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Journal articles on the topic 'Agricultural education'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 June 2025

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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

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

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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5

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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6

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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7

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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8

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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9

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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10

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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11

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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12

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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13

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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14

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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15

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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16

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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17

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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18

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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19

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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20

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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21

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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22

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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23

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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24

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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25

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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26

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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27

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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28

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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29

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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30

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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31

Wardlow, George. "The Academic Ability Of Agricultural Education Graduates Compared With Other Agriculture, Education And University Graduates." Journal of Agricultural Education 27, no. 3 (September 30, 1986): 35–39. http://dx.doi.org/10.5032/jaatea.1986.03035.

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32

Williams, David L., and Olivia N. Muchena. "Utilizing Indigenous Knowledge Systems In Agricultural Education To Promote Sustainable Agriculture." Journal of Agricultural Education 32, no. 4 (December 1991): 52–57. http://dx.doi.org/10.5032/jae.1991.04052.

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33

Findlay, Henry J. "Where Do Secondary Vocational Agriculture Teachers Acquire Professional Agricultural Education Competencies?" Journal of Agricultural Education 33, no. 2 (February 1992): 28–33. http://dx.doi.org/10.5032/jae.1992.02028.

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34

Berlinschi, Ruxanda, Johan Swinnen, and Kristine Van Herck. "Trapped in Agriculture? Credit Constraints, Investments in Education and Agricultural Employment." European Journal of Development Research 26, no. 4 (August 7, 2014): 490–508. http://dx.doi.org/10.1057/ejdr.2014.30.

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35

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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36

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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37

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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38

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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39

Lacy, William B. "Can agricultural colleges meet the needs of sustainable agriculture?" American Journal of Alternative Agriculture 8, no. 1 (March 1993): 40–45. http://dx.doi.org/10.1017/s0889189300004914.

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AbstractAs concern about the long-term viability of our food and fiber system has grown, many agricultural research administrators, prominent scientists and policymakers have focused increasing attention on the important research and educational needs in sustainable agriculture. Colleges of agriculture should be important in meeting the challenges of sustainable agriculture; a central question is whether they are adequate for the task. This paper highlights several individual and institutional constraints that limit the ability of these colleges to address the needs: 1) assumptions and biases regarding the relationship between humans and nature, and the concept of progress; 2) the demographic characteristics, education, and experience of research scientists; 3) the specialized departmental organization of research institutions; 4) imbalances among analyses on the molecular, cell, organism and ecosystem levels; 5) emphasis on farm level analysis and technology development; 6) new agricultural biotechnologies that may overemphasize short-term, narrow technical considerations and proprietary products; 7) compartmentalization of education by discipline, and the limited informal and field experiences for students; 8) the background and education of current Extension Service agents; 9) the emphasis on economic effects in research impact assessments, to the neglect of environmental effects and social consequences for farmers, rural communities and society at large; 10) limited capability for comprehensive public policy analysis.Despite these limitations, new research agendas and college programs are effectively addressing many needs of sustainable agriculture systems. To be more successful, these efforts must be broad-based and sensitive to a wide range of issues, and must include all participants in the system.

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40

Ziyazetdinov, Rafis. "From the history of agricultural education: Ufa practical agricultural institute." Vestnik Bashkir State Agrarian University, no. 2 (2021): 6–9. http://dx.doi.org/10.31563/1684-7628-2021-58-2-6-9.

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41

Giorgi, Aaron J., Tyler Price, and Quisto Settle. "Describing Agricultural Communication Content Implementation in School-Based Agricultural Education." Journal of Agricultural Education 66, no. 1 (February 10, 2025): 21. https://doi.org/10.5032/jae.v66i1.2754.

