AGRICULTURAL TRAINING INSTITUTE Research Articles

The Nature of Entrepreneurial Training in Selected Agricultural Training Institutions of the Ministry of Agriculture and Livestock in Zambia

This study explored the nature of entrepreneurial education in the selected Agriculture Training Institutions (ATIs) for the Ministry of Agriculture and Live stocks in Zambia. To do this, the study explored Entrepreneurial Education challenges and opportunities in ATIs, widely acknowledged as a transformative tool for job creation in the country. The argument is that if entrepreneurship education is properly enhanced can provide self-reliance in the Zambia’s agriculture sector to attain sustainable socio-economic growth. The aim of the study was to explore the nature of entrepreneurial education in ATIs curricula; identify challenges, opportunities and ways to promote innovation and job creation through the provision of entrepreneurial education in the selected ATIs in Zambia. The study employed a mixed data collection process through purposive sampling procedures. Qualitative data were analyzed thematically while Quantitative data were analyzed using descriptive statistics such as frequencies, percentages, graphs and tables. The findings show that the current ATI curricula and the National Agricultural Policy (NAP) did not adequately address entrepreneurial education in the agriculture sector because they were loosely developed and were production oriented. The study recommended inter alia that ATIs should create curricula that prioritize creativity, and innovation, utilizing blended interactive and reflective teaching methods to support entrepreneurial education.

Disease Occurrence, Incidence and Severity in Vegetable Gardens of Green-the-Home Project Beneficiaries in Baybay City and Hilongos, Leyte, Philippines

This survey aimed to identify the major diseases affecting the Green-the-Home (GTH) vegetable gardens project beneficiaries in Barangays Guadalupe and Marcos in Baybay City, Leyte, and Barangay Liberty, Hilongos, Leyte, Philippines. The study documented the occurrence, incidence, and severity of various vegetable diseases, including the existing pest management practices of vegetable growers. Disease incidence and severity observed in vegetable gardens varied depending on the type of disease, crop, and site. The surveyed crops included okra, upo, ampalaya, tomato, string beans, sweet pepper, chili, eggplant, and cucumber, which are common in the sampling areas. The most common diseases found within the three project sites were okra leaf mold, Cercospora leaf spot of ampalaya, Cercospora leaf spot of sweet pepper, and Cercospora leaf spot of chili. The majority of vegetable growers employed physical and cultural pest management approaches, such as weeds removal (66.6%), the use of nets (63.3%), intercropping (60%), tillage (50%) and bagging (46.6%). Disease occurrence in the areas was influenced by environmental factors such as rainfall, temperature, humidity, and poor management practices of vegetable gardens. Since Baybay and Hilongos have the same climatic pattern, such environmental factors are consistent in both areas. It is recommended that the Government and other lead agencies, such as the Department of Agriculture (DA) and the Agricultural Training Institute (ATI), assist GTH in promoting pests and diseases literacy programs among vegetable growers. They should also provide adequate access to extension services and disseminate appropriate, safe, and long-term pest management strategies to vegetable growers.

PERCEPTION OF THE EXTENSION FUNCTIONARIES TOWARDS TRAINING PROGRAMMES CONDUCTED BY SAMETI

The present study has been carried out to know the perception of participant extension functionaries towards the SAMETI (State Agricultural Management and Extension Training Institute) training programmes. A list of trainees was obtained from SKUAST-K and three departments (department of Agriculture and department of Horticulture and department of Animal Husbandry) have been purposively selected for the study because the extension functionaries from only these departments have undergone training programmes. An ex-post facto design was adopted for the study and 110 extension functionaries were selected by proportional allocation method. The findings of the study revealed that majority (55.9%) of trainees from agriculture department, 65.7 per cent from horticulture department and 56.1 per cent from animal husbandry department were moderately satisfied with the training programmes. Also, 30 statements were used to check the level of satisfaction of trainees in different areas of trainings (viz., nature of the training programme, management of training programmes, content of training programmes, medium of instruction and usefulness of training programme) and the ranks of the statements were found. We can conclude that training programmes organized by SAMETI-Kashmir were very effective and participants were satisfied with the training programme.

