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How should the curriculum for older school students address the transition to sustainable futures? This article seeks to answer this question by reference to the marginalisation of education for sustainability (EfS) in England after 2010; its re-emergence around 2020, prompted largely by students' protests over climate change: and the continuing need for critical approaches that acknowledge the contested nature of sustainability. Gramsci's theory of hegemony as developed by Gilbert and Williams, is used to explain the marginalisation of EfS while Mouffe's advocacy of a green democratic revolution, shaped by a blend of eco-socialist, post-developmental and decolonial thought, suggests what a critical EfS should cover and why it should be linked to radical global citizenship education. Neoliberal, socially democratic and eco-socialist discourses of sustainability and a green transition should feature in the curriculum and agonistic pedagogy should be employed to enable students to reflect and act on these and so develop their political literacy. The Curriculum for Wales can accommodate such pedagogy and an incoming Labour government in Westminster can learn from its example.

Especially within the light of the current loss of biodiversity, we want our students to gain a better understanding of the issues at stake in order to take action and support plants and their pollinators. Many educational approaches focus on honeybees, disregarding the vast diversity in the context of pollination systems and the complex (co-)adaptations on both plants and pollinators that evolved over time. This article tries to remedy this by providing scientific background and two practical teaching approaches including legumes (Fabaceae s. s., Faboideae) as one of the largest plant families worldwide, containing many well-known crop species. Legume flowers show specializations regarding pollination and are therefore excellent examples to teach not only about pollination and adaptations, but also conservation. The main elements of both teaching approaches are functional flower models. The first approach was developed for learners with little background knowledge on pollination, whereas the second approach is more elaborate.

Purpose: Integrated crop-livestock systems (ICLS) can foster agroecological transitions. However, knowledge on how extension services influence such systems is still lacking. The manuscript analyzes ICLS advisors' perceptions of the conditions toward recoupling crops and livestock at the farm level. Methodology/Approach: We conducted and analyzed 20 semi-structured interviews with advisors and project managers currently working with ICLS in Brazil and France. Findings: The results revealed the following advisors' activities undertaken to support recoupling crop and livestock systems: i) gathering ICLS knowledge by building a network as a knowledge source, along with mobilizing and combining tools and skills, ii) communicating and facilitating arrangements between farmers and farmers' groups, iii) supporting ICLS co-design by assisting farmers in setting goals and plans, and iv) assisting on-farm transitions by supporting implementation and monitoring. Practical implications: This research highlights the key role of advisors in the transition toward the recoupling of crops and livestock at the farm level. ICLS advising could be improved and simplified with better-adapted tools, training to acquire knowledge, and skills specific to the ICLS context. Theoretical implications: Systemic thinking, facilitation, communication, and mobilizing a broad network to exchange knowledge are key requirements for advising complex systems such as ICLS. This is a typical case of a 'knowledge brokering' approach in which advisors engage in systemic facilitation to encourage innovation adoption. Originality: Our analysis provides promising insights into the specific advisor experiences in the transition towards adopting agroecological approaches, such as ICLS. This research opens avenues for future research to encourage ICLS adoption.

This study sought to provide insight into whether Georgia Extension meets the needs of its clients farming in rural areas, specifically row-crop farmers in rural Southeast Georgia. This qualitative study utilized a semi-structured interview of four purposively selected Southeast Georgia row-crop farmers. Three themes and seven sub-themes emerged from the data. Challenges facing row-crop farmers were identified as (a) surmounting the current culture surrounding row-crop farming, (b) facing a lack of representation and consideration, and (c) coping with uncontrollable circumstances. Participants' perceptions and usage of the Extension Service differed based on their views of the local Extension Service office or the Statewide Extension Service. Areas in which farmers identified they would like to see the Extension Service improve include (a) an increase in applied research projects and programming and (b) a more consistent Extension presence. Respondents indicated that challenges are increasing in areas where the Extension Service could assist. While the view of the county Extension agent was highly positive, the farmers' opinions of statewide Extension leadership were less optimistic. The participants highly regard the unbiased research-based information delivered through county Extension personnel. However, the service provided through neighboring counties and state specialists shaped different views of the Extension Service among the group. Recommendations include conducting localized needs assessments, professional development for agents and specialists that address current trends and implications in Extension, farmer participation in agent and specialist evaluation, and replication of this study in each of Georgia's Extension regions.

In Uganda, limited agricultural extensionists have always hampered the capacity development efforts of farmers, necessitating partnerships with local and international organizations. This study assessed the progress made by the Iowa State University Center for Sustainable Rural Livelihoods (CSRL) toward ending hunger in Uganda. The CSRL partners with Iowa State University Uganda Program and Makerere University in the capacity development of communities through interrelated livelihood education programs including agronomy, agroforestry, orchards, grain storage, and postharvest programs. We surveyed 454 households, of whom 48.2% had participated in extension education programs during the 2014-2018 assessment period. Primarily, these farmers trained mostly in micronutrient vegetable gardening, field agronomical practices, soils, composting, and postharvest/grain storage, least in land-use planning and marketing. The study found that trained households statistically significantly engaged in sack, keyhole, and kitchen gardening and used tarpaulins while drying crops. The study identified a general increase in trained households who cultivated grain amaranths, soybeans, common beans, high-iron beans, and groundnuts, probably due to training and provision of seeds of some crops by the program. Overall, most households engaged in the production of staple foods like sweet potatoes and cassava. Cultivation of cereals, millet, maize, and rice, was reduced between 2014-2017. The major challenges to crop production identified included soil infertility, striga weed infestation, and limited land (average of 3.54 acres). For sustainability, improving the monitoring implementation of agronomical practices is vital. Communities are encouraged to use the CSRL training centers as a hub for learning the principles of agronomy and postharvest management. These centers employ a mode of knowledge transfer and community empowerment, blending indigenous and scientific knowledge and involving the communities in planning education programs.