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Agricultural communication, as a standalone discipline, has been taught for more than 100 years. Research has been conducted documenting evolution of the discipline within university settings. As the agricultural communication profession and university programs grow in popularity, a trickle-down effect may be occurring within School-Based Agricultural Education programs. This study sought to describe SBAE teachers’ implementation of, comfort with, and trainings of agricultural communication content. A nationally representative sample reported a variety of agricultural communication content taught, a general comfort with content, and inconsistent training for content knowledge. It was found that pre-service education programs were the predominant course of training for agricultural communication content. Broadcasting, video media skills, and technical writing were found to be lacking in SBAE programs, which is consistent with gaps in university counterparts but requested by the profession. Reliance on pre-service programs for content training is consistent with previous research on content knowledge. Recommendations are made to continue researching SBAE teacher content knowledge. It is also recommended to increase partnerships between SBAE teachers and faculty with agricultural communication professionals and faculty to support content development.

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42

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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43

Prof., (Dr.) Yashvant Salunke. "Role of New National Education Policy in Agricultural Education." International Journal of Advance and Applied Research 4, no. 6 (February 27, 2023): 23–25. https://doi.org/10.5281/zenodo.7663248.

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  Rapid development of Indian agricultural system is the need of the hour. Education can play an important role in accelerating such agricultural development. The process of reforming Indian education policy was undertaken by the new Education Policy Committee in 2017 under the chairmanship of Dr. Kasthurirangan.The committee submitted its new National Education Policy report to the government in May 2019. The higher education component of this report should develop well-rounded, well-rounded, and creative individuals with professional, technical, and business-related competencies in keeping with the needs of the twenty-first century. It states that quality education aims to prepare students for a meaningful and fulfilling life and work. In this new education policy, emphasis will be placed on technical, skill development and vocational education along with regular education. While it is said that agricultural education along with its allied branches will be revived under vocational education. In Maharashtra, about 60 to 65 percent of people are dependent on agriculture. This means that the livelihood of people in rural areas depends on the agricultural system. About 6.7 lakh farmer families in Maharashtra own only one hectare of land. 40 lakh farming families have only one to two hectares of land. There are about 2.2 million farmers with an area of two to four hectares. Seven lakh farmers have 4 to 10 hectares of land and very few farmers have more than 10 hectares of land. Most of these areas depend on rain water. So there is no guarantee of getting a reliable product. As limited land area is not available and irrigation facilities are not abundant, it is necessary to think how to get more production from this area. Apart from this, in the 1990s India adopted this new economic policy of globalization, liberalization and privatization. Due to this, there was a drastic change in all sectors of the economy. The effect of this economy began to be felt by the peasantry who depended on the agricultural system like India. In the globalized agricultural competition, Indian agriculture and farmer economy is not balanced. Temporary measures like giving loans and subsidies to the farmers are taken by the government but this is having a bad effect on the economy of India. Also the farmer is getting frustrated and reaching a decision like suicide. To solve all such problems, there is a need to give a clear solution to the new national education policy by linking it with agriculture education.

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44

Morris, Glen C., Glen C. Morris, Shawn G. Ehlers, William E. Field, Roger Tormoehlen, Shawn G. Ehlers, William E. Field, and Roger Tormoehlen. "A Review of Agricultural Academic Safety, Health, and Biosecurity Curriculum Standards." Applied Engineering in Agriculture 38, no. 6 (2022): 983–90. http://dx.doi.org/10.13031/aea.15184.

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Highlights Agricultural academic standards have different distribution among even some heavily agriculturally involved states. Education standards that pertain to agricultural safety and health are more generic and focus on farm machinery and livestock handling. Education standards that pertain to agricultural biosecurity are more general and tend not to focus on specific biosecurity areas of identification and prevention. Abstract. This article examines the published agricultural education standards from California, Indiana, Texas, Virginia, Wisconsin, and The National Council for Agricultural Education. The overall aim was to access the attention given to, or inconsistencies in, agricultural safety, health, and biosecurity standards that are increasingly becoming central to agricultural production. This effort was part of a curricula design project to expand and enhance the Gearing Up for Safety – Production Agricultural Safety Curriculum for Young and Beginning Workers to ensure adequate coverage of biosecurity topics in secondary education programs. Agricultural education programs which involved topics of safety, health, and biosecurity, included curricula with outcomes and objectives that are created from competencies or standards. It was found that current standards give little attention, generally, to agricultural safety, health, and biosecurity. The academic standards reviewed had little consistency in the associated topics of safety and health, or biosecurity. The National Council for Agricultural Education and Wisconsin agricultural safety, health, and biosecurity standards constituted around 20% of the overall agricultural standard count. However, in most other states, the overall agricultural safety standards constituted as little as 3% of the overall standards. The lack of consistency in the standards, especially with respect to identification of desired learning outcomes makes curricula development efforts more difficult and less likely to meet actual needs in the field. The need to develop uniform educational standards that reflect the increasing importance being given to food safety, biosecurity and workplace safety and health was identified. Keywords: Agricultural academic standards, Agricultural health, Agricultural safety, Biosecurity standards, Education standards.

