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1
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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Rashid, Abdullah Mat, Irra Zahira Ishan, and Nurul Farhana Mohamed. "Exploring Persistence Factors Of Students in Agricultural Science." Journal of Educational and Social Research 10, no. 4 (July 10, 2020): 38. http://dx.doi.org/10.36941/jesr-2020-0062.
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The authors employed a qualitative case study design to explore factors of persistence in agricultural science program. Specifically focused on factors that influence participants continue in enroll the agricultural program in tertiary education since previously studied a subject or several subjects related to agriculture in secondary school. All participants had taken agricultural programs in tertiary education and previously had studied subject that related to agriculture during secondary school. Findings show that support from close individual, school environment, exposure to agriculture and personal factor were factors influencing the persistence of students in agriculture. The authors address implications for increasing student’s persistence in agricultural science program.
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Hulela, Keba. "The Practice of Scaling Down Practical Assessment Components of Agriculture in Junior Secondary Schools Curriculum: A Synthesis of Teachers Perceptions." Journal of Education and Training Studies 5, no. 3 (February 5, 2017): 43. http://dx.doi.org/10.11114/jets.v5i3.2197.
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This ethnographic research study aimed at investigating factors that contributed to the decline in the number of practical assessed projects in junior secondary agricultural education assessment in Botswana. Participant-observation technique was used to gather data in the form of field notes from in-service teachers at BCA and in-school teachers during school visits teaching practice and lessons at BCA respectively. Students’ performance assessment in practical agriculture measures the extent to which students performed their tasks. The study used two groups of teachers; five (5) in-service student teachers pursuing their Bachelor of Science (BSc) degree in Agricultural Education at Botswana College of Agriculture and five (5) in-school teachers of agriculture to investigate the decline in the number of practical projects assessed in schools. The participants were purposely selected for their proximity to the researcher. Field notes prepared during school visits through interviews and surveys using open ended question were used to gather data for this study. Narrative data were gathered and analysed by coding the emerging themes and applying descriptive analysis. The study took on theoretical issues forming the basis for the understanding of the culture of teaching and assessing practical agriculture projects to include (1) teacher motivation (2) validity issues on assessment (3) teaching standards, teacher education, and (4) practices in teaching, and students’ attitudes. The study concluded by discussing implications on education of agriculture science teachers.
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Njura, Hellen Joseph, Kaberia Isaac Kubai, Simon Thuranira Taaliu, and Kakai Shem Khakame. "The Relationship between Agricultural Teaching Approaches and Food Security in Kenya." Education Research International 2020 (July 11, 2020): 1–18. http://dx.doi.org/10.1155/2020/8847864.
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The continued food insecurity, despite the teaching of agriculture amidst the novel coronavirus (Covid-19), is a major global concern especially in Africa. There is food shortage in Africa and Kenya in particular despite the teaching of agriculture as a major subject in secondary schools. Many youth who have graduated from Kenyan secondary schools cannot adequately employ the agricultural skills developed during and after school for food security. The teaching approaches employed in secondary school agriculture should be able to develop skills of students on the aspects of food production, its accessibility, food safety, and nutrition as well as production economics. Towards this direction, this paper investigates the relationship between the agricultural teaching approaches employed in secondary schools and food security in Kenya. The study adopted descriptive survey design where data were collected using an Agriculture Teachers’ Interview Schedule, a Students’ Focus Group Discussion Guide, and a Parent’s Questionnaire and were then analyzed using descriptive and inferential statistics. The research findings established that the lecture method, class discussions, class projects, problem solving, and tours and field trips were the common methods in agriculture classes. Though recommended in the literature review section, digital learning was hardly mentioned as a teaching approach for this study. A major conclusion for this study is that there is statistically insignificant relationship between the teaching approaches and food security. There are other factors not in the scope of this study that could be affecting food security and can be tackled at secondary school level. This paper makes a contribution to the growing body of knowledge by highlighting research gaps worth investigation on the relationship between the agricultural teaching approaches and food security that were beyond the scope of the study.
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Utami, Amalia Dian, Sri Yuliani, and Ummul Mustaqimah. "PENERAPAN ARSITEKTUR EKOLOGIS PADA STRATEGI PERANCANGAN SEKOLAH MENENGAH KEJURUAN PERTANIAN DI SLEMAN." ARSITEKTURA 15, no. 2 (November 1, 2017): 340. http://dx.doi.org/10.20961/arst.v15i2.15402.
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<p><em>The design of Sleman Agricultural Vocational High School (SMK Pertanian Sleman) with the approach of ecological architecture is motivated by three things : the existence of agricultural potential in Sleman, the prospect of Agricultural Vocational School in Sleman, and the need to apply ecological architecture on buildings constructed in predominantly agricultural area. SMK Pertanian Sleman aims to educate the community in the surrounding area, create innovations, and aplace to learn modern agriculture. The method used is architectural design that combines the ecological architecture essence according to Heinz Frick, Wanda Widigdo, and V.A. Metallinaou which is combined with ecological architectural components according to Ken Yeang. The result is the design of educational facility which includesclassrooms, laboratories, mini market where students can sell their agricultre product, and other support rooms. </em></p><p><em> </em></p><strong><em>Keywords</em></strong><em>: school of agriculture, ecological architecture, Sleman</em>
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ADAMIČ, France. "Development of agricultural schools in Slovenia. The first agricultural school and studies of agriculture in Ljubljana." Acta agriculturae Slovenica 75, no. 2 (September 15, 2000): 285–87. http://dx.doi.org/10.14720/aas.2000.75.2.15852.
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Akhtar, Kiran, M. Imran Yousuf, and Qaisara Parveen. "Possibilities of Agricultural Education for Secondary Level in Pakistan." Global Social Sciences Review III, no. IV (December 30, 2018): 173–86. http://dx.doi.org/10.31703/gssr.2018(iii-iv).12.
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Agricultural education is the main component to promote development and production of agriculture. In Pakistan, higher education institutes are offering agricultural education at undergraduate, graduate and postgraduate levels. F.Sc. Pre-Agriculture program has also been started in selected universities of agriculture. At the same time, the subject of agriculture has been part of elementary schools for many years. But, the gap still exists for the provision of agricultural education at secondary level. So, the study aims to review the initiatives of agriculture education at secondary level in national educational policies and five-year plans and to explore the possibilities for the promotion of curriculum for agricultural education according to opinions from agricultural education experts. This offers a descriptive study. The study was conducted in two steps. Documentary analysis technique was firstly used. Further, the need of agricultural education curriculum for secondary level was assessed and possibilities of agriculture education were explored. Purposive sampling technique was used to select subject specialists. The data was analyzed with frequencies, percentages, mean, and standard deviation. The qualitative data was analyzed by themes and analytical approach. This research suggests that agriculture education is highly desirable for introduction at secondary school.