Training Impact Assessment of the Elsenburg Agricultural Training Institute Learnership Programme

The study assessed the impact of the Elsenburg Agricultural Training Institute Learnership Programme in terms of the knowledge, skills, employability and empowerment of graduates. A structured questionnaire captured responses from 46% of graduates of the National Certificate in Animal or Plant Production Learnership Programme in the Overberg region of the Western Cape on their perception of the impact of theoretical (in-class) and practical (on-the-job) training on their knowledge, skills and employability. A limited number of interviews with farmers who hosted the graduates provided an industry perspective on the skills and employability of the graduates. The findings revealed that graduates were satisfied with the theoretical and practical components of the Learnership Programme and agreed that the programme equipped them with skills and knowledge that could be applied in the workplace. Responses from farmers and farm managers were more ambivalent in confirming that in-class training sufficiently prepared learners for the workplace, and they proposed that skills be taught on the job during the practical component. The study concluded that the Learnership Programme contributed to learners' personal and professional development and recommended that the modules' practical and theoretical content and timing be better aligned with the industry's expectations.

Staff Training and Agro-processing Industry in Nigeria. A study of some selected Agro-industries in Nigeria

Training and development is a continuous exercise which aim at developing competences and enhance the individual’s capacity to contribute optimally to the development of the organisation. The aim of this study is to examine training and development as a means of driving agro-industry capacity in Nigeria. A survey research design was adopted for the study. The study was carried out in three states in southwest Nigeria. Multi stage sampling techniques was adopted to select 150 respondents in five Agro-Based industries (i.e. salt processing industry, production of flour, Maida and semolina, fruits processing industries, milk processing industries and seed processing and preservation industries). The necessary data were gathered with the aid of questionnaire distributed to 150 respondents in selected industries. The psychometric property (reliability and validity) of the instrument of data collection (questionnaire) were tested using Cronbach alpha and component factor analysis respectively. The data were analysed by means of simple linear regression with the aid of SPSS. It was revealed from the result of the analysis that there exist a positive significant relationship between Agro-processing industry and Training and Development in Nigeria. Hence, the study recommends that massive awareness should be made by Agricultural and Rural Management Training Institute in order to enhance agro industry capacity in Nigeria and the Training institute should run efficient and effective mandatory training programmes bi-annually.

The Role of Agricultural Institutions in Providing Support Towards Sustainable Rural Development in South Pacific Island Countries

This paper examines the agricultural training in higher education institutions and tertiary colleges, their pre-eminent role and how best they can contribute to alleviate poverty in rural communities in Fiji and other South Pacific island countries. These institutions provide support through training farmers (vocational and adult education) and/or extension officers and providing researchers. Unfortunately, agricultural training institutions are not adapting to the rapid changing times early enough and have more or less maintained the traditional way of training. There is a need for agricultural institutions to amend their programs to facilitate the new emerging areas, together with new learning and teaching frameworks, establish new partnerships with the private sector in addition to expanding their representation in governance in addition to holding continuous dialogue with policymakers. Further, these institutions can potentially showcase local customs and knowledge, mirroring the regional culture, and ethical customs of the Pacific island community, as well as global movements and development forces. In reinforcing their title role as contributors to a culture of education and rural agricultural development, we suggest that agricultural institutions engage more directly and more effectively in partnerships and dialogue with other local agricultural stakeholders and their surrounding rural communities in Fiji and other Pacific island countries.

Competencies possessed by the training professionals of agricultural training institutes in Punjab, Pakistan

Professional competencies are considered as key to perform job responsibilities. Training professionals of Agricultural Training Institutes (ATIs) are engaged in imparting various skills and expertise to extension field staff in the form of training so that they would perform their tasks and responsibilities in a better way to disseminate advanced agricultural knowledge. In this scenario, the present study was designed to investigate various competencies possessed by the training professionals of ATIs in the Punjab province of Pakistan. For this purpose, data was collected from all training professionals working in all ATIs of Punjab Province in Pakistan. A well-structured questionnaire was developed as an instrument of the study. Descriptive statistics including frequencies, means and standard deviations were applied through Statistical Packages for Social Sciences. Results reveal that training professional of ATIs possess computer skill especially MS word and email skills. Motivational skills, lecture delivery skills and communication skills were ranked at top, which are being possessed by training professionals. Moreover, the results recommend that the government should launch capacity building programs to develop professional competencies of training professionals on regular basis.

