The Experts below are selected from a list of 12096 Experts worldwide ranked by ideXlab platform
T. Koehnen - One of the best experts on this subject based on the ideXlab platform.
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Portuguese secondary Agricultural Schools in transition
European Journal of Agricultural Education and Extension, 1994Co-Authors: T. KoehnenAbstract:Abstract The paper will describe the educational components and types of training within the Portuguese secondary Agricultural Schools. It will address the educational and training strategies as it relates to the present Portuguese educational system and also furnish background information to establish the continuity to the traditional Agricultural education program. The study includes a broad description of the type of employment areas for the world of work of the graduates from these Schools. A brief discourse will conclude the paper by identifying the possible constraints in the present Agricultural educational policies. In this regard, the study will evaluate the present educational program, while the Schools are in a mature period of development.
Xiaorong Shao - One of the best experts on this subject based on the ideXlab platform.
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Changing the curriculum and teaching methods to meet the evolving needs in Chinese Agricultural Schools
2010Co-Authors: Xiaorong ShaoAbstract:In response to the nation’s economic and Agricultural system reform, Chinese Agricultural Schools have begun the transformation from academic institutions to vocational and technical education. Significant efforts have been made to reform the curricula, as it is the key element needed for the formation of the new educational system. Prior to the nation’s reform starting in 1978, the curriculum in Agricultural Schools was theoretical information based and the instruction was teacher-centered. Students usually had little involvement in teaching and learning. In addition, the value of practical “hands-on” experiences in Agricultural education had been neglected. During the past decade new ideas and approaches in curriculum development and instruction have been gradually incorporated into the Agricultural vocational education through new policy initiatives and a pilot project launched by the Food and Agriculture Organization of United Nations during 1994-1998. The decentralization is one major feature of these changes.
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Teachers’ perceptions toward curriculum reforms and teacher training programs in Chinese Agricultural Schools
Journal of International Agricultural and Extension Education, 2005Co-Authors: Xiaorong ShaoAbstract:As Chinese Agricultural Schools have gradually transferred from ineffective academic institutions to vocational education, the need for renewing teachers’ attitudes, knowledge, and skills to implement the curriculum innovations is evident. The purpose of this study was to describe teachers’ perceptions toward teacher training and reforms of curriculum and instruction in Agricultural Schools in China. The population for the study was teachers in 12 Agricultural Schools. A systematic random sampling technique generated a sample of 398 teacher participants. The results revealed that teachers supported curriculum reforms and they were interested in trying new ideas in their teaching practice. They believed that high quality of teacher training and professional development programs would help them to carry out the reform initiatives in curriculum and instruction. They also thought that knowledge and skills of teachers, attitudes of teachers, and new facilities and equipment were important factors affecting the process of curriculum reforms in Agricultural Schools. Therefore, policy makers and administrators should seize this opportunity to develop effective teacher education programs and address the needs of teachers in the process.
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Knowledge and skills needed by teachers in Chinese Agricultural Schools regarding curriculum and instruction reforms
Journal of International Agricultural and Extension Education, 2005Co-Authors: Xiaorong ShaoAbstract:Agricultural Schools in China have undergone numerous transitions as the system is shifting from non-effective academic institutions to vocational-oriented education brought by China’s economic reforms during the past two decades. Changes of traditional curricular and instructional methods have been recognized as an important strategy to strengthen vocational offerings of the existing Agricultural educational system. The purpose of this study was to examine teachers’ current and desired knowledge and skills related to curriculum and instruction. The population for the study was teachers of 12 Agricultural Schools in China. A systematic randomization resulted in a sample of 398 participants from the population. A survey questionnaire was constructed and used to collect data from randomly selected teachers. The results showed that teachers indicated a significantly lower level of current knowledge and skill and they desired to have a higher level of knowledge and skills regarding curriculum and instruction. Teachers also indicated that they were particularly in lack of expertise in educational technology and curriculum and innovative teaching. Based on the results from this study, a need for teacher training and professional development is evident at these 12 Schools. It is strongly recommended that teachers should be given opportunities and support to attend teacher training and professional development programs, which will increase their current knowledge base and enable them to successfully implement curriculum innovations.
