Agricultural education
Saeed Mohamadzadeh; Nozar Monfared; nahid moghdani; Fatima Zahra Romina
Abstract
This research was conducted with the aim of measuring the educational needs of tomato farmers in Deir city using the Borich needs assessment model and comparing it with the views of experts in the agricultural sector in the cropping year using a two-by-tow quadrant analysis table and using a consensus ...
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This research was conducted with the aim of measuring the educational needs of tomato farmers in Deir city using the Borich needs assessment model and comparing it with the views of experts in the agricultural sector in the cropping year using a two-by-tow quadrant analysis table and using a consensus model. The statistical population of the research was two groups of working tomato farmers (N=3500) and experts of the relevant centers (N=25). The size of the sample was determined based on the table of Karjesi and Morgan to the number of 346 tomato growers and they were selected according to the size of the class(N=3500). The data collection tool was a researcher-made questionnaire, the validity of which was examined and confirmed based on the opinion of the thesis committee and a number of experts of the agricultural jahad of Bushehr province. 0.74 to 0.84 was obtained. The results showed that out of the nine identified needs, the ability to use water softeners and maintain them, the ability to fix the clogging of drippers, and the ability to service and maintain the drip irrigation system were the first three priority needs. It is necessary for the Jihad Agricultural Organization to provide effective communication between the companies implementing the project and the farmers, providing consulting services and training classes to provide services according to the needs identified in the research.
Agricultural education
yaser mohammadi; fereshteh avatefi akmal
Abstract
The Covid-19 disease has led to many problems and adversities around the world. The agricultural extension and education has also faced problems to provide its services according to its mission of transferring knowledge to farmers during Covid-19 pandemic. Thus, the pathology of agricultural extension ...
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The Covid-19 disease has led to many problems and adversities around the world. The agricultural extension and education has also faced problems to provide its services according to its mission of transferring knowledge to farmers during Covid-19 pandemic. Thus, the pathology of agricultural extension programs during and beyond Covid-19 and its impact on agricultural development was the aim of current research. The research is applied in terms of purpose and follows the qualitative paradigm. The qualitative method used is a hybrid of grounded theory and the Fuzzy-Delphi technique. The s tatis tical population of the research was the agricultural extension and education and rural development experts of the agricultural jihad of Hamadan province, as well as the faculty members of extension and rural development. The sampling method in this research was purposive based on theoretical saturation. The main data collection tool was semi-s tructured interviews. The collected data were firs t coded and then validated through the Fuzzy-Delphi technique. The results of the research showed that the harms of agricultural extension programs during and beyond Covid-19 were: Problems in providing face-toface extension services, lack of readiness of agricultural extension to adopt virtual education, low effectiveness of virtual education in providing extension content, reducing the profitability of the agricultural sector, endangering non-agricultural jobs and reducing face-to-face communication. On the other hand, the Covid-19 disease created opportunities related to development of virtual education sys tems during Covid-19 and changing the pattern of agricultural crops. Based on the results of the research, in order to the resilience of the agricultural extension and education sys tem in the face of possible future events such as Covid-19, the platform of virtual education should be s trengthened for the continuous and effective implementation of extension programs.
Agricultural education
maryam Ghiasvand; enayat abbasi; Mahsa Saadvandi
Abstract
The aim of this research is the comparative analysis of the educators’ resilience in the agricultural higher education system in the crisis of the Covid-19 pandemic. The research is quantitative in nature, practical in terms of purpose, and descriptive and comparative in terms of the method of ...
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The aim of this research is the comparative analysis of the educators’ resilience in the agricultural higher education system in the crisis of the Covid-19 pandemic. The research is quantitative in nature, practical in terms of purpose, and descriptive and comparative in terms of the method of analysis, which was carried out using the survey method. The statistical population was 3640 (N= 3640) of educators in agricultural faculties in public universities across the country. Using Krejcie and Morgan’s table and stratified random sampling with proportional assignment, 347 of them were selected as the sample (n= 347), of which 288 completed the research questionnaires (response rate= 82.5 percent). The research instrument was a researcher-made questionnaire. The Convergent validity was also checked with values of CR=0.80-0.90 and AVE=0.50-0.83. The reliability of the questionnaire was also tested by calculating ordinal theta (θ = 0.71-0.90). In order to analyze data SPSS26 software was used. In addition to descriptive statistics, mean comparison test (independent t) and One Way Anova test were used. The results showed that there is a significant difference between the resilient behavior of educators in universities with different performance levels (international, national, regional and local). There was no significant difference between the resilient behavior of educaors with different levels of experiences, different age levels, gender and different academic scientific level. Based on the findings, suggestions have been made in order to improve the resilience behavior of the educators.
