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1.
Abstract

The Farmer Field School (FFS) is a form of adult education using experiential learning methods, aimed at building farmers’ decision-making capacity and expertise. The National Research Institute in West Africa conducted FFS in cowpea cultivation and we use this experience to analyse the implementation of the FFS approach. How does it work in practice? The curriculum deployed is compared to the ‘principles’ for FFS curricula. We assessed the impact of the FFS on the implementation process of Integrated Pest Management (IPM) practices in farmers’ crop management. The appreciation of different stakeholders is also recorded. The analysis shows that the FFS was used as a tool to transfer messages, rather than to foster experiential learning among farmers. The article seeks to analyse the reasons for this shift in objectives and concludes that the way in which the FFS approach was applied in the case of the cowpea project did not allow optimal benefits to be derived from IPM practices.  相似文献   

2.
BackgroundTeaching 21st-century skills is widely recognized as an important task of higher education. However, an overview of which skills students need to obtain a sustainable career is missing. Using the Framework for 21st Century Learning (P21, 2019a) and the model of sustainable careers (de Vos et al., 2020), we aimed to take stock of current knowledge on which 21st-century skills are considered important for social sciences students’ sustainable career development and how these skills contribute to their career sustainability.MethodsFor this systematic review, we searched EconLit, ERIC, International Bibliography of the Social Sciences (IBSS), PsycINFO, Scopus, Sociological Abstracts, and Web of Science on May 28, 2021. We selected peer-reviewed empirical articles that were published between 2003 and 2019 and addressed graduates' and employers' perspectives on the skills needed for social sciences graduates’ career sustainability. Twelve articles met all our selection criteria and were included for a thematic analysis after quality appraisal.ResultsThe included articles operationalized the career sustainability of social sciences graduates mostly in terms of finding a job and maintaining employment, to a lesser extent as high job performance, job satisfaction, and work engagement. Communication and problem solving skills were most frequently reported by both social sciences graduates and employers as crucial for a sustainable career. In addition, critical thinking, initiative and self-direction, and social and cross-cultural skills were also reported as important skills. None of the studies investigated mechanisms that would explain how these skills would exactly contribute to social science graduates’ career sustainability.DiscussionThe results of this review showed that studies to date have addressed only a limited number of career sustainability indicators. Moreover, explanatory mechanisms have largely been ignored. This is an important gap in the literature that future studies would need to address by building on the existing sustainable career development models.  相似文献   

3.
Abstract

The main aim of this pre-study was to provide a preliminary overview of Finnish farmers’ motivation and capacity prerequisites for adopting and improving their management skills. Motivation was studied by asking farmers what farm management tasks and skills they consider important. Capacity was evaluated by asking farmers to rank management tasks and skills according to their perceived difficulty. Data (n=130) were collected by means of a questionnaire that was sent to a selected group of insured of the Finnish Farmers’ Social Insurance Institution. The most challenging management tasks and topics, that is, those to which most farmers gave high ratings in terms of both importance and difficulty, consisted of applying for subsidies and getting information on them, of the investment decision process, and of maintaining safety, health, and the ability and motivation to work. These are the main areas that should receive more attention in full-time education curriculums and extension initiatives.  相似文献   

4.
This paper examines the factors that may have impact on the extent to which the knowledge and skills of master’s degree graduates in Norway are utilised at work, three years after graduation. The focus is on the impact of the quality of the study programme as well as the graduates’ fields of study, when also taking into account other factors influencing the utilisation of skills. The analysis indicates that the quality of the study programme has an independent effect on skills utilisation at work. The analysis also shows large differences in skills utilisation according to fields of study, even among graduates who are not formally overeducated for their job. Not formally overeducated graduates in humanities and social science utilise their knowledge and skills less frequently than other similar graduates. The findings involve challenges for higher education institutions and graduates, as well as employers, to find ways that the expertise of master's degree graduates could be better exploited.  相似文献   

5.
Purpose: Complex rice systems (CRSs) are polycultures of plants and animals that enhance ecological processes contributing to sustainable and profitable farming systems. However, the contextual management complexity can hamper adoption, despite the large long-term benefits that CRSs offer. This paper aimed to provide a method that encourages active farmer involvement and integrates farmer’s feedback to deliver timely adaptations to CRS management.