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Hajar, Ibnu, and Anita Triastuti. "A Need Analysis of ESP materials for Agriculture Students at Indonesian Vocational School in West Sulawesi." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 6, no. 1 (November 15, 2021): 13. http://dx.doi.org/10.21093/ijeltal.v6i1.840.
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The development of industry in the modern era has led to the growth of vocational schools in Indonesia. for that reason, vocational schools need to adapt or change the general English (GE) learning materials into English learning materials for specific purposes (ESP). therefore, this current study aims to investigate the need for ESP materials for agriculture students at Indonesian vocational schools. This study employed descriptive research to describe the agriculture students’ need for ESP materials. The participants of this research were 25 students of XI grade agriculture students at vocational school. This research used a questionnaire that was developed to find out the ESP needs of agriculture students. Moreover, the data from the questionnaire were analyzed by seeing the frequency of participants’ answers then the data were presented in the form of a chart or figure. The results of the study showed that the English learning objective of the agriculture students should make the students able to communicate in English well. Then, English learning materials for agriculture students should be blended with the agriculture materials such as cultivation plants and processing agricultural products. Also, English learning activities for agriculture students should involve students actively by group work, making projects, and using current media technologies in the learning process. Eventually, the results of this study can be used as a reference in mapping and developing ESP materials especially for agriculture students at vocational schools.
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Jean, Rosny, and Colmore Christian. "Agricultural Education in Today’s Schools System: An Evaluation of Agricultural and Related Science Courses among High Schools in Alabama, USA." Social Sciences 7, no. 11 (November 1, 2018): 218. http://dx.doi.org/10.3390/socsci7110218.
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Previous studies on global food security have indicated that in order to sustain the global population by the year 2050, a significant increase in food production will be needed. Consequently, it is crucial that today’s students are educated to realize this increasing food demand. One of the problems is that currently too few students seem to be interested in pursuing studies in the fields of agriculture and related sciences. By exploring three research questions, this study assesses the extent to which high school students in each of the 67 counties in the U.S. state of Alabama are being exposed to agricultural-related science courses. For the purposes of this assessment, the high schools were grouped by zones—Northern, Central, Southern and the Black Belt. Relevant high school data, including courses offered, were compiled from Alabama’s Department of Education 2017 directory. Microsoft Excel and SPSS software were used to analyze the data. The findings of this study demonstrated that there are spatial differences in agriculture-related courses offered in high schools in Alabama’s Northern, Central and Southern regions. Future research should further investigate what percentage of high school students actually choose agriculture or related disciplines as their professional career paths after graduating from high school.
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Eche-Enriquez, Mauricio David, and Ramiro José Vivas-Vivas. "Farming, Education and Migration." Migraciones. Publicación del Instituto Universitario de Estudios sobre Migraciones, no. 54 (June 8, 2022): 1–22. http://dx.doi.org/10.14422/mig.i54y2022.008.
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This paper aims at analysing and presenting the findings regarding migration aspirations of agricultural High school students in northern rural Ecuador. Using a quantitative approach, it analyses 366 surveys from agricultural high schools’ students in three agricultural cantons located in different geographic regions: Coast, Highlands and Amazon. The migration drivers are low prices of agricultural produce, low wages and lack of technical support to agriculture. A big share does not intend to work in the agricultural sector in the Highlands and Coast; contrarily to the Amazon region. More than half of the respondents has aspirations to migrate to study in urban centres, and search for better economic and labour opportunities. Aspiration to migrate has a negative correlation with agriculture profitability. It is positive with parents’ land ownership, which is determined by the lack of interest to study agriculture at university that increases the scarcity of rural labour force and young successors to take up agriculture.
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Hur, Gangseok, Debra Barry, Carla Jagger, Katrina Alford, and T. Grady Roberts. "Investigating the impacts of a preservice agriculture teacher recruitment program using Kirkpatrick’s program evaluation model." Journal of Agricultural Education 64, no. 1 (March 31, 2023): 184–200. http://dx.doi.org/10.5032/jae.v64i1.37.
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Although post-secondary school agricultural education degree programs strive to meet the need of supplying agriculture teachers, the gap between teacher demand and supply continues to exist. The Teach Ag Campaign is a joint effort of the agricultural education profession to recruit and retain agricultural educators and encourage students to pursue a career in teaching agriculture. Given the systematic program evaluation of the effects of Teach Ag Campaign efforts on agriculture teacher supply is lacking, this study investigated the outcomes and effectiveness of a preservice agriculture teacher recruitment program using Kirkpatrick’s program evaluation framework. The results indicated that the design and implementation of the Agricultural Education Institute (AEI) effectively met the needs of program participants, and the program positively affected participants’ knowledge, attitude, and aspiration regarding a career teaching agriculture. In addition, the findings demonstrated that the AEI contributes to producing agriculture teachers who support Florida's school-based agricultural education programs. Based on the results of this study, recommendations for practice in terms of participant recruitment, program design, implementation, and future research were proposed.
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Fauzi, Ahmad, Ahadiyat Yugi R, Kuntarto Kuntarto, and Riza Chamadi. "IMPLEMENTASI AGROEKOLOGI PADA SISTEM USAHA TANI DI PONDOK PESANTREN ANWARUSH SHOLIHIN PURWOKERTO." Jurnal Penelitian dan Pengabdian Kepada Masyarakat UNSIQ 10, no. 2 (June 8, 2023): 145–50. http://dx.doi.org/10.32699/ppkm.v10i2.3725.
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Islamic boarding school students are one of the human resources that have a strategic role in national development. In addition to studying religion, students are also expected to have adequate skills and knowledge in environmentally friendly agriculture. Many Islamic boarding schools carry out productive businesses in the agricultural sector as a source of income and learning facilities for students, one of which is the. This community service activity aims to improve the understanding and skills of students of Anwarush Sholihin Islamic Boarding School, Purwokerto Selatan, in applying the concept of agroecology in farming and environmental management. The activities included outreach, counseling, procurement of agricultural facilities, initiation of maggot cultivation, banana planting, fertilizer-making training, beekeeping training, and program evaluation. The results showed an increase of students' understanding and skills in implementing agroecology-based agriculture. In addition, the optimization of unused land around the Islamic boarding school has been converted to a banana plantation integrated with goat, magot, and beekeeping farms.
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Manyasi, Annah Nawambisa, Alice Chesambu Ndiema, Stephen O. Odebero, and James Bill Ouda. "Trends in Selection of Agriculture Subject among Students in Secondary Schools in Bungoma and Kakamega Counties, Kenya." African Journal of Empirical Research 4, no. 2 (November 10, 2023): 952–63. http://dx.doi.org/10.51867/ajernet.4.2.97.
