Academic literature on the topic 'Jimma Agricultural Technical School'
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Journal articles on the topic "Jimma Agricultural Technical School"
Calixte, Christelle, Grady Roberts, and J. C. Bunch. "Understanding the Context for Agricultural Technical, Vocational, Education and Training in Haiti." Journal of International Agricultural and Extension Education 27, no. 2 (April 15, 2020): 36–48. http://dx.doi.org/10.5191/jiaee.2020.27236.
Full textThoron, Andrew, Kirby Barrick, Grady Roberts, Michael Gunderson, and Mohamed Samy. "Preparing for, Conducting and Evaluating Workshops for Agricultural Technical School Instructors in Egypt." Journal of Agricultural Education 51, no. 1 (March 1, 2010): 75–87. http://dx.doi.org/10.5032/jae.2010.01075.
Full textBarrick, Kirby, Mohamed Samy, Grady Roberts, Andrew Thoron, and R. G. Easterly. "Assessment of Egyptian Agricultural Technical School Instructors’ Ability to Implement Experiential Learning Activities." Journal of Agricultural Education 52, no. 3 (September 1, 2011): 6–15. http://dx.doi.org/10.5032/jae.2011.03006.
Full textCalixte, Christelle, Grady Roberts, and J. C. Bunch. "Exploring the Purpose of Agricultural Technical Schools in Haiti." Journal of International Agricultural and Extension Education 26, no. 2 (August 19, 2019): 121–37. http://dx.doi.org/10.5191/jiaee.2019.26209.
Full textGaag, Andrey Viktorovich, Anatoly Andreevich Medenstev, and Inga Nikolaevna Ryumkina. "Pedagogical Support is a Necessary Condition for Creation and Development of a System of Lifelong Rural Education Providing the Training of High-quality Agricultural Specialists." Alinteri Journal of Agriculture Sciences 36, no. 2 (September 17, 2021): 245–51. http://dx.doi.org/10.47059/alinteri/v36i2/ajas21139.
Full textMarth, Michaela, and Franz X. Bogner. "BIONICS: An Out-of-School Day at the Zoo." American Biology Teacher 80, no. 6 (August 1, 2018): 429–35. http://dx.doi.org/10.1525/abt.2018.80.6.429.
Full textBarrick, Kirby, Grady Roberts, Mohamed Samy, Andrew Thoron, and Ralph Easterly. "A Needs Assessment to Determine Knowledge and Ability of Egyptian Agricultural Technical School Teachers Related to Supervised Agricultural Experience." Journal of Agricultural Education 52, no. 2 (June 1, 2011): 1–11. http://dx.doi.org/10.5032/jae.2011.02001.
Full textRadchenko, L., and N. Sidorova. "Training of specialists in Ukrainian republican agricultural technical school of correspondence study (1960–70’s)." History of Science and Biographical Studies, no. 3 (September 13, 2018): 118–31. http://dx.doi.org/10.31073/istnauka201803-09.
Full textMyers, Brian E., R. Kirby Barrick, and Mohamed M. Samy. "Stages of Concern Profiles for Active Learning Strategies of Agricultural Technical School Teachers in Egypt." Journal of Agricultural Education and Extension 18, no. 2 (April 2012): 161–74. http://dx.doi.org/10.1080/1389224x.2012.655968.
Full textStripling, Christopher, and R. Kirby Barrick. "Examining the Professional, Technical, and General Knowledge Competencies Needed by Beginning School-Based Agricultural Education Teachers." Journal of Agricultural Education 54, no. 3 (September 30, 2013): 67–83. http://dx.doi.org/10.5032/jae.2013.03067.
Full textDissertations / Theses on the topic "Jimma Agricultural Technical School"
Workman, Eric R. Sr. "Historical Study of Burke's Garden High School: 1915 to 1960." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/28484.
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McAdoo, Charlie Edward II. "The Identification and Prioritization of the Professional Development Needs for Teachers of Career, Technical, and Agricultural Subjects within Georgia Metropolitan Area School Systems." Thesis, Valdosta State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930416.
