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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.
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Agricultural activities in developing countries are critical for the future of the world’s food security. These countries have the lowest agricultural productivity and dissemination of agricultural technologies are often insufficient. Extension has a vital role in improving agricultural productivity. The Caribbean country of Haiti is one such case. In Haiti, agricultural technicians perform much of the extension field work. Agricultural technicians often have a diploma earned at a Technical, Vocational, Education and Training (TVET) school. However, not much is known about Haitian TVET schools, as little research has been conducted. This study explored the context for Haitian agricultural TVET. Individual interviews with four school directors and three teachers per school (12 total), as well as a student focus group in each school allowed to identify the ambiguous cultural value of agricultural TVET in Haiti. Results identified the cultural disregard for TVET through its stakeholders’ contempt for this sector as well as the government’s failure to support it appropriately. However, it was also found that TVET added value to the agricultural system both for its inherent qualities, and because of the reputation, competitiveness it creates for the graduates through the schools’ curricula, INFP recognition, and the networking experiences it facilitates notably with internships. Keywords: TVET, Haitian, agriculture
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Thoron, 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.
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Barrick, 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.
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Calixte, 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.
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Haiti is a country which suffers from food insecurity, therefore, agricultural production and productivity are important to ensure availability of food for the Haitian population. Dissemination of best agricultural practices amongst farmers is crucial, and extension agents bring the scientific discoveries into the rural communities. In Haiti, extension activities are primarily conducted by graduates from agricultural TVETs. However, little is known about the current situation of Haitian TVET within the agricultural system. This study is a basic qualitative research which used constructivism, and backwards design as theoretical framework to explore the purpose of TVET within the Haitian agricultural system. Individual interviews to schools’ directors and teachers, and focus groups conducted with students revealed that respondents thought that TVET helped in students’ social mobility by (a) providing training to disadvantaged youth, (b) helping them get financial independence sooner, (c) provide a path towards higher education, or (d) entrepreneurship; it also allows them to build necessary (e) networking and (f) a reputation for their future. On the other hand, agricultural TVET in Haiti had an important role in improving local communities by (a) ensuring rural development and (b) reducing rural outmigration and poverty. Finally, TVET was also crucial within the agricultural extension system because graduates were responsible for (a) providing technical assistance to farmers, (b) improving production practices, (c) helping protect the environment, and (d) training farmers. Keywords: Haiti; technical school; training
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Gaag, 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.
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Currently, there are two main options for training agricultural specialists in the Russian Federation. The first option is studying in a college (technical school) or mastering university programs through bachelor's, specialist and master's programs. The second way is to form a stepwise organisation of continuous agricultural education: a specialised general education school, a college (technical school), a university, and an institution of additional professional education. Insufficient attention to the change and development of new social statuses by students makes it difficult to fully disclose the educational potential of the system of continuous agricultural education. Thus, it is necessary to organize pedagogical support for students' adaptation to current changing academic situations. It is also essential to consider lifelong agricultural education not only as advanced training in the workplace, but also as a transition from specialized training in a secondary general education school to secondary agricultural vocational education, and then to the development of programs of higher agricultural education and subsequent regular, professional development throughout the entire period professional activity.
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Marth, 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.
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Bionics by definition combines science and technology, with nature acting as a model for technical applications. Bionics is expected to lead to a better understanding of the Nature of Science (NOS). We applied a hands-on inquiry-based module about bionics with sixth graders during a public bionics exhibition in a zoological garden that allowed students to act as researchers, i.e., to understand the problem-solving process and to search for methods to overcome problems. The practice of science and engineering was at the center of this intervention; for example, students were asked to provide explanations and design solutions in the bionics field (NGSS, 2017). From this complex field we showed examples using living animals in the zoo. Our students learned bionics topics directly on the living animal by transferring them later to bionics topics. The streamlined shape of the dolphin snout, the communication system of dolphins, and other examples, each with its technical and bionics application, were examined. Bionics can serve as a complement to other biology topics. An increase in cognitive knowledge was observed both immediately after intervention and after a complete school year. Male participants showed more interest in technology than females.
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Barrick, 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.
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Radchenko, 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.
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Myers, 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.
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Stripling, 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.
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Osumba, Joab J. L., John W. Recha, and George W. Oroma. "Transforming Agricultural Extension Service Delivery through Innovative Bottom–Up Climate-Resilient Agribusiness Farmer Field Schools." Sustainability 13, no. 7 (April 2, 2021): 3938. http://dx.doi.org/10.3390/su13073938.
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Conventional approaches to agricultural extension based on top–down technology transfer and information dissemination models are inadequate to help smallholder farmers tackle increasingly complex agroclimatic adversities. Innovative service delivery alternatives, such as field schools, exist but are mostly implemented in isolationistic silos with little effort to integrate them for cost reduction and greater technical effectiveness. This article presents a proof-of-concept effort to develop an innovative, climate-resilient field school methodology, integrating the attributes of Farmers’ Field School, Climate Field School, Climate-Smart Agriculture and indigenous technical knowledge of weather indicators in one package to address the gaps, while sensitizing actors on implications for policy advocacy. Some 661 local facilitators, 32% of them women and 54% youth, were trained on the innovation across East Africa. The initiative has reached 36 agribusiness champions working with 237,250 smallholder farmers in Kenya, Tanzania and Uganda. Initial results show that the innovation is strengthening adaptation behaviour of agribusiness champions, farmers and supply chain actors, and reducing training costs. Preliminary findings indicate that the process is rapidly shaping group adaptive thinking. The integrated approach offers lessons to transform extension and to improve food security and resilience. The approach bundles the costs of previously separate processes into the cost of one joint, simultaneous process, while also strengthening technical service delivery through bundled messaging. Experience from this initiative can be leveraged to develop scalable participatory extension and training models, especially scaling out through farmer-to-farmer replication and scaling up through farmer group networks.
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Romashchenko, M. I., A. P. Shatkovskyi, V. V. Vasiuta, S. V. Usatyi, L. G. Usata, S. V. Riabkov, O. V. Zhuravlov, R. A. Kupiedinova, V. V. Bezruk, and Yu O. Cherevychnyi. "SCIENTIFIC SCHOOL OF MICROIRRIGATION: ACHIEVEMENTS AND DEVELOPMENT PROSPECTS." Міжвідомчий тематичний науковий збірник "Меліорація і водне господарство", no. 2 (December 12, 2019): 68–77. http://dx.doi.org/10.31073/mivg201902-199.
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Microirrigation is by far the most progressive irrigation method, with efficiencies reaching 92-98 %. According to the International Commission on Irrigation and Drainage, the world's agricultural land, which is irrigated through micro-irrigation systems, is constantly growing and now stands at over 20 million hectares. By the "Irrigation and drainage strategy in Ukraine until 2030" micro-irrigation methods are defined as one of the strategic directions of the state policy of the branch.
Research on the direction of "micro-irrigation of crops" in Ukraine began from the late 60's of the last century. The historical aspect of the development of research in this area is thoroughly covered in previous scientific papers. Therefore, the purpose of this study is a comprehensive analysis of the basic fundamental and applied results of research of the scientific school on micro irrigation IWPaLR NAAS in the early XXI century and substantiation of perspective directions of their development.
Using theoretical methods of scientific research (analysis and synthesis, comparison, classification and generalization), the authors systematized the most significant scientific results in terms of normative, methodological, technical and technological components. The list of normative and methodological documents prepared by IWPaLR NAAS in the direction of microirrigation is given. The results of developments in the technological component are detailed according to the research objects: water regime and processes of water consumption of crops, fertigation, pestigation, the influence of local moistening, fertilizers and water of different quality on the soil-plant-technical means of irrigation system, the formation of soil moisture zones, methods of appointment timing of vegetation irrigation and irrigation management systems. The key scientific results of the irrigation facilities’ testing laboratory are highlighted. The list of developed and implemented by the IWPaLR NAAS technical means of microirrigation systems is given. The strategic directions of further scientific research are substantiated, which should meet the global trend for environmentally friendly irrigation, as well as resource and energy conservation. The need of Ukraine in the systems of microirrigation of agricultural crops for the period up to 2030, the role of current and future developments of the scientific school of micro irrigation IWPaLR NAAS on their implementation are determined.
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Utkin, Olexandr. "UKRAINIAN TECHNICAL AND ECONOMIC INSTITUTE IN 1932–1952." Kyiv Historical Studies, no. 1 (2019): 60–66. http://dx.doi.org/10.28925/2524-0757.2019.1.8.