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While agriculture is a major source of employment, it is notable that youths in developing countries are unemployed, yet the countries’ economies are dependent on it. Though there are immense prospects in the agricultural sector in Kenya, agriculture is taught in schools as an optional subject under the 8-4-4 syllabus so that it may stimulate youths’ participation in agriculture and improve productivity. In the current competency-based curriculum, agriculture is taught in upper primary and junior secondary to enhance competence through practical and experiential activities, thereby nurturing learners' potential. Despite the above facts, there is a limited selection of agriculture courses for career development among students in tertiary institutions. This is a cause for concern since Kenya requires human resources to drive the agricultural sector. The purpose of this study was to establish the existing trends in the selection of agriculture subjects among secondary students in different categories of schools. The specific objective was to establish the selection trends in agriculture subjects among students in secondary schools in Kakamega and Bungoma counties, Kenya, from 2016 to 2021. The study critically reviewed theories and literature to determine their gaps and sought to address the same, thereby making contributions both to the body of knowledge and practice. A descriptive design was employed. The sample size was determined from the Yamane tables of sample size (1967). One hundred and sixty-two (162) secondary schools were selected, out of 839 proportionately. A total of 249 secondary school students were sampled proportionately out of 7379 respondents. Key informants were selected purposefully. Both qualitative and quantitative data was collected using document content guides, questionnaires, and interview guides. Both descriptive and inferential techniques were employed to analyze the data, which was presented using frequency tables and graphs. Multiple comparison table results revealed the years that differed in agriculture selection for the 5 different categories of schools. A significant factor contributing to the variance in selection was the change in type of school. In general, analysis shows that private schools have the lowest mean of selection of agriculture students, causing a low combined mean in all the years of study. The combined mean of agriculture subject selection in the five categories of schools has shown a consistent increase from the year 2016 to 2021. It is necessary for the ministry of education to increase extra-county schools, county schools, and sub-county schools in order to realize significant selection means in agriculture, which ensures a basis for agriculture career development in Kenya.
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Asshofa'an, Ahmad, Rudiyono Rudiyono, and Muhammad Ridha Alhamdani. "PERENCANAAN DAN PERANCANGAN PESANTREN TAHFIDZUL QUR’AN AGRO." JMARS: Jurnal Mosaik Arsitektur 10, no. 1 (February 16, 2022): 119. http://dx.doi.org/10.26418/jmars.v10i1.52633.
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Tahfidzul Qura'an Agro Islamic Boarding School is an area that provides formal Islamic education (Madrasah Aliyah) and non-formal education of tahfidz Al-Qu'an and agriculture. The design location is in Kubu Raya Regency. Islamic Boarding School Tahfidzul Qura'an Agro is not only a place to learn religious knowledge but can also be a place to learn agriculture because the agricultural sector is the leading sector in Kubu Raya Regency. This design is also motivated by the number of memorizers of the Qur'an which is small compared to the Muslim population in Indonesia. The purpose of this design is to be able to design a Tahfidzul Qur'an Islamic boarding school facility to meet the needs in the field of religious education and other skills in the world of work. As a Thafidzul Qur'an boarding school, the students are required to memorize the Qur'an because the main function of this pesantren is to increase the number of memorizing the Qur'an. Skills in agriculture are also taught to equip students to face the world of work. The stages in the planning and design of the Tahfidzul Qura'an Agro Islamic Boarding School start from the idea stage, data collection, analysis, synthesis, pre-design, and design development. The pesantren area of the Tahfidzul Qura'an Agro Islamic Boarding School consists of several masses, namely: mosque buildings, memorization facilities, schools, student dormitories, management housing, and agricultural facilities. The mosque building is a focal point in the area. The mosque is in the middle to separate the zoana of male and female students. The location of the mosque is also in the middle so that it is easily accessible by students and residents around the pesantren area. memorizing facilities and schools are on the right and left of the mosque. The dormitory and residence manager are at the back to get a quieter atmosphere.
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Jean-Philippe, Sharon, Jennifer Richards, Kimberly Gwinn, and Caula Beyl. "Urban Youth Perceptions of Agriculture." Journal of Youth Development 12, no. 3 (September 25, 2017): 1–17. http://dx.doi.org/10.5195/jyd.2017.497.
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To change public perceptions, particularly from urban populations, of agriculture and natural resources (ANR) fields, the University of Tennessee developed a model of strategic educational recruitment to extend beyond traditional college fair experiences to educate underrepresented candidates. The High School Agricultural Education Initiative (HSAI) provided 10th-grade students with opportunities to: (a) gain knowledge of and appreciation for disciplines in agriculture and natural resources, (b) learn about college admissions standards, (c) network with college students and staff to learn about campus resources, and (d) understand how a college education improves professional opportunities. The HSAI (n = 122) was effective at increasing urban high school student knowledge of postsecondary opportunities in agriculture and natural resources, particularly with regards to ANR career paths. Additionally, students placed high value on the importance of scholarships and they believed that their parents would be supportive of majoring in an ANR discipline. The HSAI program targeted 10th-grade students for a one-time intervention, however, in further reflection and based on the results of this study, establishing long-term partnerships with Title I urban high schools may be more effective at increasing the number of youth who actually apply and enroll in ANR programs in college.
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Fadlillah, M., Bohri Rahman, and Nurul Istiq'faroh. "Development of teaching materials with agricultural insight to introduce of agriculture in primary school students." Journal of Education and Learning (EduLearn) 18, no. 4 (November 1, 2024): 1224–33. http://dx.doi.org/10.11591/edulearn.v18i4.21641.
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Agriculture is one of the supports for national food needs, so it must continue to be preserved. Unfortunately, nowadays, the sustainability of agriculture is increasingly worrying. Many young people are no longer interested in becoming farmers or working in the agricultural sector. A solution like this must be immediately sought so that regeneration is maintained. This research aimed to develop teaching materials with agricultural insight to introduce of agriculture in primary school students in Indonesia. The research used the research and development (RD) method. Development was carried out using the Borg and Gall model, including: research and informing collecting, planning, preliminary development, and preliminary field testing and main product revision. The research results indicated that: i) the teaching material that was successfully developed was in the form of a textbook entitled “I love agriculture”. This book contains ten materials on agricultural, and ii) the test results showed that the agriculturaloriented teaching materials are of good quality. From the product eligibility test involving material experts and media experts, the average assessment score was 86.25%, while the average assessment score from students reached 85.25%. This research implied that students could get to know and love agriculture through learning activities at school.
