Agricultural Education Research Articles

Sustainable Agriculture Education Programs in Uganda: Successes, Challenges, and Impact

This review explores the necessity and effectiveness of sustainable agriculture education programs in Uganda, focusing on integrated, experiential learning approaches. It highlights the Agro-ecology Summer Residency Program initiated by Sustainable Agriculture in Uganda (SAI) and other educational initiatives aimed at village farmers. The study examines the benefits of these programs in terms of improved crop yields, environmental conservation, and economic empowerment. Challenges in implementing such programs, including limited access to resources and lack of awareness, are discussed alongside collaborative approaches for success. The impact of sustainable agriculture education on rural communities is assessed, emphasizing enhanced food security, increased income generation, and improved livelihoods. Keywords: Sustainable agriculture, education, village farmers and economic empowerment

ORGANISATIONAL AND PEDAGOGICAL CONDITIONS OF FOREIGN LANGUAGE PROFESSIONALLY ORIENTED STUDENT`S TRAINING OF HIGHER AGRICULTURAL EDUCATIONAL INSTITUTIONS

The relevance of the study is determined by the active processes of reforming higher education in Ukraine and current trends in language training of agricultural specialists, which stimulate the scientific and educational environment to improve and find new conditions for foreign language training. In this regard, the purpose of our scientific development is to determine the organisational and pedagogical conditions for foreign language vocationally oriented training of higher agricultural education students. To achieve this goal, we used a set of theoretical research methods to analyse, synthesise, generalise, compare and systematise theoretical data. After analysing the results of foreign and domestic studies, it is found that today there is no single approach to defining the content and quantitative component of organisational and pedagogical conditions. It is noted that the professional training of agricultural students has its own peculiarities, therefore, it provides for specific organisational and pedagogical conditions of foreign language vocationally oriented training. The paper defines the organisational and pedagogical conditions for the formation of readiness for foreign language professionally oriented communication as an integral system of factors that affect the effectiveness of mastering knowledge, skills and abilities. With the help of pedagogical conditions, an educational environment is created that promotes the creative development of students’ personalities and the formation of professional competence of the future agrarian. It has been observed that the process of foreign language vocationally oriented training is effective if the following organisational and pedagogical conditions are met during the training: ensuring the gradual formation of a stable internal motivation to learn a foreign language for professional purposes; directing the foreign language training of future agricultural specialists to the gradual accumulation of professional experience in foreign language vocationally oriented communication; creating an active educational and communicative environment taking into account the peculiarities of foreign language teaching.

Factors Affecting the Teaching and Learning of Agriculture in Secondary Schools in Bushenyi District Bitooma Sub-County

The teaching and learning of agriculture in secondary schools have faced challenges over the years, leading to a decline in student interest and performance. Despite its relevance in everyday life, the subject struggles to captivate students and has witnessed diminishing participation in national examinations. This study delves into the factors affecting the teaching and learning of agriculture in Bitooma-Kyamuhunga Sub-County, Bushenyi District, focusing on the period from 2007 to 2010. Previous research highlights various challenges, including teacher qualifications, instructional materials, traditional biases, and government support. Teachers' interaction with students, availability of textbooks, and societal perceptions significantly impact the effectiveness of agriculture education. A cross-sectional survey combining qualitative and quantitative methods was conducted in five secondary schools. Data was collected from head teachers, agriculture teachers, and students from different classes through questionnaires, interviews, and observations. Findings revealed a lack of instructional materials, with only a fraction of students having access to essential resources like textbooks. Additionally, teacher qualifications varied, with only half possessing formal qualifications in agriculture. Traditional biases and parental attitudes further deterred student interest, contributing to the subject's poor performance. The study underscores the need for more qualified agriculture teachers, adequate instructional materials, and government support to improve the teaching and learning of agriculture. Recommendations include enhanced teacher training, provision of resources, and efforts to change societal perceptions towards agriculture. Addressing the identified challenges can revitalize agriculture education, fostering student interest and improving academic performance. Collaboration between stakeholders, including educators, policymakers, and communities, is crucial in overcoming these obstacles and promoting agricultural literacy among students. Keywords: Learning, Agriculture, Secondary Schools, Students

