Bibliografie tematiche / Agricultural education Education

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Letteratura scientifica selezionata sul tema "Agricultural education Education"

Autore: Grafiati
Pubblicato: 4 giugno 2021
Ultima modifica: 1 febbraio 2022

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Articoli di riviste sul tema "Agricultural education Education"

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Ibrahim, Fati Jalo, e K. G. Farauta. "AGRICULTURAL EDUCATION AND RESTRUCTURING". Sokoto Educational Review 16, n. 2 (31 dicembre 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 programs are general agricultural education, linkage of agricultural education to the society and small agricultural business management and entrepreneurial training. The study also discussed the need for restructuring agricultural education, objectives of agricultural education, agricultural education/learning, shortfalls in current secondary and tertiary agricultural education, recommendations and suggestions were made in achieving sustainable development through vocational agricultural education.
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Peterson, Ronald R. "Experiencing Agricultural Education". Journal of Agricultural Education 40, n. 1 (marzo 1999): 1–13. http://dx.doi.org/10.5032/jae.1999.01001.

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Enshayan, Kamyar. "Rethinking agricultural education". American Journal of Alternative Agriculture 7, n. 4 (dicembre 1992): 146–47. http://dx.doi.org/10.1017/s0889189300004690.

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Juhász, Tímea, e Gabriella Horváth-Csikós. "The emergence of soft skills in agricultural education". Problems and Perspectives in Management 19, n. 3 (24 settembre 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 develop these qualities in students and what other possibilities there might be to strengthen these qualities. The research results confirmed that the university students in the sample perceive the quality of their soft skills to be influenced by several factors, including age, gender and work experience. They show that women over 40 with work experience tend to have stronger emotional soft skills, while men of the same age who have not started their careers are stronger in leadership skills. The study also concluded that students do not feel that current schooling in institutions can strengthen the soft skills expected by the labor market (the average on a five-point Likert scale was 2.74), while the development of these soft skills was considered by respondents to be as important as the development of hard skills (agreement was very high with an average of 4.52 on a five-point Likert scale).
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Erlygina, E. "Problems of Education in Agriculture". Bulletin of Science and Practice 6, n. 4 (15 aprile 2020): 460–64. http://dx.doi.org/10.33619/2414-2948/53/54.

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The article considers the main reasons that prevent young people from choosing agricultural education. The analysis of the release of middle-level specialists by educational organizations and the release of qualified workers and employees of agriculture is carried out. The problems of education in agriculture are considered. Measures to attract students to agricultural universities are proposed.
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Mulder, Martin. "Agricultural Education and European Vocational Education Policy-making". Journal of Agricultural Education and Extension 21, n. 4 (8 agosto 2015): 289–92. http://dx.doi.org/10.1080/1389224x.2015.1063806.

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Akhtar, Kiran, M. Imran Yousuf e Qaisara Parveen. "Possibilities of Agricultural Education for Secondary Level in Pakistan". Global Social Sciences Review III, n. IV (30 dicembre 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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Kashem, MA. "Challenges in Higher Agricultural Education in Bangladesh". Progressive Agriculture 24, n. 1-2 (10 giugno 2014): 61–68. http://dx.doi.org/10.3329/pa.v24i1-2.19101.

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The economy of Bangladesh is mainly dependent on agriculture; agricultural development in the country to a great extent is dependent on the contribution of quality agricultural graduates. Agricultural universities on Bangladesh are responsible for producing competent agricultural graduates to cater the needs of the farmers and help them to solve the problems towards higher agricultural production. The existing course curricula and syllabi of the agricultural universities, in many cases, cannot meet the demand of the farmers, especially in the case of crisis situation like salinity, drought, disaster, climatic change etc. In the present article the challenges in higher agricultural education in Bangladesh has been critically reviewed. The present status of higher agricultural education, and challenges in higher agricultural education on different aspects have been discussed. The challenges need to be addressed if the quality agricultural graduates have to be produced by the agricultural universities.
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Masser, Douglas T., Jeremy M. Falk e Daniel D. Foster. "Level of Agricultural Education Advisory Council Implementation in Idaho Secondary Agricultural Education Programs". Journal of Agricultural Education 55, n. 3 (30 settembre 2014): 116–31. http://dx.doi.org/10.5032/jae.2014.03116.

