Relevant bibliographies by topics / School of Agriculture

Contents

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

Academic literature on the topic 'School of Agriculture'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "School of Agriculture"

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Obayelu, Oluwakemi Adeola, and Ifeoluwa Olawale Fadele. "Choosing a career path in agriculture: A tough calling for youths in Ibadan metropolis, Nigeria." Agricultura Tropica et Subtropica 52, no. 1 (March 1, 2019): 27–37. http://dx.doi.org/10.2478/ats-2019-0004.

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Abstract The decline in youth population and the upsurge in ageing farmer population have resulted in low agricultural output and per capital productivity in rural Nigeria, which is a threat to the national food security. High school students’ perception of agriculture and factors influencing their willingness to study agriculture in tertiary institutions were therefore investigated in this study. Information from 285 science students in high schools was analysed using descriptive statistics, Likert scale and logistic regression. Age of the students was 15.30 ± 1.17 years with almost equal distribution of both sexes. About half (50.5 %) of them wanted to study medicine where as only 4.6 % of the respondents were willing to study agriculture in the university. A higher percentage of female students (57.6 %) were willing to study agriculture in tertiary institution than their male counterparts (42.4 %). A higher percentage of students from public schools (51.4 %) were willing to study agriculture whereas 48.6 % of those from private schools were willing to do so. The students were undecided about the contribution of agriculture to national development but strongly disagreed that agriculture gives less income than other professions. Major motivating factors that can stimulate the respondents’ willingness to study agriculture were career awareness program in agriculture, practical knowledge of agriculture and agricultural excursion. The likelihood of a high school student’s willingness to study agriculture increased significantly with having a father who primarily practised agriculture and supports agricultural education, attending a school where crude implements are not used, visit to a mechanized farm and the youth’s willingness to own a farm in the future irrespective of the course of study, while attending a private school will decrease it. In conclusion, high school students had average perception of agriculture and were not willing to study agriculture in tertiary institutions. Suggestions are presented on how to change this negative attitude towards this vital branch of science.
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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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Machisu, Vitalis, Vitalis Opondo, Alice Nakhumicha, and Reuben O. Mosi. "Influence of school agricultural farms on academic performance in agriculture in secondary schools." Journal of Agriculture, Science and Technology 21, no. 3 (August 2, 2022): 49–60. http://dx.doi.org/10.4314/jagst.v21i3.5.

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Performance in agriculture in secondary schools countrywide has remained dismal since the year 2016 and it is mainly attributed to poor pedagogical skills and a lack of proper teaching materials and infrastructure. This study, therefore, sought to assess the influence of school agricultural farms on academic performance in agriculture in secondary schools in Hamisi Sub-County, Kenya. The study employed a descriptive survey research design involving census sampling. Data was collected using questionnaires. Quantitative data were analyzed using the Statistical Package for Social Sciences (SPSS) Version 25.0, with Spearman’s rank-order correlation being employed to check for multicollinearity among study variables. The study established that, to a large extent, school agricultural farms influence academic performance in agriculture. The study recommends that efforts be made by all relevant players to ensure that secondary schools offering agriculture have access to functional farms for effective instruction. For their part, teacher training institutions should improve their ability to provide teachers with relevant knowledge, skills, and strategies for teaching agriculture, and the Ministry of Education should ensure that schools offering the subject have adequate resources for running their demonstration farms.
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Tsikati, Alfred, and Sanele Motsa. "A Comparative Analysis of High and Low Performing Schools in Agriculture in Eswatini." Journal of International Agricultural and Extension Education 26, no. 3 (December 19, 2019): 72–85. http://dx.doi.org/10.5191/jiaee.2019.26305.

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Analysis of the school performance in external Agriculture examination showed that there were schools that consistently performed well and those constantly performing poorly in Eswatini. Unfortunately, there is no study that has sought to analyze the characteristics of the high performing and low performing schools in agriculture in Eswatini. Thus, the purpose of the study was to analyze the high and low performing schools in Agriculture in Eswatini. A comparative analysis targeting 27 schools: 15 high performing and 12 low performing schools was conducted. All the 38 teachers and 26 teachers from high and low performing schools respectively, participated in this study. A questionnaire was used in data collection. Three experts from the Department of Agricultural Education and Extension at University of Eswatini and two agriculture teachers validated the questionnaire. Thirty agriculture teachers who were not involved in the study were used in pilot testing to establish inter-item reliability using Cronbach’s Alpha and the reliability coefficient was .82. Data were analyzed using descriptive statistics. Findings revealed that high performing schools possessed the following features over low performing schools: motivation of learners to excel in academic work, practice farming in school garden, student making consultations with teachers, provision of extra lessons for students, monitoring class attendance and absenteeism, and teachers attending classes regularly. Also, the Ministry of Education and Training, headteachers, agriculture teachers and parents were more involved in high performing schools than in low performing schools. Therefore, the study recommended that special attention should be made to assist all stakeholders in low performing schools improve the academic performance. Keywords: academic performance; agriculture; comparative analysis; low performing school; high performing school
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Tsikati, Alfred F., and Nontobeko Mkhize. "PREDICTORS OF AGRICULTURE STUDENT ACADEMIC PERFORMANCE IN SINGLE SEX SCHOOLS IN ESWATINI." Journal of Education and Practice 3, no. 1 (January 31, 2019): 1. http://dx.doi.org/10.47941/jep.273.