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The article gives a detailed analysis of the main reasons which allowed to create the Ukrainian Technical and Economic Institute of Distance Learning. It was formed by scientists, public figures of emigrants. The Institute carried out the work in Czechoslovakia and Germany in the 1930s-50s. It was being formed in the difficult conditions of the international economic crisis. In this way the socio-economic and cultural sphere of European countries, the nature and content of the activities of the diaspora scientific and educational structures were influenced on.The newly created Institute formed a system of correspondence training for agricultural workers in comparison with the Ukrainian Academy of Economics. There were found non-state independent ways of financing the educational and research process to write and publish a methodological literature, the textbooks. The students and lectures got opportunity to participate in scientific forums. Overcoming the difficulties of the occupation of Czechoslovakia during the Second World War when the activity of the Institute was meticulously controlled by the police, the Gestapo, a censorship. It braked and suspended the educational work. In spite of this fact it could not deprive Ukrainian students of the desire to study. As a result the student’s emigrant community of the High School was saved and replenished. After the end of World War II the Institute moved to the territory of Germany. The Ukrainian Technical and Economic Institute of Distance Learning was expanded. There were five high school departments, a network of technical schools, secondary and lower secondary schools and courses, training skilled personnel for agricultural and industrial production. In 1952 the Institute was relocated to the United States of America. There it functioned as a research institution.
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Girma, Derara, Sahilu Assegid, and Yenealem Gezahegn. "Depression and associated factors among HIV-positive youths attending antiretroviral therapy clinics in Jimma town, southwest Ethiopia." PLOS ONE 16, no. 1 (January 6, 2021): e0244879. http://dx.doi.org/10.1371/journal.pone.0244879.
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Background Depression is recognized as a prominent health problem and a growing public health concern in HIV-positive youths. Despite this fact, in Ethiopia, there is a dearth of evidence on the prevalence of depression and its associated factors among HIV-positive youths. Methods A facility-based cross-sectional study was conducted from March 16 to June 01, 2020, among 331 HIV-positive youths attending antiretroviral therapy clinics in Jimma town. A systematic random sampling technique was used to enroll study participants. Bivariable and multivariable logistic regression was done to identify factors associated with depression. Variables with a p-value ≤0.25 on the bivariable analysis were candidates for multivariable analysis. Adjusted odds ratios with the respective 95% CI were calculated and p-value <0.05 were used to set statistically significant variables in the multivariable analysis. Results Out of a total of 331 sampled HIV positive youth, 325 have participated in this study with a response rate of 98.2%. The prevalence of depression was 30.2% (95%CI:25.2%-35.1%). Female sex (AOR = 4.12, 95%CI:2.28–7.47), history of hospital admission (AOR = 2.45, 95%CI:1.28–4.70), discontinued education due to HIV/AIDS illness (AOR = 2.09, 95%CI:1.12–3.90), poor treatment adherence (AOR = 2.23, 95%CI:1.04–4.78), opportunistic infections (AOR = 2.16, 95%CI:1.17–3.97), high baseline viral load (AOR = 3.35, 95%CI:1.82–6.16) and ≤6 months duration of HIV diagnosis (AOR = 3.14, 95%CI: 1.47–5.72) were factors significantly associated with depression. Conclusion This study demonstrated a high prevalence of depression among HIV-positive youths. Factors such as female sex, treatment non-adherence, opportunistic infections, <six months since diagnosed with HIV, hospitalization history, high baseline viral load, and school discontinuation due to HIV/AIDS were significantly associated with depression. Therefore, we recommend regular screening for depression co-morbidity among HIV-positive youths and linkage with mental health service providers.
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Kyule, Miriam N., Jacob J. J. O. Konyango, and Agnes O. Nkurumwa. "TEACHERS IN THE IMPLEMENTATION OF PRACTICAL AGRICULTURE CURRICULUM IN KENYA’S ARID AND SEMI ARID SECONDARY SCHOOLS." Problems of Education in the 21st Century 76, no. 4 (August 15, 2018): 533–43. http://dx.doi.org/10.33225/pec/18.76.533.
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One of the major challenges of the 21st century is the increasing level of academic qualifications at the expense of relevance in education. School agriculture is one of the subjects which require teachers who as the principal implementers of the curriculum must be able to interpret agriculture curriculum objectives to meet societal needs. However, implementation of agriculture curriculum in Arid and Semi Arid Land (ASAL) secondary schools has fallen short of its expectations as it has not significantly influenced agricultural activities both in school and surrounding communities. Thus, the benefit of implementing agriculture curriculum in ASALs is yet to be fully achieved. The research sought to document the teacher factors influencing implementation of secondary school agriculture curriculum in ASAL schools in Kenya. The research focused on teacher training, teacher technical knowledge and skills about Dry Land Agriculture [DLA] practices and training and support. The research was carried out in ASAL counties of Baringo, Makueni and Narok. Survey research design was used. The researcher developed a semi-structured questionnaire to obtain data on the teacher factors from 88 agriculture teachers. The research results showed that most teachers were trained and professionally qualified thus expected to translate the curriculum objectives to learning activities relevant to ASALS. However, agriculture teachers were found to be deficient in terms of technical knowhow on DLA practices among them, insitu water harvesting and use of sunken beds. Agriculture teachers received insufficient support towards professional development. The support did not aim at DLA knowledge and skill enhancement towards agriculture curriculum implementation. Agriculture teachers’ inadequacy on DLA practices’ technical knowhow and lack of support towards professional development was impacting negatively on agriculture curriculum implementation in ASAL schools. The Government has a responsibility of ensuring that all ASAL schools are staffed with qualified teacher. Secondary school administrations in ASALs need to support teachers on continuous trainings that are relevant to agriculture curriculum implementation. Agriculture training program developers need to focus more on the acquisition of technical know on all DLA practices. Addressing the training inadequacies among agriculture teachers in ASAL schools will lead to a competent staff who can translate curriculum objectives into learning experiences that promote DLA in ASALs. This translation will in turn influence agricultural activities both in school and in the society for improved agricultural production. Keywords: agriculture teachers, curriculum implementation, arid and semi arid lands, dry land agriculture.
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Tefera, Azalech, Tariku Belay, and Mitiku Bajiro. "Epidemiology of Schistosoma mansoni infection and associated risk factors among school children attending primary schools nearby rivers in Jimma town, an urban setting, Southwest Ethiopia." PLOS ONE 15, no. 2 (February 27, 2020): e0228007. http://dx.doi.org/10.1371/journal.pone.0228007.
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Anderson, Gary A. "Developing a Horticulture Transfer Program at a Two-year Technical College." HortScience 31, no. 4 (August 1996): 567d—567. http://dx.doi.org/10.21273/hortsci.31.4.567d.
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The Ohio State Univ.'s Agricultural Technical Institute is a 2-year institution within the College of Food, Agricultural and Environmental Sciences. For over 20 years the school on the Wooster campus has offered technical programs in ornamental horticulture and floriculture leading to the Associate of Applied Science degree. Enrollment in the programs of Floral Design and Marketing, Greenhouse Management, Landscape Contracting, and Construction, Nursery Management, and Turfgrass Management is near 350 students. During the past year, a new program was developed with the primary purpose of serving those students who wish to transfer into a baccalaureate program within the college. Students are granted an Associate of Science degree in Horticulture upon completion of the curriculum requirements at the technical college. Those following this track have a unique opportunity for exposure to two different learning situations. They can progress toward their goal without loss of credit. The curriculum allows students to explore several areas of horticulture before commitment to their specialty. Beginning students have the advantage of a small campus with an active learning assistance program.
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Matagova, Khatmat Abuevna. "The history of the school campus in Chechnya (1920s)." Samara Journal of Science 6, no. 4 (December 1, 2017): 166–69. http://dx.doi.org/10.17816/snv201764210.
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The paper attempts to characterize the history of the school campus, which is one of the specific forms of national personnel training in the Chechen Autonomous Region in the 1920s. In the first Soviet decades considerable attention was paid to the problems of education in the national outskirts. The low level of literacy of the population of Chechnya, inherited from the past, led to the features of processes occurring in the field of education and culture. The lack of the required number of national personnel and the need for their concentration in one area to serve simultaneously several academic units led to the organization of Lenin campuses. In 1925 in Chechnya an education city was organized that united a pedagogical college, an agricultural school of the Soviet party school and a school with a total combined educational and economic part. By 1930 there had been changes in the structure of the school campus, which included by that time a reference school (four-year stage 1), a cooperative vocational school, one-year training courses in technical school, agricultural training. Teachers college was not included in the school campus by that time. The training campus in Chechnya trained thousands of party and Soviet, trade Union, Komsomol and farm workers and was an important link in the education system of the Chechen Republic.