Full textThe purpose of this research study was to identify and prioritize the professional development needs for teachers of CTAE subjects within metropolitan Atlanta school systems. The methodology was primarily relational with descriptive components that relied on quantitative data. The administered survey called for participants to self-report demographic groups (i.e. Experience Level, School Type, and School Population). Secondly, participants completed online surveys yielding data that identified professional development needs relative to demographic variables. A modified Borich (1980) Needs Assessment Model was used to identify the perceived importance and perceived competency of 20 competencies prescribed by the Georgia Teacher Assessment of Performance Standards (TAPS). Once analyzed, the researcher identified and described professional development needs relative to demographic variables.
Adams, Randy J. "IDENTIFYING RISK AND PROTECTIVE FACTORS OF PREPARATORY AND NON-PREPARATORY STUDENTS IN AGRICULTURAL EDUCATION PROGRAMS OF A RURAL KENTUCKY HIGH SCHOOL." UKnowledge, 2013. http://uknowledge.uky.edu/cld_etds/6.
Full textKnobloch, Neil A. "Exploration of Effects Caused by the First Ten Weeks of the School Year on Teacher Efficacy of Student and Beginning Teachers in Ohio Agricultural Education." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1025577870.
Full textMoreira, Jarbas Sobreira. "A educação ambiental na formação do técnico agrícola." Universidade Federal da Paraíba, 2009. http://tede.biblioteca.ufpb.br:8080/handle/tede/4895.
Full textCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
In the face of the changes and social problems resulting from the production systems of Modern Agriculture (pollution of soils, waters, erosion, destruction of the ozone layer, destructions of fauna and flora), globalization and the financial policy changes, which brought the idea of the increase production and profit without minding to the nature degradation, it became necessary a further reflection on the training of Technical Agriculture with a focus on environmental issues. This study was carried out for the purpose of examining the presence of environmental education and the development of environmental awareness in education and training of agricultural experts in the course of agriculture/ cattle breeding at Colégio Agricola Vidal de Negreiros - CAVN (Bananeiras - PB). Researches using qualitative elements, and some methods, such as, the application of questionnaires to teachers and students of 2nd year at CAVN were made with the intention of identifying as a Environmental Education has been developed by teachers in a satisfactory way, and if this is enough for students to develop an environmental awareness by contributing to the protection and sustainable use of natural resources. In this way the analysis of data showed that environmental education has been developed in a unsatisfactory way at CAVN, preventing the development of environmental awareness in students and teachers. In this context, to develop an agricultural technical, conscious and capable of acting in social environment reality is necessary a continuous training of teachers, the interdisciplinary approach to environmental issues, promoting integration of actions, disclosure and discussion of the developed activities.
Diante das grandes transformações e problemas socioambientais resultantes dos sistemas de produção da Agricultura Moderna (poluição dos solos, das águas, erosão, destruição da camada de ozônio, destruição da fauna e da flora), da globalização e das transformações político financeira, que trouxeram em seu bojo a idéia de aumento da produção e do lucro sem se importar com a degradação da natureza, tornou-se necessário uma maior reflexão sobre a formação do Técnico agrícola com enfoque nas questões ambientais. Este estudo foi realizado com o objetivo de analisar a presença da Educação Ambiental e o desenvolvimento de uma consciência ambiental no ensino e formação dos técnicos agrícolas no curso de agropecuária do Colégio Agrícola Vidal de Negreiros . Assim, através da aplicação de questionários a professores e alunos do 2° ano do CAVN buscou-se identificar se a Educação Ambiental vem sendo desenvolvida de forma satisfatória pelos professores, se esta é suficiente para que os alunos desenvolvam uma consciência ambiental contribuindo para a proteção e uso sustentável dos recursos naturais. Assim a análise dos dados demonstrou que a educação ambiental vem sendo desenvolvida de forma insatisfatória no CAVN, inviabilizando o desenvolvimento de uma consciência ambiental nos alunos e professores. Neste contexto, parte-se de que para a formação do técnico agrícola consciente e apto para atuar na realidade sócio ambiental se faz necessário uma capacitação continuada dos professores, a abordagem interdisciplinar da temática ambiental e que a instituição favoreça o trabalho de questões ambientais, promovendo ações de integração, divulgação e discussão das atividades desenvolvidas.