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Purpose: Research at international platforms indicates that learners learn better if they are in a single sex school than in a co-education school. However, little information exists in the literature about students’ academic affairs in single sex schools in Eswatini. Thus, the study sought to identify predictor variables for agriculture student academic performance of single sex schools in Eswatini.Methodology: A descriptive-correlational research design was used. Ten Form 4 and Form 5 agriculture student from six single sex schools were randomly sampled for the study. Thus, a total of 120 agriculture student from the six single sex school participated in the study. A self-administered questionnaire was used in data collection. Three educational experts from the department of Agricultural Education and Extension established the face and content validity of the instrument. The instrument was found to be 83% reliable. Descriptive and inferential statistics were used in data analysis. Multiple regression was used to identify the predictors for agriculture student academic performance in single sex schools in Eswatini.Results: The study revealed that the agriculture student academic performance is predicted by sex.Recommendations: Therefore, the study recommended that parents should be encouraged to enroll their children in single sex schools especially boys schools so that they can do well in agriculture. A similar study should be conducted to compare the agriculture students’ academic performance in single sex schools versus co-educational schools in Eswatini.
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Afriyie, Joseph Yaw, Collins Asoma, George Sulo Bingan, Wisdom Korang Obeng, and Bismark Osei. "Perception and Challenges of Students Towards the Learning of Agricultural Science at Public Senior High Schools in Berekum East Municipal." European Journal of Theoretical and Applied Sciences 1, no. 4 (July 6, 2023): 994–1005. http://dx.doi.org/10.59324/ejtas.2023.1(4).94.

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The purpose of the study was to determine the perception and challenges of public Senior High School students towards the learning of Agriculture in Berekum East Municipal of the Bono Region of Ghana. The study employed a quantitative approach and descriptive survey was the design. A sample size of one-hundred and thirty-seven (137) students were used. The respondents were selected through a simple random technique. A questionnaire was used to obtain information from the participants. The analyses of data were done using descriptive statistics. It was revealed that, most students perceive Agriculture as a difficult course of study and therefore do not want to study it at the senior high school level. Students also perceive that most Agricultural departments are not well resourced making the study of the course unrealistic. The students further perceive that there are limited career opportunities in studying Agriculture. The study also reached that there are numerous challenges faced by Agricultural departments such as lack of resource/research centres, lack of practice fields, inadequate teachers, and unavailability of teaching and learning materials. The conclusions drawn from the study were that, the perceptions of students towards the study of Agriculture was due to misinformation, lack of guidance and counselling and several perceived challenges of studying Agriculture. The study therefore recommended that, guidance and counselling units should be enforced in Senior high schools to offer career counselling and also, Agricultural departments in senior high schools should be well resourced and schools offering Agricultural science should have school farms or gardens for practical work.
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Dollisso, Awoke. "Integrating Agricultural Entrepreneurship into High School Agriculture Curriculum." Journal of Agricultural Education 51, no. 3 (September 1, 2010): 125–33. http://dx.doi.org/10.5032/jae.2010.03125.

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Osuntade, O. B., D. A. Babalola, and O. Ogunseitan. "Impact of information on secondary school students’ knowledge, perception and attitude towards agricultural career in Ogun State, Nigeria." Agro-Science 20, no. 3 (September 29, 2021): 9–13. http://dx.doi.org/10.4314/as.v20i3.2.

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Youths’ interest in Agriculture is daily declining due to lack of awareness and information about the prospects in agriculture, leaving the nation’s agricultural sector in the hands of the ageing population. This study examined the impact of agricultural career information on the knowledge, perception and attitudes of secondary school students towards taking agriculture, as a career choice. A purposive sampling technique was used to select 136 school science students in senior secondary schools and structured questionnaire was used to elicit information on their knowledge, perception and attitudes with respect to career in agriculture. Data was collected for pre-test (baseline) and post-test (end-line) after the respondents had participated in an intervention tagged “Agricultural Career Information Program” and analyzed using descriptive and inferential (using t-test at p ≤ 0.05) statistics. Result showed that the students had a significant change in attitude towards choosing agriculture as a career choice after being exposed to the intervention program, but no significant change in the students’ knowledge and perception after being exposed to the program. Agricultural career counselling should be intentional in the education of the youths, in order to influence their attitude and eventual choice of a career in agriculture. The study recommends that career guidance be included in the curriculum of primary and secondary school students, with a focus on agricultural sector. Information sessions on the agricultural sector can also be organized to improve students’ knowledge, attitude and perception in order to direct their choice towards agriculture.
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Maulana, Rizkia Rahmani, Suparno Suparno, and Ana Hardiana. "Strategi Desain Konsep Permakultur pada SMK Pertanian di Kabupaten Grobogan." ARSITEKTURA 17, no. 2 (October 31, 2019): 169. http://dx.doi.org/10.20961/arst.v17i2.24152.