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Florek-Łuszczki, Magdalena, Stanisław Lachowski, Jarosław Chmielewski, and Anna Jurkiewicz. "Knowledge of adolescents completing secondary schools concerning genetically modified organisms (GMO)." Ochrona Srodowiska i Zasobów Naturalnych 27, no. 2 (June 1, 2016): 38–43. http://dx.doi.org/10.1515/oszn-2016-0013.
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Abstract The objective of the conducted analyses is the evaluation of the level of knowledge concerning the scope of problems related with genetically modified organism (GMO) amongst adolescents completing secondary schools and the determination of the relationship between the level of this knowledge and the selected demographic traits of the adolescents examined.The scope of problems undertaken was elaborated based on the survey conducted in a group of 500 adolescents from the Lublin Region completing secondary schools, including 250 adolescents attending General Secondary Schools and 250 adolescents attending Agricultural Secondary Technical Schools. The study was conducted by the method of a diagnostic survey, using a questionnaire.The study showed that the majority of adolescents completing secondary schools were not interested at all in the scope of problems concerning GMO. A large part of the respondents (more than 2/5) had a very low level of knowledge of this problem. The greatest differences in the level of knowledge about GMO were observed in subgroups divided according to the type of school attended by the adolescents (General or Agricultural Technical). Respondents who attended General Secondary Schools showed a better knowledge of theoretical problems, whereas those who attended Secondary Agricultural Technical Schools were better familiarised with practical issues.
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Barros, Carina Simionato de, Gabriela Geraldi Mendonça, and Augusto Hauber Gameiro. "Farm-Boarding School Management: Linear Programming Contributions in the Search of Self-Sufficiency and Optimization." Journal of Agricultural Science 9, no. 3 (February 13, 2017): 59. http://dx.doi.org/10.5539/jas.v9n3p59.
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Farm schools offer a learning environment for the education of students in Agricultural Technical Programs and offer this program adopting boarding systems (“farm-boarding schools” or “FBS”). The big challenge in FBS is balancing education and production, that is, provide resources for practical classes and at the same time provide food for farm residents from a pre-defined budget by the sponsoring institution. The aim of this paper is to present a linear programming model to plan and optimize FBS production and supply. The model was applied in two FBS in Brazil. The model developed could show the complexity of the FBS system, which features a variety of productions and the interactions among them. The modeling process presented positive results from a technical and managerial point of view, including people management. The formulated model showed an optimized scenario which extended the managers’ analysis horizon and allowed safer decision making. The system’s complexity hampers dialogue between the farm-boarding school team and managers. From the modeling process and the standardization of data and generated results, there was a greater safety margin to present investment proposals and analyzes, accelerating the decision-making process, which was a positive addition to the system.
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Horváthné Petrás, Viktória. "Application of a Simulation Model in an Agricultural Vocational School Through Examples from the Livestock Sector." Regional and Business Studies 12, no. 2 (November 28, 2020): 93–107. http://dx.doi.org/10.33568/rbs.2523.
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In today’s education system, it is possible to prepare a skilled workforce within the framework of public education, higher education and vocational training outside the school system. One of them young people need to be prepared for activities that require adaptability and perseverance. In contrast, there has been a level of development in agriculture that neither teacher training nor vocational training can keep up with, as a result of which it is not possible to teach in the same wayas before. Significant renewal is needed in secondary agricultural education. One of the areas of this is the renewal of technical and IT training, the improvement of the standard of practical education following technological innovations. Numerous researches show that educators need to breakaway from the “outdated” methods used so far, more emphasis should be placed on motivation and practice, as these graduates will ultimately be business leaders who will coordinate the work of their professionals (Berke and Kőmüves, 2016; Kőmüves, Berke and Póra, 2016). It is therefore important and necessary to apply and put into practice the ever-expanding innovative teaching methods. As an innovative pedagogical method, I examined the possibilities of applying the simulation model I created, as this model can point to interdisciplinary relationships that enable students to study an economic process in a broader, more complex light by broadening their knowledge and reflectiveness.
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Santos, Gleise Regina Bertolazi dos, Celso Dal Ré Carneiro, and Jorge Bonito. "Geosciences in professional education: a comparative study between Brazil and Portugal." Terrae Didatica 14, no. 3 (September 28, 2018): 320–25. http://dx.doi.org/10.20396/td.v14i3.8653532.
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Brazil faces educational and environmental crisis that enhance the importance of valuing geoscientific contents in school cur-ricula, especially in basic education. The modality of technical education integrated to high school courses (TEIHSC) open broad possibilities to build an integrated view of nature and of human interference. However, the current situation is one of great fragmentation of contents and diversification of teaching-learning approaches. As a contribution to understand better the national reality, the present project aims to carry out a survey of geoscientific themes present in the Brazilian official curricula of TEIHS courses and in the curricula of secondary professional education of public schools in Portugal. The distribution of technical schools in this teaching modality – TEIHS comprises the states of São Paulo, Rio de Janeiro, Minas Gerais and Espíri-to Santo and even in the official curricula of federal technical schools situated in these states. This project should discuss cur-ricular convergences and divergences from the background of the following courses: Agriculture, Surveying, Environmental Control, Forestry, Environment, Mining, Oil and Gas, Environmental Management, Agricultural Production, Forestry and Envi-ronmental Resources, Tourism and Environmental and Rural Tourism. The investigation will produce a comprehensive pano-rama of proposals for including geoscientific contents within this type of school integrative curriculum. The debate should at-tempt to recompose the basic needs to help citizens for taking well-founded decisions about socioeconomic, political and envi-ronmental changes.
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Mensah, Farouq Sessah, and Douglas Darko Agyei. "The Paradox of Ghanaian High School Mathematics Teachers’ Perspectives on ICT Use." African Journal of Teacher Education 10, no. 1 (May 12, 2021): 172–94. http://dx.doi.org/10.21083/ajote.v10i1.6521.
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The paper sought to investigate the perceived use of Information Communication Technology (ICT) of high school mathematics teachers in Ghana. A hundred high school mathematics teachers from 20 public schools,10 each located in the rural and urban areas respectively in the Central region of Ghana, were stratified and used in the study. A questionnaire and semi-structured interviews were used to collect data. The result of the study indicated low levels of perceived knowledge/skills of ICT use by high school mathematics teachers, contrary to their reported high usage levels of ICTs. The findings of the study also indicated that the high school mathematics teachers’ ICT use in a professional related context (instructional delivery, assessment, and professional learning network) was minimal compared to use for social networking, although they seemed to be fully aware of the relevance of using ICT in a professional related manner. Similarly, their reported technical knowledge/skills of ICT were low. Thus, the results of the study suggest that, though the teachers reported high ICT usage, actual usage seems to be at the peripheries. Among other things, this study has implications for curriculum development and training in Ghana and countries of similar context. It may be necessary for the Curriculum Research Development Division (CRDD) of the Ghana Education Service in collaboration with the related agencies to explicitly define parameters such as what ICT tools must be used, when they must be used, and how they should be used when reviewing and revising their mathematics teaching curriculum.
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Stadniichuk, Iryna. "METHODOLOGICAL APPROACHES TO FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE TECHNICAL AND TECHNOLOGICAL SPECIALISTS IN AGRICULTURAL COLLEGES." Науковий вісник Інституту професійно-технічної освіти НАПН України Професійна педагогіка, no. 2(19) (November 25, 2019): 4–10. http://dx.doi.org/10.32835/2223-5752.2019.19.4-10.
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Rеlevance: the need to justify the methodological foundations for the future professional competence of electrical technicians is determined by the needs of qualified specialists in the agricultural sector.
The purpose of the study is to substantiate methodological principles, to specify and to cover the scientific approaches to the formation of professional competence of future electrical technicians in agricultural colleges.
Methods: theoretical research methods: analysis of psychological and pedagogical literature on the problem – to identify the state of the problem under study in pedagogical theory and practice; analysis, synthesis, abstraction, generalization – for substantiation of methodological bases of formation of professional competence of future electrical technicians.
Results. The article highlights a number of methodological approaches, such as: systematic, competent, humanistic, cultural, axiological, personality-oriented, activity-developmental, environmental, information, integration, technological, synergistic approaches, which it is expedient to rely on in the process of analysis of professional competence of future specialists of technical and technological specialties in agricultural colleges. The content and essence of these approaches are considered. This made it possible to set the basic requirements for the formation of professional competence of future electrical technicians and understanding of the construc- tion of the educational process in the higher school for the preparation of these specialists.