Agricultural education
nasibeh pourfateh; Bahman Khosravi Pour
Abstract
The goal of this s tudy was“ assessment of the group of managers and heads of groups of the Ins titute of Agricultural Education and Extension, senior extension worker researcher and managers and heads of departments of Jihad Keshavarzi provinces in the exis ting and desired situations regarding ...
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The goal of this s tudy was“ assessment of the group of managers and heads of groups of the Ins titute of Agricultural Education and Extension, senior extension worker researcher and managers and heads of departments of Jihad Keshavarzi provinces in the exis ting and desired situations regarding each of knowledge management components in the agricultural extension sys te “. The s tatis tical population of this s tudy was Three groups of managers and heads of groups of the Ins titute of Agricultural Education and Extension(N=67), senior extension worker researcher(N=100) and managers and heads of departments of Jihad Keshavarzi provinces(N=192). Of each in order 58, 36 and 108 were selected for the s tudy. Data were collected through a researcher made ques tionnaire. The ques tionnaire validity was approved by experts in agricultural extension and education. Cronbach’s alpha reliability coefficients were approved by a pilot s tudy (0.7–0.93). The results of the s tudy showed that The respondent groups s tudied in the current and desirable situation regarding the components of identifying the need for the index of holding meetings, conferences, etc. Extraction and acquisition of tacit knowledge of key employees, regarding the knowledge sharing component, the creation of virtual virtual spaces on the Internet for direct communication between farmers and knowledge producers, regarding the regis tration and documentation of knowledge, the presence of local groups for the regis tration and documentation of local knowledge In dealing with agricultural crises and regarding the feedback and evaluation of knowledge, they have agreed with each other to create electronic sys tems to record opinions resulting from the use of knowledge by farmers and agricultural extension worker
Agricultural education
muhammadsharif sharifzadeh; Gholamhossein Abdollahzadeh
Abstract
Improving the employability of university graduates entails enhancement of skill training in curriculum development. Skill enrichment to the curriculum development in the agricultural higher education system implicates a systemic approach to understand the relevant requirements. The aim of this research ...
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Improving the employability of university graduates entails enhancement of skill training in curriculum development. Skill enrichment to the curriculum development in the agricultural higher education system implicates a systemic approach to understand the relevant requirements. The aim of this research was to develop a set of strategies and guidelines for the skill enrichment of the curriculum development in the agricultural higher education system. This research was carried out by qualitative approach using the focus group method. The research tool was a semi-structured interview with a group of the stakeholders of skill training in the higher agricultural education system (case of the Gorgan University of Agricultural Sciences and Natural Resources) who were selected by purposive sampling (n=12). In order to collect data in this research, first, by semi-structured interview, the narrative of the research participants was collected. Then, using qualitative content analysis of the narratives, key propositions were extracted, a focus group was formed and a facilitated group interview was conducted to find the components and indicators of the integration of skill training in curriculum development in the agricultural higher education system. According to the research findings, a model including five components was articulated: strategic principles of skill development, educational development measures with a skill training approach in three stages (design, implementation and evaluation), and finally, infrastructure development mechanisms for supporting skill training in the higher agricultural education system. As key implication of this research, reaching entrepreneurial learning as value add of university skill training requires which skill training, beyond an extracurricular activity, embedded in the process of university curriculum development.
Agricultural education
Khalil Mirzaei; Masoud Samian; azam shakori; Marjan Sepahpanah
Abstract
The main purpose of this s tudy was to inves tigate the Inhibitors of e-learning (non-face-to-face) fromthe viewpoint of the Faculty of Agriculture of Bu Ali Sina University. The scope of this s tudy of the FacultyAgriculture of Bu Ali Sina University. The required data for the research has been collected ...