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<em>Grobogan Regency is one of the regions that has high agricultural potential. However, the existing educational facilities cannot accommodate all existing communities. Education in agriculture is found as lacking where not all regions who potentially in agriculture have agriculture-based educational institutions. Agricultural Vocational High School with the concept of permaculture in Grobogan provides five departments in agriculture with a three-year study period. Planning method in this design using planning, programming and designing which related to permaculture concept. Permaculture is the basis for ecological and independent building design by emphasizing the main principles of permaculture; energy planning, energy cycle, scale, biological sources and related locations that are in accordance with the needs of the education and agriculture regions. Design of agricultural vocational school emphasizes on zoning in building and sector. The result of the school design is to create an independent school area with maximum energy planning and to display related agricultural school buildings.</em>
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Jeong, Jinchul, YeLin Suh, MinJi Kang, and HongYong Jo. "An Analysis of Demand for Future Agriculture of Middle School Students, Parents, and Teachers in Seoul." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 15 (August 15, 2022): 781–96. http://dx.doi.org/10.22251/jlcci.2022.22.15.781.

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Objectives The purpose of this study is to derive promising fields for future agriculture and to confirm whether the necessity of education is recognized at the secondary level in promising fields of future agriculture by experts and to confirm the demand for education in promising fields of future agriculture for students, parents, and teachers of middle schools located in Seoul. Methods To achieve the purpose first, a promising field for future agriculture was derived by conducting a literature review and expert advice. And then experts have confirmed the necessity of secondary education by using the importance of future agriculture, the sufficient of workforce, and the necessity of workforce development at the high school level. Results As a result, 16 promising fields of future agriculture were derived, and except for those requiring high-level knowledge and skills, such as the development of new varieties, the necessity workforce development at the high school level was recognized. Second, a revised IPA analysis was conducted using familiarity and preference for promising fields in future agriculture for educational participants to confirm the education demand related to future agriculture. As a result, it was found that there was a demand for education in promising fields of future agriculture such as agricultural product history information, companion animals, and urban agriculture. Conclusions This study's results contribute to the necessary to provide liberal education and career education, as well as vocational education, to help students choose a career path from secondary school to a promising agricultural field. In particular, the Seoul, which does not have agricultural secondary education institutions to foster promising fields of future agriculture, suggests that it is necessary to prepare a curriculum or educational institution to foster future agricultural workers in the future.
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Dissertations / Theses on the topic "School of Agriculture"

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Schwartz, Jessica M. "The impact of middle school agriculture education on student enrollment in high school agricultural education at Chisago Lakes School District." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009schwartzj.pdf.

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Hoover, Brittany Alexandria. "Factors That Influence How Participants of Virginia's Governor's School for Agriculture Think About, Perceive, and Engage With Agriculture and Agricultural Careers." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97951.