Design/methodology/approach: FFSs that are commonly used in guiding rural development processes involve a long process of preparation, weekly meetings and dissemination of new technologies with a greater knowledge flows from researchers or institutions to farmers than contrariwise. We have simplified FFS components and modified its curriculum focusing on extracting and integrating farmers’ feedback into adaptation measures. Surveys were conducted and their results were validated through focus group discussions, which provided an adequate database to simplify the steps in the FFS approach.

Findings: Only four meetings for agroecosystems analysis that emphasised an analytical and reflective learning cycle generated suitable adaptation measures selected from farmers’ feedback. Repetition of the shortened FFS over several rice cropping cycles proved more effective than the frequent meetings within one cropping cycle.

Practical implications: The modified FFS could be considered as a promising approach to training farmers, whilst simultaneously identifying and discovering adaptations of agricultural innovations and monitoring the evolution of complex polycultures like CRSs, under diverse conditions.

Theoretical implications: The modified FFS provides participants additional time to reflect on the training topics, resulting in a significant improvement in their knowledge and the performance of the CRS.

Originality/value: The modified FFS approach is focused on reflexive learning cycles and adaptation of innovations. Therefore, it is highly suitable for management of complex polycultures such as CRSs.  相似文献   


6.
Sub-baccalaureate degrees represent a growing and distinctive sector of American higher education. However, policymakers and community colleges lack a clear understanding of the specific competencies learned in these programs that are useful in graduates’ careers. In particular, they overlook non-academic skills. This study uses qualitative interviews with sub-baccalaureate degree alumni (n = 98) to elucidate graduates’ perspectives on the range of competencies learned in sub-baccalaureate degree programs. Graduates reported learning several competencies that remained salient in the long term: cognitive processes and strategies, content knowledge, work ethic, self-efficacy, teamwork, and professional skills. In addition, this study analyzes whether disadvantaged students were more likely to report learning certain competencies. By describing a fuller range of valuable non-academic competencies, as well as how different student populations may vary in learning these competencies, this study contributes to a better understanding of sub-baccalaureate degrees’ value. These findings also provide insight for community college faculty, administrators, and/or policymakers seeking to build sub-baccalaureate programs that better prepare students for career success.  相似文献   

7.
Abstract

Research findings on graduate employment in the UK continue to highlight the importance that employers attach to the general knowledge, attitudes and social skills that graduates possess in addition to specific disciplinary knowledge and expertise. Additionally, work based learning is increasingly being viewed as an important vehicle by which undergraduates can develop personal and social skills, as well as gaining knowledge of how organisations work. In this paper I will argue that although developments in undergraduate work based learning do raise a number of issues for higher education institutions and for employers, such developments have much to offer the broader education policy of lifelong learning.  相似文献   

8.
Abstract

Purpose: This article explores the impacts of action learning on graduates’ abilities to use interdisciplinary knowledge to solve problems, practice teamwork on the job and become change agents through study in two MSc programmes at the Norwegian University of Life Sciences (UMB).

Design/methodology/approach: Electronic questionnaires were sent to students who had graduated from the Agroecology and Management of Natural Resources and Sustainable Agriculture (MNRSA) MSc programmes between 2000 and 2007.

Findings: Both study programmes encouraged students to become change agents promoting sustainable practices through application of knowledge and methods from natural and social sciences. Agroecology graduates applied a greater range of creative research methods, and improved their capacity for holistic and systems thinking more than MNRSA graduates, while the latter were more skilled in building consensus. Graduates from both programmes increased their abilities to create a positive team environment, bring people together to express their views and take multiple views into consideration when making decisions.

Practical implications: This survey documents how action learning develops students’ skills and knowledge to handle complex social and environmental challenges and become change agents.

Originality/value: In the context of increasing challenges in agroecology and natural resource management the findings on how to translate knowledge into action are important for teaching/learning institutions dealing with education for sustainable development.  相似文献   