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Heinert, Seth, e Grady Roberts. "A Profile of Agricultural Education Teachers with Exemplary Rural Agricultural Entrepreneurship Education Programs". Journal of Agricultural Education 58, n. 4 (31 dicembre 2017): 192–209. http://dx.doi.org/10.5032/jae.2017.04192.

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Tesi sul tema "Agricultural education Education"

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Foor, Ryan M. "Job Satisfaction of Agricultural Communication, Agricultural Leadership, Agricultural Teacher Education, and Extension Education Faculty". The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1235501317.

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Ray, Timothy D. "A History of Graduate Education in Agricultural Education in the United States". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1449231598.

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Wolf, Kattlyn Jean. "Agricultural Education Teacher Self-Efficacy: A Descriptive Study of Beginning Agricultural Education Teachers in Ohio". Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1216999467.

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TOUCH, Visalsok. "Agricultural Education in Cambodia". 名古屋大学農学国際教育協力研究センター, 2006. http://hdl.handle.net/2237/8919.

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Dorn, D'Andre Keith. "Continuing professional education motivational orientations of state supervisors of agricultural education /". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487326511716044.

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Dlamini, Barnabas M. "Perceptions of professionals in agricultural education regarding the agriculture teacher education program in Swaziland /". The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487268021749965.

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

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Abstract (sommario):
Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 26, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Anna Ball. Vita. Includes bibliographical references.
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Smith, J. T. "Commercial agriculture as a curriculum source for agricultural education". Thesis, University of Wolverhampton, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379482.

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Rammolai, Mogadime Lepokane. "The image of agriculture education in Botswana /". Murdoch University Digital Theses Program, 2009. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090722.110138.

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Rocka, Timothy Dee. "Future agricultural systems competencies of beginning Texas agricultural science teachers as determined by agricultural education professionals and administrators of agricultural education programs a Delphi study /". Diss., Texas A&M University, 2003. http://hdl.handle.net/1969/174.

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Libri sul tema "Agricultural education Education"

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Barry, Croom D., e Lee Jasper S, a cura di. Foundations of agricultural education. 2a ed. Danville, IL: Professional Educators Publications, 2007.

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Talbert, B. Allen. Foundations of agricultural education. Caitlin, IL: Professional Educators Publications, 2005.

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Universities, Association of Indian, a cura di. Tryst with agriculture education. New Delhi: Association of Indian Universities, 2009.

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Crawford Fund for International Agricultural Research e Institute for International Development Limited, a cura di. Food environment education: Agricultural education in natural resource management. Parkville, Vic: The Crawford Fund for International Development and the Institute for International Development, 1996.

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Smith, John. Curriculum development in agricultural education. Bristol: Further Education Staff College, 1989.

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Smith, John. Curriculum development in agricultural education. Bristol: Further Education Staff College, 1989.

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Kannaiyan, S. Envisioning agricultural education in India. New Delhi: Associated Pub. Co., 2007.

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Bhatia, J. S. Agricultural education: A career guide. New Delhi: Directorate of Information & Publications of Agriculture, Indian Council of Agricultural Research, 2001.

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Raman, Kandukuri V. National agricultural research, education and extension education systems in India. Hyderabad: National Academy of Agricultural Research Management, 1988.

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Mehta, B. C. Efficiency of education in agriculture. Rohtak: Spellbound Publications, 1996.