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The world is facing significant challenges as a result of societal practices. Many of those challenges are agricultural in nature and include worldwide food insecurity, intensified greenhouse gas emissions resulting in climate change, major losses in biodiversity, substantial pressure on natural resources, and increasingly antimicrobial-resistant pests and diseases. To address these challenges, the workforce of the agricultural system must continue improving, collaborating, innovating, and transforming at a global scale. The diversity of agricultural challenges calls for a diverse workforce with science skills as well as cultural competencies. Agricultural educators and practitioners are consistently concerned with strengthening the relationship of youth and agricultural career choice. The field of agricultural education is also working to ensure that youth who choose agriculture have the knowledge, skills, and competencies necessary to address agricultural challenges. However, youth have steadily chosen careers outside of agriculture, leaving thousands of jobs available. Researchers have explored many reasons why youth may not choose agriculture, though few have considered aspects of identity or have explored factors that impact perceptions and thoughts of agriculture in depth. The overall purpose of this research was to explore how aspects of identity, including occupational identity status, inform agricultural career interest and choice; and to understand youth perceptions and thoughts of agriculture within a four-week agricultural education program. The purpose was achieved using research questions and objectives for each individual study. Data were collected using inventories, surveys, group interviews, and blog post assignments to describe participants. Data analysis included thematic analysis and descriptive statistical analysis. Findings show that the participants often had a more negative perception of agriculture prior to the program and expanded their view of agriculture after learning more about the industry. There are many factors that shape perceptions of agriculture, including identity characteristics, learning experiences, and contextual factors. The findings have implications for the field of agricultural education and the entire agricultural industry. At the conclusion of each study within this research, recommendations for agricultural educators, practitioners, and researchers were made. The recommendations include developing and implementing agricultural education programs that serve underrepresented populations in agriculture and conducting research to investigate ill-explored areas that emerged as findings from the research.
Doctor of Philosophy
The world is facing many problems in the agricultural industry. These problems relate to food, land, and climate – amongst others. These problems must be addressed; and to do so, there must be a workforce in the agriculture industry that is skilled and competent. Agricultural educators and practitioners are tasked with preparing the agricultural workforce and have a continuous mission to encourage youth to choose agricultural careers. A problem is that youth are largely not choosing agricultural careers, and many jobs in agriculture go unfilled. Researchers have explored reasons why youth largely choose careers in other industries; the reasons include different factors such as opinions of parents and the exposure to agricultural careers. This research explores additional reasons why youth may not choose a career in agriculture and explores previously known reasons in the context of the 2019 Virginia's Governor's School for Agriculture program. The overall purpose of this research is to explore additional reasons for career choice in agriculture, including aspects of identity. The overall purpose of this research was also to explore youths' perceptions and thoughts of agriculture in-depth. The purpose was achieved by asking a series of research questions and by stating a series of objectives. The research questions and objectives were addressed using data collection methods of group interviews, blog post assignments, inventories, and surveys. The data that was collected was analyzed using thematic analysis and descriptive statistical analysis. The findings from this research show that there are many reasons why youth who were participants of the 2019 Virginia's Governor's School for Agriculture program think about and perceive agriculture. The reasons relate to identity characteristics, learning experiences, and contextual factors. These reasons also influence how youth choose to be involved in agriculture. The findings have implications for the field of agricultural education and the entire agricultural industry. For each article within this research, recommendations for agricultural educators, practitioners, and researchers were made. These include expanding the reach of agricultural education and further exploring findings that emerged from the research.
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Agner, Warren Tyler. "Perceptions Held About Agricultural Education by Coronado High School Students, El Paso, Texas." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337909346.

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Rudd, Rick D. "Teacher characteristics related to the adoption of agriscience curriculum in Virginia middle school agricultural education programs." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-05042006-164538/.

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Frazier, David C. Ball Anna L. "The perception of agricultural education professionals regarding the purpose and current outcome of school-based agricultural education." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/7018.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 26, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Anna Ball. Vita. Includes bibliographical references.
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Malekana, Marumo Moses. "Factors influencing the choice of agricultural science as a school subject." Diss., University of Pretoria, 1999. http://hdl.handle.net/2263/30399.

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Agriculture plays an important role as the basis of economic development of many countries. One of the ingredients for accelerating agricultural development is the provision of adequate knowledge through education. Schools where agricultural science is taught play an important role, but the problem that gave rise to this study is the lacking interest and poor performance in agricultural science. The main aim of this study was to investigate factors that may influence the choice of agricultural science as a school subject. In order to attain this aim, six high schools in the Temba District were sampled to represent urban, semi-urban and rural schools. All agricultural science pupils and, for purposes of comparison, forty five pupils doing physical science and twenty seven from home economics were interviewed. The overall image of agriculture appeared quite positive in that 62 percent of the students rated it as high or very high, and only the medical practitioner received a higher average status rating than the agricultural professional. The findings indicated that non-agriculture students had the most intensive association with a farming background, which seems to indicate that a close association with agriculture is a deterrent rather than an incentive to choose agriculture as a school subject. Exposure to agricultural science as a school subject appeared to increase the interest in the study of agriculture at tertiary level, although the possibility that the interest in tertiary studies in agriculture stimulated the choice of agriculture science as a school subject, cannot be ruled out. Amongst agricultural science pupils there is general agreement that agriculture provides good access to tertiary education, although physical science was rated much higher. The assessment of teachers does not favour agricultural science. Agricultural science teachers were assessed significantly lower as far as personality, teaching quality, accessibility and knowledge is concerned. However, the less the influence and assessment of the teacher, the bigger the influence of parents appeared to be. Somewhat alarming is the finding that about 20 percent of respondents claimed to have been forced to study agricultural science at school. Those that received counselling did not have a better image of agriculture, which seems to indicate that agriculture is not a field of study recommended by teachers during counselling.
Dissertation (M Inst Agrar (Extension))--University of Pretoria, 1999.
Agricultural Economics, Extension and Rural Development
unrestricted
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Dewhurst, Danny R. "Recruitment strategies used by high school agriculture education teachers in West Virginia." Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3545.