Rural youth migration intentions in Ecuador: The role of agricultural education programs

In the last decade, rural youth worldwide have grappled with a crisis marked by limited economic opportunities, inadequate services, and underdeveloped infrastructure in their home communities. This has driven a significant uptick in rural-to-urban migration, especially among young people in developing countries. Despite its lower urbanization rate compared to neighboring nations, Ecuador has seen a consistent rise in rural-to-urban youth migration. This trend is primarily attributed to environmental degradation, community conflicts, and rural areas' lack of educational and employment prospects. This study investigated the migration intentions of high school students in rural Ecuador, specifically those enrolled in agricultural and non-agricultural programs. The findings reveal that agricultural programs significantly influence youth migration intentions. Those in agricultural programs express an inclination to migrate. Moreover, students who have migrated before are more likely to migrate. These results underscore the importance of tailoring educational initiatives to inspire youth to explore opportunities within their rural communities. Future research should delve into the perspectives of rural youth and evaluate the effectiveness of agricultural education programs, contributing to a more comprehensive understanding of rural development and strategies for retaining youth in rural areas.

Understanding wild dog reporting behaviour of rural landholders: identifying options for behaviour change

ABSTRACT Purpose As effective management of biosecurity risks such as wild dogs, relies on landholder reporting, we investigated how landholders can be encouraged to report wild dog presence or damage. Design/Methodology/Approach We identified potential drivers and barriers to wild dog reporting and organised these factors using the Behaviour change Wheel (BCW) framework and associated Capability, Opportunity, Motivation (COM) Behavioural model. We then surveyed 186 landholders to determine the importance of these factors, along with other demographic and situational variables, in predicting current reporting of wild dogs and their impacts. Findings Landholders’ willingness to report was found to be influenced primarily by their personal experience of wild dog problems and motivational factors. They were particularly dissuaded from reporting by perceived negative consequences and loss of autonomy. Segmentation using latent profile analysis highlighted that landholders were not a homogenous group, with each identified segment exhibiting their own unique COM barrier profile. Practical Implications: Use of the BCW framework and associated COM behaviour model allowed us to recommend the most appropriate type of interventions to improve the biosecurity reporting behaviour of rural landholders. Theoretical Implications We contribute to refining the use of psychological theory in the development of agricultural education strategies. Originality/Value Our study is the first to demonstrate the usefulness of the COM behaviour model and BCW framework to improve rural landholder reporting of biosecurity risks.

National Agricultural Innovation System (NAIS): Diagnosis, Gaps, and Mapping of Actors

This article examines the diagnosis of the Agricultural Innovation System (SIA) in the department of Tolima, Colombia, as part of a project led by the Colombian Ministry of Agriculture and Rural Development and the Technological University of Pereira (TUP), which also evaluated the National Agricultural Innovation System (NAIS) in regions such as Chocó, Bolívar, and Meta. A methodology was used that involved a survey with 58 questions on a Likert scale with 300 participants, evaluated with congruence and relevance indexes, identifying key variables in the operation of the Agricultural Innovation System (AIS). A survey was applied to map actors in the National Innovation System for Higher Education in Agriculture, as well as the participating actors in the regional agricultural innovation systems of Tolima to identify gaps in extension, innovation, development, sustainability, information technology (TI), education, and training. Among the conclusions, it stands out that the associativity subsystem presents the lowest performance and is close to a score of two on the scale of gaps. An evaluation was carried out among the five subsystems, including extension, TI, environmental aspects, and public policy. The department of Tolima shows low performance in innovation and TI, while their extension performance is less weak. In Chaparral, there is a general lag, with innovation being the worst evaluated subsystem. Rovira obtains high scores in most subsystems, although innovation and TI have lower scores. At the national and regional levels, innovation is low, and communication among the NARS actors is insufficient, which highlights the need to promote good practices, strategies, and projects.