Leadership Style and Organizational Culture as Correlate of Job Satisfaction Among Agricultural Training Institute’s Workers in Kwara State, Nigeria

Background: The workplace is a complex and cultured environment that requires intellectual leadership and a different degree of management style due to global economic competitiveness.
 Objective: The objectives of the study are to examine the relationship between leadership style, organizational culture, and job satisfaction among workers in the Agricultural and Rural Management Training Institute (ARMTI) Ilorin, Kwara State, Nigeria.
 Method: This research study employed a descriptive survey research method. The total number of employees in ARTMTI in Ilorin was 762. Using a simple random sampling technique, a total of 401 respondents was randomly selected from the population of the study for questionnaire administration. 401 questionnaires were distributed out of which 325 questionnaires were retrieved and analyzed for the study. Data were analyzed using Pearson Moment Correlation on the relationships between leadership style, organizational culture, and job satisfaction.
 Result: The study found that leadership style and organizational culture were significantly correlated with job satisfaction at a 0.05 level of significance.
 Conclusion: Based on the findings of the study, the study concluded that there is a relationship between leadership style, organizational culture, and job satisfaction among workers in the Agricultural and Rural Management Training Institute (ARMTI) Ilorin, Kwara State, Nigeria.
 Recommendation: The study recommended that leaders should realize that influencing the satisfaction of employees leads to higher performance and lower turnover rates among other things. Leadership in organizations should be assessed and managers should become aware of what is needed to obtain positive results from employees to improve performance.
 Originality: This article is original and there is no potential conflict of interest.

Sustainability of the Youth Empowerment Scheme (YES): A Case Study of Agricultural and Rural Management Training Institute

The study examined the sustainability of youth empowerment scheme using ARMTI as a case study. A three-stage sampling technique was adopted in the selection of 112 respondents for the study using structured questionnaire. Descriptive statistics was used to analyse data. The result of the findings show that the mean age of the respondents was 34.5. The study revealed more male (63.4%) participation in the programme, with majority (72.3%) being single. Major benefit derived by respondents were skill acquisition, (98.2%), positive change in attitude towards agriculture (94.6%), and access to capital (90.2%). Inadequate fund or capital support by the government, poor post-empowerment support by the government, and uncertainty over the political environment to support continuity were the major constraints to sustainability of the scheme. There was significant relationship between constraints (r = 0.462*) and perceived sustainability of the youth empowerment scheme. The study concluded that youth empowerment scheme was adjudged sustainable. Government, development experts and donor agencies must ensure that sustainability of the programme is taken into cognizance at every level of the programme and efforts must be put into incorporation of monitoring and evaluation from the beginning so as to prevent wastage of resources.

Household and Community Gardens Surge in the Philippines and Senegal during COVID-19

Household and Community Gardens Surge in the Philippines and Senegal during COVID-19

АГРОИНЖЕНЕРНАЯ НАУКА В СССР В 1920-1941 ГОДЫ

In tsarist Russia, there was no single organizational structure for agricultural science. The Scientific Committee of the Ministry of Agriculture, funding individual researchers, stations, as well as higher educational institutions where scientific research was conducted, led the scientific work. (Research purpose) The research purpose is in studying the stages of development of agricultural engineering science in the USSR in the period 1920-1941. (Materials and methods) Studied archival materials and research literature on this topic. The article shows the need to create an All-Russian Institute of Agriculture. The Scientific and Automotive Laboratory was organized, which later became the base for research institutes – the Scientific Automotive Institute, later renamed the Research Automotive and Tractor Institute, working in the field of automotive industry, tractor construction, automotive engines, technology and organization of automobile and tractor production. The article formulates the most important tasks of the formation of agroengineering science at the initial stage. (Results and discussion) In 1920-1941, specialized agricultural engineering research and training institutes were established, which took an active part in the formation of the Soviet tractor and automobile industry and the training of qualified personnel. The most important thing for the development of agricultural science was the formation of the All-Union Academy of Agricultural Sciences named after V. I. Lenin by the decree of the Council of People's Commissars of May 25, 1929. (Conclusions) In the pre-war period, a strong foundation of agricultural engineering science was laid. The first laws and regulations on the mechanization of agriculture and agricultural engineering were adopted. The first research institutes in the field of agricultural mechanization and agricultural engineering were organized. The first domestic tractors, grain harvesters and the most important agricultural machines were developed and put into production. The foundations of the theory were formed, the first fundamental scientific works and textbooks on agricultural machines, the processes of mechanization and electrification of agriculture were published.

