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"Agricultural Education"
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A structural–functional diagnostic of Mpumalanga's agricultural education and training system
Increasing capabilities are required to develop solutions to wicked problems whilst the economic, environmental, and social contexts of farming have become more turbulent. There is a growing focus on developing systemic capabilities that enable the identification, development, and scaling of shared solutions. This requires a cohesive agricultural education and training (AET) system that identifies needs of entire food systems and delivers responsive pedagogies that combine learning sources. However, South Africa's AET system remains in dire need of governance reform directed towards greater integration. This study investigates the performance of the AET system in the Mpumalanga Province, South Africa, utilising an agricultural innovation system (AIS) lens to identify where there are absent or poor-quality infrastructures and interactions, and cognitive, regulatory, and normative institutions that hinder AET-system performance. Evaluations of AET-supportive innovation structures were coupled with articulations of innovation functions that support transdisciplinary demand articulation, knowledge co-development, and networking. Results highlight an absence of communication and coordination mechanisms, hindering vertical and horizontal interactions between multi-actor groups. This absence contributes to a disenabling environment for AET-supportive networking, facilitation, and brokerage, leading to missed opportunities to facilitate between food system actors and AET providers to develop transdisciplinary research and pedagogies that harness diverse knowledge, resources, and networks to maximise impact. Whilst there are industry-led needs assessment structures, these operate in silos and lack public sector engagement that could enable organisations with complementary mandates, knowledge, and infrastructures to respond to common priorities. Significance: This paper advances scholarly interests in South African agriculture by applying an AlS-diagnostic lens to evaluate Mpumalanga's AET system to identify systemic blockages that hinder multi-actor collaboration within Mpumalanga's citrus and maize subsystems. This research goes beyond previous studies that focus on local-level agriculture, the influence of extension officers, or commodity-specific insights. Further, most agricultural studies in Mpumalanga focus on linear-modelled developmental pathways, whilst this study extends research by evaluating how multi-actor access and capabilities influence outcomes and the development of disenabling or enabling environments for AET in Mpumalanga.
Journal Article
Academia-Industry Linkages for Sustainable Innovation in Agriculture Higher Education in India
The Indian Council of Agricultural Research (ICAR) and the World Bank have collaborated on a project entitled the National Agricultural Higher Education Project (NAHEP) to improve agricultural higher education in India, paving the way for sustainable higher education in agriculture. As part of this project, the present investigation was carried out through national-level workshops involving seven State Agricultural Universities (SAUs) across India, with participants from academia and industry, to strengthen ‘academia–industry collaboration’ through effective linkages. Based on the responses of 199 respondents from academia and industry, the study demonstrates an absolute need for linkages between universities and industries (p < 0.001), which are perceived to help improve higher education sustainably. Academic institutions believe that such linkages benefit students concerning their employability, entrepreneurial skills, and financial support received. At the same time, industries believe that they would benefit from novel technologies and influencing academic curricula. This article also establishes an alliance between some parts of academia and industry in the form of MoUs in the identified areas. However, many other areas need more appropriate linkage models. Both sectors, i.e., academia and industry, concur that such exposure and collaboration between the two entities will help to improve the quality of education. Moreover, such collaborations provide financial support, increase students’ employability, and improve their entrepreneurial skills. Among the areas requiring collaboration, the ‘capacity building of students’ was rated most important by academia and industry. Overall, the present study has significant implications for university administrators and industry leaders involved in enhancing academia–industry cooperation and improving the quality and sustainability of higher education in agriculture. Further, the study greatly contributes to the National Education Policy (NEP) to promote innovation among the student communities through Higher Educational Institutes (HEIs) and to the Sustainable Development Goals (SDGs).
Journal Article
Claiming home, shaping community : testimonios de los valles
\"Through first-person testimonies, this anthology demonstrates the transformative power of higher education and its impact on the working class\"--Provided by publisher.
Book
Participation in Intergenerational Food and Agriculture Education Programs Effectively Promotes Place Attachment
This study adopted an empirical approach to examine the effectiveness of integrating intergenerational education with food and agricultural education to increase students’ affection for their learning environment. The intergenerational food and agricultural education program in this study consisted of various courses promoting educational dialogue between students and their parents and grandparents at home. The bidirectional learning process allowed the three generations to better understand each other’s dietary and life experiences and pass on the relevant knowledge and culture. The 51 participants in this quantitative study were rural elementary schoolchildren who were divided into an experimental group and a control group. Place attachment was evaluated through the two sub-dimensions of place identity and place dependence. The results revealed that food and agricultural education implemented as intergenerational education strengthens learners’ affective attachment to their school environment.
Journal Article
Backgrounds and challenges of food education policy in Taiwan: Risk or chance in the reflexive food modernity?
In 2022, Taiwan enacted the Food and Agricultural Education Act, thus officially launching its food education policy. The objective of this article is to elucidate the social background to this Act and current challenges to promoting food education. The data were obtained from the relevant literature and interviews with 11 key actors, who represented academia, the government, public education and civil society. Although having much in common with the Japanese equivalent policy, Taiwan's food education contains some notable features. Food education began as a reaction to recent food safety scandals, growing food anxiety, the prevalence of eating out, the globalisation of food systems and increasing instability, all of which characterise reflexive food modernity. The Taiwanese policy aims to avoid the nutrition-centered, gendered and nationalistic tendencies of food education in countries such as Japan by stressing the interconnection of food system actors, social responsibility for family meals and an openness to diverse food cultures. However, achieving such objectives requires consciousness of the reflexive food modernity facing Taiwan and addressing operational issues, notably the strengthening of interministerial collaboration and the integration of dialogue with diverse food education actors in defining educational content and professional qualifications.
Journal Article
An Exploratory Evaluation of the Agricultural Career Experiences Curricular Resource
This exploratory evaluation of Oklahoma SBAE students' perceived knowledge, experience, interest to learn more, and motivation to pursue a career in the Agriculture, Food, and Natural Resources (AFNR) Career Pathway (The National Council for Agricultural Education, 2015) areas while
engaging the Agricultural Career Experience (AgCE) curricular resource. The study also sought to evaluate the resource by obtaining SBAE students' and teachers' perceptions of their experience. The Theory of Planned Behavior guided the evaluation's attempt to understand students' and teachers'
experience with the resource. Using a convergent, parallel mixed-methods design, data were collected through questionnaires and interviews with students and teachers. Descriptive statistics and eclectic coding strategies were used to explain the quantitative and qualitative findings. Findings
were then analyzed to evaluate the curricular resource. The evaluative study found the resource to meet curricular needs associated with Supervised Agricultural Experiences (SAEs) and AFNR exposure. However, challenges such as usability of the resource, student engagement, and timing impacted
the students' and teachers' perceptions of the resource. It was concluded that the resource serves as a viable tool for programs.
Journal Article