Agricultural Extension Model based on Local Wisdom in Creating Household Welfare in the Dayak Tunjung Tribe Community, West Kutai Regency

Agricultural extension is non-formal education for farmers which includes extension activities, knowledge and skills for farmers and their families which takes place through a teaching and learning process. Agricultural instructors must be able to guide farmers, instructors also provide motivation, provide information and increase farmers' awareness so that they can encourage their interest in learning in facing problems in the field. Local wisdom is a view of life and knowledge as well as various life strategies in the form of activities carried out by local communities in responding to various problems in meeting their needs. The traditional culture of the Dayak Tunjung Tribe in West Kutai is rich in various local wisdom and plays an active role in preserving the environment. Local wisdom is the noble values that apply in community life to, among other things, protect and manage the environment sustainably. Local wisdom not only understands the knowledge of indigenous/local communities between humans and how good relations between humans are, but also concerns knowledge, understanding and customs about humans, nature, and the relationship between all, where all knowledge is lived, practiced, taught and passed on from one generation to generation. The Dayak community as local farmers have local wisdom in farming and opening farms. The Dayak community does not burn forests except for farming, and this is also done through traditional calculations that have been taught from generation to generation. The aim of this research is to analyze the factors that influence changes in farmer behavior towards household welfare in the local wisdom of shifting cultivation. This research approach uses a mixed method approach. In this research, it uses a sequential explanatory design where the first sequence uses quantitative methods, and the second sequence uses qualitative methods. The number of samples (n) in this study was 110 farmers. The data analysis used is GSCA, which is an analysis that combines the characteristics found in PLS-SEM with Covariance Based Structural Equation Modeling (CB-SEM). Based on the research results, it was found that factors influence changes in farmer behavior in improving the welfare of farmer households, namely: (1) internal factors of farmers which have a significant influence on changes in farmer behavior in farming. Factors that do not influence changes in farmer behaviour are: (1) external factors of farmers and (2) the role of extension workers does not have a real influence on the farming activities of the local Dayak Tunjung Tribe community. Changes in farmer behaviour in the shifting agricultural activities of the Dayak Tunjung community, namely knowledge (Y1.1), attitudes (Y1.2), and skills (Y1.3), all of these indicators have a real and large influence on improving farmer welfare. farmer household. This means that in order to improve the welfare of farming households, farmers must change the behaviour of farmers in carrying out shifting cultivation activities in Barong Tongkok District

Identifying Teaching and Laboratory Instruction Concerns of Illinois Agriculture Teachers

Concerns of teachers must be identified to provide quality teacher education programs and professional development. The theoretical framework of this study was the Teacher Career Cycle (Fessler & Christensen, 1992). The theory explains that as teachers move through the cycle, their characteristics and professional needs change. The purpose of this study was to identify the concerns of Illinois agriculture teachers of different experience levels. A multi-part instrument of demographic information, two teacher concern statements, and a Likert-type scale of concerns was administered. The sample was divided into three experience groups: early career, mid-career, and late career. The results indicate that certain concerns do change with the level of experience and that mid-career teachers in this sample have the most concerns. We recommend that these results be shared with the Illinois Association of Vocational Agriculture Teachers, universities, state agricultural education staff, and other stakeholders. Those leading professional development should consider years of experience when planning for workshops. Professional development topics on student motivation, funding for supplies, and student safety should be explored.

How changes to agricultural policy and environmental factors impact the practice of agriculture lecturers in further education in England

ABSTRACT Purpose Agriculture globally is undergoing a period of change driven by policy and environmental factors. This study focuses on further education in England, defined as a study after secondary education that is not part of higher education. Specifically, it explores how changes in the agricultural sector impact the practice of agriculture lecturers. Design/Methodology/Approach This qualitative study comprised semi-structured interviews with 17 participants from 13 colleges across England. Practice architecture theory was employed as a lens through which to analyse the factors which influence practice. Findings Two themes were identified, which relate to curriculum content and the technological advances within the agricultural industry. Findings suggest that policy changes within the sector are influencing the practice architectures and causing adaptations in teaching practice. Practical Implications This study aims to make visible the factors which influence the practice of teaching agriculture with the aim of promoting discussion and greater understanding during a period of change. Theoretical Implications The findings could contribute to debates regarding the role of agricultural education and the content of the curriculum. Originality/Value Whilst practice architecture theory has been used in educational settings its use in this context, English further education and agriculture, is an original contribution to the field.

