Perceived Soft Skills Needs of Agriculture Students in Public Universities in (original) (raw)

Perceived soft skills needs of agriculture students in public universities in Niger Delta, Nigeria

Journal of Agricultural Extension, 2023

The authors thank the academic staff of the various institutions used for their assistance in collecting quality data. We also appreciate the chief editor of AESON journal and all those who painstakingly reviewed the article to its present status. Authors' contributions: ACN (40%) Conceptualization, analyzed data, wrote the draft manuscript and carried out the editorial work of the manuscript. AOM (45%) Conceptualization, supervised the entire research process, coordinated data collection, analyzed data and grammar editing. MEC (15%) Data collection and wrote the original draft manuscripts.

The emergence of soft skills in agricultural education

Problems and Perspectives in Management, 2021

As the possession of soft skills is becoming an essential part of the basic skill set of entrants, it is undoubtedly essential to research and develop these skills. The purpose of this study was to examine how students studying at the largest agricultural university in Hungary perceive their soft skills to be in line with employers’ expectations, i.e. whether demand matches supply, in what qualities students feel strong, what employers expect, how well supply and demand in the agricultural labor market match in terms of soft skills. Furthermore, whether educational institutions are able to develop these qualities in students and what other possibilities there might be to strengthen these qualities. The research results confirmed that the university students in the sample perceive the quality of their soft skills to be influenced by several factors, including age, gender and work experience. They show that women over 40 with work experience tend to have stronger emotional soft skills...

Determination of soft skills expected for professionals in the urban food system industry

Master of ScienceDepartment of Horticulture and Natural ResourcesCandice ShoemakerThe importance of soft skills in professional and life success is not a new concept but there is a growing awareness of these non-cognitive skills as part of the higher education experience, including in agriculture. In 2011 researchers identified seven soft skills needed for successful employment in agriculture, natural resources, and related careers and suggested they should be considered in curriculum revitalization. Currently, many universities successfully teach agriculture students technical skills and theoretical knowledge. However, to be successful, there is a clear and urgent need for agricultural professionals to develop soft skills. The goal of the Urban Food Systems graduate program at Kansas State University is to prepare students for positions such as director/program managers in not-for-profit organizations, city governments or extension programs in urban districts facilitating community...

Impact of Practical Agriculture in the Development of Agricultural Skills in ~nior Secondary School Students in 1"-"''erre Local Government Area, Rivers State

Journal of Technical and Science Education, 2016

T7tt' purpost' Qf this stm{\' was to tlctcrmillc tlw Impact of practical agriculture in the del'elopment of ctgric'ult11rol. d;il/.t ;, Ullior. tccorulary school students in Uwerre Local Go,•emment Area in Riwrs Slatt'. Tht' populatio11 of this study consists of sllldents in senior secondary• schools in /!"~ Local Gowonmtt'lll Art•a. The sample size used in this study was one hundred and fi\•e (105) St'nior sf'C'Ondary school student.<;. The sun•ey instrument used consists of hi'O (2) sections. S«ti01t ont' ~lic-ited infonllation on the impacts of practical agriculture in the development of ogriC111tauol skills in unior secondary• school students, and section 2 elicited infonnation on the ilffp/t'frlntls wt> in practical agriculture in secondary schools in Jkwerre. The study adopted tl~i'~ statistics for the analysis of the result. The data were analyzed using mean, percentage aNI f"quntC)'. T7rt> finding revealed that 86. 7% of the respondents agreed that Practical agricul~&~n profft>rs students a good chance to obtain skills, knowledge, and competencies in agrinJJure.. It was a{so revepled that88.6% of the respondents agreed that Practical agriculture maU:s graduata of secondary schools to become self employed. 7/.4% of the respondents agreed tAaJ Practicol agriculture de\•elops problem solving skills by making students qualified for svitablt> nrJploymort. 85. 7% of the respondents agreed that practical agriculture develops siJidorts' inJt-rest in choosing agricult11re as a career. The study also re\•ealed that 87.6% of the rtspontlorts agrutl that Wheel barrO\I'S, spades, hand forks, garden trowels, shears, shovels. s«atftlrs, ralc.es, hammer, building knives, sickles and pick a:~:e are currently used in practical agriculturt!. Also 82.9'l/6 of tltt> respondents agreed that agricultural hand tools and sun'eying equlpmntl like cutlass, hoes, measuring tape, ranging poles. compass, chains and pegs are currnttly used in practical agriculture. This study recommended that go\V!mment should provide Tractors and Animal drawn Implements such as Plough. harrow, ridgcr and Planter: processing. storage and han,e.stiltg cqulpments such tiS combine han•ester. shdlers, graters and dry•ers: fishery and /ll•e.stock equlpments like automatc•d feed£•rs. milking machine. nets. hook and line. Incubators and egg clwmllas In practical agriculture•. Stmh•nts should be taught how to operate thae equlpments if pro1'itletl. Also practical agriculture• should be made compulsory• and teachers should teach practical agriculture a. 1• ~tuth•nfs lmm more by hmuk•on.