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Thesis (M.S.)--West Virginia University, 2004.
Title from document title page. Document formatted into pages; contains viii, 69 p. Vita. Includes abstract. Includes bibliographical references (p. 56-57).
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Sameipour, Sharmin Faraj. "Teachers’ Perceptions toward Sustainable Agriculture in an Ohio Science High School." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu149426481206391.

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Littlefield, Joanne. "Program Reduces Pesticide Use in Phoenix School District." College of Agriculture, University of Arizona (Tucson, AZ), 2003. http://hdl.handle.net/10150/295813.

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Cannon, John Glen. "Perceptions of the Influence of the Virginia Governor's School for Agriculture on VGSA Alumni." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27371.

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The Virginia Governor's School for Agriculture (VGSA) is a summer enrichment program for gifted and talented students from throughout the Commonwealth of Virginia. The program is sponsored by the Virginia Department of Education, and it takes place at Virginia Tech during the month of July each year. The program is housed in the Department of Agricultural and Extension Education in the College of Agriculture and Life Sciences. Students who participate in the program receive hands on, cutting edge instruction in the broad fields of agricultural sciences, natural resources, and veterinary medicine.The nature of agriculture has and continues to evolve. Farmers comprise a very small portion of the population; however there are many careers in agriculture which require a steady supply of well-trained and highly educated professionals. It is projected that the demand for qualified college graduates to fill agricultural jobs will exceed supply. The VGSA has been developed as an agricultural literacy tool, to expose gifted and talented students to the diverse careers in the industry.The purpose of this study was to examine the impact of the VGSA on the students who have completed the four classes. Specific objectives were to develop demographic information; to ascertain the perception of the influence of the VGSA on alumni choice of college, major, and career; and to ascertain the perception of the influence of the VGSA on alumni knowledge and perception of the agricultural industry.A survey instrument was sent to all students who had completed the VGSA (N=316). Over half of the alumni (n=182) returned the instrument. No significant difference was found between early, late, and non-responders. The findings show that the average VGSA student is a white female that resides in an urban area with a population greater than 20,000. This student has a high school GPA of 3.93 and is in the top 6% of her high school graduating class. She has an SAT math score of 627 and an SAT verbal score of 630. She is not a member of the FFA or 4-H.The findings show that the VGSA does not have an overwhelming influence on alumni choice of college or college major. The VGSA does not have an overwhelming influence on alumni career goals. The findings show that the VGSA does have much influence on alumni knowledge and perception of the agricultural industry.
Ph. D.
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Books on the topic "School of Agriculture"

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Manrakhan, Jagadish. The Mauritian School for Scientific Agriculture, 1914-89. [Réduit, Mauritius]: University of Mauritius, 1991.

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Kabir, Humayun. Six years of farmer field school in Myanmar: An impact study. Yangon], Myanmar: Metta Development Foundation, 2007.

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Kirk, Amanda. Great careers with a high school diploma. New York, NY: Infobase Pub., 2007.

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L, Wagner David. ERIC first analysis, agricultural policy: 1986-87 national high school debate resolutions. Urbana, Ill: ERIC Clearinghouse on Reading and Communication Skills, Office of Educational Research and Information, 1986.

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1944-, Kannaiyan S., and Tamil Nadu Agricultural University. Agricultural College and Research Institute., eds. Quality agricultural education management: Summer school, 19th May-8th June, 1999. Coimbatore: Agricultural College and Research Institute, Tamil Nadu Agricultural University, 1999.

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United States. Food and Nutrition Service., ed. SCHOOL FOOD PURCHASE STUDY: FINAL REPORT... U.S. DEPARTMENT OF AGRICULTURE... OCTOBER 1998. [S.l: s.n., 1999.

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Kools, Q. H. Emancipatiebeleid en -activiteiten van agrarische opleidings centra: Een onderzoek in het kader van het project "meisjes in lager en middelbaar agrarisch onderwijs". Wageningen: Vakgroep Agrarische Onderwijskunde, Landbouwuniversiteit Wageningen, 1994.

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1941-, Doppler Werner, and Bahadur K. C., Krishna, 1968-, eds. Farming and rural systems economics and biodiversity in the tropics: Proceedings International DAAD Alumni Summer School, September 29 to October 4, 2009, Universität Hohenheim. Weikersheim: Margraf, 2010.

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Spaulding, Janice. Goat School: A master class in caprine care and cooking. Camden, Me: Down East Books, 2011.

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Technology), Education Administration Conference (1987 Jomo Kenyatta College of Agriculture and. Report of the Education Administration Conference held at Jomo Kenyatta College of Agriculture and Technology, 21st-25th April, 1987. Nairobi, Kenya: Jomo Kenyatta Foundation, 1988.

