the Program, and 3) Evaluation. For the data collection, a survey was used as an instrument in this study. The results have shown that there were the high enthusiasm and participation of the students during the activities which are indicated the positive effects of the implemented program.

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Rashid, Abdullah Mat, Irra Zahira Ishan, and Nurul Farhana Mohamed. "Exploring Persistence Factors Of Students in Agricultural Science." Journal of Educational and Social Research 10, no. 4 (July 10, 2020): 38. http://dx.doi.org/10.36941/jesr-2020-0062.

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The authors employed a qualitative case study design to explore factors of persistence in agricultural science program. Specifically focused on factors that influence participants continue in enroll the agricultural program in tertiary education since previously studied a subject or several subjects related to agriculture in secondary school. All participants had taken agricultural programs in tertiary education and previously had studied subject that related to agriculture during secondary school. Findings show that support from close individual, school environment, exposure to agriculture and personal factor were factors influencing the persistence of students in agriculture. The authors address implications for increasing student’s persistence in agricultural science program.

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Ristić, Lela, Danijela Despotović, Zlata Đurić, and Slađana Subotić. "NECESSITY OF EDUCATION ABOUT IMPORTANCE AND POSSIBILITIES OF INSURANCE, FINANCING AND INNOVATIONS IN AGRICULTURE." KNOWLEDGE - International Journal 58, no. 1 (June 1, 2023): 47–53. http://dx.doi.org/10.35120/kij5801047r.

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Education is necessary for the development of all activities, and therefore for the development of agriculture. For the successful development of agricultural sector, in the contemporary conditions, an adequate agricultural policy is needed, which will encourage, through the series of measures and instruments, insurance, financing, introduction of innovations in agriculture, as well as many other elements important for sustainable development of agriculture. Since these are very dynamic factors, permanent education on such complex issues is necessary, in order to be sufficiently informed and knowledgeable farmers and consumers of agricultural products about all advantages and disadvantages of their business or consumer decisions. Bearing that in mind, within this research, the most important aspects of insurance, financing and introduction of innovations in agricultural sector are analysed, while the analysis of the aforementioned topics focuses on the necessity of education on these important issues. Anyway, education significantly determines the quantity and structure of agricultural production, and therefore the supply of agricultural products. Additionally, it significantly affects the shaping of demand for agri-food and other agricultural products. Accordingly, the aim of this research is to point out the relevance of insurance, quality financing and innovation in agriculture, with special emphasis on the role and importance of education for their application in the practice. The methods of description, comparison, analysis, synthesis, induction, deduction, generalization and historical method, are used in the paper. The most complex issues in the field of insurance, financing and innovative approaches in agriculture, which require adequate education, are presented schematically and illustrated with the table. The research results show that comprehensive education is really necessary when it comes to agriculture, which, like other activities, in the technical-technological and broader sense, is constantly improving and facing new challenges and requirements for sustainable development, i.e. balancing economic, ecological and social goals. Namely, it is observed in the paper that constant education must be an integral part of the modern approach to agricultural development, where the education about importance and possibilities of insurance, financing and introducing innovations, can provide the necessary knowledge and information to farmers and buyers of agricultural products. In the paper, it is concluded that the education, in various forms, can significantly motivate farmers to improve their business on a sustainable basis, and motivate consumers of agricultural products to opt for agricultural products that are at the same time acceptable in the economic-financial, ecological and the wider social context. It is extremely important in modern conditions, which are very complex and burdened with a number of global problems, such as climate changes, complicated international economic relations, health and other accompanying problems.

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ADAMIČ, France. "Development of agricultural schools in Slovenia. The first agricultural school and studies of agriculture in Ljubljana." Acta agriculturae Slovenica 75, no. 2 (September 15, 2000): 285–87. http://dx.doi.org/10.14720/aas.2000.75.2.15852.

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Mulder, Martin. "Agricultural Education and European Vocational Education Policy-making." Journal of Agricultural Education and Extension 21, no. 4 (August 8, 2015): 289–92. http://dx.doi.org/10.1080/1389224x.2015.1063806.

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Chung, Nam-Yong. "Comparative Analysis on General Agricultural Education and Agricultural Literacy." Journal of Korean Practical Arts Education 24, no. 3 (August 31, 2018): 1–30. http://dx.doi.org/10.29113/skpaer.2018.24.3.001.

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Shoulders, Catherine. "Teachers’ Use of Agricultural Laboratories in Secondary Agricultural Education." Journal of Agricultural Education 53, no. 2 (June 1, 2012): 124–38. http://dx.doi.org/10.5032/jae.2012.02124.