АГРОИНЖЕНЕРНАЯ НАУКА В СССР В 1920-1941 ГОДЫ

In tsarist Russia, there was no single organizational structure for agricultural science. The Scientific Committee of the Ministry of Agriculture, funding individual researchers, stations, as well as higher educational institutions where scientific research was conducted, led the scientific work. (Research purpose) The research purpose is in studying the stages of development of agricultural engineering science in the USSR in the period 1920-1941. (Materials and methods) Studied archival materials and research literature on this topic. The article shows the need to create an All-Russian Institute of Agriculture. The Scientific and Automotive Laboratory was organized, which later became the base for research institutes - the Scientific Automotive Institute, later renamed the Research Automotive and Tractor Institute, working in the field of automotive industry, tractor construction, automotive engines, technology and organization of automobile and tractor production. The article formulates the most important tasks of the formation of agroengineering science at the initial stage. (Results and discussion) In 1920-1941, specialized agricultural engineering research and training institutes were established, which took an active part in the formation of the Soviet tractor and automobile industry and the training of qualified personnel. The most important thing for the development of agricultural science was the formation of the All-Union Academy of Agricultural Sciences named after V. I. Lenin by the decree of the Council of People's Commissars of May 25, 1929. (Conclusions) In the pre-war period, a strong foundation of agricultural engineering science was laid. The first laws and regulations on the mechanization of agriculture and agricultural engineering were adopted. The first research institutes in the field of agricultural mechanization and agricultural engineering were organized. The first domestic tractors, grain harvesters and the most important agricultural machines were developed and put into production. The foundations of the theory were formed, the first fundamental scientific works and textbooks on agricultural machines, the processes of mechanization and electrification of agriculture were published.

Awareness and Application of Existing Agroecological Practices by Small Holder Farmers in Mvomero and Masasi Districts-Tanzania

A survey study was conducted to assess the level of awareness and application of existing agro-ecological practices by small holder farmers in Mvomero and Masasi districts in Tanzania. The selection of farmers to interview and the villages in the respective districts was based on their long history of producing cassava and maize. A structured questionnaire was used to identify the type of agro-ecological practices, agricultural information sources accessed by farmers, training on agro-ecological practices, type of crops grown in the study areas and kind of livestock kept. Results indicated that the most applied agro-ecological practices were diversification (80.5%), the use of farmer saved seeds (78.2%) followed by intercropping (72.9%) and lastly, agro-forestry (3.2%). The highest percentage of farmers (30.4%) reported to receive information on ecological organic agriculture from non-governmental organisations (NGOs) (SAT, SWISS AID), 27.5% were using own farming experience, 21% reported to receive the information from government extension officers, 13% from friends or neighbours, 4.3% from government institutions (SUA, Agricultural Training Institutes) and 3.6% received information from agricultural input suppliers. Generally, 50% of farmers had received training on agroecological practices indicating the level of awareness. Lack of knowledge among farmers was one of the key factors that hamper the wide application of agroecological practices. There was a need for farmer’s capacity building through training to enhance wider application of agroecological practices hence progressive agricultural production increase.

Climate Responsive Innovation within the Agricultural Curriculum and Learning System

The purpose of this paper is to outline the climate responsive innovation process within the agricultural innovation system of the North West Province, South Africa. The focus was on the embedded curriculum and learning activity system and its responses to social-ecological and earth system changes influenced by climate change. It outlines the barriers and processes hampering curriculum and learning innovations towards climate-smart responsiveness, and also examines the processes required to initiate micro and macro innovations. This paper focusses on how actors within the system can initiate curriculum innovation and climate responsiveness through micro innovations when supported and how this can lead to macro innovations. The system experienced various barriers during the innovation process and overcame many challenges during the journey towards climate-smart responsiveness through the identification of contradictions within the system, developing tools to assist in the transitioning process and expansion in the social-spatial dimension by establishing a learning network within the surrounding communities. The research indicated that the catalysing of the curriculum and learning system required specific tools, time and the understanding of the importance of micro-level innovation. Keywords: curriculum innovation; climate-smart agriculture; agricultural training institutes

