Agricultural Education System Research Articles

Organization of practical training in higher engineering education

The article presents an analysis of educational practices of the organization of practical training on the example of higher engineering education in the agricultural sector. In the course of the research, we conducted a review of modern approaches to the implementation of practical training in university education in various countries of the world (theoretical level). The empirical part of the study was conducted by the survey method. In total, 627 people took part in it – students of engineering Bachelor’s degree programs of 2-4 full-time courses of Stavropol State Agrarian University, who had experience in passing various types of practices – educational, industrial, research, pre-graduate. The survey database was processed in the SPSS Statistics program (version 23). We obtained information on the actual state and problems of organizing practical training of engineering personnel in the system of higher agricultural education (based on the students’ opinions). Data segmentation and comparative analysis of the organization of practice in different areas of training shows significant differences and identifies areas of improvement of the educational process and management procedures.

UNDERGRADUATE AGRICULTURE EDUCATION IN NEPAL: A COMPREHENSIVE REVIEW

Higher education is perceived as a capital outlay and a potential transformer of the socio-economic and cultural development of a nation. Nepal has a very brief history of modern educational systems which traces back to 1959 when Tribhuvan University was established as the first university in the country. Though the formal education in agriculture began in 1968 with the upgrade of the School of Agriculture into the College of Agriculture launching a two-year Intermediate of Science in Agriculture program, the institutes offering the undergraduate-level Bachelor of Science in Agriculture are recorded to stretch out only after the 1990s. The trend of establishment of undergraduate agricultural colleges has faced many ups and downs but the highest number of agricultural colleges were found to be established in the year 2018 i.e., 10. In the current situation, seven universities and their thirty-three constituent and affiliated colleges are offering bachelor’s degree in agriculture. Regardless of the ample expansion of agricultural institutes throughout the country, agricultural education is still an underrated subject in comparison to other fields. There is limited information available about the current status of the agricultural education system in Nepal; in fact, the secondary-level graduates lack proper information and guidance related to higher education in agriculture. This paper explores the history of agricultural education in Nepal; trend of agricultural institutional development; quota distribution, eligibility criteria and admission procedures for undergraduate studies in different universities; and has been prepared with a motive to shed light on agricultural academics, and guide students who are seeking a bright future in the agriculture sector.

A Conceptual Framework to Revitalize Indian Agricultural Education System for Strengthening Agri Startups and Entrepreneurs

The Indian agricultural education system is crucial for fostering innovation and entrepreneurship in the agri sector. This study proposes an integrated framework for revitalizing agricultural education in India, drawing on successful models from Cornell University and Wageningen University. The framework encompasses curriculum reform, research and development, industry-academia collaboration, entrepreneurship development, skill development, technology adoption, policy reforms, and government support. By implementing these changes, India can empower its agricultural workforce, boost the agri sector, and ensure food security and sustainable development for future generations.

Regulatory framework of the export potential of the Russian agricultural education system

Introduction. The relevance of the article is due to the problems of competitiveness of domestic education in the world market of educational services, including agricultural education. The article talks about the need to have a sufficient regulatory framework for its implementation and a reliable mechanism for assessing the export potential of the Russian agricultural education system. Purpose setting. The purpose of the study is to identify the regulatory framework of the strategy for the development of the national education system, taking into account the circumstances in which the country's economy found itself, sanctions from Western countries against Russia. Methodology and methods of the study. The study includes a review of bibliographic and regulatory sources on the problem of the formation and functioning of the mechanism for assessing the export potential of the Russian agricultural education system. Results. The results of the work include a description and analysis of the problems associated with the disclosure of the concepts of «educational potential of Russian universities» and «export potential of the Russian agricultural education system»; summarizing information on the regulatory framework of the Russian education system (projects, programs, strategies and initiatives) aimed at attracting foreign students to Russian universities. The idea of raising the share of non-primary exports of the Russian Federation by increasing the attractiveness of Russian education in the international educational market is revealed. The authors propose an algorithm that represents a sequence of steps in the implementation of the migration process for new entrants to Russian universities, the passage of which allows citizens of various countries to become Russian students and receive their chosen education. Conclusion. In the final part of the work, it is said that the problem of research is practice-oriented in nature, allows us to determine the organizational and pedagogical conditions for the qualitative functioning of domestic agricultural education from the perspective of international interaction of universities in the new educational space.

