Agricultural Courses Research Articles

Towards the Preparation of Modified HyFlex Learning Scheme: The Case of University Agriculture Courses in the Philippines

Towards the Preparation of Modified HyFlex Learning Scheme: The Case of University Agriculture Courses in the Philippines

Higher Education Institutions in Italy and Europe Offering Education and Training Programs in Social Agriculture

Over the past few decades, social agriculture, a component of multifunctional agriculture, has grown in popularity due to its numerous benefits for a variety of people, including those with learning and intellectual disabilities. A survey was conducted to assess social agricultural courses or modules offered by tertiary institutions. The study found that Italy and The Netherlands have the highest number of education and training programs that offer a full curriculum and/or individual social agriculture courses. In Norway, continuing and further education courses are frequently used to teach social agriculture. The Czech Republic, Austria, Germany, and the United Kingdom also have prominent social agriculture degree programs. The findings of this survey reveal a disconnect between the agricultural and therapeutic aspects of social agriculture educational programs. Most programs have well-tailored agriculture modules, while others have excellent therapeutic modules to the detriment of the other. Thus, social agriculture programs that focus on all aspects must be developed. Additionally, accreditation bodies are also needed.

Zoology and Zoologists at the Golitsyn Higher Women’s Agricultural Courses

Zoology and Zoologists at the Golitsyn Higher Women’s Agricultural Courses

Nordic Pioneers of Biodynamic and Organic Agriculture

Fifty Nordic pioneers of biodynamic (BD) agriculture, and hence of organic agriculture, are identified. These individuals, from Norway (n = 23), Sweden (n = 12), Denmark (n = 10), and Finland (n = 5), joined the Experimental Circle of Anthroposophical Farmers and Gardeners in the years 1924–1946. These pioneers comprised both men (n = 35) and women (n = 14), with one member of undetermined gender. The Experimental Circle was headquartered at the Goetheanum, Dornach, Switzerland. One of these pioneers (Anna Wager-Gunnarson) attended the foundational course of biodynamic and organic agriculture, presented by Dr Rudolf Steiner (1861–1925), in eight lectures at Koberwitz (now Kobierzyce, Poland) in June 1924. The core element of the course was that agriculture was properly a biological rather than a chemical pursuit. The ‘Agriculture Course’ was subsequently issued (in German from 1926) as a subscriber-only published book to members (of the Anthroposophical Society) who joined the Experimental Circle. Each Circle member signed a non-disclosure agreement (NDA) and committed to testing the ideas of the course. A milestone was the 1938 book by Ehrenfried Pfeiffer, ‘Bio-Dynamic Farming and Gardening,’ which arguably released Experimental Circle members from their NDA. Nordic members joined progressively over the two decades following the Koberwitz course, with new memberships peaking in 1932 (n = 7), and continuing through the years of World War II (WWII). Biodynamic agriculture is still practiced in the Nordic countries of these pioneers, with Denmark presently accounting for 2,998 hectares, Sweden 873 ha, Norway 548 ha, and Finland 384 ha. The Nordic countries have developed strong organic sectors, with Sweden accounting for 610,543 ha of certified organic agriculture (which is 20.2% of its agricultural land), Finland 315,112 ha (14.4%), Denmark 299,998 (11.4%), and Norway 45,181 ha (4.6%). Iceland has no identified BD pioneers, presently no BD hectares, and 6,440 ha of organic agriculture (0.4% of total agriculture land). The identification of the 50 Nordic pioneers of the present paper provides recognition as early-adopters and invites further research on their life, legacy, and role in founding BD and organic agriculture in the region.

Yields of biodynamic agriculture of Immanuel Voegele (1897-1959): Experimental Circle data of Pilgramshain