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SHELKE, R. A., V. V. GOHAD, N. B. LOTHE, and M. S. NAWARE. "Aspiration of Agriculture Polytechnic School students." AGRICULTURE UPDATE 12, no. 4 (November 15, 2017): 544–47. http://dx.doi.org/10.15740/has/au/12.4/544-547.
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Danshin, A. I., L. L. Karpovich, and A. S. Naumov. "MAP ‘WORLD AGRICULTURE’ FOR HIGH SCHOOL." Proceedings of the International conference “InterCarto/InterGIS” 1, no. 21 (January 1, 2015): 643–46. http://dx.doi.org/10.24057/2414-9179-2015-1-21-643-646.
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AP, Dangore, Wakle PK, and Raut AG. "Knowledge of agriculture technology school students." International Journal of Chemical Studies 8, no. 6 (November 1, 2020): 107–9. http://dx.doi.org/10.22271/chemi.2020.v8.i6b.11030.
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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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Solomonson, Jay K., Trent Wells, Mark S. Hainline, Bryan D. Rank, Matthew Wilson, Skyler P. Rinker, and Steven "Boot" Chumbley. "Technical Agriculture Skills Teachers Need to Teach Courses in the Plant Systems Pathway." Journal of Agricultural Education 63, no. 3 (September 30, 2022): 100–116. http://dx.doi.org/10.5032/jae.2022.03100.
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Agricultural teacher education programs are designed to prepare competent teachers who are ready to teach students in public schools. One aspect of agricultural teacher education is ensuring teachers are ready to lead instruction in various aspects of school-based agricultural education (SBAE), such as teaching students various technical agriculture skills. As part of a larger study, we used a three-round Delphi study to identify the technical agriculture skills SBAE teachers in Illinois and Iowa need to effectively teach courses in the Plant Systems pathway within the broader Agriculture, Food, and Natural Resources (AFNR) Career Cluster. A panel of 27 experienced SBAE teachers nominated by their colleagues contributed data for our study. Eighteen teachers participated in all three rounds. At the conclusion of our Delphi study, we identified 82 technical agriculture skills. To help ensure teachers are competent and prepared to teach courses in the Plant Systems pathway, we suggest several approaches agricultural teacher educators should consider: (1) facilitating opportunities to implement technical agriculture skill development opportunities within agricultural teacher education programs, (2) engaging with agricultural faculty who teach technical agriculture courses to pre-service teachers, and (3) using our list of 82 skills as a springboard to facilitate future scholarly inquiry on the topic. While our results are not generalizable beyond the SBAE teachers in Illinois and Iowa, we do believe our findings are valuable to SBAE stakeholders. To enhance generalizability and provide a more thorough exploration of teachers’ technical agriculture skill needs, replication of our study should occur in other states.
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Woomer, Paul, Wellisa Mulei, and Samuel Maina. "An ICT Strategy Based upon E-Teaching and E-Learning in Response to the COVID-19 Crisis in Africa." Journal of International Agricultural and Extension Education 28, no. 2 (March 15, 2021): 51–67. http://dx.doi.org/10.5191/jiaee.2021.28205.
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The COVID-19 pandemic is a crisis that has gripped the world, causing governments and development agencies to search for critical measures to protect their people. The situation not only represents a significant health risk but has resulted in school closures that have disrupted agricultural education. This impedes the attainment of Africa’s larger food security and rural transformation agendas. Six months before the advent of the pandemic, the International Institute of Tropical Agriculture initiated a pilot project, Start Them Early Program (STEP) whose goal is to reinforce pathways to careers in agriculture within secondary schools in DR Congo, Kenya, and Nigeria. The project has now been forced to rethink its approach while embracing information and communication technologies due to the school closures. This paper describes the process involved in that operational pivot, particularly concerning the shift from electronic teaching by instructors towards distance electronic learning by students. Key issues addressed are the consolidation of digital applications, development of a mobile-based toolbox for use by young farmers, and constraints to device ownership. The means of addressing these concerns through working with instructors and their larger school systems are explained. Action points and resources that are recommended include the distribution of upgraded instructor workstations, a listing of relevant software applications, and the design of a mobile-based all-in-one toolkit for agriculture students and young farmers. The latter two developments have wider application in the reform of agricultural extension amongst the tech-savvy youth taking up agribusiness.
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Ahmed, Abdullahi Hussein, Oba Abdulkadir Ibrahim, and Mahmud Wasilah Agunbiade. "Integrating Climate Change and Smart Agriculture Contents into Nigerian School Curriculum." Indonesian Journal of Curriculum and Educational Technology Studies 10, no. 1 (April 30, 2022): 1–8. http://dx.doi.org/10.15294/ijcets.v10i1.50938.
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The importance of the agricultural sector to the Nigerian economy is highly invaluable, although, it is highly responsive and vulnerable to climate change. Climate change has caused decline and volatility in agricultural production, thereby exacerbating food insecurity and hunger in countries such as Nigeria. Most of the Nigerian farmers are rainfed and conservative towards technological change, this calls for the need to develop curriculum contents on smart agriculture for youth who will steer agricultural activities in the nearest future. This study adopts Stufflebeam’s (Content-Input-Process-Product) curriculum content creation process to develop content on climate change and smart agriculture for incorporation into the senior school agricultural science curriculum in Nigeria. The contents were developed using the Food and Agricultural Organization of the United Nations outlined climate-smart agricultural practices as suggested in themes 1 and 2 of the curriculum
Abstrak
Sektor pertanian sangat penting bagi perekonomian Nigeria, meskipun sangat responsif dan rentan terhadap perubahan iklim. Perubahan iklim telah menyebabkan penurunan dan ketidakstabilan dalam produksi pertanian, sehingga memperburuk kerawanan pangan dan kelaparan di negara-negara seperti Nigeria. Sebagian besar petani Nigeria menggarap pertanian tadah hujan dan konservatif terhadap perubahan teknologi. Kondisi tersebut meniscayakan perlunya mengembangkan konten kurikulum pertanian cerdas (smart agriculture content) untuk pemuda yang akan mengarahkan kegiatan pertanian dalam waktu terdekat. Studi ini mengadopsi model Stufflebeam (Content-Input-Process-Product) dalam proses pembuatan konten kurikulum untuk mengembangkan materi tentang perubahan iklim dan pertanian cerdas untuk dimasukkan dalam kurikulum ilmu pertanian sekolah menengah di Nigeria. Konten dikembangkan mengacu pada Organisasi Pangan dan Pertanian Perserikatan Bangsa-Bangsa yang menguraikan praktik pertanian cerdas iklim sebagai tema 1 dan 2 yang disarankan dari kurikulum
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ARRIESGADO, WELLA R., and EUGENIA M. SOLON. "Performance and Daily Bread: An Action Research." International Journal of Learning and Development 13, no. 1 (April 6, 2023): 12. http://dx.doi.org/10.5296/ijld.v13i1.20877.