Conclusions: the methodological principles for the future professional competence of electrical technicians should be based on the unity of such basic scientific approaches as competent, personality-oriented, activity-developmental, humanistic, cultural, axiological, informational, and, to a lesser degree, synergistic approaches.
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Arthy, Denis. "Beyond phrenology: the beginnings of vocational guidance in Queensland through ‘sagax, capax and efficax’." Journal of Psychologists and Counsellors in Schools 5 (November 1995): 1–11. http://dx.doi.org/10.1017/s1037291100001667.
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Vocational guidance emerged in Queensland in the early 1910s as part of a governmental plan to transform the colonial educational ladder to provide an efficient distribution and coordinated range of vocational outcomes. The central feature of this new educational ladder was the New Scholarship which would provide significantly expanded opportunities for children who had the talent for an education higher than the compulsory level of primary school to participate in secondary, university, agricultural, technical and continuing levels of education. A governmental strategy was formulated to improve the efficiency of these vocational distributions, to facilitate ambition in the family for this New Scholarship and to avoid talent wastage. The guiding strategy was first proposed from within the Department of Public Instruction under the heading of “Sagax, Capax and Efficax’ prior to the First World War. While it was first proposed to be trialled by the Department of Public Instruction at the Central Technical College in Brisbane, the governmental officer charged with the responsibility to provide both the parents and the child with the necessary guidance was the primary school teacher.
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Aries, Muhammad, Hana Fitria Navratilova, Khoirul Anwar, and Hardinsyah Hardinsyah. "THE DEVELOPMENT OF TEACHING GUIDELINE AND INTERACTIVE NUTRITION EDUCATION MODULE FOR PRIMARY SCHOOL TEACHERS." ICCD 1, no. 1 (December 11, 2018): 177–83. http://dx.doi.org/10.33068/iccd.vol1.iss1.28.
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Healthy eating and daily active lifestyle is important for good health and development of school children, who are vulnerable to malnutrition which can disrupt their learning process and school achievement. On the other hand, the primary school teachers and parents can play an important role in the education and promotion of healthy eating and active lifestyle for the children. The aim of this community service program was to develop a teaching guideline and interactive nutrition education (TG-INE) module for primary school teachers. This activity was held on January – August 2018 in Bogor Agricultural University. The steps of this activity included: 1). Establishment of technical working group (TWG); 2). Review the existing nutrition education module for primary school students; and 3). Development of teaching guideline and interactive nutrition education module for teacher. The component in the TWG which were formed consists of school principals, nutrition professional society (Food and Nutrition Society of Indonesia), university staffs (Bogor Agricultural University and SAHID University Jakarta), and local government (Bogor Education Office). The TWG developed nine topics for TG-INE module, namely balance diet and my plate; active and healthy life; cereals, fruit and vegetable; protein food; limit sugar salt and fat; choosing safe and nutritious food; food label; and summary. The TG-INE module was designed colourfully and interestingly. Prior to the final version TG-INE module, it was assessed to be used by selected school teachers. In conclusion, the TG-INE module could be used by primary school teachers to educate their students on healthy eating and active lifestyle.
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Zbaravska, Lesіa, Olha Chaikovska, Tetiana Bilyk, Lyubov Budnyak, Ella Dobrovolska, and Diana Kirika. "Strategies for effective vocational training of high school students in electrical engineering." E3S Web of Conferences 154 (2020): 07010. http://dx.doi.org/10.1051/e3sconf/202015407010.
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The vocational training in agricultural and technical High School should be provided and organized in a systematic, rational, effective ways. The integration of Ukrainian High School in European education considers the training of a universal specialist competent both in theoretical study and practical application of farming and engineering. The first attempts have already been done: dual education projects are encouraged by the Ministry of Education of Ukraine. The paper reports on teaching Physics through the implementation of profession based elements. Therefore, the aims of this paper are threefold: (1) to characterize the scientific knowledge in connecting theoretical and practical areas of study, to determine the basic characteristics according to standardized training programme future specialists in agriculture and engineering should have, (2) to develop the strategies for integrating the profession-based approach to teaching academic disciplines on the basis of the pedagogical experiment that involved 176 student-respondents and 41 teacher-respondents and (3) to create integrated curriculum, profession-based lecture samples and problem book in Physics for students majoring in Power Engineering in Agricultural Complex. The survey was carried out on the basis of the State Agrarian and Engineering University in Podillia, Lviv National Agrarian University and Nizhyn Agricultural University. To gain evidence about the effectiveness of implementation of profession-based material in Physics course in vocational training of future power engineers we used specially designed questionnaires, interviews and observation of behaviour. The results of the study proved that the use of profession-based material promotes the formation of student natural knowledge, as well as a wide range of practical skills and abilities. Providing the professional competence in training stimulates cognitive interest in t studying Physics as a science, helps to absorb material from other science disciplines, to develop their cognitive and creative abilities and to influence on the formation of persistent motifs to obtain knowledge from special disciplines.
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Djukic, Vojin, Zlatica Miladinov, Gordana Dozet, Svetlana Balesevic-Tubic, Jegor Miladinovic, Predrag Randjelovic, and Marina Ceran. "Inter-row cultivation - an agro-technical measure for increasing soybean yield." Journal of Agricultural Sciences, Belgrade 64, no. 1 (2019): 1–8. http://dx.doi.org/10.2298/jas1901001d.
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In order to examine the influence of inter-row cultivation on the soybean yield, a trial was set up in the Agricultural School in Backa Topola from 2015 to 2017. Three soybean varieties were selected at the Institute of Field and Vegetable Crops in Novi Sad. Galina, Sava and Rubin were used. The trials included the different number of inter-row cultivations: control - without inter-row cultivation, one inter-row cultivation, two and three inter-row cultivations of soybean crops. Obtained results showed that an average yield of soybean increased with an increase in the number of inter-row cultivations during the soybean vegetation period. With one inter-row cultivation, the yield increase was 5.33%, with two inter-row cultivations - 7.10% and with three cultivations - 7.33%. In the years with a lower precipitation, the influence of intra-row cultivation was much more effective. In 2017, the increase ranged from 10.33% to 13.62%, and in 2016 from 3.09% to 4.27%. Yield was increased due to reduced evapotranspiration of soil moisture as well as prevention of descending of water into deeper layers. During summer, this allowed better water conservation in the soil for critical periods, and also increased the activity of microorganisms as well as more intensive mineralization of organic matter, which ultimately influenced the yield.
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Шарая, О., O. Sharaya, Н. Водолазская, N. Vodolazskaya, А. Пастухов, A. Pastukhov, С. Стребков, Sergey Strebkov, И. Бережная, and I. Berezhnaya. "Practical Component of Technical Education — the Basis of Formation of the Agroengineer." Standards and Monitoring in Education 6, no. 5 (October 24, 2018): 41–46. http://dx.doi.org/10.12737/article_5bb61454579c54.94910303.
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The higher school of agrarian education in Russia represents the uniform system including — three levels of the higher education: bachelor degree and/or specialist programme; magistracy; training of the top skills. The university realizes educational programs of the higher education of all levels for a wide range of specialties. It carries out basic and applied scientifi c research in a wide range of sciences. Tendencies and the prospects of development of the highest education in Russia consist in strengthening of practical orientation of education, introduction in educational programs of practical disciplines, involvement of experts teachers. Relevant requirements of modern employers are the cornerstone of training programs. Master classes and seminars with participation of heads of large agrarian and machine-building enterprises, businessmen, managers and representatives of farms are held. Improvement of quality of educational services is reached by application in educational process of multimedia technologies, the systems of visualization, universal introduction of technologies of distance and electronic learning. For this purpose it is necessary to increase the mobility of teachers and students and a possibility of access to modern agrarian technologies both on internal, and at the external levels, by professional development in holdings and the companies of an agricultural profi le and foreign training. This work raises the questions of practical use of the theoretical knowledge and practical skills and abilities forming competences of the provided federal state educational standards on the example of trainings and master classes in all-technical disciplines. The gained knowledge and the created competences will be a basis of professional mobility and readiness of future young specialists for the effective solution of the tasks and problems arising in the sphere of their production activity. Thus, researches of practical orientation of education of agroengineers on the example of Belgorod State Agricultural University named after V.Ya. Gorin is a relevant task.