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45

Martin, Robert A., and Adekunbi O. Odubiya. "Perceptions Of Iowa Vocational Agriculture Teachers Regarding Methods Used In Agricultural Education." Journal of Agricultural Education 32, no. 1 (March 1991): 13–17. http://dx.doi.org/10.5032/jae.1991.01013.

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46

Alonge, Adewale Johnson, and Robert A. Martin. "Assessment Of The Adoption Of Sustainable Agriculture Practices: Implications For Agricultural Education." Journal of Agricultural Education 36, no. 3 (September 1995): 34–42. http://dx.doi.org/10.5032/jae.1995.03034.

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47

Conner, Nathan W., Sarah Greer, and Christopher T. Stripling. "International Agricultural Concepts through the Eyes of School-Based Agriculture Education Students." Journal of International Agricultural and Extension Education 24, no. 2 (August 15, 2017): 65–77. http://dx.doi.org/10.5191/jiaee.2017.24205.

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As demands to participate in a global economy increase, American students, who have limited knowledge of international agriculture concepts, must be better educated in terms of international awareness and understanding. The purpose of this study was to identify the attitudes, beliefs, understanding, and desired instructional methods of Tennessee school-based agricultural education students in regards to international agriculture. A descriptive questionnaire comprised of 46 items, which measured four constructs, was used to collect data. The summated means of all students for attitudes, beliefs, understanding, and instruction were 3.81 (SD = .46), 3.81 (SD = .57), 3.76 (SD = .51), and 3.76 (SD = .47), respectively. Findings indicated students hold positive attitudes and beliefs toward international agricultural concepts. In an effort to remain a global leader in science and innovation and to meet the needs of the agricultural employers, State Departments of Education should consider providing resources for the development, testing, and implementation of internationalized curricula. If not currently internationalized, other countries should also consider internationalizing their curricula and determine how best to equip students with the skills and knowledge necessary to work in a globalized economy.

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Visetnoi, Supawan, and Sompong Sirisoponsilp. "Uplifting Thailand's agriculture through agricultural education: a paradigm shift for future farmers." International Journal of Agriculture Innovation, Technology and Globalisation 1, no. 1 (2019): 44. http://dx.doi.org/10.1504/ijaitg.2019.099600.

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Lemley, Stephanie, Kathleen Alley, and Renee Clary. "Voices from the field: Agriculture educators’ insights on equity in agricultural education." Journal of Agricultural Education 65, no. 3 (September 30, 2024): 52–74. https://doi.org/10.5032/jae.v65i3.2487.

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We examined how an agricultural literacy professional development enhanced equity in seven secondary agriculture classrooms in a southeastern state. Utilizing the Equity Framework in Career and Technical Education and exploratory case study methodology, we examined the equitable barriers that seven secondary agriculture education teachers faced in their school sites and how targeted professional development might alleviate some of those challenges. Our findings revealed that all seven teachers faced barriers in their schools from two areas identified in the theoretical framework: educational adequacy and equal treatment. The professional development helped alleviate the educational adequacy barrier. More research is needed to elicit the role of professional development programs in counteracting equity barriers.

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Akhapkina, Elena N., and Larisa A. Krokhmal. "CONCERNING AGRICULTURAL EDUCATION PROGRESS IN RUSSIA." M.I.R. (Modernization. Innovation. Reseches) 6, no. 2 (2015): 129–36. http://dx.doi.org/10.18184/2079-4665.2015.6.2.129.136.

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