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Agricultural education teaches students about agriculture skills, food and natural resources. While feeding program is always been important for providing of nutrients and enhancement of academic performance. This study investigated the outcomes of daily bread intervention to learners’ performance in agricultural subject. The study is action research utilize the framework of pre-experimental approach, particularly the pre-test and post- test design. The respondent of the study is the Grade 7 Learners of Daanbantayan National High school. The data were obtained from the learner’s performance in agriculture subject and their body composition. Through presentation, Analysis and interpretation of the data it was determined that the average performance of the learners in agriculture subject increases. While Learners body composition changes from severely wasted to normal body composition. The association between the two variables were analyzed through the body composition specifically the Body mass index (BMI) of the learners. Result showed that the daily bread intervention increases learners’ performance in agriculture subject. It also means that School based feeding program contributed to learners’ performance. Learners are more motivated to be on School daily by the help of the feeding program.
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Harbar, Olha, and Maiia Kostiuk. "SCIENTIFIC RESEARCH ON AGRICULTURE IN UMAN AGRICULTURAL INSTITUTE (END OF THE XIXth –THE SECOND HALF OF THE XXth CENTURY): DEVOTED TO ITS 175th ANNIVERSARY." Journal of Ukrainian History, no. 40 (2019): 92–102. http://dx.doi.org/10.17721/2522-4611.2019.40.12.
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The article presents the historical and scientific analysis of the process of formation and development of scientific research on agriculture at Uman Agricultural Institute in the historical context. It was established that scientific research on agriculture dates back to 1868, when the Main School of Horticulture was reorganized in the Uman College of Agriculture and Horticulture. It was found that the first studies on soil cultivation and fertilization were conducted in the period from 1886-1912 by Professor M.K. Vasyliev. In 1912 Professor M.K. Vasyliev published the first Ukrainian textbook on plant growing and forestry called «Private agriculture or the study of field and meadow crops». It was established that the activity of V.V. Pashkevych at Uman School contributed to the further development of fruit and ornamental horticulture and viticulture in the Russian Empire, and later in Ukraine. It is noted that S.M. Vukolov, while working at Uman School of Horticulture and Agriculture, for the first time first organized teaching of vegetable growing on a scientific basis. It is emphasized that P.G. Shytt was the first school teacher who began to study the root system and nutrition of the fruit trees, the patterns of growth and cycling of their ontogenetic development. Great attention is paid to the exploratory works of Professor F.V. Zamorskyi, who, on the basis of the study of content and species composition of weeds in rye and wheat seeds, proposed wholly justified measures of weed control. It has been established that the personal contribution of the scientists and teachers of Uman School to the formation of scientific principles of agriculture is undoubtedly significant and contributes to the provision of high and stable crops of agricultural products. Particular attention is paid to the main scientific achievement of the prominent scientist-agronomist – Professor S.S. Rubin in horticulture and field agriculture. It was investigated that the main directions of his scientific and research work were: soil maintenance and fertilization in fruit plantations, crop rotation and soil cultivation under field crops.
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Wells, Trent, Jay Solomonson, Mark Hainline, Bryan Rank, Matthew Wilson, Skyler Rinker, and Steven Chumbley. "Technical agriculture skills teachers need to teach courses in the animal systems pathway." Journal of Agricultural Education 64, no. 3 (September 30, 2023): 158–75. http://dx.doi.org/10.5032/jae.v64i3.117.
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Fundamentally, agricultural teacher education programs and their faculty are tasked with preparing competent teachers capable of teaching students enrolled in public schools. As part of their design, an important facet of these programs is ensuring pre-service teachers are ready to provide educational opportunities in aspects of school-based agricultural education (SBAE), including teaching technical agriculture skills to students. We used a three-round Delphi technique to identify the technical agriculture skills SBAE teachers in Illinois and Iowa need to effectively teach courses in the Animal Systems pathway within the broader Agriculture, Food, and Natural Resources (AFNR) Career Cluster. Thirty-four SBAE teachers who were nominated by state-level SBAE leaders and other SBAE teachers in their states contributed data for our study. Twenty-two teachers participated in all three rounds. In total, we identified 35 technical agriculture skill items. To help ensure teachers are competent and prepared to teach courses in the Animal Systems pathway, we outline several approaches agricultural teacher educators should contemplate: (1) facilitating opportunities to foster technical agriculture skill development within agricultural teacher education programs, (2) collaborating with agricultural faculty who teach technical agriculture courses to pre-service teachers, and (3) using our list of 35 skills to facilitate future scholarly investigation on the topic. While not generalizable beyond the SBAE teachers in these two states, we do believe our findings have value for SBAE stakeholders. To overcome the limitation of generalizability and to delve deeper into teachers’ technical agriculture skill needs, we suggest that our study be replicated in other states.
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Shabani, Rehema Nanyama, John O. Shiundu, and Stanley N. Mutsotso. "Teacher-Related Factors and their Influence on the Integration of Practical Skills in Teaching and Learning of Agriculture in Secondary Schools in Busia County, Kenya." East African Journal of Education Studies 6, no. 2 (July 16, 2023): 247–63. http://dx.doi.org/10.37284/eajes.6.2.1321.
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The purpose of the study was to determine the teacher-related factors and their influence on the integration of practical skills in teaching and learning agriculture in secondary schools in Busia County, Kenya. The study was guided by the experiential learning theory as postulated by John Dewey. The study used the descriptive survey design. Data were collected using questionnaires, interview schedules and observation. The study sampled a total of 367 respondents, which comprised 23 principals sampled using saturated sampling, 23 agriculture teachers sampled purposively and 320 students sampled through simple random sampling and 1 quality assurance and standard officer. Data was analyzed descriptively and presented using tables and charts. The study revealed that teacher-related factors influence the integration of practical skills. The factors include various teaching methodologies, teacher competencies, and teacher qualifications. However, the teaching methodology deployed by teachers does not favour the integration of practical skills, as most teachers prefer the lecture method. The schools however faced various challenges which hampered the integration of practical skills in teaching and learning of agriculture in secondary school in Busia County, Kenya. The study therefore recommends that the agriculture curriculum in Kenya should be aligned with the national agricultural policy and strategy to ensure that students are exposed to the latest developments and trends in the field and other career-related areas after their secondary school education; Teachers be provided with regular professional development courses to enhance their teaching methodology and enough resources be allocated for practical purposes in teaching and learning of agriculture.