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Abebaw, Yemisrach Melkie, Dagmawit Chombe Tobiaw, Birhan Addisie Abate, Beza Kinfe Eshete, Sydney K. Seymour, and Kassahun Tesfaye. "Plant Tissue Culture Research and Development in Ethiopia: A Case Study on Current Status, Opportunities, and Challenges." Advances in Agriculture 2021 (August 3, 2021): 1–12. http://dx.doi.org/10.1155/2021/9979549.
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Plant tissue culture (PTC) is one of the well-adapted and practiced biotechnology tools in Ethiopia. After the initial success of tissue culture at the Ethiopian Institute of Agriculture Research and Addis Ababa University, the technology spread its roots to most of the research institutes and universities across the country. Consequently, the technology continues to extend at the commercial level. However, there is a lack of information at the national level on the capacity of national institutes in terms of available infrastructure and skilled human power, the potential of the laboratories for tissue culture-related activities, and existing challenges that hinder tissue culture research and development. This study aimed to assess the status of tissue culture research and development in Ethiopia and identify gaps that hinder its application in various economic sectors. The primary data were collected from 19 tissue culture laboratories across the country using questionnaires and physical observation. Accordingly, the results of the study revealed that Jimma Agricultural Research Center from the federal research institute and Amhara Regional Agriculture Research Institute, Bahir Dar Laboratory, from the regional research institute are relatively well equipped with facilities and equipment for tissue culture R&D activities. Among the commercial laboratories, Tigray Biotechnology Center is well equipped and has the highest production capacity with 40 million seedlings per year. Besides, the assessment revealed that a total of 54 plant species have been under in vitro protocol optimization and development process across all PTC laboratories. Nevertheless, tissue culture application in public and private sectors in Ethiopia is limited by several technical, administrative, and financial constraints. Therefore, to exploit the maximum benefit of PTC technology in the existing facilities, further intervention is critical in solving the identified challenges.
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Rosmayati, Hasanuddin, and Nini Rahmawati. "UPAYA PENINGKATAN KEMANDIRIAN DAN KEWIRAUSAHAAN SISWA MELALUI PROGRAM SEKOLAH BERKEBUN." ABDIMAS TALENTA: Jurnal Pengabdian Kepada Masyarakat 3, no. 1 (July 9, 2018): 72–80. http://dx.doi.org/10.32734/abdimastalenta.v3i1.2352.
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OSIS and Production Unit SMKS IT Marinah Al-Hidayah Medan are two elements that work together in the development of SMKS IT Marinah Al-Hidayah Medan. Production Unit which is media for students to develop creativity, interests and talents as well as place students to add experience and income with entrepreneurship. The activities to be carried out are the cultivation of oyster mushrooms, the utilization of mushrooms baglog waste and agricultural waste as compost raw material for use as a medium in vertical agricultural systems. However, the problem faced is the difficulty of supplying good quality oyster mushroom independently and also limited information about the technical culture of oyster mushroom cultivation, baglog waste handling and agricultural waste and utilization of school land for vegetable cultivation by vertikultur method. To help overcome these problems, the community service team of the Faculty of Agriculture USU through the Garden School Program conducts training on producing good quality oyster mushroom seeds by introducing mushroom seed making tools, press baglog and 20 m2 of growing room. Wastes baglog mushrooms and agricultural waste from around the school environment then processed into compost using compost machine. The resulting compost is used as a medium for planting organic vegetables using vertikulture cultivation system. Students are also trained to process a variety of food products made from oyster mushroom so that the shelf life, nutritional content and economic value of oyster mushrooms can be increased so it can be marketed to train to increase self-reliance with entrepreneurship.
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Cherednik, D., and S. Dansheva. "Some areas of modernization of technical education: on the material of scientific and methodological research conducted at the Kharkiv National University of Civil Engineering and Architecture." New Collegium 3, no. 101 (October 12, 2020): 75–78. http://dx.doi.org/10.30837/nc.2020.3.75.
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The article deals with the renovation of the educational process in high technical school.
The analysis of normative and legal acts regulating the future specialists training quality in higher school is made.
The main professionally significant qualities and abilities required by a future technical specialist in a competitive environment are described.
A system of measures is presented that will allow preparing specialists who:
strive to increase the level of their professional qualities;
able to quickly and clearly navigate in difficult situations;
able to think creatively;
able to solve many problems of a professional nature.
To introduce author's point of view on the need to create innovative conditions for the training of future technical specialists at the university is presented.
Features of teaching physics in the process of education program realization are considered, taking into account competency approach in education.
The article presents the meaning:
modernization of the educational and material base;
development of new educational standards and curricula;
updating the content of education;
fundamentalization and professionalization of the educational process;
development of innovative learning technologies.
The article meets the modern requirements for the reform of higher technical education in general. It is of interest to the administrative board of universities, teachers, researchers, graduate students, future bachelors and masters.
Features of teaching physics in the process of education program realization are considered, taking into account competency approach in education and peculiarities of competency formation in the process of studying physics in overall structure of competencies, according to Federal State Educational Standards in Agricultural Engineering
The research presented in the article can be used to conduct scientific-pedagogical and scientific-methodical seminars, round tables and scientific conferences in higher education institutions.
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Santos, Claudineia Ferreira dos, Charles Carminati de Lima, Yanet Reimondo Barrios, and Daniete Fernandes Rocha. "A PEDAGOGIA DA ALTERNÂNCIA COMO PROPOSTA DE EDUCAÇÃO NO CAMPO: UM ESTUDO NA ESCOLA FAMÍLIA AGRÍCOLA ITAPIREMA EM RONDÔNIA, BRASIL." REVES - Revista Relações Sociais 2, no. 2 (June 24, 2019): 0190–204. http://dx.doi.org/10.18540/revesvl2iss2pp0190-0204.
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RESUMO. Este estudo evidencia as contribuições da Pedagogia da Alternância na formação educacional e social dos estudantes residentes em uma área rural no Estado de Rondônia. O princípio básico da Pedagogia da Alternância propõe aos estudantes mesclar períodos em regime de internato na escola com outros em casa. Esta proposta foi criada por camponeses da França em 1935. No Brasil, essa iniciativa chegou a partir de missões jesuítas no Espírito Santo, em 1969. Logo se espalhou por 20 estados brasileiros, onde os alunos cursam disciplinas regulares do currículo do Ensino Fundamental e Médio, além das disciplinas específicas relacionadas à agropecuária. Trata-se de um estudo de caso de natureza descritiva, em uma abordagem qualitativa. Para a coleta de dados, foi realizada uma pesquisa documental e entrevistas com professores e com alunos concluintes do curso técnico em agropecuária de uma Escola Família Agrícola (EFA). Constatou-se que a relação de ensino e aprendizagem entre os professores e os estudantes da EFA baseia-se em quatro pilares: Formação integral, Pedagogia da Alternância, Inclusão social e Associativismo. Pelos resultados, pôde-se observar a opção predominante em estudar na Escola Família Agrícola (EFA Itapirema) pelo fato de a escola possuir um curso técnico de preparação profissional. A pesquisa identificou uma carência de investimentos em infraestrutura e materiais pedagógicos na escola. Contudo, destaca-se no estudo que a totalidade dos alunos egressos se mostra satisfeita com a escola. ABSTRACT. This study evidences the contributions of the Alternation Pedagogy in the educational and social formation of young people living in a rural area in the State of Rondônia. The basic principle of Alternation Pedagogy proposes that students merge periods in boarding school with others periods at home. This methodology was created by peasants from France in 1935. In Brazil, this initiative came from Jesuit missions in the state of Espírito Santo, in 1969. Soon it spread to 20 Brazilian states, where students attend regular disciplines of the curriculum of Elementary and Middle School, in addition to the specific disciplines related to agriculture and cattle raising. This is a descriptive case study in a qualitative approach. For the collection of data, a documentary research was carried and interviews were conducted with teachers and with students graduating from the agricultural technical school of an Agricultural Family School (EFA). It was found that the teaching and learning relationship among teachers and students of the EFA is based on four pillars: Integral Education, Alternation Pedagogy, Social Inclusion and Associativism. From the results, it was possible to observe the predominant option in studying at the Agricultural Family School (EFA Itapirema) because the school has a technical course of professional preparation. The research identified a lack of investments in infrastructure and teaching materials in the school. However, it is noteworthy in the study that the totality of the former students is satisfied with the school.
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Wulandari, Suci, and I. Ketut Ardana. "Model of agricultural extension service system to accelerate technology adoption for vanilla smallholder." E3S Web of Conferences 306 (2021): 03012. http://dx.doi.org/10.1051/e3sconf/202130603012.
