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1.
Abstract

The acquisition of business management skills is an increasingly important component of programmes designed to develop the next generation of farmers but the most appropriate content and timing of such programmes will depend on when the aspiring farmer becomes a manager in his or her own right. This paper focuses on the process of succession through which managerial control is passed from one generation to the next within the farming family. A typology of succession strategies is described which lays particular emphasis on the progressive delegation of particular areas of responsibility to the farmer's successor. Empirical evidence drawn from postal surveys of 3,500 farms in England, France and Canada completed during the 1990s is then presented which confirms the existence of a characteristic “ladder of farming succession” which appears to have widespread applicability. Some implications for the providers of vocational education and training to the farm sector are then discussed.  相似文献   

2.
Purpose: Understand the emergence of new potential career trajectories in the liberalised Irish dairy farming sector through analysis of the narratives of students of a Professional Diploma in Dairy Farm Management

Design/methodology/approach: A review of the literature highlights that entry to a working life in agriculture has been characterised by protracted farm succession processes; a strong association between being a farmer and owning land in the family name; lingering male identities esteeming manual labour; and a pragmatic need at farm level for manual work. The abolition of milk quota in 2015 was predicted to catalyse expansion of production on dairy farms with an increase in milk production; accompanied by a demand for qualified personnel. The BNIM method was employed.

Findings: Results confirm that agricultural education is perceived and experienced as offering new pathways for young farmers to enter the occupational category of ‘farmer’, helping to manoeuvre around the constraints of non-inheritance. The students’ narratives evidenced managerial identities, being strongly influenced by encountering management approaches through their agricultural education. All students desired to eventually own a farm someday and to be to employed as a professional dairy farm manager was a perceived as an intermediary goal.

Practical implication: Discontinuation of the traditional family farming model based on family farm/land ownership is not imminent even among a cohort qualified to become employed dairy farm managers.

Theoretical implication: This paper contributes to theoretical framework which highlights the shift in farmer masculine identity and the career trajectory of graduates of specialised agricultural education programmes.  相似文献   


3.
Abstract

This paper considers the theories of language educaation and infant pedagogy of Professor Timothy Corcoran, Professor of Education in University College, Dublin. He played a pivotal role in the debates on education at the 1920s. These opinions were to become decisive in the formation of the New Free State's education programmes and policies. He held that infant classes ought to be the prime agents in the revival of the Irish Language. As a result the National Programme of Primary Instruction (1922) required that all the work in the infant classes should be conducted through Irish. He castigated the enlightened principles of Rousseau, Pestalozzi, Froebel and Montessori arguing that Irish education should not give up its sane traditions for doctrines derived from ‘poisoned sources’. His antagonism towards the thinking of the progressive educational theorists meant that the infants of Ireland had to wait until 1948 for a revised programme that would be more in line with the thinking of the day.  相似文献   

4.

This paper treats the OECD report on Irish education Investment in Education published in 1965 as a ‘cultural stranger’ and assesses its contribution to Irish educational policy up to the present. Widely regarded as a major modernizing force in Irish society, this report is perceived to have confronted, penetrated, and changed the insular paradigms governing Irish educational policy, in particular replacing the personal development with the human capital paradigm as the institutional rationale for education. The influence of Investment in Education is situated within the economic reconstruction that commenced in the late 1950s, and the lack of contestation and the role of interest groups within the state apparatus and beyond are analysed. The expansion of the human capital paradigm to incorporate commercial, vocational, and market interpretations of schooling and the impact of these on the structuration of consciousness within the educational policy‐making community are described. The conclusion locates these developments in Irish education within their comparative context.  相似文献   

5.
Careers in dairy: adolescents perceptions and attitudes   总被引:1,自引:0,他引:1  
ABSTRACT

Purpose: This paper examines the attitudes and perceptions of Irish adolescents towards potential careers in dairy farming within the context of generational renewal for a dynamic agri-food sector.

Design/methodology/approach: The lens of occupational choice theory was used to present a framework within which potential careers are considered. A questionnaire-survey was undertaken with 490 Irish adolescents (15–18 yrs).

Findings: While parents have the greatest influence on the career choices of adolescents, there was a positive correlation between studying agricultural science in school and considering an agricultural related career. Adolescent's attitudes towards careers in dairy farming were subject to perceptions about gender, farm ownership, potential income and work-life balance. There was a high degree of openness to gaining work experience on dairy farms.

Practical implications: With an increased interest in agricultural science in second level schools in Ireland, the findings point to opportunities to influence awareness and attitudes of adolescents and their parents about career possibilities in dairy farming and to encourage both familial and non-familiar generational renewal.

