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Artículos de revistas sobre el tema "Agricultural education"

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Publicado: 4 de junio de 2021
Última modificación: 25 de julio de 2025

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1

Dewi, Dewi Rakhma. "AGRICULTURAL EDUCATION: UTILIZATION OF AGRICULTURAL WASTE." International Journal of Business, Law, and Education 2, no. 3 (2021): 79–84. http://dx.doi.org/10.56442/ijble.v2i3.22.

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The purpose of writing this article is to to describe some of the functions of waste. Waste is the residue or by-product of the main product. Agricultural waste is part of agricultural plants above the ground or part of the shoots, stems that are left after being harvested or the main product is taken and is an alternative feed used as animal feed. The purpose of writing this article is to to describe some of the functions of waste. The method used in this research is literatur review. Based on the results of literature reviews of several agricultural books, most of the rice straw is used as c
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2

Peterson, Ronald R. "Experiencing Agricultural Education." Journal of Agricultural Education 40, no. 1 (1999): 1–13. http://dx.doi.org/10.5032/jae.1999.01001.

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3

Enshayan, Kamyar. "Rethinking agricultural education." American Journal of Alternative Agriculture 7, no. 4 (1992): 146–47. http://dx.doi.org/10.1017/s0889189300004690.

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4

Martin, Michael, and Kellie Enns. "The Conflicts of Agriculture: Exploring the Agricultural Ideologies of University Agricultural Education Students." Journal of Agricultural Education 58, no. 1 (2017): 207–22. http://dx.doi.org/10.5032/jae.2017.01207.

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5

Mulder, Martin, and Angela Pachuau. "How agricultural is agricultural education and extension?" Journal of Agricultural Education and Extension 17, no. 3 (2011): 219–22. http://dx.doi.org/10.1080/1389224x.2011.559056.

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6

Engler, Steven, and Michael M. Kretzer. "Agriculture and Education: Agricultural Education as an Adaptation to Food insecurity in Malawi." Universal Journal of Agricultural Research 2, no. 6 (2014): 224–31. http://dx.doi.org/10.13189/ujar.2014.020607.

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7

Ibrahim, Fati Jalo, and K. G. Farauta. "AGRICULTURAL EDUCATION AND RESTRUCTURING." Sokoto Educational Review 16, no. 2 (2015): 10. http://dx.doi.org/10.35386/ser.v16i2.137.

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Increasing awareness of the important of vocational agricultural education has drive various regimes in government and education to embark on several review of agricultural curriculum at both secondary and tertiary institutions and as well as a good and profitable way of life when properly practiced. Unfortunately, in spite of the various efforts by government and other stake holders, it had been widely reported that agriculture in schools had been a failure. Agricultural education and restructuring are the focus of this study and the components for restructuring agricultural education program
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8

Peterson, E. Wesley F., Fred J. Ruppel, and Daniel I. Padberg. "Assessing agricultural education: Agricultural economics at a crossroads." Agriculture and Human Values 5, no. 4 (1988): 26–33. http://dx.doi.org/10.1007/bf02217645.

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9

Miller, Greg, and Joe Gliem. "Agricultural Education Teachers' Ability To Solve Agriculturally Related Mathematics Problems." Journal of Agricultural Education 35, no. 4 (1994): 25–30. http://dx.doi.org/10.5032/jae.1994.04025.

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10

Masser, Douglas T., Jeremy M. Falk, and Daniel D. Foster. "Level of Agricultural Education Advisory Council Implementation in Idaho Secondary Agricultural Education Programs." Journal of Agricultural Education 55, no. 3 (2014): 116–31. http://dx.doi.org/10.5032/jae.2014.03116.

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11

Heinert, Seth, and Grady Roberts. "A Profile of Agricultural Education Teachers with Exemplary Rural Agricultural Entrepreneurship Education Programs." Journal of Agricultural Education 58, no. 4 (2017): 192–209. http://dx.doi.org/10.5032/jae.2017.04192.

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12

ADAMIČ, France. "Development of agricultural schools in Slovenia. The first agricultural school and studies of agriculture in Ljubljana." Acta agriculturae Slovenica 75, no. 2 (2000): 285–87. http://dx.doi.org/10.14720/aas.2000.75.2.15852.

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13

Juhász, Tímea, and Gabriella Horváth-Csikós. "The emergence of soft skills in agricultural education." Problems and Perspectives in Management 19, no. 3 (2021): 453–66. http://dx.doi.org/10.21511/ppm.19(3).2021.37.

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As the possession of soft skills is becoming an essential part of the basic skill set of entrants, it is undoubtedly essential to research and develop these skills. The purpose of this study was to examine how students studying at the largest agricultural university in Hungary perceive their soft skills to be in line with employers’ expectations, i.e. whether demand matches supply, in what qualities students feel strong, what employers expect, how well supply and demand in the agricultural labor market match in terms of soft skills. Furthermore, whether educational institutions are able to dev
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14

Matviienko, Lesia H., and Olena H. Krasota. "ELEMENTS OF COMPUTER LEXICOGRAPHY IN AGRICULTURAL MANAGERS EDUCATION." Alfred Nobel University Journal of Philology 2, no. 22 (2021): 211–18. http://dx.doi.org/10.32342/2523-4463-2021-2-22-20.