Clickbait

This publication provides an overview of clickbait and its characteristics. The publication also discusses a few implications of clickbait use. Written by Nicole Patten, Ricky Telg, and Kevin Kent, and published by the UF/IFAS Department of Agricultural Education and Communication, March 2024.

Information Search Knowledge and Agricultural Education Students’ Use of Public Library in Cross River State, Nigeria

The study determined the influence of information search knowledge on agricultural education students’ use of public libraries in Cross River State, Nigeria. To achieve the purpose, two research questions and two hypotheses were formulated. This study adopted a survey research design. All the 96 final year agricultural education students of the two public universities in Cross River State were purposely selected for the study. A validated questionnaire titled “Information Search Knowledge and Agricultural Education Students’ Use of the Library Questionnaire (ISKAESULQ) was used for data collection. This instrument was face and content validated by three experts. A reliability index of 0.81 was obtained for the questionnaire using Cronbach Alpha reliability coefficient after a pilot test. All hypotheses were tested at .05 significance level using simple linear regression and independent t-test statistics. Findings revealed that knowledge of information sourcing significantly influences the use of libraries by agricultural education students in public universities and that there is no significant difference in the influence of knowledge of information sourcing on male and female agricultural education students’ use of public libraries. Based on the findings, it was recommended amongst others that information search knowledge and literacy should be included in the course outline for use in library, and taught as a course in tertiary institutions, as this would ensure that students including those in Agricultural Education have the necessary knowledge needed to source and search for key information in the library

Human capital development programme for mid-career agricultural extension workers: The case of Sokoine University of Agriculture BSc. agricultural extension and education training programme

Of recent, there is changing work environment for agricultural extension workers as they operate under the multi-stakeholders’ phenomenon. This increasingly poses a challenge to frontline extension workers trained on linear model (extension-researcher-farmer linkage) in extension services delivery. This is because, facilitating the multi-stakeholder processes requires competent agricultural extension workers well-versed in human relations. In recognizing the importance of human capital development for agricultural extension service delivery in Tanzania, Sokoine University of Agriculture established a mid-career agricultural extension training programme in 1998. Informed by the human capital theory, this study employed an evaluative study design to assess the impact of the Sokoine University of Agriculture (SUA) mid-career BSc. Agricultural Extension and Education training programme on human capital development. The study was conducted in five agro-ecological zones, that is, Eastern, Western, Central, Southern Highlands and Lake zones in Tanzania. The development of the sampling frame was done in collaboration with the Ministry of Agriculture (MoA), Ministry of Livestock and Fisheries (MLF) and President’s Office-Regional Administration and Local Government (PO-RALG). A total of 200 respondents-100 alumni and 100 farmers were sampled proportionately. A snowball sampling technique was used to replace the respondents who were selected randomly but could not be reached for interview. Data were collected from respondents through a questionnaire that covered a set of competences through analysis of the mid-career agricultural extension curriculum and consultations with public and private employers. In addition, literature review and observations were also used to supplement the collected information. The findings indicate that the agricultural training programme at Sokoine University of Agriculture (SUA) equipped graduates with appropriate knowledge, competencies and skills that improved their job performance and productive capacities that enabled them to interact with various stakeholders and facilitate multi-stakeholders’ processes. This is in line with the purpose of establishing the programme. Hence, this points to the need for continuous human capital building and motivations of agricultural extension workers for the improvement of their performance. Key words: Mid-career, Agricultural extension workers, Curriculum, Human capital, Multi-stakeholder processes

The Reality of Extension Works in the Directorate of Agricultural Extension and Agricultural Research In Kurdistan Region of Iraq

The study aims to identify the reality of extension works in the Directorate of Agricultural Extension and Agricultural Researches in the Kurdistan region of Iraq, and the study area included all governorates of the Kurdistan Region of Iraq (Germian, Erbil, Sulaymaniyah, Dohuk). The research community included all workers in agricultural extension, agricultural research, and agricultural directorates in all governorates, there were 215 respondents. The sample of the respondents includes (71) representing 33% of the population, taken by a simple random sampling method. The data were collected through personal interviews; questionnaire was prepared for this purpose. To confirm the validity, the questionnaire was reviewed by some experts. In general, the reality of extension work was described by the respondents (extension workers and agricultural engineers working in the Agricultural Research and Extension Directorate) as weak. Conducting training courses for agricultural extension workers regarding methods and methods of communication to work with farmers, emphasizing the importance and necessity of linking and coordinating between agricultural extension and education (universities) to graduate a qualified agricultural guide. Cooperation with other research agencies that work on producing and generating agricultural scientific information and practices approved by the Ministry of Agriculture.