9.
The case for integrating generic skills in university accounting programmes is well documented in the literature, but the implementation of strategies designed to teach generic skills in the context of accounting courses has posed ongoing challenges for academics and course administrators. The imperative for generic skills in accounting programmes derives from an economic view of the role of universities, reflecting the views of government and employers who perceive graduates as economic assets to business and the economy. It is argued that the role of universities extends beyond the economic imperative to encompass a greater social and cultural role. This paper traces the historical evolution of the generic skills discourse with an emphasis on accounting and places it in the broader context of the social and economic roles of universities in an era of transformation in the sector. The generic skills discourse, however, transcends disciplinary boundaries and international borders. The new knowledge economy, emerging as a result of technological advancement, needs graduates across disciplines with flexible mindsets and transferable skill sets, capable of innovating and adapting to a dynamic work environment. Consequently, universities must develop the transferable, generic skills required by graduates to advance their careers and contribute to economic innovation and social development. The generic skills debate must, therefore, be addressed from a systemic perspective, reaching beyond national and disciplinary borders. The lessons learned from the generic skills debate in accounting have wider interdisciplinary application for university policy-makers and educators facing the challenges of a new era in higher education.  相似文献   

10.
Abstract

The paper investigates the experience of employed higher education graduates in two countries with high rates of graduate unemployment. It examines the employment experience of graduates and their perceptions regarding the contribution of higher education to their employment and career prospects. Qualitative research was used to collect information from 58 university graduates in two Southern European countries, Greece and Cyprus. Respondents provided information on the skills and competencies acquired through higher education and utilised in the world of work. In both countries, modest links were reported between jobs and graduates’ field of study, as well as between knowledge and non-knowledge-based competencies acquired through higher education, and the requirements of the graduates’ jobs. The findings are used as the basis for suggestions that can enhance graduate employability and contribute to the management of the link between higher education and the labour market.  相似文献   

11.
The aim of this article is to direct the social design debate to constructivist approaches to design education in the Global South. This article provides insight into the process of participatory user‐centred design involving Ecuadorian third year graphic design students and cocoa cultivators of limited resources in Ecuador. The students and cacaoteros become codesigners of a brand identity for the farmers’ association by means of an extensive review of literature on cocoa cultivation and commercialisation in Latin America, in‐depth interviews with community members on the traditional farming practices of cocoa growing communities in Northern Ecuador and the data collected from the students’ participation in and observation of the lifestyle within the community. This article illustrates the ‘wicked’ problems faced by these design students and the relevance of their experience to the study of social design practices and design education in developing countries.  相似文献   

12.
ABSTRACT

Engineering education has traditionally focused on the development of technical skills and knowledge. Nowadays, the need for educating engineers in non-technical skills, such as reflective thinking, is being recognised internationally. This paper proposes that socio-cultural impacts of technology be studied together with the technology itself through the integration of social awareness modules into advanced technical courses, providing a venue for students to exercise their reflective thinking skills in the context of technologies that are of interest to them. The paper presents an exploratory study of the essays of senior year engineering students on the socio-cultural impacts of computer vision technologies. It provides insights on the themes that are of interest to the students and on the students’ strengths and weaknesses relating to their reflective thinking abilities. Similar modules would apply well to other advanced courses in the engineering curriculum, to help contextualise technology and enhance the reflective abilities of engineering graduates.  相似文献   

13.
随着电子商务的迅猛发展,社会对电子商务专业人才的需求日益增强。提高电子商务毕业生的职业能力对于满足社会需求和改善毕业生的对口就业具有重要意义,其中以赛带训是促进高职电子商务专业学生技能培养的一种重要途径。通过探讨社会对高职电子商务专业学生实践能力的需求,电子商务专业的特点及以赛带训对于实践能力培养的意义,提出充分发挥职业技能竞赛的作用,促进实践教学体系改革、师资队伍建设等措施,以促进学生综合职业素养的提高。  相似文献   

14.
高职院校培养毕业生就业核心竞争力的渠道研究   总被引：2，自引：0，他引：2  
现阶段,高职院校毕业生就业形势日趋严峻,其就业核心竞争力受到知识、实践、心理、环境和方法等方面因素影响。高职院校应通过以下七个渠道来培养毕业生就业核心竞争力：一是突出办学定位和特色教学;二是重视双师型教师队伍建设;三是全面提高教育教学质量;四是强化毕业生实践和应用能力的培养;五是注重毕业生关键能力的形成;六是加强毕业生职业道德的培养;七是切实做好就业指导工作。  相似文献   

15.
ABSTRACT

Individual innovativeness has become one of the most important employability skills for university graduates. In this paper, we focus on how students could be better prepared to be innovative in the workplace, and we argue that inquiry-based learning (IBL) – a pedagogical approach in which students follow the inquiry-based processes used by scientists to construct knowledge – can be effective for this purpose. Drawing on research which examines the social and cognitive micro-foundations of innovative behavior, we develop a conceptual model that links IBL and student innovativeness, and introduce three teacher-controlled design elements that can influence the strength of this relationship, namely whether an inquiry is open or closed, discovery-focused or information focused and individual or team-based. We argue that an open, discovery-focused and team-based inquiry offers the greatest potential for enhancing students’ skills in innovation. This paper has several implications for higher education research and practice.  相似文献   