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Capitoli di libri sul tema "Agricultural education Education"

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Hagmann, Jürgen, Paul Kibwika e Adipala Ekwamu. "8. Rethinking agricultural education". In Farmer First Revisited, 238–75. Rugby, Warwickshire United Kingdom: Practical Action Publishing, 2009. http://dx.doi.org/10.3362/9781780440156.008.

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Shortall, Sally. "Women and Agricultural Education". In Women and Farming, 115–34. London: Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1057/9780333983713_7.

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McBride, Glynn. "Member Education, Communications, and Cooperative Leadership Development". In Agricultural Cooperatives, 281–303. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4684-6882-3_16.

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Mellor, John W. "Rural Education and Health". In Agricultural Development and Economic Transformation, 123–33. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65259-7_10.

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Hubert, D., A. Frank e C. Igo. "Environmental and Agricultural Literacy Education". In Environmental Challenges, 525–32. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-011-4369-1_41.

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Maat, Harro. "Scientific Education for Agriculture". In The International Library of Environmental, Agricultural and Food Ethics, 77–116. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-017-2954-3_4.

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Halsey, R. John. "Food Security and Rural Education". In Encyclopedia of Food and Agricultural Ethics, 1–9. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6167-4_335-3.

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John Halsey, R. "Food Security and Rural Education". In Encyclopedia of Food and Agricultural Ethics, 1256–63. Dordrecht: Springer Netherlands, 2019. http://dx.doi.org/10.1007/978-94-024-1179-9_335.

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Halsey, R. John. "Food Security and Rural Education". In Encyclopedia of Food and Agricultural Ethics, 972–79. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0929-4_335.

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Kiss, Zsuzsi. "Agricultural education in nineteenth-century Hungary". In Agrarian Reform and Resistance in an Age of Globalisation, 107–22. London; New York, NY : Routledge, 2019. |: Routledge, 2018. http://dx.doi.org/10.4324/9781351055505-8.

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Atti di convegni sul tema "Agricultural education Education"

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Bryceson, Kim. "Disruptive Technologies supporting Agricultural Education". In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8957.

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This paper looks at a number of different technologies that are being used currently in agricultural education at the University of Queensland (UQ), Australia through the lens of ‘disruption’ as a positive force. The paper will describe a number of tools and systems that have been developed, tested and implemented to engage students and provide an interesting, educative interactive experience at UQ. These tools include Internet of Things multisensory mesh networks and associated Data Dashboard developments for biophysical monitoring, Drone technology design and build for agricultural management and Augmented Reality simulations. These tools have all added engagement of, and value to, students.
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ZIGANSHIN, Bulat, Renat ABDRAKHMANOV, Ilnar GAYAZIEV e Zufar ZAKIROV. "CLUSTER APPROACH TO AGRICULTURE EDUCATION IN RUSSIA BY THE EXAMPLE OF THE REPUBLIC OF TATARSTANi". In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.209.

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In modern conditions of rural development, the most important productive resource of the agrarian company is human capital. Only well-trained, receptive to innovation, adapted to the market economy, the technician can solve problems for the effective implementation of the economic activity of any enterprise. However, in recent years the problem of staffing is both a management and staff machine operators have intensified. Numbers have fallen substantially, increased the load on one specialist. Inadequate salaries and general social problems in rural areas of Russia and Republic of Tatarstan reduce the attractiveness of work for graduates of agricultural education institutions. The main purpose of this research was to develop a new conceptual approach to staffing of agro industrial complex in modern conditions. The subject of the study was the system of training personnel for agriculture of Russia (on the example Republic of Tatarstan). The main methods used in this study are comparative theoretical-methodological research of educational institution and logical analyze agricultural education in Russia. The article discusses and analyzed the positive experience of scientific and educational cluster of agro-industrial complex of Republic of Tatarstan and Kazan State Agrarian University. One of the important conditions to solve some of the problems facing agriculture of Russia today, is the modernization of the agricultural education is associated with the formation of relevant scientific, scientific-educational and scientific-production platform. The progressive development of human potential of the agricultural sector plays an important role in achieving the designated high results as the main carrier of innovative knowledge and skills, without which the introduction of modern methods and technologies in production and management of enterprises of agro-industrial complex is simply impossible. Staffing issues agriculture is of great socio-economic importance and is the most important priorities of the state policy not only at present but in the future. Identified key staffing problems of the agro industrial complex of Russia and Tatarstan. Designed and proposed a new intensive model of development of scientific-educational cluster of agro-industrial complex of Republic of Tatarstan.
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Shnaras, E. S. "ASPECTS OF INNOVATIVE DEVELOPMENT OF AGRARIAN EDUCATION AFTER THE PANDEMIC". In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.383-387.