PERAN PENYULUH PERTANIAN TERHADAP PENGEMBANGAN KELOMPOK TANI DI NAGARI TANJUNG LOLO KECAMATAN TANJUNG GADANG

This research aims to determine the role of agricultural instructors in the development of farmer groups in Nagari Tanjung Lolo, Tanjung Gadang District, Sijunjung Regency in the Kami Saiyo Farmer Group. The research was carried out from January to September 2023. The sample in this research was determined purposively based on the class level and farmer group level. the most active compared to other farmer groups in the target area. The number of samples in this study was 25 people. The data used in this research is primary data and secondary data. Data analysis in this study used a Likert scale. The results of the research show that agricultural extension workers in Nagari Tanjung Lolo, Tanjung Gadang District, Sijunjung Regency are running well in terms of their performance. The extension workers play a very important role in developing farmer groups. This is indicated by obtaining a total score of 4.06 with the information that it plays a very important role. Meanwhile, the obstacle faced by extension workers is the low level of education of farmers which influences the farmers' mindset.

A content analysis of SBAE preservice teacher disposition assessments

Effective teaching is complex as it encapsulates professional, interpersonal, and intrapersonal knowledge. Professionalism is often tied to dispositions, although ambiguous definitions and cultural sensitivity make it a difficult task. Therefore, this study aimed to establish a comprehensive list of dispositions associated with SBAE teacher preparation. The purpose of this study was to examine the use of dispositions assessments in school-based agricultural education (SBAE) teacher preparation programs in the North-Central Region of the American Association for Agricultural Education by conducting a content analysis. The sample frame included 22 dispositions, and all of them appeared in the assessments at least once, resulting in 554 dispositions across the documents. This study contributes to our understanding of teacher dispositions, an important facet of teacher education preparation programs. However, we are left with additional questions relating to practice, research, and theory. According to prior research, students bring their dispositions into their learning experiences, but those learning experiences and other factors influence changes concerning the decision to teach as a career.

Performance and economics of fall grazing cover crops compared to a traditional drylot system of fall-calving cow-calf pairs

The objective of this study was to evaluate cow and calf performance while strip grazing a cover crop mix consisting of radishes, turnips, oats, and common vetch (CC) compared to a traditional, drylot management system (CON) of the Iowa State University Beef Teaching Farm fall-calving herd. The study was repeated for 3 consecutive years to account for weather variation.  Each growing season presented a unique situation. With a targeted seeding date of August 1st each year, yields ranged from 2,750 – 4,830 lbs of dry matter per acre, averaging 3,952 lbs. The greatest yield was observed in 2019 while the lowest yield occurred in 2020 with drought conditions restricting growth. Growth in 2021 was intermediate, but peak yield occurred after grazing began due to a delayed killing frost. Turnout dates ranged from early-November to mid-December, and fall pairs grazed for an average of 32 days, ranging from 17 – 45 days.  Despite fluctuation in cow body weights between treatments over the years, calves on CC had equal to or greater average daily gain and final body weights compared to calves on CON. Over the 3 years, CC calves gained an average of 0.36 lbs more per head per day than their CON counterparts. This advantage may be a reflection of CC dams producing a higher quality milk due to the high-quality forage diet and the ability of calves to graze alongside their dam.  An economic analysis of the 3-year project revealed a 29% average reduction in calf cost of gain of cow-calf pairs grazing cover crops ($1.11/lbs of gain) compared to cow-calf pairs fed in a drylot setting ($1.57/lb of gain). Compared to the standardized drylot in this scenario, this efficiency boost emphasizes the value of extending the grazing season, especially in times of high feed costs.

How do we secure a future for the youth in South African agriculture?

