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Formal agricultural education can impact private returns in terms of improved technical and allocative efficiency.
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.
The program has a considerable influence on alumni knowledge and perceptions of the agricultural industry, specifically for those who do not have a traditional agricultural education background.
Including sustainable agriculture in the high school agricultural education curriculum would allow the agricultural education profession to become a partner in achieving the goals of a sustainable agriculture industry and at the same time enhance the scientiJic nature of the curriculum; however, research is needed to show the way.
Based on these conclusions, a Comprehensive Model for Secondary Agricultural Education was proposed to include the role of experiential learning more intentionally.
The findings indicated that employers in the agribusiness industry recognized the need for changes in the agricultural education curricula to include the inccorporation of an agriculturala industry option.
The surveys show significant differences between what competences agricultural employers require of graduates and the competences they acquire during their agricultural engineering degree courses.
It is recommended that it is essential to identify the existing Agricultural Education and Training problems by considering both teaching and learning processes as well as, the attitude of students and educators towards Agricultural Education and Traini ng in order to produce efficient and capable professionals for the agricultural production and p rocessing systems.