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Easterly III, R. G., Frank Hodnett, and Mary T. Rodriguez. "Examining student involvement in the total program in small schools in New Mexico." Advancements in Agricultural Development 3, no. 1 (January 12, 2022): 19–31. http://dx.doi.org/10.37433/aad.v3i1.177.
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The dynamics facing rural development and school policy in New Mexico has limited merging and redistricting efforts in small schools in isolated rural communities. This has created a situation where small schools exist in several rural communities in the state. These programs often include school-based agricultural education as a program offering. The dynamics of the schools can impact how the total program approach commonly used in agricultural education can be implemented. The purpose of the study was to explore how agriculture teachers in small schools in New Mexico developed their own institutional polices and worked with the policies established by the school to involve students in the total program. A qualitative case study with six teachers was conducted. The themes emphasized the nuanced nature of the programs as well as the importance of relationships with students, parents, community members, and school staff to implement these programs. The teachers faced challenges related to balancing student time and working with athletics for scheduling. Successful programs cater to the context of the school and community by getting to know the students they serve. Advice and best practices provided by the teachers were discussed. Recommendations were provided related to establishing and maintaining relationships.
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Wang, Rushi, and Shigeto Yanai. "Characteristics and Roles of School Gardens in Urban Areas of Japan: Perspective of School Managers." Land 12, no. 3 (February 26, 2023): 565. http://dx.doi.org/10.3390/land12030565.
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Children spend most of their time at school; thus, agricultural experiences (AEs) in school gardens through school organizations are important for children to remain connected to agriculture and nature. Although various studies confirm the tremendous benefits of school gardens, the lack of studies on the characteristics of school gardens and the factors that influence the effectiveness of their AEs is telling. In this study, a questionnaire was developed and sent to the school garden managers of the public elementary schools in an urban area in Japan to analyze the characteristics of school garden and their influencing factors through descriptive analysis and inferential statistics. The results identified the location effects on the type of school gardens: school gardens inside the school are better able to ensure the safety of children but have less connection with the community; school farms outside the school are better able to ensure a place for children to have AEs; schools with both a school garden and farm have a stronger connection to the community than those with only school gardens, however, safety is decreased. In addition, the lack of budget, teachers, supportive policies, and motivation among school garden managers in operating school gardens was noted. Therefore, ensuring government support, coordinating the time of school garden managers, and strengthening the connection and cooperation between elementary schools and local communities are primary issues for consideration in the future.
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Isyanto, Agus Yuniawan, Ai Tusi Fatimah, and Lidya Nur Amalia. "FACTORS INFLUENCING AGRICULTURAL VOCATIONAL HIGH SCHOOL STUDENTS' INTEREST IN WORKING IN THE AGRICULTURAL SECTOR." Agric 36, no. 1 (July 1, 2024): 131–40. http://dx.doi.org/10.24246/agric.2024.v36.i1.p131-140.
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The agricultural sector is one of the sectors that makes a large contribution to labor absorption in Indonesia, however data shows a decline in the rate of labor absorption in the agricultural sector, especially among the younger generation. One effort to increase the number of young workers absorbed in the agricultural sector is through agricultural vocational school education which is expected to grow the interest of agricultural vocational school students to work in the agricultural sector in order to overcome the decline in farmer regeneration in Indonesia. The research objectives are to: (1) Identify the interest of agricultural vocational school students in agriculture to work in the agricultural sector, and (2) analyze the factors that influence agricultural vocational school students' interest in working in the agricultural sector. The research was carried out in September 2023 at one of the vocational schools specializing in agricultural skills in Ciamis Regency. The research sample consisted of 78 students who were determined using cluster random sampling. Agricultural vocational school students' interest in working in the agricultural sector was analyzed descriptively, while the factors that influenced agricultural vocational school students' interest in working in the agricultural sector were analyzed using multiple linear regression analysis. The research results show: (1) The majority of agricultural vocational school students who are interested in working in the agricultural sector are in the medium category, and (2) The social environment, community environment and social status have a significant influence on agricultural vocational school students' interest in working in the agricultural sector, while their parents' income has no significant influence.
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Conner, Nathan W., Sarah Greer, and Christopher T. Stripling. "International Agricultural Concepts through the Eyes of School-Based Agriculture Education Students." Journal of International Agricultural and Extension Education 24, no. 2 (August 15, 2017): 65–77. http://dx.doi.org/10.5191/jiaee.2017.24205.
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As demands to participate in a global economy increase, American students, who have limited knowledge of international agriculture concepts, must be better educated in terms of international awareness and understanding. The purpose of this study was to identify the attitudes, beliefs, understanding, and desired instructional methods of Tennessee school-based agricultural education students in regards to international agriculture. A descriptive questionnaire comprised of 46 items, which measured four constructs, was used to collect data. The summated means of all students for attitudes, beliefs, understanding, and instruction were 3.81 (SD = .46), 3.81 (SD = .57), 3.76 (SD = .51), and 3.76 (SD = .47), respectively. Findings indicated students hold positive attitudes and beliefs toward international agricultural concepts. In an effort to remain a global leader in science and innovation and to meet the needs of the agricultural employers, State Departments of Education should consider providing resources for the development, testing, and implementation of internationalized curricula. If not currently internationalized, other countries should also consider internationalizing their curricula and determine how best to equip students with the skills and knowledge necessary to work in a globalized economy.
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GODLEVSKAYA, E. V. "CONTINUITY OF V.P. GORYACHKIN'S TEACHING IN THE WORKS OF SCIENTIFIC SCHOOLS OF THE SOUTHERN URALS." Tekhnicheskiy servis mashin 62, no. 1 (2024): 130–36. http://dx.doi.org/10.22314/2618-8287-2024-62-1-130-136.
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The paper summarizes the factual material revealing the contribution of scientists of the agroengineering school of the Southern Urals to the development of V.P. Goryachkin's scientific ideas. The Chelyabinsk Institute of Mechanization and Electrification of Agriculture, established in 1930, became the center for the development of such scientific areas as the study of the dynamics of mobile agricultural units, the development of engine theory, the improvement of tractor design, the development of a differential method for threshing grain crops, the intensification and automation of grain separation processes, the creation of scientific foundations of technical service and the theory of restoration of agricultural machinery. (Research purpose) The research purpose is systematization of historical and scientific materials in the field of development of agroengineering scientific schools of the Southern Urals; showing the continuity of V.P. Goryachkin's teachings in the works of the considered scientific schools. (Materials and methods) Found out that the theoretical and practical results of scientific developments of the Lyubimov school were greatly influenced by numerous field tests in collective farms and state farms of the Southern Urals, as well as the use of computer-aided design systems for computing. The influence of the development of tractors of the Chelyabinsk Tractor Plant on the scientific research of E.M. Kharitonchik, I.E. Ulman was described. The links between branch scientific institutes and the Chelyabinsk Institute of Mechanization and Electrification of Agriculture were highlighted. (Results and discussion) We systematized the scientific achievements of the teaching staff of the Chelyabinsk Institute of Mechanization and Electrification of Agriculture from 1930 to 2023. (Conclusions) Scientists of scientific schools of the Southern Urals fully used all the resources available in the region and beyond: close communication within the branch scientific community (VIM, GOSNITI, NATI), close work with advanced industrial and agricultural enterprises for the development of agroengineering science and education and the introduction of the results into production.