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Changing the Curriculum and Teaching Methods in Chinese Agricultural Schools
Journal of International Agricultural and Extension Education, 2002Co-Authors: Xiaorong Shao, Thomas BrueningAbstract:In response to the nation’s economic and Agricultural system reform, Chinese Agricultural Schools have begun the transformation from academic institutions to vocational and technical education. Significant efforts have been made to reform the curricula, as it is the key element needed for the formation of the new educational system. Prior to the nation’s reform starting in 1978, the curriculum in Agricultural Schools was theoretical information based and the instruction was teacher-centered. Students usually had little involvement in teaching and learning. In addition, the value of practical “hands-on” experiences in Agricultural education had been neglected. During the past decade new ideas and approaches in curriculum development and instruction have been gradually incorporated into the Agricultural vocational education through new policy initiatives and a pilot project launched by the Food and Agriculture Organization of United Nations during 1994-1998. The decentralization is one major feature of these changes. Introduction/Background China is undergoing a large transformation as its economic system is shifting from a centrally planned to a market-driven system (State Council, 1999). Agriculture the traditional foundation of Chinese society faces an especially great challenge in restructuring its system to meet the needs of the market economy. In particular, Agricultural education is playing an important role in preparing people for a new phase of rural development. During the past decade, Agricultural Schools have started to take actions to reform their existing educational systems and to strengthen their vocational programs (Ministry of Agriculture, 1997). There are 360 Agricultural Schools distributed among the provinces, autonomous regions, and municipalities throughout China. Agricultural Schools are typically resident Schools that require students to pass standardized admission exams. Schools usually enroll graduates from junior secondary Schools and each program lasts for three or four years. The average enrollment for each school ranges from 1000-3000 students. One-third of Agricultural Schools are governed at the provincial level, while two-thirds are administered by prefectures. None of the Schools falls directly under the Ministry of Agriculture (MOA). However, the Ministry undertakes the function of guidance and macro-management for all Agricultural Schools. In the past, Agricultural Schools were academic institutions classified as secondary specialized Schools. The mission of these Schools was officially described as to train intermediate-level specialists who were political and technical experts. Students were required to master basic theory, to have specialized knowledge, and to develop practical technical skills. Graduates from these Schools were graded as “middle-level specialists” (Henze, 1984). Students were usually trained theoretically and narrowly. Most subjects studied in the Schools were academic and usually had little relevance to the students’ workplace and reality. Upon leaving school, graduates were often assigned jobs according to a centrally organized plan. Just like graduates from higher education institutions or at least in theory every graduate would be assigned to a job position that could be characterized as “white collar.” In recent years, significant changes have taken place to reflect the continued reform and the development of the “socialist market economy.” Today, jobs for graduates are no longer guaranteed and the government can only hire approximately 50% of Agricultural graduates (Chen, 2000). As a result, it is becoming increasingly difficult for an Agricultural graduate to find a job in the public sector. Accordingly, graduates need to find their employment in the private sector or they need to be self-employed. Students’ education has become more purposive and selective, since it now must relate to their training and to employment opportunities in the labor market. Moreover, the feedback to Schools has indicated
Karzan Wakil - One of the best experts on this subject based on the ideXlab platform.
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Project planning and risk management as a success factor for IT projects in Agricultural Schools in Serbia
Technology in Society, 2020Co-Authors: Vuk Vujovic, Nebojša Denić, Vesna Stevanovic, Mališa Stevanović, Jelena Stojanović, Yan Cao, Yasir Alhammadi, Kittisak Jermsittiparsert, Hiep Van Le, Karzan WakilAbstract:Abstract Enterprises and business systems are introducing modern information and communication technologies into their organizations to improve their business processes and gain a competitive advantage. Theoretical research, as well as research carried out in practice, unambiguously indicate that companies take this step without the necessary professional analysis of business processes and insufficient knowledge of the project management methodology. Also, in this area there is a lack of adequate literature, especially in the field of information technology (IT) project management. This paper provides a new approach for research in the field of project management throughout a studious analysis of risk management in IT projects. To confirm hypotheses, this paper examines and outlines concrete IT management solutions in business systems with emphasis on education organizations, which leads to business improvement and achievement of positive business results.
Yu Sha - One of the best experts on this subject based on the ideXlab platform.
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Establishment and Development of Fengtian Agricultural Schools in Late Qing Dynasty——Based on Shengjing Times
Journal of Yangtze Normal University, 2012Co-Authors: Yu ShaAbstract:Shengjing Times was the first Chinese newspaper established by Japanese in northeastern China in late Qing Dynasty.It is of great value to the research of the history of late Qing Dynasty and the Republic of China when modern Agricultural Schools began to be founded in some places in China.From 1908,modernized Agricultural Schools were also built in such places as Fengtian in northeastern China.Shengjing Times timely reported a lot of news related to the running of the Schools.In this article,the writers review the starting and development of modernized Agricultural Schools from the newspaper's report at that time.
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establishment and development of fengtian Agricultural Schools in late qing dynasty based on shengjing times
Journal of Yangtze Normal University, 2012Co-Authors: Yu ShaAbstract:Shengjing Times was the first Chinese newspaper established by Japanese in northeastern China in late Qing Dynasty.It is of great value to the research of the history of late Qing Dynasty and the Republic of China when modern Agricultural Schools began to be founded in some places in China.From 1908,modernized Agricultural Schools were also built in such places as Fengtian in northeastern China.Shengjing Times timely reported a lot of news related to the running of the Schools.In this article,the writers review the starting and development of modernized Agricultural Schools from the newspaper's report at that time.
Vuk Vujovic - One of the best experts on this subject based on the ideXlab platform.
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Project planning and risk management as a success factor for IT projects in Agricultural Schools in Serbia
Technology in Society, 2020Co-Authors: Vuk Vujovic, Nebojša Denić, Vesna Stevanovic, Mališa Stevanović, Jelena Stojanović, Yan Cao, Yasir Alhammadi, Kittisak Jermsittiparsert, Hiep Van Le, Karzan WakilAbstract:Abstract Enterprises and business systems are introducing modern information and communication technologies into their organizations to improve their business processes and gain a competitive advantage. Theoretical research, as well as research carried out in practice, unambiguously indicate that companies take this step without the necessary professional analysis of business processes and insufficient knowledge of the project management methodology. Also, in this area there is a lack of adequate literature, especially in the field of information technology (IT) project management. This paper provides a new approach for research in the field of project management throughout a studious analysis of risk management in IT projects. To confirm hypotheses, this paper examines and outlines concrete IT management solutions in business systems with emphasis on education organizations, which leads to business improvement and achievement of positive business results.