Giongo, Ieda Maria. "Disciplinamento e resistência dos corpos e dos saberes: um estudo sobre a educação matemática da Escola Estadual Técnica Agrícola Guaporé." Universidade do Vale do Rio do Sinos, 2008. http://www.repositorio.jesuita.org.br/handle/UNISINOS/2077.
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Esta tese é fruto de uma pesquisa realizada com o objetivo de discutir os processos de disciplinamento e os movimentos de resistência gestados na Escola Estadual Técnica Agrícola Guaporé, situada no município de mesmo nome, no Rio Grande do Sul, enfocando o currículo escolar, em especial no que se refere à educação matemática. Os aportes teóricos que sustentam a investigação são as teorizações do campo da Etnomatemática em seus entrecruzamentos com as teorizações pós-estruturalistas, especialmente aquelas vinculadas ao pensamento de Michel Foucault, e com as idéias de Ludwig Wittgenstein em sua obra Investigações Filosóficas. O material de pesquisa está constituído por: documentos da escola; cadernos e provas da disciplina Matemática; polígrafos utilizados pela professora nas aulas de Matemática; material escrito produzido pelos alunos, nas disciplinas técnicas; anotações feitas durante as observações de aulas de disciplinas técnicas; entrevistas (gravadas e posteriormente transcritas) realizadas com três pro
This thesis is the result of a research study whose main objective was to discuss the disciplinary processes and resistance movements produced at Escola Estadual Tecnica Agricola Guaporé (Guaporé Technical State School for Agriculture) in the municipality of Guaporé, state of Rio Grande do Sul, focusing on the school curriculum, especially as regards mathematics education. The theoretical contributions that support the investigation are theorizations in the field of Ethnomathematics, conceived with Post-structuralist theorizations, especially those connected to the thinking of Michel Foucault, and with the ideas of Ludwig Wittgenstein in his work Philosophical Investigations. The data consists of: school documents; notebooks and Mathematics tests; texts printed and used in class by the mathematics teacher written materials produced by students in the technical disciplines; notes made while observing technical discipline classes; interviews (taped and later transcribed) done with three teachers, one student an
Martins-Salandim, Maria Ednéia. "Escolas técnicas agrícolas e educação matemática : história, práticas e marginalidade /." Rio Claro : [s.n.], 2007. http://hdl.handle.net/11449/91107.
Full textBanca: Arlete de Jesus Brito
Banca: Maria Ângela Miorim
Resumo: Neste trabalho, procuramos trazer para o âmbito acadêmico discussões referentes a uma modalidade de ensino que nele tem ocupado pouco espaço: o técnico agrícola. Utilizamos a História Oral como principal metodologia de pesquisa, além de visitas às escolas agrícolas focadas e consultas a documentos em seus arquivos, como antigos livros ponto e livros de ata. A partir de entrevistas com professores de Matemática que atuaram nesses núcleos de ensino nas décadas de 1950 a 1970, tentamos constituir uma história de sua formação em Matemática, suas formas de atuação, especificidades dessas escolas e inserção do discurso desses professores na história da Educação Matemática Brasileira, assumindo o conceito de marginalização como principal eixo para as análises.
Abstract: This work intends to bring to academic universe a theme that has been usually neglected by researchers: the Agricultural Technical School system. Although Oral History was the main methodological approach chosen, visits to some of these schools were done and also written documentation was used as guides. Our starting point to this study was interviews with Math teachers who had lead classrooms in these schools from 50's to 70's. In these interviews they told us about their initial and in-service formation and about the agricultural technical schooling in general. From this we tried to inscribe Agricultural Technical School and its teachers in the discourse of History of Education in Brazil and, particularly, in the History of Brazilian Mathematics Education, assuming the concept of marginalization as the main axis in our analysis.
Mestre
Martins-Salandim, Maria Ednéia [UNESP]. "Escolas técnicas agrícolas e educação matemática: história, práticas e marginalidade." Universidade Estadual Paulista (UNESP), 2007. http://hdl.handle.net/11449/91107.
