Foodborne illness due to consumption of contaminated food and water is one of the major public he... more Foodborne illness due to consumption of contaminated food and water is one of the major public health concerns in India. This assessment study primarily intended to contribute to the discourse on engaging Krishi Vigyan Kendra (KVK) (Farm Science Centre) in training farmers to adopt food safety practices on their farms. A questionnaire was developed, validated and administered online to Programme Coordinators (PCs) of KVKs. The results of the assessment showed that PCs are not only familiar with Good Agricultural Practices (GAPs) but also value the significance of food safety training. Excessive use of pesticides, lack of hygienic practices and improper washing of vegetables were identified as the major food safety concerns in KVK districts. The result showed that KVKs with food safety Subject Matter Specialists (SMS) are more likely to offer food safety training to farmers than KVKs without them. A need was also expressed for having a food safety SMS to deliver food safety programs. Lack of workers’ food safety awareness and limited field workers were identified as major programming barriers. KVKs need to develop strategies and allocate resources to overcome the programming barriers to accommodate and prioritise on-farm food safety awareness programs in their annual action plans. As one of the major component of public Extension system in India and with its wide presence, KVKs should take a lead role in offering food safety training to farmers as well as Extension professionals.
Training Needs of Extension Agents’ Regarding Organic Agriculture in Saudi Arabia
Evaluation and Program Planning
The purpose of this study was to investigate the needs of extension agents for training on organi... more The purpose of this study was to investigate the needs of extension agents for training on organic agriculture (OA) in the Riyadh Region. Fifty-five percent (n = 69) of extension agents were selected to collect data through an electronic survey. Results indicated that extension agents in the Riyadh Region cited on job training as a main source for acquiring knowledge in OA. Agents expressed interest in receiving training in OA in general, OA marketing, and transitioning to OA. The most useful resources were field days at organic farms, OA training sessions at colleges, and attending OA trial plots. There were no differences in the level of interest in training; however, there were significant differences between individuals in terms of their experience in OA, job responsibility for providing information related to OA, and area of specialization in their job. This study recommends developing professional training programs based on the current knowledge of extension agents.
A study documented agriculture faculty members' and students' perceptions regarding statements of... more A study documented agriculture faculty members' and students' perceptions regarding statements of undergraduate educational mission and objectives. The study involved a stratified random sample of 50 uniersities that offer undergraduate degree agriculture programs. A purposive sample of faculty members at each was asked to rate the importance of seven objectives, the objectives' attainment by students, and their own and their colleagues' abi7:ty to help students achieve the objectives. A random sample of up to 50 graduating senior agriculture students at each university was asked tc rate the extent to which they had achieved the objectives and the degree to which the college/school of agriculture activities had help them achieve the objectives. A random sample of nonagriculture students at each university was asked how they perceived the nature and importance of agriculture, agriculture degrees, and aejriculture careers. The following are among Lne findings reported: (1) faculty agree that all seen of the objectives are important; (2 many faculty lack a mission orientation; (3) few comprehensive assessments of students' attainment of educational objectives are being made; (4) responses from agricultural students indicate that agricultural collie es are contributing significantly to the competency achieements of baccalaureate degree graduates but that many graduates are not receiving a well-rounded undergraduate education; teem agriculture To; +-h farming and ranching. (The document includes a 15-item bibliography and appendices that contain a statement of undergraduate educational mission, undergraduate objectives, and copies of the faculty and student questionnEires.) (CM',)
This curriculum guide in agricultural equipment and mechanics is one of 10 guides developed as pa... more This curriculum guide in agricultural equipment and mechanics is one of 10 guides developed as part of a vocational project stressing agribusiness, natural resources, and environmental protection. The scope of this guide includes two occupational subgroups: agricultural pover service and repair, and the service of agricultural equipment. It is meant as an aid to all who are involved in the curriculum planning phases prior to classroom instruction. Each unit has seven elements to be used for developing specific curriculum and curriculum materials: unit concept, student performance objectives, instructional areas, examples of learning activities, examples of evaluation processes, instructional materials or equipment, and references. Appendixes list recommended materials and equipment, additional references, and selected professional and technical societies. (Author/JC) 0 BEST i OPY AVAILABLE
Occupational information needed for the development. of vocational and technical education curric... more Occupational information needed for the development. of vocational and technical education curricula in agriculture is presented-in the report. It discusses the findings of occupational surveys of incumbent workers that relate to the identification of a common core of skills or tasks performed within each of the following vocational eduCition in agricultural taxonomy areas: agricultural production (eight occupations); agricultural business, supply, and service (four occupations); agricultural mechanics (four occupations); and horticulture (four occupations). A-total of 1,476 questionnaires were mailed and 720 replies-were received. Background informitibn was collected on the total work experience in the occupation, euiployment at current job, size of business where employed, and preparation for the occupation. Data are provided for '2,013 task statements in agricultural production; 593 task statements in agricultural business4 supply, and service; 1,354 task statements in agriculture mechanics; and 786 task statements in horticuliure. The common core of skills for the agricultural production industry was divided into areas of farm management, farm mechanics, animal production, and crop production. Data on the common core of skills are presented in tabular form. Conclusions and recommendations are formulated based on the data obtained from the occupational surveys. FOREWORD The Department of Agricultural Education at The Ohio State University is involved in a major programmatic effort to improve the curricula in education prograins in agriculture. One product of this effort AA this report of tasks common within each of the four occupational areas of agricultural production; agricultural business, supply, and service; agricultural mechanics; and horticulture. The 'data reported were collected in 20 occupational surveys. A total of 28 occupational surveys were completed and are available as appendixes to the compete final report. It is hoped that the data reported herein will be useful to curriculum developers working for improved occupational relevance in schools. The profession is indebted to Edgar P. Yoder, Graduate Research Associate, for his work on the project and in preparing'much of this report. Also, gratitude
This curriculum guide in agricultural supplies and services is one of 10 guides developed as part... more This curriculum guide in agricultural supplies and services is one of 10 guides developed as part of a vocational project stressing agribusiness, natural resources, and environmental protection. The scope of this guide includes four occupational subgroups: feeds, fertilizers, seeds, and chemicals. It is meant as an aid to all who are involved in the curriculum planning phases prior to classroom instruction. Each unit has seven elements to be used for developing specific curriculum and curriculum materials: unit concept, student performance objectives, instructional areas, examples of learning activities, examples of evaluation processes, instructional materials or equipment, and references. Appendixes list recommended materials and equipment, additional references, and selected professional and technical societies. (Author/JC)
This publication was prepared pursuant to a grant with the. Office of Education, U.S._ Department... more This publication was prepared pursuant to a grant with the. Office of Education, U.S._ Department of Health, Education and Welfare. Contractors undertaking such projects under government sponsorship are encouraged to express freely their judgment in professional and technical matters. Points of view or opinions do not, therefore, necessarily represent official U.S. Office of Education position or policy.