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Training of new generation personnel in the context of traditional and distance learning remains relevant in our century of high-speed and nano-technologies, robotic equipment and combined agricultural complexes. The innovative development of the agro-industrial complex is based on modern methods of production and a radical change in the quality of management not only of technological processes, but also of decision-making processes at all stages of organizing the production of agricultural products. Today, not all higher educational institutions in the field of the agro-industrial complex can claim to be in relative compliance with the production requirements for the training of specialists, therefore, modernization of education is required, which provides for the renewal of the facility, that is, bringing it in line with new requirements, norms, technical conditions and quality indicators. The article examines aspects of the innovative development of agricultural education and proposes priority directions for the integration activities of an agricultural university as a multidisciplinary educational center or complex, taking into account the tasks set, which are implemented through the modernization of the educational process and the educational and production base for conducting educational and practical classes at the university.
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Karakulka, Yu A. "INTERACTION OF THE BELARUS AGRICULTURAL LIBRARY WITH THE NATIONAL EDUCATION SYSTEM". In БИБЛИОТЕКИ В ИНФОРМАЦИОННОМ ОБЩЕСТВЕ: СОХРАНЕНИЕ ТРАДИЦИЙ И РАЗВИТИЕ НОВЫХ ТЕХНОЛОГИЙ. ООО «Ковчег», 2020. http://dx.doi.org/10.47612/978-985-884-010-5-2020-261-267.

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The article presents the main areas of educational activities in the Belarus Agricultural Library. The library has long-term experience in organizing and carrying out advanced training courses on the programme «Information and Software Support for Professional Activities (Librarianship)». Examples of interaction between the library and educational institutions are given. The article illustrates the informational support of quality educational processes in the agrarian institutions of higher education rendered due to their servicing under the agreements for the provision of paid library and information services.
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Kehinde, Busola E., Olaleke O. Ogunnaike, Omotayo O. Adegbuyi, Oladele J. Kehinde, Simon O. Ilogho e Adebayo T. Adedugba. "THE ROLE OF INVENTORY INVESTMENT PRACTICES ON INNOVATION PERFORMANCE OF AGRICULTURAL BASED INSTITUTIONS". In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.2021224.

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Rapid investment in inventory has drastically changed the working and business environment of the agriculture industry, especially agricultural based institutions. The purpose of this study is to evaluate the role of inventory investment practices to explain on innovation performance of a selected agricultural based institution in Nigeria. This study evaluates the components of inventory costs as determinants of inventory investment in the selected agricultural based institution in Nigeria. The study contributes to knowledge by employing the use of survey research and simple random sampling technique to collect data from 98 agricultural students. The results of the regression analysis shows that the components of this model have an effect on inventory investment practices and innovation performance. This study found that inventory investment practices account for 38% of innovation performance. The study recommends that proper inventory investment practices be employed by these institutions to improve innovation performance. Keywords: Investment, inventory, innovation, performance, institutions, agriculture
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Özdemir, Lutfiye, e Orhan Polat. "Common Formal Education Proposal in Preventing Immigration for Sustainable Development in Rural Areas: A Pilot Study". In International Conference on Eurasian Economies. Eurasian Economists Association, 2016. http://dx.doi.org/10.36880/c07.01770.