A century ago the New Age philosopher Dr Rudolf Steiner (1861-1925) called for the development of a differentiated. agriculture, one focussed on biology rather than chemistry. At his Agriculture Course at Koberwitz (now Kobierzyce), in the summer of 1924, Steiner founded the Experimental Circle of Anthroposophical Farmers and Gardeners. The Experimental Circle members each signed a non-disclosure agreement (NDA). Their task was to test Steiner’s ideas, establish what worked, and to publish the results. That injunction was arguably satisfied by the publication of Ehrenfried Pfeiffer’s book ‘Bio-Dynamic Farming and Gardening’ in 1938. The results reported in the present paper are Experimental Circle results that were subject to the secrecy provisions of the NDA at that time (1936), and are now finally revealed. Immanuel Voegele (1897-1959) recorded yields for five crops under Biodynamic (BD) management in the years 1931-1933, comparing these results to yields in the pre-BD years 1920-1926. He reported yield increases for potatoes to 55%, rye up to 48%, oats to 31%, wheat to 14%, and barley to 9%. Voegele was well credentialed and grounded to report on Biodynamics. He had studied agriculture at Stuttgart, he attended the Agricultural Course of Rudolf Steiner at Koberwitz, and he was an inaugural member of the Experimental Circle. Voegele had served as a farm manager at the Koberwitz estate of Count Carl Keyserlingk (1869-1928) (until 1925). He subsequently worked at the Biodynamic farm of Ernst Stegemann (1882-1943) at Marienstein. The present paper reports longitudinal yield results for five crops at Voegele’s farm at Pilgramshain, Silesia, Germany, before and after the conversion to BD. These early BD yield data were shared amongst ‘the faithful’ at the time, and only now publicly. From the high point of his reported successes with BD, life and prospects for Voegele would rapidly deteriorate. The Nazi regime was hostile to Rudolf Steiner, Anthroposophy, and Anthroposophic ventures (of which Biodynamics was one). All books by Rudolf Steiner were banned by the Nazis in 1935 (including the Agriculture Course). Germany invaded Poland in 1939 and slaughtered millions of Polish civilians, before eventually in 1945 the Russian Army routed the Nazi army. The Russians marched on ‘Fortress Breslau’ and on to Berlin, sparking a mass westward exodus of Germans, including Immanuel Voegele. Territory, including Pilgramshain, was relinquished to Poland at the Potsdam Conference of 1945. Immanuel Voegele’s legacy of reported successes with Biodynamics at a time when secrecy prevailed is now shared.

A quasi-experimental evaluation of student academic performances in single sex secondary classrooms

Teacher beliefs and environmental conditions influence student performance outcomes. In this non-equivalent comparison quasi-experimental design study, students enrolled in ten secondary Principles of Agriculture courses assigned to a control or treatment group based upon their sexual identity. Teachers were asked periodically about their expectations of student performances. Over the course of the academic semester, students within the treatment group maintained higher grade point averages and better attendance. Boys from the treatment group maintained a higher percent of non-discipline referrals than boys from the control group. In addition, correlations are made between the teachers’ expectations, and student performance and career aspirations. The researchers recommend that secondary schools consider single-sex classrooms for entry-level agricultural courses and for additional research to be considered to further strengthen the preliminary findings. 

Analysis of Vegetables Marketing Strategy at Center of Agriculture Course and Self-Subsistent Rural Areas (P4S) Wanua Lampoko

Analysis of Vegetables Marketing Strategy at Center of Agriculture Course and Self-Subsistent Rural Areas (P4S) Wanua Lampoko

Feeding the Future: Knowledge and Perceptions of the Filipino Youth Toward Agriculture

Cognizant of the critical role the youth could play to sustain, develop, and build a sustainable, resilient, and inclusive agriculture industry, this study was conceptualized to establish a thorough understanding of the determinants of the Filipino youth’s intention to enroll in agricultural degree programs. This research assessed the younger generation’s agricultural learning experiences and explored their perception of the agriculture industry and evaluated how these different factors affected the shaping of their uptake of agricultural courses. The study utilized a case study approach in the local context of General Santos City, Philippines. The key findings reveal that while the youth report high exposure to agricultural information, these have not been translated into inherent knowhow; they attained only average scores in the assessment of their agricultural knowledge. They also have limited knowledge or familiarity with agricultural professions. In addition, the majority held positive economic, social, and personal perceptions toward the industry. However, they expressed reservations in considering if employment opportunities in the sector are profitable, if the society will hold them in high regard once they engage in the sector, and if they have the suitable skills and know-how to engage in the sector. Statistically, age, social participation, and personal perceptions were found positively significant (p<0.05), while economic perceptions were negatively significant (p<0.05) in determining the youth’s intention to enroll in agricultural programs and ultimately engage in agriculture. Thus, it is inferred that intervention programs, starting early in the curriculums of the youth, along with social programs that highlight capacity building, are necessary to pique their interest toward the industry and entice them to engage in its professions.

Diversity of vegetable landraces in the Pampa biome of Brazil and Uruguay: utilization and conservation strategies.