Full textSee-Sp
Neste trabalho, procuramos trazer para o âmbito acadêmico discussões referentes a uma modalidade de ensino que nele tem ocupado pouco espaço: o técnico agrícola. Utilizamos a História Oral como principal metodologia de pesquisa, além de visitas às escolas agrícolas focadas e consultas a documentos em seus arquivos, como antigos livros ponto e livros de ata. A partir de entrevistas com professores de Matemática que atuaram nesses núcleos de ensino nas décadas de 1950 a 1970, tentamos constituir uma história de sua formação em Matemática, suas formas de atuação, especificidades dessas escolas e inserção do discurso desses professores na história da Educação Matemática Brasileira, assumindo o conceito de marginalização como principal eixo para as análises.
This work intends to bring to academic universe a theme that has been usually neglected by researchers: the Agricultural Technical School system. Although Oral History was the main methodological approach chosen, visits to some of these schools were done and also written documentation was used as guides. Our starting point to this study was interviews with Math teachers who had lead classrooms in these schools from 50´s to 70´s. In these interviews they told us about their initial and in-service formation and about the agricultural technical schooling in general. From this we tried to inscribe Agricultural Technical School and its teachers in the discourse of History of Education in Brazil and, particularly, in the History of Brazilian Mathematics Education, assuming the concept of marginalization as the main axis in our analysis.
Floro, Elis?ngela Rodrigues. "Trabalho, qualifica??o e precariedade:perspectivas profissionais de egressos do Curso T?cnico em Agropecu?ria do Campus Crato do Instituto Federal do Cear?" Universidade Federal Rural do Rio de Janeiro, 2012. https://tede.ufrrj.br/jspui/handle/jspui/1660.
Full textMade available in DSpace on 2017-05-17T16:07:29Z (GMT). No. of bitstreams: 1 2012 - Elis?ngela Ferreira Floro.pdf: 2087642 bytes, checksum: 14c821e04b2e55f80590274779d82b2f (MD5) Previous issue date: 2012-03-29
The crisis within the accumulation of capital which has been happening to almost four decades in the capitalist countries brought some deeper changes to the manners of production and in the work environment. Technological developments related to the new forms of production organization turned to require a new profile of worker, different from that one who was imposed by rigidity and fragmentation of the Taylor and Ford?s system. Taking into consideration that thechanges in thework areheterogeneous and comprehending that they need to be analyzed in relation to the geographic region and to the productive sector in which they occur, delimited as an object of study the conditions of employment and labor of agricultural technicians who work in the CRAJUBAR Triangle, (it is how is popularly called a specific territory in the region of Cariri in the Southern Cear?). Our aim was to analyze how the productive restructuring process imposed reforms to the educational systems and caused the crisis to agriculture, affecting the new graduates?s procedures and formation trajectories from the Cratocampus of the Instituto Federal do Cear? (IFCE/Crato). It is a basic research of qualitative analysis and descriptive approach in which was used as data collection instruments, the following primary sources: a) internal documents of IFCE Crato (Institutional Development Plan, Institutional Pedagogical Plan, Educational Project Course, school records of recently new graduates ones and subjects guidelines); b) questionnaires applied to teachers, businessmen and landowners; c) transcription of interviews applied to businessmen and rural producers; d) field diary (record of visits to farmers). For a characterization of the agricultural production in the Crajubar Triangle we used statistical data from IPECE and IBGE. The data which were analyzed reveled that the student?s process of technical-professional education of IFCE/Crato were influenced by the conceptions of the School-farm System and by the conventional agriculture, without taking account of studies about family agriculture (the major responsible for agricultural production in the CRAJUBAR Triangle). The chances of employment for the graduates of IFCE/Crato on medium and large range agricultural companies are very rare. The real job opportunities are in the companies of technical assistance and rural extension, which ones that aim to assist farming families to develop a model of agriculture that must be compatible to the semi arid Northeast region. However, the process of technical-professional education in IFCE/Crato is based on the effort to insert technological advances into the production processes of agribusiness. This option, on the detriment of the studies about family farming, distanced the qualification process of students of IFCE/Crato from reality of farming on the CRAJUBAR triangle, revealing the belief in the universality and neutrality of technology as if it could be simply transplanted business model to the family agricultural development model. Nevertheless, this apolitical character of the technical-professional education of IFCE/Crato adds itself to the fact of the main opportunity for integration of graduates to the labor market consist on the offering of temporary work, with flexible relations and poor working conditions offered, by a public company of the Cear? State.