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This study was conducted to determine the effect of training in the prevention of migration as an obstacle for sustainable rural development. In this context, the causes of migration from rural areas to the cities were investigated and evaluated the educational status of people living in the villages. For this purpose, research has been implemented in rural part of Turkey’s Central Anatolia, Mediterranean and Black regions. Research data were collected by applying a questionnaire to the region inhabitants. A total of 123 questionnaires were evaluated. On statistical analysis, Cronbach's alpha value was found to be .833. Consequently, accessed findings are: 1) People living in region have low educational levels. 2) None of the participants had received any training related to agriculture in high school. 3) The proportion of participants receiving vocational training in related to agriculture, except for state schools is low. 4) Lack of education is one of the important reasons of the migration from rural to urban areas. 5) If enough agricultural education is given to region habitants, natural resources to ensure the survival of future generations are protected.
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Sakmurzaeva, Nargiza. "The Role of Education in Economic Development: A Comparison of South Korea and Kyrgyzstan". In International Conference on Eurasian Economies. Eurasian Economists Association, 2018. http://dx.doi.org/10.36880/c10.02040.

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Education plays a big role in the economic development of the country. No country can achieve sustainable economic development without educated human capital. Education helps people to understand themselves and world. It improves the quality of their lives and leads to broad social benefits to individuals and society. Education is a very important in raising productivity of people and promotes technological development. The main purpose of this paper is to identify the role of education in the economic development by comparing South Korea and Kyrgyzstan which are represents developed and developing countries of the world. South Korea, for example, is a highly industrialized and developed country which educational system is in the list of the best 10 systems in the world. In opposite, Kyrgyzstan is an agricultural country which economy is dominated by minerals extraction, agriculture, and reliance on remittances from citizens working abroad. As a result of the research it can be concluded that education is a compulsory and one of the major tools for development of one country. A developing country with a small economy such as Kyrgyzstan should take an example from South Korea and allocate much money from the national budget for the education. So, it is important for Kyrgyzstan to implement educational policy of developed countries within the framework of national policy.
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Skromme, Arnold B. "Creative Inventors-Their History, Education & amp; Importance". In Agricultural Machinery Conference. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 1985. http://dx.doi.org/10.4271/851097.

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Lux, William J. "What is Wrong with Continuing Education?" In 3rd Agricultural Machinery Conference (1987). 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 1987. http://dx.doi.org/10.4271/872019.

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Movchan, Liudmyla, e Nataliia Komisarenko. "Agricultural Higher Education and Training in Europe". In The International Conference on Advanced Research in Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/icate.2019.04.269.

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Rapporti di organizzazioni sul tema "Agricultural education Education"

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Waddington, Hugh, e Howard White. Farmer field schools: from agricultural extension to adult education. International Initiative for Impact Evaluation (3ie), agosto 2014. http://dx.doi.org/10.23846/srs001ffs.

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Young, Bryan, Jarrett Nehring, Susan Graham e Brian Klubek. Equipment Request for the Belleville Agricultural Research and Education Center. Office of Scientific and Technical Information (OSTI), gennaio 2013. http://dx.doi.org/10.2172/1063620.

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Snel, Herman, e Herman Brouwer. Strengthening Myanmar’s agricultural technical and vocational education and training system. Wageningen: Wageningen Centre for Development Innovation, 2021. http://dx.doi.org/10.18174/543718.

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Chakeredza, S., A. B. Temu, A. Yaye, S. Makungwa e J. D. K. Saka. Mainstreaming climate change into agricultural education: challenges and perspectives ICRAF Working Paper no. 8. World Agroforestry Centre (ICRAF), 2009. http://dx.doi.org/10.5716/wp15993.pdf.

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Akhmetov, V. Y., Z. Z. Sabirova e A. R. Aminova. Cooperative education and its role in the development of agricultural consumer cooperation in the Republic of Bashkortostan. Ljournal, 2019. http://dx.doi.org/10.18411/a-s-a-1.