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Book chapters on the topic "School of Agriculture"

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Slick, Kevin, and Mila Tewell. "Forging the Farm-To-School Connection: Articulating the Vision Behind Food-Based Environmental Education at The Dalton School." In Urban Agriculture, 159–77. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72888-5_9.

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Wilson, Kathryn. "School Meals Programs: Connecting with Local Farmers to Provide Good, Sustainable Nutrition in School—And a Lever for Change." In Regenerative Agriculture, 105–10. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72224-1_9.

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Berson, Eric, and Isha DeCoito. "Developing a Researchable Question: Open Inquiry in a School Garden." In Urban Agriculture, 37–58. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70030-0_3.

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Stephens, Anne K., and Heidi L. Ballard. "Developing Environmental Action Competence in an Urban High School Agriculture and Environmental Program." In Urban Agriculture, 117–42. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70030-0_7.

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Stojacic, Isidora. "PA4ALL—Innovative Learning Methods for Education in Agriculture: An ICT Based Learning Programme for High Schools." In Springer Series in Design and Innovation, 79–87. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78733-2_8.

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AbstractPA4ALL addresses the topic of introducing precision agriculture tools in high schools specialised in agriculture, exploring the benefits of using the ICT in the field and encouraging high school students to uptake new trends and innovations.
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Kelley, Sybil S., Dilafruz R. Williams, and Cary I. Sneider. "Science in the Learning Gardens: Collaboratively Designing Middle School Curriculum to Bring the Next Generation Science Standards to Life." In Urban Agriculture, 59–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70030-0_4.

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Skinner, Ellen A., and Una Chi. "What Role Does Motivation and Engagement in Garden-Based Education Play for Science Learning in At-Risk Middle School Students? A Self-Determination Theory Perspective." In Urban Agriculture, 5–35. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70030-0_2.

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Xodo, Carla. "Prodromi dell’alternanza scuola-lavoro: la Ferme École di Meleto in Val d’Elsa." In Educazione degli Adulti: politiche, percorsi, prospettive, 231–45. Florence: Firenze University Press, 2022. http://dx.doi.org/10.36253/979-12-215-0006-6.20.

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The contribution reconstructs the work of innovation carried out by Cosimo Ridolfi in the Agricultural Institute of Meleto in Val d'Elsa, as a paradigmatic example of the relationship between theory and practice and a model example of school-work alternation. Through a historical perspective, we want to highlight the educational aspects of practical and conceptual activity in practical and operational contexts, especially in agriculture, a tradition inaugurated by Ridolfi and continued by Lambruschini, which initiated a true Tuscan school of innovation in the formal learning setting of education and training that has become a European model.
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Blackmore, S. "The Center for Precision Farming, School of Agriculture Food and Environment." In Proceedings of the Third International Conference on Precision Agriculture, 909. Madison, WI, USA: American Society of Agronomy, Crop Science Society of America, Soil Science Society of America, 2015. http://dx.doi.org/10.2134/1996.precisionagproc3.c110.

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Masters, William A., and Amelia B. Finaret. "Introduction." In Food Economics, 1–20. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-53840-7_1.

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AbstractThis chapter explains how and why economics is useful for studying agriculture and food systems. All human populations have profound similarities in our nutritional needs, but people everywhere live under vastly different conditions. The economics of agriculture, food and nutrition offers powerful insights into how and why people respond to their unique circumstances in different ways. Economics offers a toolkit of methods and data developed over centuries of studying how people escaped hunger and undernutrition, and now need to address climate change, the global rise of diet-related diseases and other obstacles to further progress. This book is intended to be a core text for students in courses taking an economics perspective on food policy, agricultural development, food systems, or nutrition and health. No previous training is needed beyond secondary school algebra and geometry. Some students will come at this topic from the humanities and social sciences, while others will have studied agriculture or the health sciences, but everyone can use economics to understand how individual decisions and societal interactions drive the outcomes we observe, and how evidence-based policies and interventions can best improve agriculture, food and health.
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Conference papers on the topic "School of Agriculture"

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Oliveira, Kaue Vinicius de, Henri M. Esgalha Castelli, Sidney Jose Montebeller, and Thais G. Prado Avancini. "Wireless Sensor Network for Smart Agriculture using ZigBee Protocol." In 2017 IEEE First Summer School on Smart Cities (S3C). IEEE, 2017. http://dx.doi.org/10.1109/s3c.2017.8501379.

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Tomsikova, Katerina, Karel Tomsik, and Karel Nemejc. "Secondary School as a Partner in Community-Led Local Development." In 15th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2022. http://dx.doi.org/10.22616/reep.2022.15.020.