A crise no ac?mulo do capital que vem ocorrendo h? quase quatro d?cadas nos pa?ses capitalistas trouxe profundas mudan?as nos modos de produ??o e no mundo do trabalho. Os avan?os tecnol?gicos relacionados ?s novas formas de organiza??o da produ??o passaram a exigir novo perfil de trabalhador, diferente daquele imposto pela rigidez e fragmenta??o do taylorismo-fordismo. Considerando que as mudan?as no mundo do trabalho s?o heterog?neas e compreendendo que as mesmas precisam ser analisadas em rela??o ? regi?o geogr?fica e ao ramo produtivo em que ocorrem, delimitamos como objeto de estudo as condi??es de emprego e de trabalho de t?cnicos em agropecu?ria que atuam no Tri?ngulo CRAJUBAR, Regi?o do Cariri, no Sul do Estado do Cear?. Nosso objetivo foi analisar como o processo de reestrutura??o produtiva imp?s reformas aos sistemas educacionais e ocasionou a crise na agropecu?ria, afetando as trajet?rias de forma??o e atua??o de egressos do Campus Crato do Instituto Federal do Cear? (IFCE/Crato). Trata-se de uma pesquisa b?sica, de an?lise qualitativa e de car?ter descritivo que utilizou como instrumentos de coleta de dados as seguintes fontes bibliogr?ficas prim?rias: a) documentos internos do IFCE/Crato (Plano de Desenvolvimento Institucional, Plano Pedag?gico Institucional, Projeto Pedag?gico de Curso, registros escolares de alunos egressos e ementas de disciplinas);b) question?rios aplicados aos docentes, empres?rios e propriet?rios rurais; c) transcri??o de entrevistasa empres?rios e produtores rurais; d) di?rio de campo (registro de visitas aos produtores agr?colas). Para uma caracteriza??o da produ??o agr?cola do Tri?ngulo CRAJUBAR, utilizamos dados estat?sticos do IPECE e do IBGE. Os dados analisados revelaram que o processo de forma??o t?cnico-profissional dos alunos do IFCE/Crato foi influenciado pelas concep??es do Sistema Escola-Fazenda e da agricultura convencional, sem contemplar estudos sobre a agricultura familiar (principal respons?vel pela produ??o agr?cola no Tri?ngulo CRAJUBAR). As chances de emprego para egressos do IFCE/Crato em empresas rurais de m?dio e grande porte s?o rar?ssimas. As oportunidades efetivas de trabalho est?o nas empresas de assist?ncia t?cnica e extens?o rural que t?m como objetivo auxiliar as fam?lias rurais a desenvolver um modelo de agricultura compat?vel com o semi?rido nordestino. Por?m, o processo de forma??o t?cnico-profissional no IFCE/Crato est? baseado no esfor?o em inserir avan?os tecnol?gicos nos processos de produ??o do agroneg?cio. Esta op??o, em detrimento dos estudos sobre agricultura familiar, distanciou o processo de qualifica??o dos alunos do IFCE/Crato da realidade da agropecu?ria do Tri?ngulo CRAJUBAR, revelando a cren?a na universalidade e neutralidade da tecnologia como se esta pudesse ser simplesmente transplantada do modelo empresarial para o modelo de desenvolvimento agr?cola familiar. N?o obstante, este car?ter despolitizado da forma??o t?cnico-profissionaldo IFCE/Crato se soma ao fato de a principal oportunidade de inser??o de seus egressos no mercado de trabalho consistir na oferta de trabalho tempor?rio, com rela??es trabalhistasflexibilizadas e condi??es de trabalho precarizadas, por parte de uma empresa p?blica estadual do Cear?.
SU, TSUNG-LI, and 蘇宗莉. "A Research on the Learning Process and Career Development of Contestants Involved in the National High School Agricultural Skills Competition- A Case Study on a Technical High School in Taipei." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/89yag8.