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Conner, Nathan, Halley Gates, and Christopher Stripling. "Identifying International Agricultural Concepts for Secondary Agricultural Education Curriculum." Journal of Agricultural Education 58, no. 1 (March 30, 2017): 118–30. http://dx.doi.org/10.5032/jae.2017.01118.

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Squire, P. J. "PERCEPTIONS OF UNDERGRADUATE DIPLOMA TEACHERS CONCERNING THE USEFULNESS OF THE COURSES OFFERED FOR TRAINING SECONDARY AGRICULTURAL EDUCATION TEACHERS AT THE BOTSWANA COLLEGE OF AGRICULTURE." Journal of Agricultural Education 41, no. 3 (September 30, 2000): 80–88. http://dx.doi.org/10.5032/jae.2000.03080.

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The study was a descriptive survey, designed to determine the graduates' perceptions of the diploma in agricultural education courses offered at the Botswana College of Agriculture. The specific objectives were to: (I) determine the perceived usefulness of the courses taught at the college for teaching agricultural science, (2) determine the perceptions of the graduates about the relevance of practical training programmes to teaching agricultural science, and (3) determine the headmasters' perceptions of graduate teachers of the diploma in agricultural education in the schools. The findings revealed that the majority of the socio-economic, crop science and production, agricultural engineering, animal science and production, and teacher education courses were rated very useful while the majority of the basic science courses were rated useful. The headmasters had very good perceptions of the agricultural education diploma graduate teachers. The diploma graduates rated the majority of the practical training programmes relevant to teaching agricultural science in the schools. It was recommended that the diploma in agricultural education curriculum be reviewed based on the findings of the study and that the agriculture teachers be provided in-service training programmes in communication skills, time management and human relations.

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HATOU, Kenji. "Paradigm Shift in Agricultural Education." Shokubutsu Kankyo Kogaku 32, no. 4 (2020): 188–90. http://dx.doi.org/10.2525/shita.32.188.

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Steiner, Frederick R., and Kenneth R. Brooks. "Agricultural Education and Landscape Architecture." Landscape Journal 5, no. 1 (1986): 19–32. http://dx.doi.org/10.3368/lj.5.1.19.

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Lockaby, Jazqui, and Paul Vaughn. "Teaching Values In Agricultural Education." Journal of Agricultural Education 40, no. 1 (March 1999): 74–81. http://dx.doi.org/10.5032/jae.1999.01074.

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Croom, D. Barry. "Teacher Burnout In Agricultural Education." Journal of Agricultural Education 44, no. 2 (June 2003): 1–13. http://dx.doi.org/10.5032/jae.2003.02001.

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Jenkins, Charles, Tracy Kitchel, and Bryan Hains. "Defining Agricultural Education Instructional Quality." Journal of Agricultural Education 51, no. 3 (September 1, 2010): 52–63. http://dx.doi.org/10.5032/jae.2010.03053.

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Chow, Clement H. M. "Agricultural Distance Education in China." Educational Media International 25, no. 4 (January 1988): 221–23. http://dx.doi.org/10.1080/0952398880250405.

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Rama Rao, D., U. Muralidhar, and Jagdeesh C. Kalla. "Planning agricultural education in India." European Journal of Agricultural Education and Extension 4, no. 1 (June 1997): 67–80. http://dx.doi.org/10.1080/13892249785300161.

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Thompson, Paul B., and Douglas N. Kutach. "Agricultural ethics in rural education." Peabody Journal of Education 67, no. 4 (June 1990): 131–53. http://dx.doi.org/10.1080/01619569009538704.

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Komarov, V. V., N. I. Litvina, and V. S. Paramonov. "System of distant agricultural education." Alma mater. Vestnik Vysshey Shkoly, no. 3 (March 2016): 111–13. http://dx.doi.org/10.20339/am.03-16.111.

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Scale, Jason, and Robert Terry. "Perceptions of Agricultural Education Instructors of the Relationship of Shooting Sports in Agricultural Education." Journal of Agricultural Education 51, no. 2 (June 1, 2010): 1–9. http://dx.doi.org/10.5032/jae.2010.02001.

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Wolf, Kattlyn. "Agricultural Education Perceived Teacher Self–Efficacy: A Descriptive Study Of Beginning Agricultural Education Teachers." Journal of Agricultural Education 52, no. 2 (June 1, 2011): 163–76. http://dx.doi.org/10.5032/jae.2011.02163.

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