Development of Soft Skills in Teaching English to Agriculture Students

Journey, 2024

This study investigates the integration of soft skills within English learning experiences for English for Business Class participants, focusing on their relevance to future careers in agriculture. A narrative research design was employed in the study to delve into participants' English learning journeys and identify the most pertinent soft skills cultivated through learning activities. Semistructured interviews are the primary data collection technique, allowing in-depth exploration of participants' experiences. Language appraisal and emotional geography analyses dissect the narratives and discern the most relevant soft skills for agricultural graduates. The analysis reveals many soft skills, including communication, problem-solving, decision-making, digital literacy, leadership, teamwork, critical and creative thinking, presentation skills, and reflection, all essential for navigating the complexities of agricultural work environments. These findings underscore the importance of integrating soft skills into English language learning curricula, particularly for students pursuing careers in agriculture. The study has implications for updating learning methodologies, refining teaching materials, and designing English learning activities tailored to the specific needs of agricultural professionals.

The Study of Agricultural Students' Effective Entrance in Agricultural Fields after Graduation: Case Study of Students

2011

Abstract: The article considers the current situation of professionalism in the agricultural labor market of Iran and intends to analyze the feasibility of effective entrance of agricultural students in agricultural fields, one of the most important solutions for knowledge based agriculture fulfillment, based on the case study of students of University College of Agricultural and Natural Resources of Tehran University. Results of the analysis revealed that 96.8% of students came from cities, 65.2% had not any practical experience in farming operations and 84.9% of them had no experience in farmers advisory and training services. Totally, the research demonstrated that effective entrance of agricultural students in agricultural fields presently is not feasible and agricultural sector has tenacious bottlenecks in knowledge based agriculture accomplishment. Finally, the study suggests what is needed to occur in the Iranian agricultural higher education system in order to achieve a more...

AGRICULTURE TEACHING SKILLS IN HIGHER EDUCATION INSTITUTIONS -A REFERENCE MANUAL- EDULINK PROJECT FED/ 2013/320-148

Agriculture teaching skills in Higher Education Institutions: a reference manual, 2014

Agriculture is the major economic activity in East and Southern Africa (ESA). Millions of the region‟s inhabitants depend on farming to support their livelihoods, most at small scale level, farming less than 5 acres of land. Concerted efforts have been made to improve farm productivity and benefits to agricultural sector stakeholders. However, the full potential of the agricultural sector has not been realized due to myriad constraints that include degraded natural resource base, lack of microfinance, inadequate policy support, weak institutional capacity, among others. In addition to supplying adequate food, the sector is expected to generate employment opportunities while ensuring sustainable management of the environment. Higher education institutions are critical tothe success of efforts being made to sustainably increase productivity of the agricultural sector in ESA. To maximize benefits, the sector needs to be more competitive in global trade and markets. This goal can be achieved faster if better trained manpower is available. However, resource constraints have adversely affected the ability of higher education institutions in the region to offer high quality training and deliver the expected high quality manpower. There is therefore need to put in place interventions to strengthen the quality of teaching highly qualified human resources. Towards developing effective interventions to improve teaching skills, curriculum development and the engagement of management units in universities, the EDULINK Project FED/2013/320-148 facilitated the development of this reference handbook to be used as a resource by lecturers and instructors in higher education institutions. The materials have been contributed by instructors in universities in Kenya, Uganda and Zimbabwe withfurther input from project collaborators from Italy and Germany

