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Agricultural education providers need to consider these differences to ensure comprehensive and focused course programming to stimulate innovation.
With careful interviewing and observation of agricultural engineers, the article suggests an interpretive framework to analyse the multiple cultural and performative repertoires that ‘engineer’ specific masculinities.
The findings in the paper suggest that assuming the importance of education in rural development which is reflected through agricultural development, investment in education, its planning, expansion, location and delivery need to be purposefully integrated in rural areas with its thrust for raising agricultural productivity.
This paper identifies agricultural distribution as an important and urgent area for the commitment of the mechanical engineer.
This indicates that agricultural education instructors do not believe these competency areas are important, and therefore they do not believe that the competency areas need to be included in their programs.
Despite the amount of related research regarding learning styles, teaching styles, and personality styles, agricultural education professionals may be unable to fully utilize the results because agricultural education teachers were not included in the sample of the previous research.
In order to flourish, agricultural sectors permanently need to learn from what they are doing and to innovate their practices accordingly.
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.
We do, however, find that earlier adopters of innovations or best management practice are more likely to have formal agricultural education.
Open accessJournal ArticleDOI
Jacqui Lockaby, Paul Vaughn 
19 Citations
Phipps and Osborne (1988) state this is a necessity because many students will try to emulate their agricultural instructors and consequently what teachers do must be of the highest standard.
It stressed the need to “revolutionize ” of the status of agricultural education in severa l agricultural education.
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 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.
Open accessJournal ArticleDOI
Jacqui Lockaby, Paul Vaughn 
19 Citations
In summary, the review of literature emphasized the following points: (1) there was a need to teach values to high school students; (2) the teaching strategies for incorporating the teaching of morals and values in secondary agricultural science needed to be identified; (3) literature showed there was a discrepancy as to what values are and what values should be taught; and (4) there was no existing study in agricultural education addressing the subject ofteachingvalues and morals in the secondary agricultural education
This article argues that current agricultural education systems are in need of fundamental reform to support improvements in global food security and environmental sustainability.
In most Irish agricultural sectors, we find a positive return to agricultural education and in particular a positive relationship in relation to technical efficiency in terms of improved yields.

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