16.
Learning Environments Research - Case-based Learning (CBL) is perceived as an effective pedagogical approach to improving students’ ability to transfer knowledge, concepts and skills learned...  相似文献   

17.
The purpose of this study was to explore the practice of Farmer-Field Schools (FFS) theoretically framed from the perspective of transformative learning theory and non-formal education (NFE). Farmer-Field Schools are community-led NFE programs that provide a platform where farmers meet regularly to study the ‘how and why’ of farming and engage in an instrumental and experiential learning process imbued with local knowledge expressed through song, dance and theatre. Through a qualitative design using multiple interviews and observations of the Luhya ethnic group in Western Kenya, involving participants of several FFS programs, the study revealed an intricate picture of fostering transformative learning within the context of NFE, where findings call into question some long-held assumptions about both.  相似文献   

18.
Background: Past studies have shown significant associations between students’ conceptions of learning science and their science learning self-efficacy. However, in most of the studies, students’ science learning self-efficacy has often been measured by a singular scale.

Purpose: Extending the findings of these studies, the present study adopted a multi-dimensional instrument to assess Taiwanese high school students’ science learning self-efficacy and investigate the relationships with their conceptions of learning science.

Sample: A total of 488 Taiwanese high school students (265 male and 223 female) were invited to participate in this survey.

Design and method: All the participants responded to the Conceptions of Learning Science (COLS) questionnaire regarding ‘Memorizing’, ‘Testing’, ‘Calculating and practicing’, ‘Increase of knowledge’, ‘Applying’ and ‘Understanding and seeing in a new way’ and the Science Learning Self-Efficacy (SLSE) instrument, including ‘Conceptual understanding’, ‘Higher-Order cognitive skills’, ‘Practical work’, ‘Everyday application’ and ‘Science communication’.

Results: The path analysis results derived from the structural equation modeling method indicated that, of all five SLSE dimensions, the ‘Understanding and seeing in a new way’ COLS displayed as a positive predictor, while the ‘Testing’ COLS was a significant negative predictor. The ‘Applying’ COLS item can only positively contribute to the SLSE dimensions of ‘Higher-Order thinking skills’, ‘Everyday application’ and ‘Science Communication’.

Conclusions: In general, students in strong agreement with learning science as understanding and seeing in a new way or the application of learned scientific knowledge are prone to possess higher confidence in learning science. However, students who consider learning science in terms of preparing for tests and examinations tend to hold lower science learning self-efficacy.  相似文献   

19.
Abstract

This article discusses how extension should be taught at the undergraduate, M.Sc. and Ph.D level in India. Major changes are needed to prepare students to work in a rapidly changing environment. Extension education is at present in a crisis, because it has not yet adjusted to these changes. As extension graduates are not prepared to perform the roles the market demands, they have difficulties to find a job. In order to prepare the students for the present needs, more training is needed in participatory extension approaches, organizing farmers’ groups, planning extension strategies to meet farmers’ needs, Human Resource Development and the use of Information and Communication Technologies. The students ought to learn how to apply theories in these areas in the field situation. For this purpose not only agricultural graduates, but also other social scientists should participate in teaching extension. It should become clear which students will be trained to become an extension field worker, and extension manager or an extension researcher. J Agr Educ Ext (2000, 7 2, pp 69–78)  相似文献   

20.
ABSTRACT

Obtaining a tertiary degree no longer guarantees entry to the best occupational positions in today’s labour market. Success is no longer about ‘more’ education, but about ‘better’ education for university graduates. This study aims to understand whether university prestige in Korea accounts for occupational outcomes in both monetary and non-monetary aspects, such as salaries and job satisfaction. The study particularly focuses on the way different levels of university prestige are affected by gender. The fourth wave data from the Korean Education and Employment Panel were used, providing information from the results of a panel survey of university graduates in terms of their social and academic background and job employment status. Results show that university prestige continues to matters in occupational outcomes in particular, for wage, but it is not significant for job satisfaction. The effect is more significant among male graduates than among female graduates.  相似文献   

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