Theoretical implications: The paper contributes an understanding of career choices and aspirations in adolescence to add to the growing body of literature on generational renewal in farming.

Originality/value: This paper focuses specifically on dairy farming, providing more detailed information about adolescents’ perceptions of dairy farming careers. The study highlights the positive relationship between studying agricultural science in school and subsequent interest in agricultural related careers. The results indicate that generation renewal in agriculture can be enhanced by giving increased attention to agriculture in school curricula.  相似文献   

6.
Abstract

This paper presents the results of a large Australia‐wide survey which collected farm financial information and information about changes to farm‐management practices, as well as information about education and training, and a smaller survey of farmers who attended one of three training courses for farmers. The paper considers the relationship between education and training outcomes at macro and micro levels. At the macro level, education and training as well as prompts for change are considered, while at the micro level the influence of training on changes to practice is examined. Education and training enhance farmers’ ability and willingness to make successful changes to their management practice. The training program is generally only one of several factors which influence participants to make changes in their practice. Training events are opportunities for interaction between participants and with expert trainers. This interaction assists in altering values and attitudes toward new practices.  相似文献   

7.
Abstract

Research suggests that innovative and engaging professional development is instrumental in supporting teachers in developing their competence and confidence in teaching sustainability. An international initiative was developed to explore whether a competencies-oriented Education for Sustainable Development (ESD) professional development model was transferable across three different international contexts (Ireland, Germany and Mexico). This paper reports on the adaptation of this model within the Irish context, through the development of an innovative professional development programme for primary teachers. Through a mixed-methods approach which gathered data via pre- and post-programme surveys, teachers’ reflective journals and post-programme group interviews, the paper explores Irish primary school teachers’ experiences of, and attitudes towards, teaching sustainability through science education after participation in a professional development programme. The findings suggest that this programme, structured around the existing evidence for effective professional development in science education and ESD, positively influences teachers’ self-efficacy, supports teachers’ critical engagement with sustainability competencies and promotes the development of transformative pedagogies for sustainability through Inquiry-Based Science Education.  相似文献   

8.
Purpose: This study explores the potential of the Farm Accountancy Data Network (FADN) to assess the technical, economic and environmental effects of cooperative innovation projects at farm level.

Design/Methodology/Approach: The analysis of the FADN potential relies on the classification of innovations and the co-identification, through the Most Significant Change (MSC) approach, of the most relevant indicators for tracking and assessing the performances of innovations and attributing to them the effects of a specific innovation.

Findings: The study shows that the FADN has a certain range of useful indicators and that they have a good coverage of the different types of innovation. Furthermore, the farm visits let emerge the importance of participatory approaches to capture the different changes and interplays occurred in farming processes.

Practical implications: The paper lays the foundations for the adaptation of the current methodology for data collecting and provides useful insights concerning the overcoming representativeness claims, costs’ issues, and problems related to the observation time limit.

Theoretical implications: The paper reveals the importance of participatory monitoring and evaluation approaches in helping the collection of more robust and relevant account data on farm, as well as in attributing certain results to a specific innovation and recognising synergies and side-effects of cooperative processes.

Originality/Values: The paper provides some recommendations on how to enlarge the scope of the FADN survey in order to be used effectively in the analysis of the performance of cooperative innovations at farm level.  相似文献   


9.
ABSTRACT

Set against the backdrop of a succession of educational technology policies in Ireland, influenced by international discourses, this study aimed to explore how Irish pre-service teachers justify the use of mobile technologies in schools. In order to achieve this, 23 pre-service teachers were presented with a vignette that asked them to justify the use of a one-to-one tablet initiative in school. The research found that pre-service teachers tended to justify the initiative, as they saw the increasing technification of schools and society as an inevitable process. In addition, they presented pragmatic reasons for using the technology rather than highlighting their educational/pedagogic value. This study points to the need to challenge pre-service teachers’ innovation-centric and techno-centric attitudes towards technology use. It also highlights the need for teacher educators, as a whole, to take a more active role in addressing this issue in teacher education programmes.  相似文献   

10.
This paper presents research from a small-scale study analysing how graduates and alumni feature in the strategic plans of all Irish universities (n?=?7). The data suggest that the word ‘graduate’ is used to describe the work of the university as an enabler for the graduate, to prepare for the employment to acquire key skills, towards a foundation of ‘graduateness’ such as reflective thinking, moral reasoning and lifelong learning aligning with the institution’s key performance indicators. In contrast, ‘alumni’ are featured related to alumnus/alumna success. Irish Higher Education Institutions view alumni as a key enabler to contribute to the university’s mission and vision: through giving, both of their time and philanthropic donations. Based on the strategic plan discourse, the role of alumni in Irish universities suggests a similar trend, relying on alumni as an internal stakeholder with an external ability to offer value to the institution.  相似文献   