Some aspects of the formation of new competencies of managers and specialists in the context of digital transformation and ecologization of agro-industrial production

Supplementary agricultural additional vocational education should become a driver of the development of the agroindustrial complex, which means reorienting from the role of a tool for resource staffi ng of the industry to the position of a generator of qualitative changes, technological renewal and expert support for the development of the agro-industrial complex and rural areas. Such changes will boost demand from end-users through the concept of lifelong learning. In this article, the authors stated a number of positions for the modernization of the system of supplementary agricultural additional vocational education aimed at forming new competencies related to the ecologization and digitalization of the agro-industrial complex and its central link — agriculture. What is meant here is the development and implementation of a system of specialized training of attendees (managers and specialists of the agro-industrial complex), focused on rapid adaptation to modern business activities in the agro-industrial complex; creating new content for continuous education, developing and using innovative forms of education, including distance learning; development and testing of methods for assessing the eff ectiveness of acquisition of knowledge by students; expertise on issues of continuous staff training; advanced training of teachers of educational institutions of FVE; joint educational activities of the institutions of FVE of the Ministry of Agriculture of the Russian Federation with scientific institutions and enterprises of the agro-industrial complex.

Factors Influencing the E-Learning Experience: Evidence from Indian Education Sector During Covid-19

The COVID-19 pandemic forced the closure of educational institutions worldwide and put academic schedules in danger. Most educational institutions have turned to online learning platforms to maintain academic activities. But the issues surrounding the readiness, design, and effectiveness of e-learning remain unclear. It is still not precisely understood, especially for a developing nation like India, where technological challenges like device appropriateness and bandwidth availability present significant difficulties. Through an online survey of 152 students, this study aims to investigate how students perceive and enjoy online learning. To create an efficient online learning environment, we also investigated the variables affecting students' motivation levels for online classes. According to the students, while internet connectivity challenges in rural locations make it difficult to take advantage of online learning programs, the flexibility and convenience of online classes make them an appealing option. The insights from this article can help build the curriculum for the new normal in agricultural education systems, where switching totally to online mode may not be practical and a hybrid medium is advised.

Role of additional professional education in the development of the national agrosphere in the context of external challenges

Successful development of agriculture, increase of the country’s own-produced food adequacy, reduction of commodity-based and, most importantly, technological dependence on foreign countries largely relies on the highly qualified staffing levels of organizations of the agro-industrial complex capable of ensuring eff ective and dynamic functioning of agroindustrial production in conditions of rapid import substitution. A signifi cant role in meeting this challenge is played by the system of additional vocational education, aimed at ensuring rapid professionalization of personnel, taking into account the requirements for professional competencies of modern workplaces. The article also brings to light a number of limitations that do not allow the present system of agricultural additional professional education to fully function.

Identifying characteristics of a competence-based agricultural higher education system: a literature review

ABSTRACT Purpose This study attempts to determine a set of characteristics for each educational component in the competence-based agricultural education system. Design This study reviewed 95 articles published in four relevant scientific journals to determine the characteristics of a competence-based higher agricultural education system. These characteristics were determined based on competence-based education principles. Findings: The results of this review indicated that, based on the CBE principles, the competencies for agricultural educational components identified in the reviewed articles could be summarized in 22 categories. Practical implications: The main practical implication is that the universities can consider the results of this study as a set of guidelines in the admission of qualified learners and educators, revising curriculum and organizing dynamic learning environment in line with the CBE characteristics. Theoretical implications: The results of this study could take CBE principles one step further in that, determining characteristics of a competence-based higher agricultural education system can be a guideline on how these principles could be implemented in an education system. Originality/value: This study is original because it tries to bring CBE principles as a valuable theory into practice by the agricultural education systems.

We’ve crossed a line: A philosophical examination of systemic implications surrounding SBAE teachers’ attempts at boundary setting

This philosophical paper situates the system of School-Based Agricultural Education (SBAE) in light of teachers’ attempts at boundary work. We define the system of SBAE through a Social Ecological Resilience approach, particularly by examining publications in the Journal of Agricultural Education (JAE) from 2021 to explore what SBAE demands of its teachers. Having worked with SBAE teachers over the last three years as they have struggled with attempts at boundary ownership, we question what this personal struggle indicates about a broader system. We argue for a bounded system by which respect for boundary ownership is reciprocated as an expected norm. We conclude by situating solutions oriented around the factors of Social Ecological Resilience theory. This work engages individuals across the system, rather than just the teachers, toward systemic accountability and transformation.

On the role of additional professional education in the development of the domestic agricultural sphere in the context of external challenges

The successful development of agriculture, increasing the country’s provision with food of its own production, reducing commodity and, most importantly, technological dependence on foreign countries largely depends on the level of staffi ng of organizations of the agro-industrial complex with highly qualified personnel capable of ensuring eff ective and dynamic functioning of agro-industrial production in conditions of accelerated import substitution. A signifi cant role in solving this problem belongs to the system of additional vocational education, designed to ensure rapid professionalization of personnel, taking into account the requirements for professional competencies of modern workplaces. The article also identifi es a number of limitations that do not allow the present system of agricultural additional professional education to fully function.

