Relevant bibliographies by topics / Agricultural education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Agricultural education'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 June 2025

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Journal articles on the topic "Agricultural education"

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

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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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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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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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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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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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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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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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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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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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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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Dissertations / Theses on the topic "Agricultural education"

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Foor, Ryan M. "Job Satisfaction of Agricultural Communication, Agricultural Leadership, Agricultural Teacher Education, and Extension Education Faculty." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1235501317.

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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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Books on the topic "Agricultural education"

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Barry, Croom D., and Lee Jasper S, eds. Foundations of agricultural education. 2nd 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, and 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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Book chapters on the topic "Agricultural education"

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

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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." In 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, and Adipala Ekwamu. "8. Rethinking agricultural education." In Farmer First Revisited, 238–75. Rugby, Warwickshire United Kingdom: Practical Action Publishing, 2009. http://dx.doi.org/10.3362/9781780440156.008.

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McBride, Glynn. "Member Education, Communications, and Cooperative Leadership Development." In 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, and John Lynam. "Network approaches to transforming tertiary agricultural education in Africa." In Transforming tertiary agricultural education in Africa, 227–39. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789246544.0014.

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

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Clark, Cary, Amir Kassam, Saidi Mkomwa, Peter Kuria, and Weldone Mutai. "Strengthening conservation agriculture education in Africa." In 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, and Weldone Mutai. "Formal education and training for conservation agriculture in Africa." In Conservation agriculture in Africa: climate smart agricultural development, 305–30. Wallingford: CABI, 2022. http://dx.doi.org/10.1079/9781789245745.0019.

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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, and F. Claire Hankenson. "Agricultural Animals." In Management of Animal Care and Use Programs in Research, Education, and Testing, 531–58. Second edition. | Boca Raton : Taylor & Francis, 2018. |: CRC Press, 2017. http://dx.doi.org/10.1201/9781315152189-23.

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

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Conference papers on the topic "Agricultural education"

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Csiba, Anita, Gergo Wenne, and Arpad Ferencz. "FUTURE CHALLENGES AND CONDITIONS OF THE SUSTAINABLE AGRICULTURAL PRODUCTION IN THE EUROPEAN UNION." In 24th SGEM International Multidisciplinary Scientific GeoConference 2024, 445–52. STEF92 Technology, 2024. https://doi.org/10.5593/sgem2024v/4.2/s21.58.

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The sustainability, the digitalization and the generation renewal of the agricultural sector are the most important aims of the Common Agricultural Policy after 2020. Among the horizontal goals of the European Agricultural Policy are the widespread of digitalization technology in the agricultural production, as well as, the education and the innovation. The key conditions are the widespread application of digitalization technologies in the agricultural production and food industry, the implementation of the investments for the new sustainable technologies, the education and training of the sustainability and the digitalization technologies in adequate level and the innovation. The fair income level of the farmers from their agricultural production activity is the most important determination factors for the generation renewal in the agricultural sector. The most interesting issues of our research project the motivating and hindering factors of the sustainability and the spreading of the digitalization, as well as the generation renewal in the European Union�s agriculture.
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Pejanović, Vladimir, Milan Radaković, and Gordana Radović. "Smart and regenerative agriculture in the function of agricultural entrepreneurship." In Employment, Education and Entrepreneurship 2024, 593–603. Faculty of Business Economics and Entrepreneurship, 2024. https://doi.org/10.5937/eee24054p.

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This paper explores the integration of smart and regenerative agriculture technologies as a function of agriculture entrepreneurship in order to enhance agricultural productivity, environmental sustainability, economic viability and food security. Smart agriculture leverages advanced technologies like sensors, machine learning, and cloud computing for precision farming, optimizing resource use, and improving crop management. Regenerative agriculture focuses on soil health, biodiversity, and ecosystem services, aiming to restore soil organic matter, enhance water cycles, and foster carbon sequestration. The synergy of these practices offers numerous benefits, including improved soil health, increased resilience to climate change, cost savings through reduced input use. Additionally, these methods address the growing consumer demand for sustainably produced food, offering market opportunities for farmers. This transformative approach not only supports the livelihood of farmers but also contributes to the broader goals of food security, environmental protection, and sustainable development. The integration of these technologies promises to revolutionize agricultural practices, potentially reversing the negative impacts of conventional agriculture and creating more resilient and sustainable food systems, particularly in developing regions facing economic challenges and fragmented agricultural sectors.
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Tošović-Stevanović, Aleksandra, Sebastian Stepien, and Jan Polcyn. "Challenges of sustainable development and competitiveness of agricultural." In Employment, Education and Entrepreneurship 2024, 44–52. Faculty of Business Economics and Entrepreneurship, 2024. https://doi.org/10.5937/eee24003t.

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Agriculture has a significant impact on the entire humanity and because of that we analyze the the purpose of agriculture sector, especially the challenges of sustainable agriculture and the influence of competitiveness, which stems from the fact that the participation of agriculture in the economy of Serbia and Poland is at a relatively high level. In order to see more important performance and characteristics involved in the concept of challenges of sustainable development and competitiveness of agricultural, we will presents a brief overview of some specifics in two different countries - Serbia and Poland.
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Bryceson, Kim. "Disruptive Technologies supporting Agricultural Education." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8957.

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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, and Adebayo T. Adedugba. "THE ROLE OF INVENTORY INVESTMENT PRACTICES ON INNOVATION PERFORMANCE OF AGRICULTURAL BASED INSTITUTIONS." In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.2021224.

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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, and Zufar ZAKIROV. "CLUSTER APPROACH TO AGRICULTURE EDUCATION IN RUSSIA BY THE EXAMPLE OF THE REPUBLIC OF TATARSTANi." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.209.

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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." In 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, and Karel Tomsík. "Implementation of Innovative Teaching Topics in Vocational Agricultural Education." In 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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Lachuga, Yu F., D. V. Rudoy, A. V. Olshevskaya, M. Yu Odabashyan, A. T. Rybak, S. A. Marchenko, and I. O. Grinev. "THE USE OF DIGITAL TECHNOLOGIES IN AGRICULTURAL ACTIVITIES." In Innovative Technologies in Science and Education, 41–44. ДГТУ-Принт, 2024. https://doi.org/10.23947/itse.2024.41-44.

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The use of digital technologies in agriculture is an important step in the development of the agro-industrial complex. This process includes the introduction of modern digital technologies that can improve the efficiency and quality of production, optimize the use of resources and increase the profitability of agriculture. Digitalization allows for more precise control of production processes, monitoring the condition of soil and plants, as well as monitoring and controlling the use of pesticides and fertilizers. Digital technologies provide access to information about agricultural methods, the latest technologies and best practices.
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Kamchatova, E. Y., and M. P. Tokareva. "Analysis of the development of agricultural production in the Russian Federation against the background of international sanctions and economic instability." In 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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Reports on the topic "Agricultural education"

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Holt, Jason. Middle School Agricultural Education Curriculum. Ames (Iowa): Iowa State University, December 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, August 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, January 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, May 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, May 2024. http://dx.doi.org/10.31274/cc-20240624-132.

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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, January 2021. http://dx.doi.org/10.31274/cc-20240624-509.

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

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

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

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

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