11.
Abstract

This paper is based on a small‐scale study carried out to evaluate the change situation that arose in a Belfast third level institution with the introduction of an Irish‐medium option in initial teacher training within the BEd degree in 1996. Data were collected from stakeholders by way of questionnaire and semi‐structured interviews with a focus on four aspects. The first of those aspects was the change's impact on the institution. Stakeholders’ perceptions of the change was the second aspect and included academic staff, management, students taking the Irish‐medium option and head‐teachers in Irish‐medium schools. The third aspect was the way in which the academic staff coped with the change situation and the fourth was the likely future of the provision. The paper reports on recommendations around both the use of a second language as a teaching medium in teacher training and striking a balance between subject‐content and language teaching in teacher training for Irish‐medium education.  相似文献   

12.
Abstract

Much of the research in the area of ethnicity and schooling is conducted in countries with a long tradition of immigration. The rapidity of social change in Ireland at a time of unprecedented economic growth is such that many schools, while still ‘mainly white’, are grappling with the particular challenges that are posed by new patterns of immigration. How these schools, and indeed the state, adapts to this changed social context has important implications for the transition of Irish society to a more multicultural state, which values and respects cultural and ethnic diversity in all its forms. This article considers these issues by exploring the responses of a sample of teachers to immigrant students in their schools. Central to the analysis is the role of the state through its action or inaction, in framing teacher discourses in inclusionary or exclusionary terms. State policies, it is argued, are underpinned by a particular conceptualisation of Irish and national identity which positions minority ethnic groups as ‘other’, with direct implications for both teacher perception and practice with immigrant students in schools.  相似文献   

13.
Purpose: We assess farm technology adoption in an integrated analysis of social networks and innovation in plantain production in Ghana. The paper explores the strength of social networks in the agricultural innovation systems (AISs) and the effect of AISs on adoption of improved farm technology.

Methodology/Approach: The paper uses social network analysis (SNA) tools to identify, map and analyze the AISs and the two-stage Heckman selection model. Combining qualitative and quantitative methods allows testing the differential effects of social networks on technology adoption.

Findings: We find weak innovation systems in the study area. Farmers are central in the social networks but have little to no influence in the innovation system perspective. Social network capital plays a critical role in improving adoption of improved farm technology.

Practical implication: Focal farmers are important actors disseminating farm technology. They should be supported by policies to interact more effectively with research and extension agents. Strengthening the role of social networking in the innovation system will enhance adoption of improved farm technology.

Theoretical implications: The inclusion of SNA indicators in the adoption model is a novel approach for quantifying the effect of the innovation system and contributes to understanding the roles of different actors. Further validation of the SNA indicators is needed for a comprehensive analysis of the innovation system.

Originality/value: The innovation system approach is useful for researchers and policy-makers by encouraging them to consider new innovation actors and relationships in technology development and dissemination. Combining quantitative and qualitative methods can help to identify starting points for policies to promote innovations among farmers.  相似文献   


14.
Abstract

Rural areas are changing and extension if it is to remain relevant must meet the current needs of rural people. Over 50% of farm households in Ireland will have difficulty in maintaining viability and many farm households have an increasing dependence on off-farm earned income and on social transfers. The Irish advisory service Teagasc strongly supports the development of a competitive agriculture and although charging for some of its services is still heavily subsidised by state funding. The number of people employed by Teagsac is falling and it is suffering from an embargo on the recruitment of new staff. Other broader based rural development type extension services are emerging. The role that traditional extension services should play is now a critical issue and its response may determine whether it lives or dies.  相似文献   

15.
Abstract

This paper aims to show how Emerson provides a reworking of Kantian understandings of moral education in young children’s Bildung. The article begins and ends by thinking of Emersonian self-cultivation as a form of improvisatory or wild Bildung. It explores the role of Bildung and self-cultivation in preschools through a philosophy that accounts for children’s ‘Wild wisdom’ by letting Emerson speak to Kant. The paper argues that Kant’s vision of Bildung essentially involves reason’s turn upon itself and that Emerson, particularly in how he is taken up by Cavell, shows that such a turn is already present in the processes of children inheriting, learning, and improvising with language. This improvisatory outlook on moral education is contrasted with common goals of moral education prescribed in early childhood education where the Swedish Curriculum for the Preschool Lpfö 98 is used as an example.  相似文献   