Implementation Strategy for National Education Policy-2020 in Agricultural Education System.

Implementation Strategy for National Education Policy-2020 in Agricultural Education System.

WAYS TO INCREASE THE COMPETITIVENESS OF PERSONNEL TRAINED IN AGRARIAN HIGHER EDUCATION INSTITUTIONS IN THE LABOR MARKET

Proposals and recommendations have been developed on the mechanisms and benefits of introducing a student state in employer organizations in order to increase the competence of students in the system of agricultural education and increase their competitiveness in the labor market, ensure student employment, and apply the knowledge and skills gained in the learning process.

Prospects for the training development of qualified personnel in the agricultural education system: a case study from Tashkent State Agrarian University, Uzbekistan

Development, implementation, and achievement of the desired results of Uzbekistan's stable progress and development of reforms are directly related to the professional personnel who organize these processes and their knowledge of innovative management. Because the correct determination of the directions of the reforms and the results to be achieved requires such qualities as high knowledge, potential, and professional skills from the specialist personnel. In addition, it is important to properly organize personnel management in every enterprise and organization in every field, direction, and place the most qualified personnel with the necessary knowledge and potential in every job. An important aspect of econometric analysis is that it is an analysis based on the assessment of the effects of factors that have an indirect, but not direct, effect on the change in the outcome variable. That is, in our analysis, if we define the indicator of employment of graduates as a result, the factors that indirectly influence its change are the scientific potential of teachers, the degree to which the institution where the graduate is trained is compatible with practice, the level of scientific research in the educational institution, education in harmony with international experiences. Factors such as have an indirect effect. In this article, medium-term forecast indicators of the level of employment of graduates in the training of agricultural educational institutions in the period of 2022-2027 have been developed. Also, the main directions of introduction of market mechanisms in effective management of agrarian education system are highlighted in the article.

Innovative Thoughts on Our Country's Agricultural Education Reform under the Background of Globalization

Innovative thoughts on our country's agricultural education reform under the background of globalization is studied in the paper. The management system of higher agricultural education must be compatible with the establishment of the socialist market economic system and political, technological, and cultural reforms, and must match the talents needed for local economic and social development. However, in process of realizing agricultural modernization, various countries also show some common characteristics, and must follow some general laws. Therefore, this paper gives the novel suggestions regarding the education.

Policy Initiatives for Improving Competencies of Agricultural Extension Graduates for Promotion of Agricultural Innovations

Agricultural education and training systems still have some refinement to dofor producing workforce-ready graduates. Even after continuous upgrading once in five years through Deans committee recommendations the existing curricula in Agricultural Universities are getting lots of criticism and still there is a mismatch to meet the demands of the needs of both modern industry employers and those of farmers. To address this lacuna, the present study was conducted in Kolar, Tumkur and Chikkaballapur districts of Karnataka state to identify possible areas according to agricultural extension professionals on the areas training is needed by field agricultural extension for effective promotion of agricultural innovations. A large group of agricultural extension professionals felt that, effective training should be given on techniques to develop long-term extension program plans, establish programming priorities and techniques of in need or problem assessment. Lack of required number of technical and non-technical staff at the field level, political interference and promotion of politically motivated popular subsidy schemes were major hurdles faced by the field extension professionals. The field level extension professionals opined that, more emphasis has to be given to techniques to use formal information gathering, digital communication skills in extension and techniques of evaluation of extension programs on an annual basis.

Designing a Model for Entrepreneurial Ecosystem Growth in the Context of Agricultural Higher Education System

Designing a Model for Entrepreneurial Ecosystem Growth in the Context of Agricultural Higher Education System

Improving the system of supplementary vocational education for the integration development of the agro-industrial complex and rural areas of the Union state of Belarus and Russia on a project basis

A new mechanism for assistance to the innovative development of the agro-industrial complex (AIC) and rural areas of the Union State of Belarus and Russia — the project «Development and improvement of supplementary vocational education of managers and specialists of the agro-industrial complex of the Union State of Belarus and Russia on the basis of a single educational and innovative platform» — is suggested in this article. The project is aimed at improvement of the career development system and the system of professional retraining of personnel, improving the professional level of managers and specialists of the agro-industrial complex of the union state. We put the following as targets: the development of principles and mechanisms for improving the integrated system of professional retraining, career development system, internship of AIC personnel and scientifi c and pedagogical personnel of educational institutions of Belarus and Russia; improvement and harmonization of the learning and teaching base of the system of supplementary vocational agricultural education; implementation of joint educational retraining programs, professional development programs for managers and specialists of agri-sphere organizations; organization of joint internships to get skilled in using modern production and management technologies in leading organizations of the AIC, scientific and educational institutions of Belarus and Russia.