The historical meeting between originally American people, European colonizers, and slaved peoples from Africa in the biome Pampa in South Brazil and Uruguay involved a cultural syncretism and a great genetic diversity of landraces of cultivated species. Genetic richness evolved by selection and cultural processes in response to different environments, cultural backgrounds, and needs. This review summarized the knowledge on vegetable and maize landraces in South Brazilian and Uruguayan Pampa biome, to design a strategy towards the rediscovery, conservation, and sustainable use. Landraces diversity maintained in situ and ex situ is described, specific case studies are presented, and the main problems and tools towards landraces re-valorization are discussed. We show that traditional family farming systems maintain diverse vegetable species, mainly squashes (Cucurbita spp.), sweet potato (Ipomoea batatas), beans (Phaseolus spp.), onion (Allium cepa), peppers (Capsicum spp.), tomato (Solanum lycopersicum), next to leafy vegetables and maize, among others. We propose the priority of systematic surveys as a basis for monitoring genetic erosion, increasing complementariness between in situ and ex situ conservation, and implementing sustainable conservation and utilization. The case studies highlight genetic diversity within each cultivated species, with different crop physiological responses; disease resistances, different quality traits and associated uses, from animal feeding in maize to a range of culinary uses linked to traditional culture in maize and vegetable species, and ornamental uses of specific Capsicum and Cucurbita. Some landraces were the basis for breeding, where improved cultivars allowed the competitiveness of landrace germplasm in the markets. Renewed industrialized products allowed the competitive and sustainable use of Capsicum landraces in Brazilian farmers communities. Strategies towards in situ conservation improvements and valorization are discussed; emphasizing the role played by agroecology, community seed banks and custodian farmers, participatory plant breeding, promotion of landraces specialties among consumers, and the need of research and capacity building, among others. Farmers' participation in the decisions is a key factor, along with the academia and the public sector. Landraces and associated knowledge are treasures to be used to benefit from farmers to consumers, directing the course of agriculture towards sustainable directions.

Trends in Selection of Agriculture Subject among Students in Secondary Schools in Bungoma and Kakamega Counties, Kenya

While agriculture is a major source of employment, it is notable that youths in developing countries are unemployed, yet the countries’ economies are dependent on it. Though there are immense prospects in the agricultural sector in Kenya, agriculture is taught in schools as an optional subject under the 8-4-4 syllabus so that it may stimulate youths’ participation in agriculture and improve productivity. In the current competency-based curriculum, agriculture is taught in upper primary and junior secondary to enhance competence through practical and experiential activities, thereby nurturing learners' potential. Despite the above facts, there is a limited selection of agriculture courses for career development among students in tertiary institutions. This is a cause for concern since Kenya requires human resources to drive the agricultural sector. The purpose of this study was to establish the existing trends in the selection of agriculture subjects among secondary students in different categories of schools. The specific objective was to establish the selection trends in agriculture subjects among students in secondary schools in Kakamega and Bungoma counties, Kenya, from 2016 to 2021. The study critically reviewed theories and literature to determine their gaps and sought to address the same, thereby making contributions both to the body of knowledge and practice. A descriptive design was employed. The sample size was determined from the Yamane tables of sample size (1967). One hundred and sixty-two (162) secondary schools were selected, out of 839 proportionately. A total of 249 secondary school students were sampled proportionately out of 7379 respondents. Key informants were selected purposefully. Both qualitative and quantitative data was collected using document content guides, questionnaires, and interview guides. Both descriptive and inferential techniques were employed to analyze the data, which was presented using frequency tables and graphs. Multiple comparison table results revealed the years that differed in agriculture selection for the 5 different categories of schools. A significant factor contributing to the variance in selection was the change in type of school. In general, analysis shows that private schools have the lowest mean of selection of agriculture students, causing a low combined mean in all the years of study. The combined mean of agriculture subject selection in the five categories of schools has shown a consistent increase from the year 2016 to 2021. It is necessary for the ministry of education to increase extra-county schools, county schools, and sub-county schools in order to realize significant selection means in agriculture, which ensures a basis for agriculture career development in Kenya.

Teaching reform and practice of English courses in agriculture under the background of “Internet+” based on big data analysis

Abstract This paper first studied the association rule algorithm model’s mining steps and algorithm features and improved the algorithm by quantifying attributes and frequent clustering. Then, the “Internet +” English teaching scheme for agricultural majors is proposed, the corresponding teaching system is designed, and a fresh approach to teaching English is developed. The impact of the teaching reform was evaluated using the indices of English efficiency, ability change, and learning status. The mean values of students’ learning attitude, interest, strategy and efficiency increased by 0.299, 0.844, 0.522 and 1.074, respectively, after using the “Internet + Classroom” teaching mode, which indicates that the new English teaching mode has significant teaching effects. This study provides new ideas and practical experience for reforming English courses in agriculture.