The purpose of the project waarto identify a common core of basic skills for agribusiness ands na... more The purpose of the project waarto identify a common core of basic skills for agribusiness ands natural resources instruction in vocational education. This Olijective was undertaken through an.inventory of 28 tasks and 28 occupational surveys. Completed task inventories were made for 28 representative occupations in agribusiness anknatural resources: daily farmer, swine farmer, beef farmer, horse farm hand, grain farmer, forage producer, commercial vegetable producer, farm manager (owner-operator), feed salesman, feed mill worker, bulk fertilizer plant worker, chemical application equipment operator, animal health assistant, agriculturil-industrial equipment mechanic, agricultural-industrial equipment setup and delivery man, agricultural-industrial equipment partsman, tree service worker, floral designer, greenhouse worker, retail landscape and garden center salesman, horticultural firm equipment mechanic (small gas engines), park worker, buildings and grounds foreman, soil conservation aide,'sawmill worker, all-round logger, meat cutter, and dairy plant worker. The final report does not include specific findings but discusses briefly project goals, procedures, results, and conclusions. Specific findings relating to each of the occupatipsnal surveys-of the 28 occupations and findings relating to tasks common within the four taxonomies of agricultural production; agricultural business, supply, and service; agricultural mechanics; and horticulture are all reported separately in related project documents. (Author/ECV Documents acquired by ERIC include many informal unpublished materials not available from other sources. ERIC makes every effort-to obtain the best copy available. Nevertheless, items of marginal reproducibility are often encountered and this affects the quality of the microfiche and hardcopy reproductions ERIC makes available via the ERIC Document Reproduction, Service (EDRS)., EDRS is not responsible for the quality of the original document. Reproductions supplied by EDRS are the best that can be made from the original.
EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC))16his document Iva been reproduced as recalved fr... more EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC))16his document Iva been reproduced as recalved from the person or organization originating it CI Minor changes hive been made to Improve reproduction quality Points of view or opinions slated a he docu ment do not necessarily represent official OERI position or policy
VILLAGE EXTENSION WORKERS (VEWs), AGRICULTURAL EXTENSION OFFICERS, AND CONTACT FARMERS PERCEPTIONS OF VEW VISITS UNDER THE TRAINING AND VISIT (T & V) SYSTEM
Journal of International Agricultural and Extension Education, 1994
Clinical Teaching Analysis: A Procedure for Supervising
Because of the diverse approaches to the supervision of student teachers, the purpose of this art... more Because of the diverse approaches to the supervision of student teachers, the purpose of this article is to identify the basic roles of the cooperating teacher and outline a systematic approach for supervising student teachers. This approach, called clinical teaching analysis, is discussed at length. (CT)
Proceedings. Frontiers in Education. 36th Annual Conference, 2006
Presented here are preliminary results of a qualitative research study seeking to find out what i... more Presented here are preliminary results of a qualitative research study seeking to find out what it is about the engineering classroom environments that women students find unappealing. These findings are important in guiding faculty and administrators in presenting engineering classes which are equitable to both male and female students. Such changes are critical for long term impacts on recruitment, retention and graduation of more women in this field.
Adult learning includes the acquisition of knowledge and skills essential to learning effectively... more Adult learning includes the acquisition of knowledge and skills essential to learning effectively in whatever situation is encountered. Recognizing these demands and requirements is the responsibility of the learner, the facilitator or instructor, the program designer, and the educational agency (Smith and Haverkamp. 1977). Programs in adult education should show adult learners how to diagnose their learning needs, plan their learning program, and evaluate their progress. In adult education, learners and teachers must share responsibility for their educational transactions (Knowles, 1970). Adult educators attest to adult learners' diversity. Individual differences in motivation, goals, intelligence, cognitive development and academic preparation, employment background, experience, skill level, and initiative become increasingly differentiated as adults grow older (Haverkamp. 1983). If one accepts the premise that information processing skills are needed by educated adults, then education should focus on helping adults diagnose their own situation, organize and process information, and assess what and how much they have learned. Smith (1980) regarded educated persons as those who will "know how they learn. know what they want to learn, and where and how much" (p. 10). He believed "professional educators should be able to assess, plan, implement, and evaluate learning with the twin goals of sharing knowledge and teaching the learning skills to their students" (p. 11).
Administrators often have extremely different opinions of their leadership behavior than do their... more Administrators often have extremely different opinions of their leadership behavior than do their teachers. These writers explain what happened in one study where participating principals were made aware of their teachers' opinions.
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