Agricultural education
muhsen salman; Ghadir Firouznia; Behruz Gharani Arani
Abstract
The present study was conducted in response to the assessment of specialized agricultural training needs, the method of implementation and measurement of the effectiveness of specialized agricultural training required by the heads of the board of directors and managing directors of rural production cooperatives. ...
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The present study was conducted in response to the assessment of specialized agricultural training needs, the method of implementation and measurement of the effectiveness of specialized agricultural training required by the heads of the board of directors and managing directors of rural production cooperatives. The statistical sample in the educational needs assessment section consisted of 67 heads of the board of directors and 67 managing directors by simple random method, and 56 experts (including 28 experts responsible for exploitation systems and 28 experts from the education department) were selected. Specialized training courses were selected based on the calendar approved by the Central Organization of Rural Cooperatives, and agreement measurement was used to determine the educational needs. The 5e constructivist teaching model (activation, exploration, explanation, elaboration, and evaluation) was used to implement the training courses. The data collection tool was a questionnaire based on the Kirkpatrick effectiveness assessment model, whose reliability was estimated at the desired level by calculating the ordinal theta coefficient and composite reliability and validity were also estimated by referring to the construct validity index. The results of the descriptive findings indicated that in the educational needs assessment section, there was consensus among experts, board chairmen, and managing directors regarding the educational needs of familiarity with water laws and regulations, how to form watershed groups and manage irrigation on the farm, converting and processing agricultural and livestock products, managing the use of chemical fertilizers and micronutrients, familiarity with agricultural pesticides and their use in agriculture and horticulture.
Marzieh Bordbar; Hedayatollah Rahimi
Abstract
The purpose was to investigate the specialized agricultural training required by the members of rural production cooperatives and agricultural companies and to analyze the barriers to effectiveness. The statistical population of members of rural production cooperatives and agricultural companies that ...
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The purpose was to investigate the specialized agricultural training required by the members of rural production cooperatives and agricultural companies and to analyze the barriers to effectiveness. The statistical population of members of rural production cooperatives and agricultural companies that participated in specialized agricultural courses in 1399, including 250 people, of which 129 people were studied. Data collection tool is a questionnaire based on Kirkpatrick model. The results showed that in 5 specialized courses, the main motivation of members to participate in training courses was to meet job needs. Comparing the average attitude of members towards the course showed a significant difference.The results of members 'reactive characteristics showed that 80% of members' reaction (feeling) to holding training courses was at a medium and higher level, the average knowledge and awareness of members before and after participating in the courses showed that more than 75, respectively. 77% of members rated their knowledge and awareness as average and higher. The results of members' behavioral characteristics showed 82% of members rated their behavioral status as average and higher. The results of the Wilcoxon test showed that the trainings were effective in improving the knowledge of the members. The results of diagnostic factor analysis showed that the barriers to the effectiveness of the courses were summarized in 5 factors (inappropriate content of the courses, low participation of members in the courses, insufficient management process on the courses, cultural problems, and lack of up-to-date instructors) included 58% of the total variance of barriers to effectiveness.
abdullah mukhber dezfoli; mehrdad Teymouri; omid jamshidi; Shahram Moqaddas Farimani; jamshid pishkar
Abstract
This paper was aimed to investigate the variables affecting students' satisfaction towards practical projects amid education in the agricultural education and research centers. This was a quantitative research which applied a survey method to collect the data. The statistical population of the study ...
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This paper was aimed to investigate the variables affecting students' satisfaction towards practical projects amid education in the agricultural education and research centers. This was a quantitative research which applied a survey method to collect the data. The statistical population of the study was all students active in practical projects amid education equal to 102 people. This research was conducted in centers where at least 3 projects have been implemented, such as research centers of Isfahan, East Azerbaijan, Sistan and Baluchestan, Qazvin, Khorasan Razavi, Mazandaran, Hamedan, Bushehr and Imam Khomeini Higher Education Center. Due to few number of members of the statistical community, all of them were studied by census method. The main research tool was a researcher-made questionnaire which its reliability was evaluated by Composite Reliability (CR) for each of the research instrument constructs which was above 0.7 indicating the internal reliability of the questionnaire and GOF index which was 0.571 indicting good fitness of model. The data was analyzed using PLS-SMART and SPSS software. The results showed that from the perspective of the respondents, the experience of the agent of the projects, proper supervision of project supervisors and careful planning of executive are effective in students' satisfaction towards projects.
Nasrin Rahmati; Arsalan Irajirad; Dr. Mahmoud Mansoub Basiri
Abstract
Since rural women have fewer opportunities to grow and develop entrepreneurship due to existing constraints, this study investigated the effectiveness of agricultural education programs for rural women in creating entrepreneurship among rural women in 1996-95. The purpose of this study is applied, in ...
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Since rural women have fewer opportunities to grow and develop entrepreneurship due to existing constraints, this study investigated the effectiveness of agricultural education programs for rural women in creating entrepreneurship among rural women in 1996-95. The purpose of this study is applied, in terms of field data collection method and in terms of quasi-experimental variables control using questionnaire. The population of the study was 970 rural women members of rural women cooperatives in Alborz province who had previous training and extension courses related to employment and agricultural business. Using Cochran formula, 135 of them were identified and 140 individuals were selected by quota sampling to increase the accuracy of the data. Rural women with no background in training were also used to compare a group of 140 people. The validity of the research instrument was confirmed by expert opinion and the reliability was confirmed by ordinal theta coefficient (θ = 0.79 - 0.91). Results of Mann-Whitney nonparametric test indicated a statistically significant difference in entrepreneurial characteristics between the experimental and control groups. Individuals who participated in entrepreneurship courses also scored higher on the two components of success and ambiguity than the control group. Sequential regression analysis also showed that 6 variables of attitude, work, age, economic status, income, participation in courses and information seeking behavior explained 33% of the probability of changes in the level of dependent variable of entrepreneurial characteristics (R2=0.33).