The Goals and Realization of ‘Socio-Horticulture’ as a University Character Education

This study aims to explore the potential of a new university character education model for today's college students who are seeking an immediate transition to an ecological civilization in various aspects of their daily lives. To achieve this, it examines the background, development process, operational methods, and key educational content of the course “SHARE Community Gardening” at E-University, which is based on the concept of “socio-horticulture.” In doing so, it will not only highlight the distinctions between this course and E-University's precursor course, “SHARE Leadership,” but also differentiate it from urban agriculture courses offered at other universities. Furthermore, the study intends to provide a detailed description and analysis of the course development process, including the establishment of farming spaces and facilities, urban agriculture training for instructors, and the identification of learner needs. Additionally, it will describe the assessment methods and operational support system for the course, and introduce a curriculum for “socio-horticulture” education suitable for the four seasons in Korea. Ultimately, this research seeks to evaluate the significance and value of “socio-horticulture” as a component of university character education.

A comparative analysis of the curriculum implemented in the village institutes

Village Institutes were educational institutions in Türkiye that were structured in line with the educational, economic, social and political needs of the period. They constituted an important dimension of the works carried out to develop the country economically propagate the newly founded republic and its basic principles to the public. These institutions aimed to train well-equipped village teachers to develop the villages and the villagers in every aspect. The teachers who graduated from these institutions also shouldered the task of strengthening the bond between the village and the villagers and the state and the republic. The curriculum that determined the education process of the Village Institutes was first put into practice in 1943. Educational activities were carried out in line with the "education in work, education for work, education with work" principle. The students were active and educational activities were done holistically in these institutions. Furthermore, the students had the opportunity to apply the knowledge they had learned in the culture courses for themselves and in the agriculture courses through technical courses. However, in these educational institutions, the curriculum diverged partially from this aforementioned main principle after 1947. In the 1947 curriculum, which was revised in line with the criticisms made for the 1943 program, the agriculture and technical courses were reduced, and the culture courses were increased. With the 1953 Teacher Training Schools and Village Institutes curriculum, the five-year education increased to six years and the technical and agricultural courses were greatly reduced. Since the Village Institutes were closed in 1954, this curriculum could not be implemented for a long time. For this reason, it would not be wrong to state that the 1943 curriculum was the curriculum which that was developed and implemented in such a way as to fully meet the basic aims and principles of the Village Institutes.

Yields of Biodynamic Agriculture of Ernst Stegemann (1882-1943): Experimental Circle Data of the First Biodynamic Farmer

Ernst Stegemann (1882–1943) was the first biodynamic farmer. He was an Anthroposophist with a 375 acre (150 hectares) mixed farm at Marienstein, midway between Frankfurt and Hamburg, Germany. Stegemann attended the Agriculture Course at Koberwitz (now Kobierzyce, Poland) in June 1924 at which the New Age philosopher, Dr Rudolf Steiner (1861–1925), laid the historical foundations for biodynamic and organic farming. Stegemann was a founding member of the Experimental Circle of Anthroposophical Farmers and Gardeners which was founded by Steiner during the Koberwitz course. Prior to the Course, Steiner gave Stegemann some preliminary insights on agricultural practice. Steiner’s injunction to the farmers and gardeners of the Experimental Circle was to test his “hints” for a new and then un-named agriculture, to establish what works, and then to publish the results, and thereby bring the ‘era of secrecy’ to a close. Until that point, members of the Circle were to maintain confidentiality of the Course and experiments. The present paper reveals some of the earliest results of putting Steiner’s indications to the test. For Stegemann, over eight years, the annual yield for sugar beet show increases using Biodynamics of up to 26% (compared to the base year of 1923). The annual yield for “cereals” show increases using Biodynamics of up to 42% (compared to the base year of 1923). Stegemann’s longitudinal yield data were presented in June 1931 to Experimental Circle members, under constraints of confidentiality, at his farm at Marienstein (in the then Province of Hanover; now in the German state of Lower Saxony), and now appear unbridled from those constraints of confidentiality.