Investigating Academic Performance in Practical Agriculture: Evidence from Single-Sex and Co-Educational High School Students

2020

This study investigated the attitudes of students to practical agriculture and examined whether there were significant differences in the mean scores in Practical Agriculture Achievement Test (PAAT) among the three categories of schools used for this study. This study was a descriptive survey design carried out in Ibadan Metropolis, Oyo State, Nigeria. Nine (9) public secondary schools were randomly selected from three different Local Government Areas (LGAs) out of eleven (11) present in Ibadan zone comprising three (3) Boys’ only, three (3) Girls’ only and three (3) Co-educational schools. A total of two hundred and fifty-five (255) Senior Secondary Schools (SSSIII) students from three selected categories of schools participated in this study. PAAT and AtPAQ were the research instruments used for data collection. The data collected were analysed using descriptive statistics, Chi-square test of independence, ANOVA and multiple comparison techniques. The ANOVA test was significant (p...

Motivation of Young People for Studying Agriculture

Lucrări Științifice Management Agricol, 2021

The paper explores the motivation of young people for studying agriculture at Križevci College of Agriculture in Croatia. Particular focus is placed on students' motivation to study agriculture and to standards in the quality of studying in general. The survey was conducted over a nine-year period from 2013/14. to 2020/21. on a appropriate sample of 413 freshmens. The results of the research show that the College needs to improve marketing promotion and quality of the students' standard. However, students have a very positive assessment of the reputation, tradition, and historical background of the College, which greatly influences the level of students' overall interest in studying. In addition, the professional study of agriculture enables students to acquire professional knowledge and create practical skills and experiences, which increase their chances for instant employment.

Assessment of Graduating Students Perception on Agricultural production: Case study of Federal Colleges of Agriculture in Oyo State, Nigeria - Ogunleye et al

This study examined Perception of the Graduating Students of Federal Colleges of Agriculture in Oyo State to participate in Agricultural production. Primary data were collected using a structured interview schedule to select 180 respondents in the study area using multi-stage sampling technique. Data collected were analyzed using descriptive and inferential statistics such. The result of the study indicated that more than half (52.8%) were females, 78.8% of the respondents were within the age range of 20-25years, a large percentage 64.4% of the respondents were from a household size of 2-5 people which is fair for the needed labour force for agricultural activities. 71.7% of the respondents reside in urban areas, Many (55.6%) of their parents were involved in non-farming activities. Close to a quarter (39.4%) of the respondents chose Animal production as their most preferred agricultural enterprise to venture into after graduation. Furthermore, the study showed that respondents had a positive perception that participating in agricultural production enhances household food security, creation of employment and enhances job security with the mean scores of 4.72, 4.44 and 4.42 respectively which was greater than the grand mean score 4.15. The majority of the respondents (82.8%) showed willingness to participate in Agriculture even if there is opportunity for a white collar job. The result of the Chi-square analysis showed that all the socioeconomic characteristics were not significant except sex. Agricultural policies that will help sustain the interest and Abstract This study examined Perception of the Graduating Students of Federal Colleges of Agriculture in Oyo State to participate in Agricultural production. Primary data were collected using a structured interview schedule to select 180 respondents in the study area using multi-stage sampling technique. Data collected were analyzed using descriptive and inferential statistics such. The result of the study indicated that more than half (52.8%) were females, 78.8% of the respondents were within the age range of 20-25years, a large percentage 64.4% of the respondents were from a household size of 2-5 people which is fair for the needed labour force for agricultural activities. 71.7% of the respondents reside in urban areas, Many (55.6%) of their parents were involved in non-farming activities. Close to a quarter (39.4%) of the respondents chose Animal production as their most preferred agricultural enterprise to venture into after graduation. Furthermore, the study showed that respondents had a positive perception that participating in agricultural production enhances household food security, creation of employment and enhances job security with the mean scores of 4.72, 4.44 and 4.42 respectively which was greater than the grand mean score 4.15. The majority of the respondents (82.8%) showed willingness to participate in Agriculture even if there is opportunity for a white collar job. The result of the Chi-square analysis showed that all the socioeconomic characteristics were not significant except sex. Agricultural policies that will help sustain the interest and