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The surveys show significant differences between what competences agricultural employers require of graduates and the competences they acquire during their agricultural engineering degree courses.
The paper therefore addresses issues that are essential for a better orientation of agricultural engineering training and education, and subsequently influence a better policy on agricultural engineering education in Africa.
Within a single degree program, this creates an interesting merge between conventional agricultural engineering and modern biological engineering curricula.
The results demonstrated a second-order factor of general agricultural interest, with animal husbandry, arable farming, vegetable and fruit cropping, primary food processing, and agricultural engineering as discrete content areas of agricultural interest.
Moreover, intersection and integration of disciplines should be tried to explore the prospects for the development of agricultural engineering.