Developing Virtual Field Trips for Agriculture

Field trips play an important role in teaching and learning, from stimulating students’ motivations to allowing students to connect in-class concepts and the real world. Including field trips within an agricultural curriculum is essential as concepts are highly interdisciplinary, and knowledge application to a range of production systems and environments is critical. Despite their importance, many factors, such as high enrolments, present challenges to its successful integration. Virtual field trips (VFT) allow universities to leverage the affordances of technology to mitigate some of the associated challenges while maintaining quality course delivery. In this pilot study, an experiential learning activity was designed around a VFT application, and the student experience and outcome were investigated. The student experience measures indicated satisfaction with multimedia elements, although it is noted that improvements to the user interface would enhance the experience. Students had positive reflections on the learning experience, including an increased interest in the field of study but did not see VFTs as replacing actual field trips. Paired t-tests showed students’ attainment of learning outcomes. This pilot implementation provides an activity design for other courses with similar challenges and highlights the value of VFTs to the curriculum for undergraduate agricultural courses.

Examining the Impact of Experiential Learning Activities on Student Performance in an Introductory Animal Science Course

The use of experiential learning in agricultural courses within postsecondary institutions has become increasingly important as educators seek to provide students with a meaningful education that increases knowledge acquisition and achievement. Hands-on, experiential learning activities within agricultural sciences, and more directly animal sciences, have previously been used to provide students with experiences that increase performance in courses and overall development throughout a student’s education. Therefore, the purpose of this study was to examine the influence that experiential learning laboratory lessons had on students enrolled in an introduction to animal science lecture course at [University]. Researchers utilized a quasi-experimental study, in which students were placed into one of three groups, depending on the experiential learning lessons that were taught throughout the semester. This was done to determine if students who participated in specific hands-on, experiential learning lessons retained more content knowledge than those who did not receive these lessons, on summative assessments given throughout the semester. Researchers utilized the first quiz scores to examine prior knowledge between groups, and determined that there was no difference. While researchers were unable to determine significance between groups and student content acquisition due to unequal group sizes, researchers determined that students who received experiential learning lessons performed better on average, than those who did not. Researchers identified recommendations for future studies, which include replicating the study with modifications, and repeating the study with two introductory courses simultaneously, in which one course entirely utilizes experiential learning lessons and the other course utilizes traditional review sessions. Additionally, researchers recommended practitioners integrate blending experiential learning opportunities and traditional lecture and review when teaching introductory courses.

Eliciting farmers’ preferences towards agriculture education in Northern Ireland

ABSTRACT Purpose Agriculture education promotes farmers and societal welfare through a more efficient use of resources and the adoption of sustainable farming practices. Nevertheless, farmers’ educational attainment is limited across countries. This study explores farmers’ intention to participate in formal agriculture education. Design/methodology/approach A discrete choice experiment survey with 363 farmers exploring their preferences for different specifications within a diploma in agriculture was employed. We focus on Northern Ireland, a country with a relatively large agricultural sector and were farmers have a low level of formal education. Findings Our results show that farmers exhibited a preference for short courses delivered in the evenings, with 75% of the teaching time delivered online, favouring educational topics linked to farm performance against those related to socio-environmental outcomes. Part-time younger farmers, operating in small farms located in less favoured areas, reported the highest willingness to pay for the course. However, farmers that had previously participated in a Young Farmer Payment Scheme reported the lowest interest in undertaking the course. Practical implications The study provides useful information to education providers in relation to the design of agriculture courses to better meet farmers’ preferences and therefore encourage levels of uptake. Secondly, the study can help policymakers to make informed decisions about policy instruments incentivising farmers to engage in education. Theoretical implications By drawing from random parameter choice models, the study highlights that the heterogeneity of farmers’ preferences should be considered when modelling their decision to engage in agriculture education. Originality/value This is the first study that elicits farmers’ preferences towards agriculture education via a discrete choice experiment. Secondly, the study explores preference heterogeneity based on farmers and farms’ characteristics.