ABSTRACT Despite agriculture being the largest employer of young people, South Africa faces a youth unemployment crisis. The youth are increasingly disinterested in agriculture and often view it as a last resort in the absence of alternative employment opportunities. This paper explores strategies to change these negative perceptions and attract young people to agriculture. Drawing on twenty-two studies conducted over the past decade, national grade 12 statistics, University enrolments, yearbook reviews, and twenty job advertisements, I identify five key areas for intervention. First, the youth interested in agripreneurship need support to access financial and physical resources. They also need training offered jointly by tertiary institutions and the government. Second, agricultural education in primary and secondary schools will likely attract and retain youths to agriculture. Third, we need to reform the education system at all levels to ensure holistic student development opportunities, including the technical and soft skills required by agricultural sector employers. Fourth, our marketing strategies need reform; collaboration with the media is necessary to increase awareness and change youths’ perceptions about agriculture and agricultural careers. Five, we need to strengthen the role of agricultural associations to bridge the gap between the agricultural sector and secondary and tertiary education institutions.

Game and Identity Nasa, a case of the Carrizales agricultural educational institution el from Corinto, Cauca

The following article comes from an investigative study that has as its object the cultural identity in the enrichment through the game, since the diversity and complexity, positions the human being as the central axis, in the sixth grade of the secondary school in the municipality of Corinto Cauca, Corregimiento de los Andes, at the Carrizales Agricultural Educational Institution, (2022-2023). In this sense, it is a work that is oriented to the search for the strengthening of respect for cultural identity in a given territory, the Nasa indigenous peoples have historically been fighting for their survival, recovery and respect for their cultural identity. This article focused on an action-research, because it was based on specific aspects based on the reality of the context, according to Suarez (2002) it is a research that aims to improve education by changing practices and that allows learning thanks to the reflective analysis of the consequences that it generates, for which it became necessary to attend to the nucleus of well-being and culture that is experienced as an educational practice (ancestral knowledge and wisdom) that strengthens coexistence, respect for other ways of thinking and acting.

Seeds of Change: Assessing Wheat Knowledge and Socio-profile in Rural Areas of Kharar, Tehsil of Punjab, India

This study investigates the socio-profile status, agricultural practices, and knowledge acquisition among farmers in rural villages of the Punjab region, India. Employing a cross-sectional survey design, data was collected from farmers residing in five villages through structured questionnaires and face-to-face interviews. The demographic analysis revealed a balanced gender distribution, with a significant proportion falling within the 40-60 years age bracket, highlighting the maturity of the farming population. Educational attainment varied, emphasizing the need for targeted interventions to enhance access to higher education and vocational training programs. Findings indicated a high prevalence of smartphone usage among farmers, presenting opportunities for leveraging digital technology in agricultural extension services. Family compositions leaned towards nuclear families, while landholding patterns showcased the varied socio-profile landscape within the farming community. Peer networks and institutional support emerged as significant sources of agricultural information, underscoring the importance of collaborative approaches in knowledge dissemination. A notable increase in knowledge was observed among farmers after video presentations on wheat varieties, highlighting the efficacy of multimedia approaches in agricultural education. The study aimed to assess the impact of a video presentation on wheat cultivation on farmers' knowledge. Data from 60 farmers showed significant improvements in various aspects of wheat cultivation knowledge, including identifying suitable wheat varieties, understanding sowing and harvesting timing, and recognizing common wheat diseases. The mean percentage increase in knowledge was 103%, indicating the effectiveness of the educational program. These findings underscore the importance of targeted educational initiatives in promoting sustainable agriculture and improving farmers' livelihoods. Continued support and education efforts are essential for sustaining and enhancing these positive outcomes. However, the preference for sowing previous year's seeds over newly released varieties indicates the persistence of traditional practices and the need for targeted interventions to promote varietal adoption. Overall, this study provides valuable insights for policymakers and development practitioners to design context-specific interventions aimed at enhancing agricultural productivity, promoting sustainable livelihoods, and ensuring food security for rural populations in the Punjab region and beyond.

Experiential learning in agricultural education: A philosophical discussion

Experiential learning in agricultural education: A philosophical discussion