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Journal articles on the topic 'Agricultural education Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

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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12

Murphy, Tim H., and H. Robert Terry, Jr. "Opportunities And Obstacles For Distance Education In Agricultural Education." Journal of Agricultural Education 39, no. 1 (March 1998): 28–36. http://dx.doi.org/10.5032/jae.1998.01028.

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13

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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14

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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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

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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17

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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18

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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19

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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20

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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21

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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22

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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23

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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24

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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25

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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26

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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27

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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28

Fritz, Susan M., and F. William Brown. "Leadership Education Courses And Program In Departments Of Agricultural Education." Journal of Agricultural Education 39, no. 3 (September 1998): 57–62. http://dx.doi.org/10.5032/jae.1998.03057.

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29

Roberts, T. Grady, and James E. Dyer. "A Summary Of Distance Education In University Agricultural Education Departments." Journal of Agricultural Education 46, no. 2 (June 2005): 70–82. http://dx.doi.org/10.5032/jae.2005.02070.

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30

Garton, Bryan. "Trends and Challenges Facing Higher Education: Implications for Agricultural Education." Journal of Agricultural Education 60, no. 1 (May 30, 2019): 1–13. http://dx.doi.org/10.5032/jae.2019.01001.

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31

Parker, Joyce E., and David J. Wagner. "From the USDA: Educating the Next Generation: Funding Opportunities in Food, Agricultural, Natural Resources, and Social Sciences Education." CBE—Life Sciences Education 15, no. 3 (September 2016): fe5. http://dx.doi.org/10.1187/cbe.16-01-0052.

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The National Institute of Food and Agriculture within the U.S. Department of Agriculture provides leadership, capacity, and funds to support the continuing development of a safe and competitive agricultural system. Many of the agency’s educational programs are led by the Division of Community and Education (DOCE). These programs span agricultural education, enhancing agricultural literacy through both formal and nonformal education. Here, we have highlighted funding opportunities within DOCE that enhance agricultural education and literacy by supporting the improvement of students’ critical communication, leadership skills, and experiential learning opportunities. Some of these programs include opportunities for which students can apply, while others focus on faculty applications. Opportunities faculty can apply for may support student-recruitment and student-retention techniques, curriculum development, innovative teaching methods, and institutional capacity-building programs. Overall, these programs foster a diverse workforce in agricultural science that matches the increasing diversity of the country.

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32

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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33

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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34

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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35

Reis, Randal, and Alan A. Kahler. "Factors Influencing Enrollment In Agricultural Education Programs As Expressed By Iowa Secondary Agricultural Education Students." Journal of Agricultural Education 38, no. 2 (June 1997): 38–48. http://dx.doi.org/10.5032/jae.1997.02038.

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36

Enns, Kellie J., and Michael J. Martin. "Gendering Agricultural Education: A Study of Historical Pictures of Women in the Agricultural Education Magazine." Journal of Agricultural Education 56, no. 3 (September 30, 2015): 69–89. http://dx.doi.org/10.5032/jae.2015.03069.

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37

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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38

Flores, Emmanuel Soriano. "Bureaucratic Dominance in European Higher Agricultural Education." European Journal of Interdisciplinary Studies 3, no. 3 (May 19, 2017): 40. http://dx.doi.org/10.26417/ejis.v3i3.p40-48.

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The present research work is a project of doctoral thesis of correlational type. The main objective was to demonstrate the relationship between the university bureaucracy of European Agricultural Education as a sociological phenomenon of the domain of domination according to Weber, particulary the Escuela Superior de Agricultura de Barcelona (ESAB) of the Universidad Politécnica de Cataluña (UPC) in Spain and its impact on organizational performance, as a reference and example for mexican agricultural education, particularly the Universidad Autónoma Chapingo (UACh). The results of the research validate the hypothesis: a better bureaucratic management in the context of the Spanish Higher Agricultural Education (SHAE), particularly the ESAB of the UPC, better organizational performance. Some research findings are that: students appreciate more characteristics of a leader related to legal domination, compared to traditional and charismatic; show a clear rejection towards the charismatic domination, when of politics and government is treated; validate more the practices of legal domination, compared to traditional or charismatic, when of choice of positions in the university is concerned; they reject more the bad practices related to the charismatic domination, than those related to the legal or traditional domination; and value respect, as a representative value of legal domination, in comparison with other values, such as loyalty and humility, related to traditional and charismatic domination respectively.