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The main purpose of this s tudy was to inves tigate the Inhibitors of e-learning (non-face-to-face) fromthe viewpoint of the Faculty of Agriculture of Bu Ali Sina University. The scope of this s tudy of the FacultyAgriculture of Bu Ali Sina University. The required data for the research has been collected using a survey andques tionnaire method. In order to determine the reliability of the ques tionnaire, the ordinal theta coefficientwas used, 82% for 46 ques tions. The sample population of the Faculty Agriculture of Bu Ali Sina Universityincludes 81, that were selected by random sampling in several s tages (n=63). Exploratory factor analysis was used to identify the barriers to e-learning. The results of the exploratory factor analysis show thatimplementation obs tacles such as low facilities for evaluating learning progress in courses, low facilities of eelectronic education sys tem for the continuation of learning activities by faculty members, low facilities, in the electronic education sys tem in terms of providing the possibility of feedback by the members of the academics taff, the low level of permission to the learner or the teacher to change the way the lesson is presented,the low level of encouragement of the electronic education sys tem in the communication between learnerand teacher have the mos t significant effect in obs tacles, as a result, removing these obs tacles leads to the development of education It will be electronic.
Agricultural education
fateme karimi etemad; jafar yaghobi; abdolhamid papzan
Abstract
The higher education system, as the most obvious manifestation of human resource investment, plays a key role in training and providing effective human resources. So The development of higher education is very important as one of the infrastructures of the development of any country. In this regard, ...
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The higher education system, as the most obvious manifestation of human resource investment, plays a key role in training and providing effective human resources. So The development of higher education is very important as one of the infrastructures of the development of any country. In this regard, the development of agricultural higher education can play an important role in the growth of agriculture and guarantee the achievement of comprehensive and sustainable development of agriculture. The main purpose of this research was to identify the most important and the pillars ways to improve agricultural higher education. Due to the exploratory approach, qualitative approach was used to identify the solutions. The statistical population of the research was university experts, graduates, agricultural entrepreneurs and managers of agricultural jihad, and 32 experts were interviewed using purposeful sampling until reaching the threshold of usefulness. Agriculture has been used in Zanjan province. By analyzing the text of the interviews, 200 conceptual propositions related to the purpose of the research were extracted during open coding.These concepts were classified in the form of 52 sub-categories during axial coding and then in 6 general categories during selective coding. According to this classification, the most important aspects of improving the agricultural higher education system include educational-research, infrastructure, structural (infrastructure), individual-skill (human resources), administrative-management (organizational) and economic aspects.
Agricultural education
Esmail Akhbar; Ali Shams; Gholamreza Mojarradi; Shadali Tohidloo; Halimeh Razmi
Abstract
The statistics of recent years indicate a decrease in the desire of students to continue their education in secondary agricultural fields and also the lack of finding suitable jobs by the graduates of vocational agricultural schools in the agricultural sector. Knowing the current state of the secondary ...
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The statistics of recent years indicate a decrease in the desire of students to continue their education in secondary agricultural fields and also the lack of finding suitable jobs by the graduates of vocational agricultural schools in the agricultural sector. Knowing the current state of the secondary agricultural system is a prerequisite for any policy and planning in this field, and this research was conducted with the aim of analyzing the state of the agricultural education system at the secondary level. The statistical population included 1000 teachers and managers in 107 vocational agricultural schools, as well as technical and vocational education experts under the Ministry of Education in the whole country. In this qualitative data-based research (Grounded Theory), using the purposeful sampling method (snowball), the process of selecting and studying the studied samples continued until reaching theoretical saturation, and finally 68 people from 22 provinces of the country were selected as a sample. To verify the reliability of the data, careful note-taking was used during data collection, and the important things were recorded and noted during the interview by the researchers. Repetition of contents and concepts by experts indicated the appropriate reliability of the collected data. The results showed that during the data analysis process, 246 concepts were identified in the open coding stage, which were located around 52 axes; The core categories were also categorized into 12 broad and optional categories that include all the components of the secondary education system.