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The main goal of vocational secondary schools is to pass on to students both theoretical information and information needed for current and future practice. The Europe 2020 strategy confirms this goal as it puts emphasis on the environment, innovations and education, primarily regarding schools specializing in agriculture. The aim of this paper is to assess what position vocational agriculture schools have within the system of secondary schools in the Czech Republic, and whether they can contribute to becoming so-called community centres in the given municipality, or whether they possibly already implement certain activities leading to the community function. The survey included primary and secondary research; in primary research qualitative approach was used in the form of in-depth individual interviews with members of the management of selected vocational agriculture schools. In secondary research, selected strategic documents on transnational and national level and expert articles focused on community education were analysed. It is evident that vocational agriculture schools strive to use all potential ways to increase their attractiveness and want to participate in local life. However, they are burdened with paperwork and problems that hinder the implementation of other attractive activities undertaken by schools.
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CHIEN, HSIAO-YU, and MIRAJ AHMED BHUIYAN. "RESEARCH ON THE DEVELOPMENT OF SMALL FARMERS’ ECONOMIC SALES CHANNELS: A CASE STUDY OF QINGYUAN, GUANGDONG AND HUALIEN, TAIWAN." In 2021 International Conference on Management, Economics, Business and Information Technology. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtem/mebit2021/35617.

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In order to meet the demand of sustainable development of agriculture, we should enhance the competitiveness of small-scale peasant economy, grasp the business channels, grasp the business opportunities, and expand the new development of agriculture by strengthening and integrating the sales channels of agriculture. Sales channels have a positive impact on the development of small-scale farmers' economy. Hualian Changliang organic group develops through diversified channels such as school nutrition lunch, farmer's market, chain supermarket and farmer's direct selling station, so as to improve the sales volume of agricultural products and expand the new development of small-scale peasant economy. Through in-depth interviews, the sales channels of Qingyuan Bailijin Agricultural Technology Co., Ltd. are mainly divided into online and offline Channel, offline distributors are directly used for distribution, while ‘Wechat’ is used for online sales. The diversified development of channels has a certain impact on the sales volume of agricultural products. The development of small-scale peasant economy in Hualian and Qingyuan depends on the expansion of sales channels. The establishment and deepening of diversified online and offline sales channels affect the development of small-scale peasant economy and the sustainability of agricultural development.
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Özdemir, Lutfiye, and Orhan Polat. "Common Formal Education Proposal in Preventing Immigration for Sustainable Development in Rural Areas: A Pilot Study." In International Conference on Eurasian Economies. Eurasian Economists Association, 2016. http://dx.doi.org/10.36880/c07.01770.

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This study was conducted to determine the effect of training in the prevention of migration as an obstacle for sustainable rural development. In this context, the causes of migration from rural areas to the cities were investigated and evaluated the educational status of people living in the villages. For this purpose, research has been implemented in rural part of Turkey’s Central Anatolia, Mediterranean and Black regions. Research data were collected by applying a questionnaire to the region inhabitants. A total of 123 questionnaires were evaluated. On statistical analysis, Cronbach's alpha value was found to be .833. Consequently, accessed findings are: 1) People living in region have low educational levels. 2) None of the participants had received any training related to agriculture in high school. 3) The proportion of participants receiving vocational training in related to agriculture, except for state schools is low. 4) Lack of education is one of the important reasons of the migration from rural to urban areas. 5) If enough agricultural education is given to region habitants, natural resources to ensure the survival of future generations are protected.
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Aldo, Dasril, Ardi, Moh Ikbal, and Nursaka Putra. "E-purchasing system in Islamic school of Nabilah Batam." In II INTERNATIONAL CONFERENCE “SUSTAINABLE DEVELOPMENT: AGRICULTURE, VETERINARY MEDICINE AND ECOLOGY”. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0131232.

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Chavakula, Sophia John, Chaitanya V. Mahamuni, Kriti Dheeraj Agrawal, Neha Reddy Alla, and Yash Sanjay Adhav. "Smart Plant Monitoring: An Integrated IoT System for Sustainable Precision Agriculture." In 2024 MIT Art, Design and Technology School of Computing International Conference (MITADTSoCiCon). IEEE, 2024. http://dx.doi.org/10.1109/mitadtsocicon60330.2024.10575109.

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Nováková, Mária, and Silvia Capíková. "PREPARING SCHOOL GRADUATES FOR THE LABOUR MARKET." In Fourth International Scientific Conference ITEMA Recent Advances in Information Technology, Tourism, Economics, Management and Agriculture. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/itema.2020.177.