Full text國立臺北科技大學
技術及職業教育研究所
107
This paper aims to investigate the learning process and career development of students competing in the National High School Agricultural Skills Competition as well as their opinions and suggestions regarding the guidelines for the training programs. The eight participants are selected from a technical high school in Taipei, who had taken part in the competition in question from 2003 to 2010 in four categories：Agriculture, Landscaping, Food Processing and Food Test & Analysis. The case study uses qualitative research methodology with all data collected through semi-structured interviews. The preliminary findings are listed as follows: 1. The most important factor affecting the contestants’ performance in the competition lies in “the level of passion they show towards a specific occupational field”, which may facilitate the emergence of their ability to deal with the hardships, pressure and frustration encountered during the tough training. The second most key factor is their “individual personality”. 2. The contestants’ successful learning experience acquired at the technical high school and the enrollment into good colleges can free them from the negative self-concept and lack of confidence accumulated at the junior high school. 3. Inappropriate choice of colleges after graduation from high schools will mitigate their leading advantage over other students in professional skills. 4. Those who chose to study at general universities instead of technical or professional colleges had to study much harder to catch up with their peers during the freshman and sophomore years. 5. Supported by the “early start” strategy and their strong learning motives, there is a high education-job match percentage among the students receiving professional training for the competition. 6. In can be concluded that certain career development theories are highly applicable to the learning and career development process of these eight participants. In summary, the national skills competition has a positive influence on the contestants’ future career development. Both the contestants selected through qualification trials or lot-drawing are in favor of the abolishment of the lot-drawing policy.
Books on the topic "Jimma Agricultural Technical School"
Suphal, Cǎnc. Technical assistance and capacity development at the School of Agriculture Prek Leap: An institutional case study. Phnom Penh: Cambodia Development Resource Institute, 2000.
Find full textOffice, General Accounting. Foreign assistance: Lack of strategic focus and obstacles to agricultural recovery threaten Afghanistan's stability : report to Congressional Requesters. Washington D.C: GAO, 2003.
Find full textOffice, General Accounting. Foreign assistance: Strategic workforce planning can help USAID address current and future challenges : report to Congressional Requesters. Washington, D.C: GAO, 2003.
Find full textOffice, General Accounting. Foreign assistance: Assessment of selected USAID Projects in Russia : report to Congressional requesters. Washington, D.C: US GAO, 1995.
Find full textOffice, General Accounting. Foreign assistance: Controls over U.S. funds provided for the benefit of the Palestinian authority : report to Congressional requesters. Washington, D.C: The Office, 1996.
Find full textOffice, General Accounting. Foreign assistance: Private voluntary organizations' contributions and limitations : report to the Ranking Minority Member, Committee on International Relations, House of Representatives. Washington, D.C: The Office, 1995.
Find full textForeign assistance: Combating HIV/AIDS in developing countries : report to Congressional requesters. Washington, D.C: The Office, 1992.
Find full textOffice, General Accounting. Foreign assistance: Harvard Institute for International Development's work in Russia and Ukraine : report to the Chairman, Committee on International Relations, House of Representatives. Washington, D.C: The Office, 1996.
Find full textOffice, General Accounting. Foreign assistance: USAID and the Department of State are beginning to implement prohibition on taxation of aid. Washington, D.C: GAO, 2004.
Find full textOffice, General Accounting. Foreign assistance: U.S. support for Carribbean Basin assembly industries : report to Congressional requesters. Washington, D.C: The Office, 1993.
Find full textConference papers on the topic "Jimma Agricultural Technical School"
Cervera Gascó, Jorge, Santiago Laserna Arcas, Jesús Montero Martínez, José María Tarjuelo Martín-Benito, Miguel Ángel Moreno Hidalgo, and Amaro Del Castillo Sánchez-Cañamares. "EDUCATIONAL AND RESEARCH EXPERIENCES WITH SOLAR PUMPING SYSTEMS IN HIGHER TECHNICAL SCHOOL OF AGRICULTURAL AND FORESTRY ENGINEERING OF ALBACETE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1306.
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