Training Needs Assessment of Training Professionals Working in Agricultural Training Institutes in Punjab, Pakistan

Training Needs Assessment of Training Professionals Working in Agricultural Training Institutes in Punjab, Pakistan

Development of K-Workers Employability Skills Measurements Indicators in Agricultural Sector in Malaysia

Issue of skilled and knowledge worker is an issue that [is] frequently discussed among agricultural training institutions and employers in the sector. It is viewed seriously by Malaysian government through Agrofood Policy 2011-2015 by emphasising agricultural workers that are highly skilled and knowledgeable to assist Malaysia achieves high-income developed nation status. However, what are the characteristics of those high skilled and knowledge workers? This question is the base of this research. By using qualitative approach, modified Delphi technique/method is chosen as the research framework. Eleven experts from various stakeholders such as agriculture lecturer, leaders of agricultural training institutions, agricultural instructor and agricultural industry employer in Malaysia. Finding reveals ten characteristics of [knowledge-workers] k-workers that are needed to enable them to have high employability skill in order to satisfy/fulfil national requirement of skilled workforce. This finding can be used as a measurement basis for employability skill level of labour market in agricultural sector in Malaysia.

Exploring youth engagement in agricultural development: the case of farmers’ children in the Philippines as rice crop manager infomediaries

ABSTRACTPurpose: This paper explores the intersections between community development and youth development in an initiative that mobilized farmers’ children as Rice Crop Manager (RCM) infomediaries (information mediators). RCM is an ICT-enabled nutrient management application.Design/Methodology/Approach: The study engaged 30 farmers’ children in high school level from the provinces of Pangasinan, Isabela, Camarines Sur, Iloilo, Bukidnon, and Davao del Norte from November 2016 to October 2017. They interacted with the research team (the authors) and the RCM-SMS platform that sends text messages regarding fertilizer recommendations. A staff member from the Agricultural Training Institute (ATI) also called the students for some follow-up questions. The research team conducted three rounds of interviews with the students concerning the messages and calls that they received and what they did with the information.Findings: This study finds that farmers’ children can perform infomediary roles quite effectively. Academically excellent children and those involved in farm work performed best.Practical Implications: The study provides guidance on similar initiatives tapping young people in agricultural development.Theoretical Implications: This paper finds that while Community Youth Development (CYD) Theory provides a powerful lens in understanding community and youth development intersections, some identified outcomes may overlap and may not be very easy to observe. Hence, the identified outcomes may be revisited for clarity and to make them more all-encompassing.Originality/Value: The paper documents actual parent-child interaction when the latter is mobilized to serve as an infomediary to access nutrient management-related information on rice.

Analysis of the Adequacy of National Agricultural Policy in Addressing Entrepreneurial Education of Selected Agricultural Training Institutions in Zambia

Analysis of the Adequacy of National Agricultural Policy in Addressing Entrepreneurial Education of Selected Agricultural Training Institutions in Zambia

Evaluating the Effectiveness of ATI-RTC XI Learning Sites and Schools for Practical Agriculture in Region XI

The Department of Agriculture Agricultural Training Institute is continually keeping up with the challenges on the implementation of its extension programs." This study elaborates on the effectiveness of the Learning Sites (LS) and School for Practical Agriculture (SPA) in delivering technologies to farmers. Mixed methods approach was used to generate qualitative and quantitative measures. These included the conduct of focus group discussion, survey, and field visits. There were 10 participants in the FGD and 154 respondents for the survey. Regression analysis was used to explain the determinants of the effectiveness of established program objectives. Return on investment and value for money estimates showed that farmers' income increased. Moreover, the sufficiency of inputs and conduciveness of the facilities were found to directly relate to program success. Consequently, the implementation of LS and SPA is deemed effective and sustainable.

Assessment of Diploma Agricultural Students' Attitude towards Educational Sustainability: A Study of Selected Agricultural Training Institutes of Bangladesh

Assessment of Diploma Agricultural Students' Attitude towards Educational Sustainability: A Study of Selected Agricultural Training Institutes of Bangladesh