Digital Agricultural Knowledge Platform (IDEAL) using KOHA for National Agricultural Research and Education System

Digital libraries are equipped to provide access to multiple contents with potentially infinite number of resources to users. The libraries of the Indian National Agricultural Research and Education System (NARES) mainly the ICAR institutions and Agricultural Universities have a collection of huge literature of immense value available in various print and digital forms. These resources if made available at a single platform will go a long way in facilitating its sharing and minimizing the duplication efforts by the partner libraries. Realizing its importance, a requirement of a national level union catalog was felt to ensure single point access for the valuable information on the vast resources of NARES libraries. Information and Communication Technology (ICT) brought solution to a lot of challenging issues to all facets of the university system and the library is not an exemption. The Indian Digital Ensemble of Agricultural Libraries (IDEAL) is a customized platform for Agricultural Libraries of Indian National Agricultural Research and Education System (NARES) by adopting the KOHA-an open source integrated library management software for their routine operations in all libraries. KOHA is a software platform built on ‘Software as a Service’ (SaaS) concept to provide hassle free, ready to use based platform for sharing library holdings through a union catalogue as per the international standards. In this catalogue, the information can be shared at a single platform for all the users for example, students, researchers and faculties, extension workers and others. The system also provides search facilities through various parameters example, title, author, subject, number etc. The libraries of the State Agriculture Universities and its constituent colleges (SAUs) and ICAR institutes have been connected at a central server for its routine activities through IDEAL Platform. An online public access catalog (OPAC) of each library has been created, which provides easy and enhanced experience of accessing the library resources 24 × 7 to the users. This has greatly facilitated sharing and access of library resources among the NARES partners.

Krishikosh: A new dimension of digital repository in agriculture

Krishikosh, a digital repository, is a collection of online resources. It is a large collection of Indian resources in agriculture and allied sectors which is both institutional and discipline wise of Indian National Agricultural Research and Education System (NARES). A large collection of thesis, old and valuable books, institutional publications, technical bulletins, project reports, lectures, preprints, reprints, records, etc. is available in Krishikosh (https://krishikosh.egranth. ac.in/). The repository has been designed using open source software with efficient Integrated Content Management System (ICMS), configured to meet the user requirements of a reliable digital repository. It is a customized digital repository platform where users can upload and manage their content in compliance with the open access policy of the Indian Council of Agricultural Research. This is a unique platform for sharing the intellectual outputs of the agricultural fraternity hosted by the ICAR-Indian Agricultural Research Institute, (IARI), New Delhi. At present over 2,01,000 items are available on the krishikosh platform which includes students research work (>150,000 theses), old and valuable documents since 1948 in all major subjects of Agricultural and allied disciplines. The Krishikosh analytics shows over 1,87,23,710 hits on the website from 175 countries since 2017. The top ten countries visiting this digital platform were India, United States of America, Sudan, China, Russia, Ethiopia, Iran, Philippines, Nigeria and Indonesia. Google analytics, during the COVID 19 lockdown period (April-May 2020) indicates a monthly average hit of 6,93,295 indicating higher users on the Krishikosh repository during this time.

INFORMATION TECHNOLOGIES IN THE AGRICULTURAL SECTOR OF UKRAINE

Rural development is largely determined by the use of more advanced forms of management, which ensure the effective use of the economic mechanism in specific production conditions. The system of agricultural research and education in the field of agricultural economics does not yet contribute to the maximum development of the agro-industrial complex. It absorbs a larger share of budget expenditures on agricultural GDP and as a percentage of total GDP than in other countries in comparable countries. The author identifies a number of unresolved issues of legal, organizational, technical, scientific and methodological, analytical, resource support for the development of the information society. The aim of the article is to study the current working conditions of information and communication support in Ukraine, to emphasize the main results of information and consulting services in Poltava region, their international cooperation and contribution to the spread of new information technologies in the agricultural sector. It is determined that improving the quality of information and communication software can play a crucial role in improving the efficiency of agricultural enterprises in Ukraine. The implementation of information and communication technologies and their widespread use in various spheres of human life, society and the state is one of the most important tools that contributes to raising the level of economic, social, cultural and technological development.