Marna Pease (1866-1947): Founder of Biodynamics for the English-Speaking World

Marna Pease (1866-1947) was the founder of Biodynamic farming in Britain. The ‘Anthroposophical Agricultural Foundation’ (AAF) was inaugurated at the ‘World Conference on Spiritual Science and its Practical Applications’ (WCSS), London, July 1928, with Marna as the Honorary Secretary. Under the auspices of the AAF, Marna shepherded the fledgling Anglo Biodynamic (BD) movement through the turbulent times of the Great Depression (1929-1939), the Great Anthroposophy Purge (1935), and World War II (1939-1945). Marna stepped down in 1946. By that time there were reportedly over 400 members of the AAF. With Dr Carl Alexander Mirbt, she produced the first BD preparations in Britain at her home, Otterburn Tower, Northumberland. She took up the role of Honorary Secretary of both the AAF and the ‘Experimental Circle of Anthroposophical Farmers and Gardeners’. The AAF initially operated out of Otterburn (315 miles north of London, 74 miles south of Edinburgh). Marna was a member of the Executive Council of the Anthroposophical Society in Great Britain. She relocated to the Old Mill House at Bray-on-Thames (30 miles west of London) in 1930. Marna typed, bound, and despatched copies around the world, of the English translation of Rudolf Steiner’s ‘Agriculture Course’, to those who joined the Experimental Circle. She edited the first Biodynamics journal in English: ‘Anthroposophical Agricultural Foundation Notes and Correspondence’. Marna provided members with the BD preparations and she published BD pamphlets. She established a showcase Biodynamic garden and apiary at Bray-on-Thames. She recruited members, hosted visitors, and maintained an international correspondence with enquirers and members. Marna hosted Carl Mirbt (aka Mier) and his family, first at Otterburn and then at Bray. She hosted Dr Eugen Kolisko, Lilly Kolisko, and their daughter at Bray. Lilly’s ‘Biologisches Institut am Goetheanum’ (Biological Institute at the Goetheanum) relocated from Stuttgart to Bray in 1935. Marna was fluent in German and she translated Steiner’s ‘Nine Lectures on Bees’ (published 1933) and Lilly’s ‘The Moon and the Growth of Plants’ (published 1938). Marna’s legacy continues with the Biodynamic Agricultural Association (BDAA) in Britain, and with BD agriculture in the Anglo-sphere presently accounting for 30% of global BD agriculture.

Face-to-Face versus Online Agricultural Courses: An Analysis of Preferences, Challenges, and Non-Adaptability

Short-term agricultural courses equip participants with marketable knowledge through an amalgamation of theoretical lectures and hands-on workshops. As time has progressed, many courses have transitioned heavily away from traditional classroom settings and into digital mediums. A survey was conducted at Convocation Expo during the Agricultural Clinic session at the UPM Bintulu Sarawak Campus. About 156 surveys were evaluated, and the results showed that, despite the potential challenges and lack of adaptability, our participants preferred online agriculture courses over face-to-face learning. Many respondents (34.88%) agreed they would not sign up for an online farming course because they didn't believe in the outcomes (34.88%), the fees were too high (30.23%), the learning platform was inefficient (16.28%), and there was a lack of relevance to current agricultural practices (16.28%). Moreover, the lack of hands-on sessions (61.54%), a preoccupation with marketing strategies (11.54%), and a lack of familiarity with the internet's functionalities (11.54%) were all cited as reasons for the inadaptability and impracticality of online learning. Nearly half (47.44%) of respondents indicated a preference for free face-to-face training, but just 37.18% would be willing to do so (provided the fee was less than RM100). The proliferation of online classes across several platforms has made education more accessible than ever before, so long as the recorded sessions are archived online. However, without the appropriate information or the referral to professional experts, their agricultural operations would continue to be plagued by technical difficulties.

Short-Term Courses in Organic Agriculture for Home Gardens: A Potential Approach to Securing Household Food Supply

Aims: The Central Bicol State University of Agriculture (CBSUA) takes responsibility and leadership in the Bicol region's agriculture and allied technological sciences field. This study determined the possibility of offering short-term courses in Organic Agriculture at the Central Bicol State University of Agriculture.
 Study Design: Descriptive design was used in the study.
 Place and Duration of the Study: The study was conducted in Pili, Camarines Sur, Philippines, for six months in 2019.
 Methodology: A survey questionnaire was used to determine the demographic profile, motivations, reasons, and learning areas of interest among prospective enrollees on short-term courses in organic agriculture. The respondents were selected using purposive sampling, including 30 SHS teachers, 58 School Administrators, and 91 home gardeners. The data were tabulated through frequency count and percentage.
 Results: Results revealed that most prospective enrollees are from the old age bracket (42.25%), interested in home gardening (50.84%), want to learn about basic competencies of organic agriculture (29.05%), and earn a National Certificate for teaching purposes (25.69%). Their main reasons if they are to enroll in the program was health or personal well-being (22.91%). Most respondents wanted to learn about crop and animal production (44.69%) among the learning areas in organic agriculture.
 Conclusion: This study indicates that short-term courses in organic agriculture have the possibility to be offered at the University.