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Transfer of knowledge and technology is the critical aspect to increasing the performance of vanilla agribusiness. Various technologies to accelerate the increasing productivity and quality of vanilla have been introduced. However, adoption at the smallholder level is still not optimal. This study aims to formulate an extension service system to accelerate technology adoption at the farmer level. The analytical method used is MICMAC. Extension activities in household approach, farm school, and farm demonstration or demonstration plot greatly influence other agribusiness components. On the other hand, the availability of other agribusiness components affects extension activities. Extension for vanilla smallholders tends to be dominated by individuals with technical aspects as the focus of the subject matter. However, behavioural and institutional elements are not yet determinants of the sustainability of the learning process. An extension service system is an integrated approach that encourages the transfer of knowledge, information, and technology as a continuous learning process. Integrated extension service system for vanilla agribusiness development based on knowledge support service. It is supported by agribusiness support service, policy, market opportunities, and industry organization. Knowledge support service encourages the establishment of individual and smallholder organization capacity development.
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ОLIINYK, Natalia. "FORMATION OF AGRICULTURAL STUDENTS’ SELF-EDUCATIONAL COMPETENCE." Cherkasy University Bulletin: Pedagogical Sciences, no. 4 (2020): 120–24. http://dx.doi.org/10.31651/2524-2660-2020-4-120-124.
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The results of the research on the formation of selfeducational competence of agricultural students with the help of interactive computer technologies are considered . High speed of science development quickly makes knowledge acquired by students in high school obsolete and reveals the urgent need for the formation of selfeducational competence. In conditions of widespread computerization and active use of the latest modern technical developments in everyday life, the use of interactive computer technology seems the most effective and promising direction to form selfeducational competence of university students. We have identified four components of selfeducational competence: knowledge; motivation; activity; communication. In accordance with these components we developed criteria, indicators and tools to determine selfeducational competence formation of university students through interactive computer technology. The pedagogical experi- ment took place from 2017-2019 on the basis of Chernyatyn College of Vinnytsia National Agrarian University. The survey covered 87 students of four faculties, 26 people were in the control group and 61 in the experimental group. To standardize the initial results of diagnostic tests and questionnaires we used percentile. After calculating percentiles for each component of self- educational competence, a table of standardization was composed. Four levels of component formation of selfeducational competence were identified: low, below average, above average and high. The purpose of the formative phase of the experiment was the model testing of selfeducational competence formation of university students through interactive computer technology. It can be concluded that students of control and experimental groups have significant differences caused not only by random factors but a certain legitimate reason. The reason was the experimental work performance to implement structural and functional models for selfeducational competence formation of university students through interactive computer technology.
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Ящук, Інна. "THE WAYS OF RENOVATING THE ETHNIC HISTORY OF THE MODERN STATE: THE ACTIVITIES OF THE PROSKURIV POLISH PEDAGOGICAL TECHNICAL SCHOOL." Інноватика у вихованні 1, no. 12 (November 21, 2020): 41–48. http://dx.doi.org/10.35619/iiu.v1i12.325.
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The article is devoted to the analysis of the process of formation and functioning of the Proskuriv Ukrainian Pedagogical Technical School, which was organized in 1921 of the 20th century. Its activity is presented through the prism of regulations, reports, letters, orders of various management levels. Particular attention is paid to the motivation of students in obtaining professional education related to the study of the Ukrainian, Polish, Russian languages; natural sciences - Mathematics and Physics. Teachers of the technical school organized lectures, consultations, individual educational work, control events in schools where students worked, to ensure their effective professional activity and their scientific and general development.The peculiarities of the organization of extracurricular work related to the functioning of amateur art groups and clubs (drama, singing), physical culture, the work of agricultural teams for growing vegetables and fruits are revealed.
The objective analysis of this experience gives us the opportunity to assess the current state of national education, to establish the dependence of pedagogical phenomena on certain socio-political and socio-cultural conditions, which is an important source for developing a strategy for a modern system of education and upbringing, a necessary basis for scientific and pedagogical knowledge, on the basis of which new educational concepts are developed. In this context, there is a need to recreate the objective ethnic history of education in regions of Ukraine as well as in the whole country.
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Gilad, Efrat. "“The Child Needs Milk and Milk Needs a Market”." Gastronomica 21, no. 1 (2021): 7–16. http://dx.doi.org/10.1525/gfc.2021.21.1.7.
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Before milk was incorporated into the Zionist project as a nutritional supplement for children, dairy was celebrated as agricultural produce. Milk had the ability to bring together a varied group of technical experts, who hailed the Milk in School program as a national triumph. Situating the milk program in its local as well as international contexts, this article shows how milk was imagined and presented in a way that tied together food, public health, Jewish physiques, and national goals. It does so by establishing the link between a nutritional program and its political economy within the Zionist aim of colonizing Palestine and normalizing the Jewish people into “a nation among nations.”
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Anwar, Khoirul, Hardinsyah Hardinsyah, Muhammad Aries, and Hana Navratilova. "NUTRITION EDUCATION MODULE AND WORKBOOK DEVELOPMENT FOR PRIMARY SCHOOL CHILDREN." ICCD 1, no. 1 (December 11, 2018): 141–47. http://dx.doi.org/10.33068/iccd.vol1.iss1.22.
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Primary school students are in a period of continued growth and development after the pre-school age period. However several studies have shown that children at this age are vulnerable to under- and over-nutrition, which can interfere in their learning process and school achievement. The objective of this activity was to develop a nutrition education module for primary school students aged 8-12 years. This activity was held on January – August 2018 into Primary Schools of Bogor. The steps of this activity included: 1) to establish of technical working group (TWG); 2) to review existing nutrition education for primary school students; and 3) to develop student module and workbook (SMW) for nutrition education. The TWG which were formed, consists of school principles, nutrition professional society (Food and Nutrition Society of Indonesia), university staffs (Bogor Agricultural University and SAHID University Jakarta), and local government (Bogor Education Office). This activity was done collaboration with SEA-PHN. Currently, there is no activity on nutrition education at these schools, neither teacher guide for nutrition education for primary school students. The TWG developed nine topics of SMW were developed, namely balance diet and my plate, active and healthy life, cereals, fruit and vegetable, protein food, limit sugar salt and fat, choosing safe and nutritious food, food label, and summary. The SMW was designed colorfully and interestingly. Prior to final version of SMW, it was assessed to be used by school children. In conclusion, the SMW could be used to educate primary school students on nutrition.
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Chinchoy, Alexander. "Acknowledgment of students with modern agricultural technologies as a means of forming social and public competence in physics lessons." Academic Notes Series Pedagogical Science 1, no. 189 (August 2020): 164–69. http://dx.doi.org/10.36550/2415-7988-2020-1-189-164-169.
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The article deals with didactic issues of familiarizing students of a comprehensive school with promising technologies in the agricultural sector and their importance in solving modern socio-economic problems. It is noted that the formation of ideas about modern technologies in the study of general subjects contributes to the professional orientation of students, which provides for informational and pedagogical activities of the family, school, state and commercial organizations that provide assistance to young people in choosing a profession, taking into account the individual interests of each person and the needs of the labor market. The purpose of the article is to show the feasibility of introducing students to modern agricultural technologies for the formation of social and social competence of students in a specialized school and their professional orientation. Familiarization of students with modern agricultural technologies in the process of teaching physics should be carried out in close connection with the study of program material and contribute to its more durable assimilation. This can be realized with the help of a set of training methods: a physical experiment of technical content, solving problems of practical content, study tours, training projects, multimedia applications, etc. Educational material of an applied nature, for the formation of students 'general cultural competence, must meet the requirements: to contribute to a conscious and lasting assimilation of knowledge, to promote students' professional orientation, to correspond to the modern level of development of technologies and equipment, to demonstrate technological re-equipment of the agricultural industry. Taking into account the requirements considered and taking into account the agribusiness strategy of the future, we examined the methodology for forming students' ideas and concepts about innovative technologies that are concentrated in the fields of precision farming, artificial intelligence, automation, robotics, satellite monitoring systems, the use of gadgets in farms and others. Particular attention in the article is given to field trips and research projects, as important means of career guidance and formation of students' horizons. It can be stated that the physics course of a comprehensive school has tremendous potential for the formation of general cultural competence. Familiarization of students with modern agricultural technologies contributes to the readiness of school graduates to work in the conditions of innovative development of the economy, provides targeted orientation to the agricultural professions that are in demand on the labor market.