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The development of all spheres of public life is associated with the optimization of information processes (collection, storage, processing, transmission of information), so modern society is called information. Modern information and communication technologies play an important role in teaching a foreign language in non-philological higher education institutions. The organization of education using electronic tools allows significant deepening the professional knowledge and optimizing the educational process for students. Modern lexicography has significantly expanded and strengthened its too
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15

Mulder, Martin. "Agricultural Education and European Vocational Education Policy-making." Journal of Agricultural Education and Extension 21, no. 4 (2015): 289–92. http://dx.doi.org/10.1080/1389224x.2015.1063806.

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16

Chung, Nam-Yong. "Comparative Analysis on General Agricultural Education and Agricultural Literacy." Journal of Korean Practical Arts Education 24, no. 3 (2018): 1–30. http://dx.doi.org/10.29113/skpaer.2018.24.3.001.

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17

Shoulders, Catherine. "Teachers’ Use of Agricultural Laboratories in Secondary Agricultural Education." Journal of Agricultural Education 53, no. 2 (2012): 124–38. http://dx.doi.org/10.5032/jae.2012.02124.

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18

Conner, Nathan, Halley Gates, and Christopher Stripling. "Identifying International Agricultural Concepts for Secondary Agricultural Education Curriculum." Journal of Agricultural Education 58, no. 1 (2017): 118–30. http://dx.doi.org/10.5032/jae.2017.01118.

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19

Ortega-Dela Cruz, Ruth. "Perceptions of higher agricultural education toward sustainable agricultural development." Higher Education, Skills and Work-Based Learning 10, no. 1 (2019): 187–202. http://dx.doi.org/10.1108/heswbl-06-2019-0080.

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Purpose The purpose of this paper is to explore the purposes and current outcomes of Bachelor of Agricultural Science degree program in Austria. It identifies the ability of higher agricultural education (HAE) curriculum to meet its purpose by way of validating its current outcomes. Design/methodology/approach The study used survey research design to purposively sample faculty members and graduating students under the bachelor degree program of Agricultural Science at BOKU University of Natural Resources and Life Sciences, Vienna. In addition to a self-administered questionnaire, key informant
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20

HATOU, Kenji. "Paradigm Shift in Agricultural Education." Shokubutsu Kankyo Kogaku 32, no. 4 (2020): 188–90. http://dx.doi.org/10.2525/shita.32.188.

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21

Steiner, Frederick R., and Kenneth R. Brooks. "Agricultural Education and Landscape Architecture." Landscape Journal 5, no. 1 (1986): 19–32. http://dx.doi.org/10.3368/lj.5.1.19.

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22

Lockaby, Jazqui, and Paul Vaughn. "Teaching Values In Agricultural Education." Journal of Agricultural Education 40, no. 1 (1999): 74–81. http://dx.doi.org/10.5032/jae.1999.01074.

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23

Croom, D. Barry. "Teacher Burnout In Agricultural Education." Journal of Agricultural Education 44, no. 2 (2003): 1–13. http://dx.doi.org/10.5032/jae.2003.02001.

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24

Jenkins, Charles, Tracy Kitchel, and Bryan Hains. "Defining Agricultural Education Instructional Quality." Journal of Agricultural Education 51, no. 3 (2010): 52–63. http://dx.doi.org/10.5032/jae.2010.03053.

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25

Chow, Clement H. M. "Agricultural Distance Education in China." Educational Media International 25, no. 4 (1988): 221–23. http://dx.doi.org/10.1080/0952398880250405.

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26

Rama Rao, D., U. Muralidhar, and Jagdeesh C. Kalla. "Planning agricultural education in India." European Journal of Agricultural Education and Extension 4, no. 1 (1997): 67–80. http://dx.doi.org/10.1080/13892249785300161.

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27

Thompson, Paul B., and Douglas N. Kutach. "Agricultural ethics in rural education." Peabody Journal of Education 67, no. 4 (1990): 131–53. http://dx.doi.org/10.1080/01619569009538704.

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28

Komarov, V. V., N. I. Litvina, and V. S. Paramonov. "System of distant agricultural education." Alma mater. Vestnik Vysshey Shkoly, no. 3 (March 2016): 111–13. http://dx.doi.org/10.20339/am.03-16.111.

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29

Scale, Jason, and Robert Terry. "Perceptions of Agricultural Education Instructors of the Relationship of Shooting Sports in Agricultural Education." Journal of Agricultural Education 51, no. 2 (2010): 1–9. http://dx.doi.org/10.5032/jae.2010.02001.

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30

Wolf, Kattlyn. "Agricultural Education Perceived Teacher Self–Efficacy: A Descriptive Study Of Beginning Agricultural Education Teachers." Journal of Agricultural Education 52, no. 2 (2011): 163–76. http://dx.doi.org/10.5032/jae.2011.02163.

