An assessment of agricultural education in Mexico, Central America, and the Caribbean

Macías-López, A.D.

doi:10.31274/rtd-180813-9149

Cited by 9 publications

(19 citation statements)

References 5 publications

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“…All of the skills studied in the animal production area had means below 3.0, midpoint on the 5-point scale. This finding may be partially explained by the fact that in Latin American the broad study of agriculture (including animal science) is commonly called agronomy (Macias-Lopez, 1990).…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Skills Needed by Agriculturists in Costa Rica as Perceived by Employers

Gray¹,

Martin²,

Williams³

2001

JIAEE

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The purpose of this study was to identify the skills needed by agriculturists in Costa Rica. This descriptive study used a mailed survey to collect data from people in agricultural organizations in Costa Rica who are potential employers of agriculturists. Employers perceived that future agriculturists needed a variety of skills in business, computer, research, interpersonal, communications, dissemination, and technical agriculture areas. The findings should be considered by educational institutions desiring to revise and improve their curricula and/or develop partnerships with agricultural organizations and businesses. Introduction/Framework Agriculture is fundamental to the economy of Costa Rica. During the twentieth century, Costa Rica moved from a subsistence agricultural system to one that included exports. Agriculture in Costa Rica engages 28% of the workforce (South America, Central America and the Caribbean, 1991), and contributes 36.6% to the gross national product of the country (Almanaque Mundial, 1998).

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Section: Conclusion and Recommendationsmentioning

confidence: 99%

Skills Needed by Agriculturists in Costa Rica as Perceived by Employers

Gray¹,

Martin²,

Williams³

2001

JIAEE

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Section: Agriculture Agricultural Education Curriculum and Implicatmentioning

confidence: 99%

“…According to Macias (1990), Latin America is facing the same challenge as in the United States. Latin America is trying to prepare professionals in the agricultural sciences that can meet the needs of a changing agricultural sector, which is the same focus that US Vocational Agriculture is giving to agricultural studies (Macias, 1990). Following the same trend, Bjoraker (1987) added that faculty, agribusiness leaders, alumni, high school science teachers, and students should be involved in assessing curriculum needs through an interactive process to be able to help educational institutions meet these challenges.…”

Section: Agriculture Agricultural Education Curriculum and Implicatmentioning

confidence: 99%

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Perceptions of Costa Rican agricultural employers regarding skills and competencies needed by agriculturalists

Gray

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This manuscript has been reproduced from the microfihn master. UMI fihns the text directly from the origmal or copy submitted. Thus, some thesis and dissertation copies are in typewriter fece, v^Me others may be from any type of computer printer.The quality of this reproductioii is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction.In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion.Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book.

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“…(Dewey 1938:19-20) Much of how Dewey describes education in 1938 characterizes contemporary approaches to higher education in agriculture. This is especially true in areas such as Latin America where cultural tradition and dominant educational practice greatly favor the lecture method of teaching over more participatory or exploratory approaches to learning (Macias-Lopez, 1990).…”

mentioning

confidence: 99%

Mission and basic philosophic principles of higher education in agriculture: a case study

Sherrard

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An assessment of agricultural education in Mexico, Central America, and the Caribbean

Cited by 9 publications

References 5 publications

Skills Needed by Agriculturists in Costa Rica as Perceived by Employers

Skills Needed by Agriculturists in Costa Rica as Perceived by Employers

Perceptions of Costa Rican agricultural employers regarding skills and competencies needed by agriculturalists

Mission and basic philosophic principles of higher education in agriculture: a case study

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