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Lee, A.-Young, Seon-Ok Kim, and Sin-Ae Park. "Elementary School Students’ Needs and Preferences Regarding Urban Agriculture." HortTechnology 28, no. 6 (December 2018): 783–94. http://dx.doi.org/10.21273/horttech04150-18.
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This study aimed to investigate elementary school students’ needs and preferences regarding urban agriculture. In total, 1268 students in grades 4 to 6 at four elementary schools in Seoul, South Korea, participated in the study. A 21-item questionnaire was developed and distributed in each school by trained researchers for 3 weeks in Oct. 2017. More than 73.7% of the students reported having an awareness of and need for urban agriculture, and 86.8% (N = 1048) indicated their participation intention. Students noted needing urban agriculture for scientific inquiry and recommended including a learning activity in urban agriculture (35.4%, N = 400) for psychological stability and stress reduction (20.9%, N = 236), and for leisure and hobby purposes (16.2%, N = 183). Students reported participating in urban agriculture activities in indoor and outdoor spaces (33.8%, N = 423) for more than 30 minutes and less than 60 minutes (42.0%, N = 525) twice per week (40.2%, N = 501) with friends (72.9%, N = 818). Preferred urban agriculture indoor activities were planting plants (21.8%, N = 822), arranging flowers (20.9%, N = 788), and making craftwork using plants (18.9%, N = 714). Harvesting (20.8%, N = 790), watering (15.1%, N = 570), and planting transplants (13.1%, N = 493) were preferred outdoor activities. Other preferred activities included playing with livestock (22.4%, N = 884), cooking with the harvested crops (21.3%, N = 805), and feeding livestock (17.2%, N = 650). The female students demonstrated greater perception, experience, awareness of the necessity, and willingness to participate in urban agriculture compared with male students (P = 0.01). The lower the grade, the more students perceived the necessity of urban agriculture (P < 0.001). The results of this study can provide basic data for the practical development of urban agriculture programs for elementary school students.
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Ambusaidi, Abdullah, and Mohammed Al-Saidi. "Omani School Students’ Attitudes toward Agriculture: Investigating the Role of Gender and Geographical Regions." Journal of Educational and Psychological Studies [JEPS] 13, no. 4 (October 22, 2019): 733–48. http://dx.doi.org/10.53543/jeps.vol13iss4pp733-748.
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A 24-item questionnaire was designed to collect specific data in order to determine Omani students’ attitudes toward agriculture and, specifically, whether or not these attitudes differ according to gender and the geographical regions where students reside. A survey research method based on the use of a questionnaire was employed. The questionnaire items were divided into four domains: participants’ general knowledge about agriculture, their personal interest about agriculture, the role of government in supporting agriculture, and the role of agriculture in food security. The questionnaire was administered to 394 randomly selected Grade 10 students. Participants consisted of 189 male students and 205 female students in total. Questionnaires were distributed to 130 students from North Al Batinah Governorate, 142 from Al-Dakhiliyah Governorate, and 122 from Muscat Governorate. Questionnaire reliability was calculated using Cronbach’s alpha, an internal consistency method, which resulted in a value of 0.83 for the instrument. The study was conducted in the 2016/2017 academic year. The findings indicated that students’ attitudes toward agriculture, overall, were positive and both gender and geographical region had an effect upon their attitudes. The results of this study demonstrate a need to recommend improving students’ attitudes towards agriculture, especially for students who reside in the Muscat Governorate; for example, schools should be encouraged to include agricultural collaborative learning activities, both inside and outside the classroom. Overall, the study results suggest a benefit in conducting additional research in the area of agriculture education in Oman.
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Ambusaidi, Abdullah, and Mohammed Al-Saidi. "Omani School Students’ Attitudes toward Agriculture: Investigating the Role of Gender and Geographical Regions." Journal of Educational and Psychological Studies [JEPS] 13, no. 4 (October 22, 2019): 733. http://dx.doi.org/10.24200/jeps.vol13iss4pp733-748.
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A 24-item questionnaire was designed to collect specific data in order to determine Omani students’ attitudes toward agriculture and, specifically, whether or not these attitudes differ according to gender and the geographical regions where students reside. A survey research method based on the use of a questionnaire was employed. The questionnaire items were divided into four domains: participants’ general knowledge about agriculture, their personal interest about agriculture, the role of government in supporting agriculture, and the role of agriculture in food security. The questionnaire was administered to 394 randomly selected Grade 10 students. Participants consisted of 189 male students and 205 female students in total. Questionnaires were distributed to 130 students from North Al Batinah Governorate, 142 from Al-Dakhiliyah Governorate, and 122 from Muscat Governorate. Questionnaire reliability was calculated using Cronbach’s alpha, an internal consistency method, which resulted in a value of 0.83 for the instrument. The study was conducted in the 2016/2017 academic year. The findings indicated that students’ attitudes toward agriculture, overall, were positive and both gender and geographical region had an effect upon their attitudes. The results of this study demonstrate a need to recommend improving students’ attitudes towards agriculture, especially for students who reside in the Muscat Governorate; for example, schools should be encouraged to include agricultural collaborative learning activities, both inside and outside the classroom. Overall, the study results suggest a benefit in conducting additional research in the area of agriculture education in Oman.
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Brady, Tony. "Nambour." Australian and International Journal of Rural Education 22, no. 3 (November 1, 2012): 87–99. http://dx.doi.org/10.47381/aijre.v22i3.623.
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This paper examines the Rural Schools of Queensland. Starting with Nambour in 1917, the scheme incorporated thirty schools, and operated for over forty years. The rhetoric of the day was that boys and girls from the senior classes of primary school would be provided with elementary instruction of a practical character. In reality, the subjects taught were specifically tailored to provide farm skills to children in rural centres engaged in farming, dairying or fruit growing. Linked to each Rural School was a number of smaller surrounding schools, students from which travelled to the Rural School for special agricultural or domestic instruction. Through this action, the Queensland Department of Public Instruction left no doubt it intended to provide educational support for agrarian change and development within the state; in effect, they had set in motion the creation of a Queensland yeoman class. The Department’s intention was to arrest or reverse the trend toward urbanisation — whilst increasing agricultural productivity — through the making of a farmer born of the land and accepting of the new scientific advances in agriculture.