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Flores, Emmanuel Soriano. "Bureaucratic Dominance in European Higher Agricultural Education." European Journal of Interdisciplinary Studies 8, no. 1 (May 19, 2017): 40. http://dx.doi.org/10.26417/ejis.v8i1.p40-48.

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The present research work is a project of doctoral thesis of correlational type. The main objective was to demonstrate the relationship between the university bureaucracy of European Agricultural Education as a sociological phenomenon of the domain of domination according to Weber, particulary the Escuela Superior de Agricultura de Barcelona (ESAB) of the Universidad Politécnica de Cataluña (UPC) in Spain and its impact on organizational performance, as a reference and example for mexican agricultural education, particularly the Universidad Autónoma Chapingo (UACh). The results of the research validate the hypothesis: a better bureaucratic management in the context of the Spanish Higher Agricultural Education (SHAE), particularly the ESAB of the UPC, better organizational performance. Some research findings are that: students appreciate more characteristics of a leader related to legal domination, compared to traditional and charismatic; show a clear rejection towards the charismatic domination, when of politics and government is treated; validate more the practices of legal domination, compared to traditional or charismatic, when of choice of positions in the university is concerned; they reject more the bad practices related to the charismatic domination, than those related to the legal or traditional domination; and value respect, as a representative value of legal domination, in comparison with other values, such as loyalty and humility, related to traditional and charismatic domination respectively.

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40

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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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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41

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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42

Fuller, Gerald R. "Creating A Competitive Advantage In Higher Education For Agricultural Teacher Education." Journal of Agricultural Education 1990, no. 1 (March 1990): 2–6. http://dx.doi.org/10.5032/jae.1990.01002.

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Ihnatieva, O. L. "SPECIFIC FEATURES OF AESTHETIC EDUCATION IN AGRICULTURAL ESTABLISHMENTS OF HIGHER EDUCATION." Pedagogical sciences reality and perspectives 71 (2019): 110–13. http://dx.doi.org/10.31392/npu-nc.series5.2019.71.26.

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Esters, Levon T. "Factors Influencing Postsecondary Education Enrollment Behaviors of Urban Agricultural Education Students." Career and Technical Education Research 32, no. 2 (January 1, 2007): 79–98. http://dx.doi.org/10.5328/cter32.2.79.

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Barrick, R. Kirby. "Agricultural Education: Building Upon Our Roots." Journal of Agricultural Education 30, no. 4 (December 1989): 24–29. http://dx.doi.org/10.5032/jae.1989.04024.

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Borne, Curtis, and Jeffrey W. Moss. "Satisfaction With Agricultural Education Student Teaching." Journal of Agricultural Education 31, no. 2 (June 1990): 29–34. http://dx.doi.org/10.5032/jae.1990.02029.

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Silva-Guerrero, Luis, and H. Dean Sutphin. "Priorities For Research In Agricultural Education." Journal of Agricultural Education 31, no. 3 (September 1990): 2–13. http://dx.doi.org/10.5032/jae.1990.03002.

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Stripling, Christopher. "Preservice Agricultural Education Teachers’ Mathematics Ability." Journal of Agricultural Education 53, no. 3 (September 1, 2012): 28–41. http://dx.doi.org/10.5032/jae.2012.03028.

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Budak, D. B., and O. Yurdakul . "Sustainable Agricultural Development Through Extension Education." Asian Journal of Plant Sciences 3, no. 2 (February 15, 2004): 215–18. http://dx.doi.org/10.3923/ajps.2004.215.218.

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Mohamedali, O. N. "Education for Agricultural Librarians in Jamaica." Journal of Education for Library and Information Science 35, no. 2 (1994): 124. http://dx.doi.org/10.2307/40368392.

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