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Kokolova, L. M. DEVELOPMENT OF RESEARCH ACTIVITY OF STUDENTS IN SMALL AGRICULTURAL ACADEMY OF YAKUT SCIENTIFIC RESEARCH INSTITUTE OF AGRICULTURE M.G. SAFRONOVA FACILITATES THE EDUCATION OF A NEW GENERATION SPECIALISTS OF AGRARIANS. Ljournal, 2019. http://dx.doi.org/10.18411/0703-1984-gelmint.

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Eckert, Elizabeth, Eleanor Turner e Jo Anne Yeager Sallah. Youth Rural-Urban Migration in Bungoma, Kenya: Implications for the Agricultural Workforce. RTI Press, agosto 2019. http://dx.doi.org/10.3768/rtipress.2019.op.0062.1908.

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This study provides insights into a specific, hard-to-reach youth subpopulation—those born in agricultural areas in Western Kenya who migrate to large towns and cities—that is often missed by research and development activities. Using a mixed-methods approach, we find high variability in movement of youth between rural villages, towns, and large urban areas. Top reasons for youth migration align with existing literature, including pursuit of job opportunities and education. For youth from villages where crop farming is the primary economic activity for young adults, 77 percent responded that they are very interested in that work, in contrast to the common notion that youth are disinterested in agriculture. We also find many youth interested in settling permanently in their villages in the future. This research confirms that youth migration is dynamic, requiring that policymakers and development practitioners employ methods of engaging youth that recognize the diversity of profiles and mobility of this set of individuals.
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Corral, Leonardo, e Giulia Zane. Chimborazo Rural Investment Project: Rural Roads Component Impact Evaluation. Inter-American Development Bank, gennaio 2021. http://dx.doi.org/10.18235/0003046.

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This paper evaluates the impact of rural roads improvement works to benefit indigenous communities in the highlands of Ecuador, largely dependent on agriculture for their livelihoods. The findings suggest that the program had a positive impact on health and that it increased enrollment in secondary education. We find no evidence that treated households increased their investment in plot improvements and agricultural inputs. However, household members are more likely to report self-employment in agriculture as their main occupation. The effect on agricultural output and sales was positive but not statistically significant. Finally, there is no evidence that the program had any positive effect on overall household income, female empowerment and food security.
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Baker, Richard, John Blanchette e Katherine Eriksson. Long-run Impacts of Agricultural Shocks on Educational Attainment: Evidence from the Boll Weevil. Cambridge, MA: National Bureau of Economic Research, dicembre 2018. http://dx.doi.org/10.3386/w25400.

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Brinkerhoff, Derick W., e Anna Wetterberg. Governance and Sector Outcomes: Making the Connections. RTI Press, settembre 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0019.1809.

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A critical issue in international development is how donor-funded programs can support sustainable and long-lasting changes in assisted countries. Among the factors associated with sustainability is improved governance. However, many donor-funded initiatives are focused on achieving results in specific sectors, such as health, education, and agriculture. How can how governance interventions contribute to achieving sector-specific results? This brief explores this question and discusses how international development practice has incorporated recognition of the links between governance and sector outcomes. The brief develops a stylized continuum of how governance elements relate to sector interventions and contribute to expected outcomes. We discuss factors that either impede or impel governance integration and close with some observations regarding prospects for integrated programming. The audience for the brief is the international development policy and practitioner communities, and secondarily, academics with an interest in the topic. Key take-aways include: (1) there is ample evidence of positive contributions from improved governance to sector-specific outcomes, but few guideposts exist for practical and effective governance integration; (2) barriers to integration include urgent sector priorities that overshadow governance concerns, requirements to demonstrate progress towards ambitious sector targets, and complex choices related to measurement; and (3) sustainability and self-reliance are major drivers for integration and are facilitated by the flexibility and adaptation that governance integration enables.
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