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Fernandes, Meenakshi, Rae Galloway, Aulo Gelli, Daniel Mumuni, Salha Hamdani, Josephine Kiamba, Kate Quarshie, et al. "Enhancing Linkages Between Healthy Diets, Local Agriculture, and Sustainable Food Systems." Food and Nutrition Bulletin 37, no. 4 (July 19, 2016): 571–84. http://dx.doi.org/10.1177/0379572116659156.
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Background: Interventions that enhance linkages between healthy diets and local agriculture can promote sustainable food systems. Home-grown school feeding programs present a promising entry point for such interventions, through the delivery of nutritious menus and meals. Objective: To describe the adaptation of the School Meals Planner Package to the programmatic and environmental reality in Ghana during the 2014 to 2015 school year. Methods: Guided by a conceptual framework highlighting key considerations and trade-offs in menu design, an open-source software was developed that could be easily understood by program implementers. Readily available containers from markets were calibrated into “handy measures” to support the provision of adequate quantities of food indicated by menus. Schools and communities were sensitized to the benefits of locally sourced, nutrient-rich diets. A behavior change communication campaign including posters and songs promoting healthy diets was designed and disseminated in schools and communities. Results: The School Meals Planner Package was introduced in 42 districts in Ghana, reaching more than 320 000 children. Monitoring reports and feedback on its use were positive, demonstrating how the tool can be used by planners and implementers alike to deliver nutritious, locally-sourced meals to schoolchildren. The value of the tool has been recognized at the highest levels by Ghana’s government who have adopted it as official policy. Conclusions: The School Meals Planner Package supported the design of nutritious, locally sourced menus for the school feeding program in Ghana. The tool can be similarly adapted for other countries to meet context-specific needs.
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BORUSIEWICZ, ANDRZEJ, and PAULINA DROŻYNER-STAROWICZ. "THE ROLE OF AGRICULTURAL EDUCATION IN THE AWARENESS OF THE STUDENTS FROM THE HIGHER SCHOOL OF AGRIBUSINESS IN LOMZA (WSA) AND WARSAW UNIVERSITY OF LIFE SCIENCES (SGGW)." sj-economics scientific journal 25, no. 2 (September 30, 2017): 11–19. http://dx.doi.org/10.58246/sjeconomics.v25i2.185.
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The agricultural sector is a key element of economy. In order to compete with international agriculture highly educated farmers are needed. Numerous research show the correlation between farmers' education and farms income. The purpose of the study was to prove the role of agricultural education in the awareness of the students from the Higher School of Agribusiness in Lomza (WSA) and Warsaw University of Life Sciences (SGGW). The survey was conducted in March 2015 among the students of Faculty of Agriculture of both universities mentioned above. The result shows that the vast majority of agriculture students consider agricultural education to be important and useful in running a farm. Most respondents are satisfied with their preparation by universities for work in agriculture.
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Maulani, Dwi Siska, Lilies Youlia Friatin, and Etika Rachmawati. "Voicing The Students’ Need of English Vocabulary English for Specific Purposes in Vocational High School." JELITA: Journal of Education, Language Innovation, and Applied Linguistics 1, no. 1 (January 24, 2022): 56–66. http://dx.doi.org/10.37058/jelita.v1i1.4440.
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The goal of this study was to identify the English vocabulary requirements for agriculture students. The purpose of this study is to find out what students think about the importance of English vocabulary for agriculture students. The qualitative case study design was used in this investigation. This study was undertaken at a Tasikmalaya vocational school with a horticulture major. The researchers employed an open-ended questionnaire to collect data from twenty-one participants, including one English teacher and twenty agricultural students in the horticulture major. The researcher evaluated and interpreted the results of the open-ended questionnaire. When conducting analysis, the researcher assigns a code to each participant's response, organizes the data, and finally obtains the questionnaire's conclusion. The findings of an open-ended questionnaire based on students’ perceptions revealed that agricultural vocabulary is important for some areas, such as English for agriculturists, animal breeders, and in some fields of agriculture, such as cultivating the plants, care the plants, agricultural equipment, or scientific names of plants because learning English vocabulary can increase students' knowledge, particularly specific vocabulary, as well as learning English vocabulary for ag. Finally, the researchers make recommendations on how to better meet the demands of vocational students, particularly in terms of the English vocabulary required of agriculture students.Keywords: English for Specific Purposes; English Vocabulary; Voicing; Students’ Need; Vocational High School.
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Mulei, Welissa, Bolanle Larinde, Adedayo Adefioye, Prince Bobo, and Paul Woomer. "Understanding the Perceptions of Secondary School Youth toward Agricultural Careers in Democratic Republic of Congo, Kenya and Nigeria." Journal of International Agricultural and Extension Education 27, no. 4 (December 15, 2020): 62–78. http://dx.doi.org/10.5191/jiaee.2020.27462.
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Youth are critical participants in the modernization of African agriculture but often their perception of farming is negative. A baseline survey of 1264 students from eight secondary schools in Democratic Republic (DR) of Congo, Kenya and Nigeria was conducted to assess their attitudes toward career pathways to agriculture and agribusiness. KoboToolBox was used to collect data online before compilation and inspection for errors in Microsoft Excel and exportation into STATA for analysis. Findings were presented as summary statistics, frequencies and multiple linear regression. A large majority (86%) of the students attended agricultural courses and 54% identified agriculture as having a place in their future, but often not as their highest career ambition. Livestock, field cropping, small animal production, and horticulture were the most viable enterprises for the youngsters. Nearly half (46%) that were averse to agriculture as a career path based their decision upon excessive labor requirements (30%), difficulties in securing land (25%), and low returns to effort (20%). Disparities from a country, area and gender perspective were recorded. Perceptions and career plans among the sexes differed; with females having less experience with machinery, and were more drawn to horticulture and agro-processing. Despite unfavorable attitudes toward agriculture, the study established that youth from these countries recognize that opportunity exists from adopting modern farming methods and commercial agricultural enterprises. The results of this study suggest several avenues for future Start Them Early Program activities intended to strengthen career pathways toward agriculture in African secondary schools. Keywords: Africa, agricultural education, career pathways, Start Them Early Program, youth
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Dangore, A. P., P. K. Wakle, and A. G. Raut. "Skills Level of Agriculture Technology School Students." International Journal of Current Microbiology and Applied Sciences 9, no. 11 (November 10, 2020): 3540–45. http://dx.doi.org/10.20546/ijcmas.2020.911.423.
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