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Zach, Martin, and Pavel Vyleťal. "The Importance of Methodology Evaluation of School Furniture for Czech Children with Mobility Disability in Relation to Children’s Anthropometry." Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis 62, no. 1 (2014): 279–91. http://dx.doi.org/10.11118/actaun201462010279.
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The paper presents results of research conducted under the support of the IGA LDF MENDELU project, id. No. 32/2010 (Anthropometry in Disabled Children in Relation to Furniture) and the NIS MPO ČR FR-TI1/050 project (Information System for the Support of Research, Development, Innovation and Furniture Quality). It gives an account of theoretical and methodological foundations, introduces the project’s research objectives. Its major objective is to familiarise professional public with the results of the conducted research the focus of which was to determine requirements for furniture designated for children with mobility restrictions. The defined requirements then constitute the grounds of school furniture assessment methodology. These requirements are divided into three levels that are somehow interconnected. Application of the methodology as a whole is highly wide and can be directed at all educational institutions in the Czech Republic with the pupils from the target group. The evaluation outcome is a report of each evaluated product. The questions raised also belong to a broader context of the issue at hand, related to the project of protection and safety standards establishment in relation to health status of children and youth, in the context of the “Long-term programme of the improvement of health status of the Czech Republic population – Health for everybody in the 21st century” paper, objective 4: HEALTH OF YOUTH – TO BUILD CONDITIONS FOR YOUNG PEOPLE TO BECOME HEALTHIER AND APTER TO FULFILL THEIR ROLE IN THE SOCIETY BY 2020. It is recommended to make a proper definition of the dimensional characteristics of children and update their measurements for furniture design in the Czech Republic constantly (including revision of technical regulations and innovation dimensions in the literature). This can be considered as an opportunity to improve the health of future generations.
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Nikilev, Oleksandr. "Higher and Secondary Agricultural School of Ukraine during the late Stalinism: the Realities of Existence and Functioning." Roxolania Historĭca = Historical Roxolania 1 (November 13, 2018): 182. http://dx.doi.org/10.15421/30180113.
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The state and activity of higher are illuminated those middle educational establishments of Ukraine of agrarian profile on providing of necessities of agricultural industry in the conditions of her post-war renewal at the last years of guidance by the state of Joseph Stalin. It is educed that a limit circle of researches is from this range of problems. The practically unlit is remained by functioning of higher and middle agricultural establishments in those not simple terms. On the basis of original sources, majority from that first entered to turnover, a role and place of these educational establishments are analyses in the system of looks of guidance of the state, system of subordination and state them material and technical and educational base, approaches of the state in relation to her renewal. The everyday terms of life of students and teaching staff are shown, activity of guidance of educational establishment on providing of their proper functioning in those terms. Marked, that without regard to slow renewal of material base, the state determined increase plans of set of contingent, not taking into account the requirement of republic in the workers of certain profiles. Especially minimum was preparation of specialists of economic professions. It is underlined, that following of guidance of the state in the waterway of pre-war stereotypes in relation to forming of agricultural industry defined specialists and orientation on the old system of preparation after narrow specialties with numerous specializations in a middle them, that satisfied the necessities of different sort of research organizations and establishments well, but negatively affected providing of agriculture. It is educed that geography of placing of agricultural institutions of higher learning did not take into account the territorial changes of republic, that took place as a result wars, that determined serious disproportions in the provision of specialists of her different regions. Central organs distributed considerable part of graduating students of institutions of higher learning of Ukraine for her limits. It is set that in Ukraine in absentia preparation at higher agricultural school was in the embryonic state, and in middle – it did not exist in general. Realizable a government events on her revival small affected efficiency of in absentia agricultural education, as touched only quantitative side of business and did not touch organizational, financial questions, material base, socio-economic problems related to the studies of students. Marked, that without regard to changes that took place at active higher and middle agricultural school in a post-war period, she was orientated neither qualitatively, nor in number on satisfaction of growing necessities of industry on the increase of intellectualization of processes of guidance by an of a collective farm production, attendant him spheres.
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Jensen, Alex J., Sara P. Bombaci, Laura C. Gigliotti, Stephen N. Harris, Courtney J. Marneweck, Mike S. Muthersbaugh, Blaise A. Newman, et al. "Attracting Diverse Students to Field Experiences Requires Adequate Pay, Flexibility, and Inclusion." BioScience 71, no. 7 (April 14, 2021): 757–70. http://dx.doi.org/10.1093/biosci/biab039.
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Abstract Access to field experiences can increase participation of diverse groups in the environmental and natural resources (ENR) workforce. Despite a growing interest among the ENR community to attract and retain diverse students, minimal data exist on what factors undergraduate students prioritize when applying for field experiences. Using a nationwide survey of US undergraduate ENR students, we show that attracting most students to field experiences—especially racial or ethnic minority students—will require pay above minimum wage. However, the concurrent landscape of pay in ENR fell short of meeting many students’ pay needs. Aside from pay, ENR students valued training in technical field skills and analytical or research skills, working with their desired study species or taxa, and working near school or family. Additional barriers beyond limited pay included incompatible schedules and noninclusive work environments. Our findings provide important insights for attracting a diverse workforce to this critical stage in career advancement for students in ENR.
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Pershin, Sergey V., and Tatyana A. Pershina. "THE PROBLEM OF LABOR TRAINING AND INVOLVEMENT OF STUDENTS IN AGRICULTURAL WORK IN THE MORDOVIAN ASSR IN THE MIDDLE 1950s – IN THE MIDDLE 1960s." Economic History, no. 4 (December 29, 2018): 390–403. http://dx.doi.org/10.15507/2409-630x.043.014.201804.390-403.
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Introduction. This publication presents the preliminary results of the study of the problem of labor training and involvement of students in agricultural work in the mid-1950s – mid-1960s on the materials of the Mordovian ASSR. The introduction of elements of Polytechnic education into the secondary school coincided with the transformation of the agricultural sector of the Soviet economy, designed to solve the problem of providing the population with food. Materials and Methods. The research is based on traditional methods used in the national historical science: problem-chronological, systemic, comparative-historical. These methods have been successfully tested in the process of determining the regional aspects of socio-economic development. In the processing of quantitative data, the statistical method was used, and for a more detailed immersion in the subject of the study, a micro-historical approach was used. The study is based on a wide range of archival sources and published materials. Results. Proclaiming as its main objectives the introduction of Polytechnic education, party workers and heads of agricultural enterprises of the Mordovian ASSR in the second half of 1950s – early 1960s succeeded in bringing student teams to agricultural work. The possibility of introducing students of each particular school to the modern achievements of animal husbandry was directly dependent on the level of mechanization of the surrounding collective and state farms. Forms of labor training in the mid-1950s – early 1960s become more diverse. Discussion and Conclusion. The practice of involving students in agricultural work in the Khrushchev era was justified by the need to apply the elements of Polytechnic education in secondary school. In reality, child labour was used to carry out regular national economic plans. Forms of vocational training and labor education during the study period gradually improved. Among the innovations of the mid-1950s – early 1960s you should allocate yunnatskih (young naturalists) movement and experience movement, labour camp, and student production teams. At the same time, most farms did not have the material and technical base necessary for vocational training, and therefore the idea of cooperation between the educational organization and the agricultural enterprise of mass development was not received. The effectiveness of labor training significantly reduced the campaign approach to its organization. Keywords: vocational training, school, pioneer, Komsomol, young naturalists, labor camp, collective farm, agriculture.
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Feitosa, Anny Kariny, and Carlos Wagner de Oliveira. "PERFIL AGROSSOCIOECONÔMICO DE PRODUTORES RURAIS NA REGIÃO METROPOLITANA DO CARIRI CEARENSE." REVISTA GEONORTE 11, no. 38 (December 18, 2020): 186–99. http://dx.doi.org/10.21170/geonorte.2020.v.11.n.38.186.199.
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This article aims to diagnose the agrosocioeconomic profile of rural producers in the Metropolitan Region of Cariri, through a case study applied in the municipalities of Crato, Juazeiro do Norte and Barbalha. To this end, an interview was conducted with sixty farmers, twenty from each municipality, containing questions about family composition; gender, age, marital status, education level; exercise of other economic activity besides agriculture; family income; technical assistance; cultivation type; total area of the property and cultivated area; agricultural implements used on the property; the destination of production; among other aspects. The results found highlight the predominance of the male gender (61.7%), with the age group of 46 to 65 years (48.3%), elementary school (46.6%), with 70% of the interviewees among those without schooling and with fundamental level, 76.7% interviewees married or in a stable relationship, with exclusive income from agricultural activity of up to 1 (one) minimum wage, working in small properties, with an area of less than 5 (five) hectares. Among the products, poultry, corn and beans cultivation stand out, mainly family consumption (91.7%), with the surplus sold atlocal fairs (51.7%), delivered to school meals (30%) and sold, in 25% of cases, at the property's headquarters. The importance of strengthening the sector is reinforced through the creation of government policies to support and guarantee production and marketing in the region.