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31

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

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32

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

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33

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

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34

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

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35

Flores, Emmanuel Soriano. "Bureaucratic Dominance in European Higher Agricultural Education." European Journal of Interdisciplinary Studies 3, no. 3 (2017): 40. http://dx.doi.org/10.26417/ejis.v3i3.p40-48.

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The present research work is a project of doctoral thesis of correlational type. The main objective was to demonstrate the relationship between the university bureaucracy of European Agricultural Education as a sociological phenomenon of the domain of domination according to Weber, particulary the Escuela Superior de Agricultura de Barcelona (ESAB) of the Universidad Politécnica de Cataluña (UPC) in Spain and its impact on organizational performance, as a reference and example for mexican agricultural education, particularly the Universidad Autónoma Chapingo (UACh). The results of the research
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36

Flores, Emmanuel Soriano. "Bureaucratic Dominance in European Higher Agricultural Education." European Journal of Interdisciplinary Studies 8, no. 1 (2017): 40. http://dx.doi.org/10.26417/ejis.v8i1.p40-48.

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The present research work is a project of doctoral thesis of correlational type. The main objective was to demonstrate the relationship between the university bureaucracy of European Agricultural Education as a sociological phenomenon of the domain of domination according to Weber, particulary the Escuela Superior de Agricultura de Barcelona (ESAB) of the Universidad Politécnica de Cataluña (UPC) in Spain and its impact on organizational performance, as a reference and example for mexican agricultural education, particularly the Universidad Autónoma Chapingo (UACh). The results of the research
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37

Reis, Randal, and Alan A. Kahler. "Factors Influencing Enrollment In Agricultural Education Programs As Expressed By Iowa Secondary Agricultural Education Students." Journal of Agricultural Education 38, no. 2 (1997): 38–48. http://dx.doi.org/10.5032/jae.1997.02038.

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38

Enns, Kellie J., and Michael J. Martin. "Gendering Agricultural Education: A Study of Historical Pictures of Women in the Agricultural Education Magazine." Journal of Agricultural Education 56, no. 3 (2015): 69–89. http://dx.doi.org/10.5032/jae.2015.03069.

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39

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

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AbstractAs concern about the long-term viability of our food and fiber system has grown, many agricultural research administrators, prominent scientists and policymakers have focused increasing attention on the important research and educational needs in sustainable agriculture. Colleges of agriculture should be important in meeting the challenges of sustainable agriculture; a central question is whether they are adequate for the task. This paper highlights several individual and institutional constraints that limit the ability of these colleges to address the needs: 1) assumptions and biases
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40

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

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41

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

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Agricultural communication, as a standalone discipline, has been taught for more than 100 years. Research has been conducted documenting evolution of the discipline within university settings. As the agricultural communication profession and university programs grow in popularity, a trickle-down effect may be occurring within School-Based Agricultural Education programs. This study sought to describe SBAE teachers’ implementation of, comfort with, and trainings of agricultural communication content. A nationally representative sample reported a variety of agricultural communication content tau
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42

Murphy, Tim H., and H. Robert Terry, Jr. "Opportunities And Obstacles For Distance Education In Agricultural Education." Journal of Agricultural Education 39, no. 1 (1998): 28–36. http://dx.doi.org/10.5032/jae.1998.01028.

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43

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

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  Rapid development of Indian agricultural system is the need of the hour. Education can play an important role in accelerating such agricultural development. The process of reforming Indian education policy was undertaken by the new Education Policy Committee in 2017 under the chairmanship of Dr. Kasthurirangan.The committee submitted its new National Education Policy report to the government in May 2019. The higher education component of this report should develop well-rounded, well-rounded, and creative individuals with professional, technical, and business-related competencies in keep
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44

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

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Highlights Agricultural academic standards have different distribution among even some heavily agriculturally involved states. Education standards that pertain to agricultural safety and health are more generic and focus on farm machinery and livestock handling. Education standards that pertain to agricultural biosecurity are more general and tend not to focus on specific biosecurity areas of identification and prevention. Abstract. This article examines the published agricultural education standards from California, Indiana, Texas, Virginia, Wisconsin, and The National Council for Agricultura
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45

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

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46

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

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47

Conner, Nathan W., Sarah Greer, and Christopher T. Stripling. "International Agricultural Concepts through the Eyes of School-Based Agriculture Education Students." Journal of International Agricultural and Extension Education 24, no. 2 (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
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48

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

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49

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

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We examined how an agricultural literacy professional development enhanced equity in seven secondary agriculture classrooms in a southeastern state. Utilizing the Equity Framework in Career and Technical Education and exploratory case study methodology, we examined the equitable barriers that seven secondary agriculture education teachers faced in their school sites and how targeted professional development might alleviate some of those challenges. Our findings revealed that all seven teachers faced barriers in their schools from two areas identified in the theoretical framework: educational a
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50

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

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