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Despite their determination to work and build their careers, school graduates are not sufficiently prepared to look for work and the opportunities to search a job. In most cases they are well prepared in theory and language and are literate in modern technologies. Their biggest handicap is the lack of practical skills and work experience. At the same time, graduates have to face the challenges of accelerated globalization and digitization. It is necessary to find answers to questions about what professional knowledge, practical skills, attitudes and values will be shaped by today's graduates and how education systems can develop the required knowledge and skills. The ambition of our contribution is to identify the main disparities that must be overcome in order to achieve the goal of the country's economic development strategy, in which the education system must inevitably correspond to the labour market requirements.
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Rasak, Bamidele, Festus Asamu, Ogadimma Arisukwu, Oluwakemi Iwelumor, Isaac Oyekola, Eyitayo Oyeyipo, Modupe Ake, Chisaa Igbolekwu, and Timilehin Aremu. "Factors Influencing Career Choices in Agriculture-Related Fields Amongst Secondary School Students." In 2023 International Conference on Science, Engineering and Business for Sustainable Development Goals (SEB-SDG). IEEE, 2023. http://dx.doi.org/10.1109/seb-sdg57117.2023.10124545.

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Somkunwar, Rachna, Anil Kumar Gupta, Ayush Anand, Gayatridevi Gawali, Apoorva Hiralkar, and Dhanashree Shinde. "CNN-based Soil Image Analysis for Enhanced Crop Prediction in Smart Agriculture." In 2024 MIT Art, Design and Technology School of Computing International Conference (MITADTSoCiCon). IEEE, 2024. http://dx.doi.org/10.1109/mitadtsocicon60330.2024.10575651.

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Dayal, Pyari. "Psycho-socio and biographical variables: Scientific aptitude and secondary school students." In INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE “TECHNOLOGY IN AGRICULTURE, ENERGY AND ECOLOGY” (TAEE2022). AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0104499.

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Reports on the topic "School of Agriculture"

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Schultz, Katelyn. Introduction to Agriculture - 9 Week Middle School Curriculum. Ames (Iowa): Iowa State University, January 2020. http://dx.doi.org/10.31274/cc-20240624-926.

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Alderfer, Sarabeth. Designing agricultural business education lessons for existing agriculture courses to build agricultural and financial literacy in high school students. Ames (Iowa): Iowa State University, January 2021. http://dx.doi.org/10.31274/cc-20240624-509.

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Youngblood, Justin. Elementary school agriculture education pilot program: Curriculum development and assessing success. Ames (Iowa): Iowa State University, January 2020. http://dx.doi.org/10.31274/cc-20240624-612.

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Hendershot, Holly. Establishing a Framework to Start an Agriculture Program within a School. Ames (Iowa): Iowa State University, August 2022. http://dx.doi.org/10.31274/cc-20240624-633.

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Boles, Kendra. Five Units of Ninth Grade High School Introduction to Agriculture Curriculum. Ames (Iowa): Iowa State University, May 2024. http://dx.doi.org/10.31274/cc-20240624-744.

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Gelli, Aulo, Edoardo Masset, Clement Adamba, Harold Alderman, Daniel K. Arhinful, Elisabetta Aurino, Gloria Folson, Isaac Osei-Akoto, and Felix A. Asante. School meals as a market for smallholder agriculture: Experimental evidence from Ghana. Washington, DC: International Food Policy Research Institute, 2021. http://dx.doi.org/10.2499/p15738coll2.134616.

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Rutherford, Kristen. Program evaluation for agriculture education at Exira-Elk Horn-Kimballton Community School District. Ames (Iowa): Iowa State University, January 2019. http://dx.doi.org/10.31274/cc-20240624-1163.

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Davis, Adam J. Creating Diverse Learning Opportunities for High School Agriculture Education Students through Distance Education Programs. Ames (Iowa): Iowa State University, May 2023. http://dx.doi.org/10.31274/cc-20240624-446.

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Toossi, Saied. Cost of school meals and households' difficulty paying for expenses. Washington, DC: Economic Research Service, U.S. Department of Agriculture,, July 2023. http://dx.doi.org/10.32747/2023.8122123.ers.

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School meals are typically served to children for free, at a reduced price, or at full price depending on their household income and size. In response to the Coronavirus (COVID-19) pandemic, the U. S. Department of Agriculture issued a waiver allowing schools to provide meals for free to all students, regardless of household income, in the 2020-21 and 2021-22 school years. This waiver expired on June 30, 2022, leading some advocates and policymakers to express concern that the reintroduction of prices for school meals could make it difficult for some households to meet their other expenses. This study finds that overall, nearly one-third of households with children ages 5-17 that paid for school meals in December 2022 reported that doing so made it difficult for them to pay for other usual expenses. The share reporting the same among households with school-aged children and incomes below 225 percent of the Federal poverty level, and among non-White households with school-aged children, was higher than the overall share.
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Rawlins, Geneva. Correlating the urban agricultural and academic success. A research project to examine effects of agriculture-based youth programs on high school academic performance. Ames (Iowa): Iowa State University, January 2017. http://dx.doi.org/10.31274/cc-20240624-429.

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