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Moore, P. Geoffrey. "Frederick William Flattely (1888–1937): naturalist and “Renaissance man”." Archives of Natural History 47, no. 2 (October 2020): 356–60. http://dx.doi.org/10.3366/anh.2020.0660.
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Attention is drawn to the contributions of Frederick William Flattely (1888–1937), noting the wide range of his natural history publications. He is best known for his ground-breaking guidebook on shore ecology, The Biology of the Sea-shore, first published with Charles Walton in 1922. Both started their careers at University College of Wales, Aberystwyth. Flattely was greatly influenced there by Professor Herbert J. Fleure; hence his interest in environmental matters, agriculture and parasitology. After removing via the University of Aberdeen to the University of Durham and concentrating on marine issues, he moved thence to the League of Nations in Rome as a technical editor (using his extensive linguistic skills). Of German extraction, he changed his surname from Durlacher to Flattely in 1914. He eventually took-up a position teaching biology at Leighton Park School, Reading. He is remembered there as an excellent teacher and motivator of students.
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Suleyman Abdureman Omer and Nuradin Abdi Hassen. "A Seminar Title On the History and Evolution of Agricultural Extension in the Ethiopia Country." International Journal on Integrated Education 3, no. 10 (October 15, 2020): 163–76. http://dx.doi.org/10.31149/ijie.v3i10.710.
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Agricultural extension service began work in Ethiopia since 1931, during the establishment of Ambo Agricultural School. But a formal Agricultural extension started since Alemaya Imperial College of Agriculture and Mechanical Arts (Haramaya) was constructed since 1953.The extension activities of Ethiopia during the last 50 years reveals that a range of extension approaches has been used. The approaches tended differ with each successive political regime. Different extension approaches in different political regimes, during the imperial regime the responsibility for national extension administration to the Ministry of Agriculture, extension service became one of the departments in the Ministry. And during the military regime the land reform proclamation banned the private ownership of rural lands and declared that land would be distributed to the tillers without compensation to former owners. Because of the political instability and major structural changes in the rural areas, including the formation of peasant associations and producers' cooperatives as well as the implementation of the land reform, it was not possible to carry out this plan. There was not much organized and coordinated extension work in the country until the beginning of the 1980. At the current Extension service of Ethiopia in 1991 the T & V extension approach was adopted as a national extension system with major government financing until its replacement by the Participatory Demonstration and Training Extension System in 1995. The latter was adopted from the SaSakawa Global 2000 (SG 2000) extension strategy. Agricultural extension service in Ethiopia can be given by different mandatory level such as at federal level by ministry of Agriculture, At Regional level Bureau of Agriculture, At Woreda level Agricultural and Natural Resource office, and at Farmer Training center level Development agent and different stockholders have responsibility of giving extension especially agriculture related extension to need holders. In Ethiopia there are different extension approaches model such as Chilalo agricultural development model (CADU), minimum package project I and II, Peasant Agricultural Development program, participatory demonstration and training extension system, farmers field school, Farmers training center and Agricultural technical and Vocational Education training (ATVET) these are the different extension approaches in Ethiopia starting from the begging up to current extension service respectively.
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Zięba, Katarzyna. "MUSEUMS OF HIGH SCHOOLS IN POLAND." Muzealnictwo 59 (June 18, 2018): 79–85. http://dx.doi.org/10.5604/01.3001.0012.1120.
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The scientific conference “Identity and Heritage. Museums of High Schools” held in Krakow, 22–24 November 2017, was a good occasion to learn more about the institutions that look after the broadly defined academic heritage. The legal status of high school museums have been described in the article as well as the consequences thereof. The results of research on such museums existing in Poland have been presented. The study was conducted in 134 public institutions of higher education; it focused on identifying museum and academic collections, and their rank within an organisational structure of the institution. The analysis of collected data allowed to ascertain the number of high school museums operating in Poland, which is 68; they are administrated by 44 various high schools (universities as well as schools of specialisation: technical, medical, agricultural, economic, pedagogical, artistic). It has been pointed out that in the years 2009–2018 as many as 17 new collections were initiated (some of them are still being organised or changed their status after merging of institutions or collections). As far as the museums’ place within an organisational structure of the school is concerned, it has been noted that the faculty museums are the most common ones, followed by those of the general school-wide status. The most important changes that academic museums are presently facing have also been mentioned and described herein, such as transformations of organisational and legal aspects. Last but not least, the virtualisation of collections has been identified as a current issue.
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van de Werfhorst, Herman G. "A Detailed Examination of the Role of Education in Intergenerational Social-class Mobility." Social Science Information 41, no. 3 (September 2002): 407–38. http://dx.doi.org/10.1177/0539018402041003004.
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This article analyses the role of education, particularly fields of study, in intergenerational class mobility in the Netherlands. In highly educated societies, children of all social classes need to invest in education to avoid downward mobility. We argue that members of the various social classes aim primarily for class maintenance, and apply educational strategies to realize this aim. Children of manual working-class families tend to prefer technical fields of study, in order to reach at least their parents' social class or probably even higher. Children of the self-employed or of small employers need financial and commercial skills to be able to take over the business. Children from farming backgrounds benefit from agricultural training in getting to work on a farm themselves. These strategies equip them with valuable types of skills and knowledge, even if they drop out of school early. Children of service-class origins tend to opt for general types of training at secondary school, and prestigious fields like law and medicine in tertiary education. Empirical results of analyses on two Dutch nationally representative surveys (N = 1566 men) generally support these claims. Because of these rather conservative strategies, relatively low mobility rates are found, which impedes upward mobility of working-class children.
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Braičić, Zdenko. "Procjena poljoprivredne pismenosti studenata budućih učitelja primarnog obrazovanja." Magistra Iadertina 13, no. 1 (March 9, 2019): 39–50. http://dx.doi.org/10.15291/magistra.2820.
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In primary education contents on agriculture are mainly taught in Science and Society classes. In order to successfully fulfil their teaching tasks, students, future teachers need a certain base of technical skills in agriculture. The goal of this research was to estimate the level of agricultural literacy amongst students at Faculty of Teacher Education in Zagreb, as well as their knowledge on topics of Science and Society classes on agriculture. Its purpose is to recognize the topics on agriculture which students are not familiar enough with, in order to improve the programmes of certain courses and redefine the teaching results. It has been proven that 38.7% of examined students do not have the minimum knowledge on agriculture, while 22% are not familiar enough with the contents of Science and Society classes on agriculture. The paper researches the differences in students’ knowledge on agriculture and education contents, regarding their year of studies, their place of growing up and the type of high school they graduated from.
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Оliinyk, Natalia A. "Self-educational Competence as an Integral Part of the Professional Competence of Future Agricultural Students." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” 6, no. 2 (December 28, 2020): 41–49. http://dx.doi.org/10.52534/msu-pp.6(2).2020.41-49.
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The author analyses the content of the development of selfeducational competence of students of agricultural educational institutions with the help of interactive computer technologies. High speed of science development quickly renders any knowledge acquired by students in high school obsolete and reveals the urgent need for the development of self-educational competence. In conditions of widespread computerisation and active use of the latest modern technical developments in everyday life, the use of interactive computer technology appears to be the most effective and promising line of self-educational competence development among university students. Four components of self-educational competence are identified: knowledge; motivation; activity; communication. In accordance with these components, criteria, indicators, and tools were developed to determine the self-educational competence development of university students through interactive computer technology. The pedagogical experiment took place from 2017-2019 based on Chernyatyn College of Vinnytsia National Agrarian University. The survey covered 87 students of four faculties, 26 people were in the control group and 61 people in the experimental group. To standardise the initial results of diagnostic tests and questionnaires, percentiles were used. After calculating percentiles for each component of self-educational competence, a table of standardisation was composed. Four levels of component development of self-educational competence were identified: low, below average, above average, and high. The purpose of the formative phase of the experiment was the model testing of self-educational competence development in university students through interactive computer technology. The analysis of indicators of transition of students to a high level of development of self-educational competence demonstrated that the process of development of self-educational competence of students of experimental group passes more effectively than at students of control group. The reason was the experimental work performance to implement structural and functional models for self-educational competence development of university students through interactive computer technology