16.
Purpose: The aim of the paper is to explore how advisors’ relational and professional competence influences inter-subjectivity and farmers’ perceptions of farm visits in a setting where advisors have formal power.Methodology: Advisors from the dairy company Tine, which is owned by farmers in collaboration, visit farmers at least once a year. The aim of the visit is to assist farmers in managing the farm and to control the production conditions in the cowshed. In a case study, we attended 10 such mandatory advisor visits and interviewed both farmers and advisors.Findings: Together with advisor style, our findings show that the power relation leaves room for advisors to define their roles widely, ranging from inspector to coach. Advisors have different perceptions of what their jobs are and when they have done a good job. These differences determine the degree of inter-subjectivity and how satisfied farmers are with visits. Furthermore, advisors’ relational and professional competencies are crucial for achieving high inter-subjectivity and satisfied farmers.Theoretical implications: This paper contributes to the theory by identifying factors that influence farmers’ perceptions of advisor visits, as well as by showing the importance of the advisor’s relational and professional competence in a setting where they have formal power.Practical implications: Partly as an outcome of this study, Tine has started a process to separate the control function from farm visits. Tine has also decided to let farmers choose advisors themselves. Originality/value: The power relation in our study differs from most consultant–client interactions in the literature.  相似文献   

17.
Abstract

This paper discusses research which was stimulated by the controversial question of the educability of entrepreneurial characteristics and the economic value of enterprise training. The research focuses on participants on enterprise training courses within the Irish Republic which aim to help people to set up and run businesses. An attempt was made to develop a technique, that is an adapted Osgood's Sematic Differential Technique, for use in the exploration of participants’ perceptions of entrepreneurial characteristics. This technique could represent a useful assessment technique for appraising participants’ attitudes to themselves as entrepreneurs and any changes over the duration of a training course in participants’ identification with entrepreneurial characteristic. Although, this technique would require self assessments, it could be used to establish the conditions for the development of entrepreneurial characteristics and explore questions of whether entrepreneurial characteristics may be developed. Despite methodological limitations, the reported study lends support to the thesis that many entrepreneurial characteristics may be developed over the duration of enterprise training courses in the view of participants.  相似文献   

18.
ABSTRACT

Examining the historiography of women’s education, the issue which dominates is understandably that of access. Access, or lack thereof, is a transnational construct which forms an over-arching framework through which the issue of historical gender equality in higher education can be interpreted and interrogated. Each of the seminal texts which examines the historiography of women’s higher education uses access as a lens. While it is important to examine access in the historiography of women’s education, a focus on access can obscure an interrogation of agency and particularly the role of social and intellectual networks in advancing key strategic objectives such as access. Against the backdrop of the higher education movements in both Ireland and the United States, this article examines the role of the Central Association of Irish Schoolmistresses (CAISM) in securing access for women to Trinity College Dublin and the concomitant role of the Woman’s Education Association, Boston (WEA) in securing Harvard degrees for women. Chronicling the activities of the associations, both compensatory and innovative, it interrogates how the women at the centre of the associations straddled a conservative/progressive agenda in order to incrementally open up the privileges of a patriarchal space to women.  相似文献   

19.
Abstract

The Good Friday Agreement (1998) between the UK and Irish governments, and most of the political parties in Northern Ireland, heralded a significant step forward in securing peace and stability for this troubled region of the British Isles. From the new-found stability, the previous fits and starts of education reform were replaced by a determination for modernisation and innovation, infused with a new energy and momentum. This sense of purpose embraced a complex weave of ideas and ideals; all designed variously to smooth, celebrate and harness community differences for the collective good. Much progress has been made in the intervening years since 1998, particularly in political structures and relationships. However, the euphoria of the new dawn of the Agreement had barely begun to shape the future before entrenched ‘tribal’ tensions reproduced the same political and legislative impasses of former years and visited their all-too-familiar blight on the economic, cultural and educational landscapes. This paper focuses on two signature dimensions of education that have been sustained by this partisanship: segregation by religion and segregation by academic selection.  相似文献   

20.
Abstract

This paper discusses the transition from a national focus on food security during the last half of the 20th century to an emerging strategy on helping small-scale farm households increase farm income to reduce rural poverty. The basic proposition is that if extension is going to help increase farm incomes and rural employment, then it must shift from being a ‘supply-driven’ to a more ‘market-driven’ extension system. This shift requires at least three major institutional changes. First, extension must give higher priority to high-value, labor-intensive crops/products where there is real demand in domestic and/or export markets. Second, small-scale producers must get organized into groups to achieve economies of scale and to become linked with the ‘value chains’ that supply these markets. Third, extension planning and decision-making must become decentralized to determine the most suitable crops and/or enterprises vis-à-vis the interests and resources of different farmer groups, in light of agro-ecological conditions and available markets for different products.  相似文献   

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