This phenomenological study was conducted to ascertain Generation Z's attitudes and perspectives regarding agrofood philanthropy. To effectively engage the upcoming generation as philanthropists, it is necessary to determine how they define philanthropy, what motivates them to give, how they have already participated in philanthropic efforts, and their intentions towards future philanthropy. After interviewing participants, it was found that they were driven by a deep desire to connect with others. Donating time to agricultural, food-focused, or rural-serving organizations allowed them to fulfill that desire, resulting in deep organizational commitment and desire to donate time in the future as a means of community integration. Recommendations for future research include a greater balance of gender perspectives and exploring other philanthropic sectors. Recommendations for practice include providing social opportunities and community to engage Generation Z, surfacing the impact of the organization that aligns with their values, and maintaining a robust online presence.

In spring 2016, a course at Ohio State University (OSU) was introduced to teach advanced agronomic concepts and included the option to prepare students for the Certified Crop Adviser (CCA) exams offered by the American Society of Agronomy. From 2019 to 2021, revisions in instructional methods were implemented that introduced the use of pretests (in addition to posttests given at the end of instructional periods) and focused problem-solving within a teaching unit towards the end of the semester. Improvement in course exam performance for each period was measured, and student performance (SP) on the CCA exams relative to the general population was determined. Student course exam scores increased marginally (3%) from 2019-2021 compared to 2016-2018, though gains were not significant (p > 0.5). SP from 2016 to 2018 (n = 27) was 1%-5% greater than the general population for the international CCA exam (n = 3978) but was equal to or 1.5% below the general population for the local CCA exam (n = 784). SP from 2019 to 2021 (n = 21) was 7.8%-16.4% greater for all categories for both the international (n = 2330) and local (n = 419) exam general populations. Student passing rates on the international exam went from 25.3% to 52.8% greater than the general population from 2016-2018 to 2019-2021, respectively, and student passing rate for the local exam increased from 55.7% less than the general population in 2016-2018 to 26.7% greater than the general population in 2019-2021. These results suggest the modification of course instruction coincided with SP gains and may have contributed to improved performance of the student population compared to the general population.

The COVID-19 pandemic has changed education. In these circumstances, technology aided learning by providing new ways of teaching and communicating with students. In this work, we report the online activities carried out in the Basic Organic Chemistry virtual course of the Chemistry Department at UNS (Argentina) for first-year students of the Agronomic Engineering career. In particular, we present the use and results obtained from quick question/answer games using available applications to reinforce theoretical concepts. These activities helped to review and emphasize essential concepts of the course. It is noteworthy that the proposed activities also supported learning during the return to face-to-face classes.

Purpose: Agricultural extension services in poor countries often identify opinion leaders based on criteria such as wealth and social status. We explore the effectiveness of this top-down approach by analysing the role of so-called model and nodal farmers in the diffusion of malt barley in a highland community in Ethiopia. Research approach: We use a retrospective case study design where we combine quantitative network analysis with qualitative data. Findings: Nodal farmers played a more central role in knowledge diffusion of the technology than model farmers. While model farmers were wealthier and better connected to the local authorities, nodal farmers were socio-economically more similar to their fellow farmers. Nodal and model farmers, as well as farmers closely connected to them, had a significantly higher adoption index than the rest. Practical implications: The diffusion of knowledge is an important condition for the adoption of modern agricultural technologies, but it is not enough, particularly when access to external inputs is limited. Moreover, relying on assumed opinion leaders has its limitations and may even reinforce existing inequalities. Theoretical implications: This paper has shown the complementarity of network approaches. We propose network approaches such as social network analysis to identify community brokers who emerge from bottom-up or clan-based, political, knowledge networks that mediate access to agricultural technologies. Originality: Our combined research approach differs from the mainstream of studies in this field that employ either ethnographic fieldwork or (spatial-)econometric methods. We aim to create a bridge between the often separated worlds of (technical) agronomic research, (qualitative) rural sociology, and (quantitative) econometric analysis.

Today, with the extension of learning management systems (LMSs) and the diversity of learners' needs for online learning, instructors have to be assisted to adapt their syllabus to meet learners' needs. Therefore, it is necessary to tailor course instruction to meet individual needs and determine how well they serve the learners using these online platforms. In this case, technological advances are used to enhance e-learning by personalizing the learners' learning styles. For instance, gathering traces of systemic and contextual knowledge about learners and their learning preferences contribute to the design of a meaningful learning experience for learners. Our study, based on a questionnaire and learning traces, focuses on predicting learners' styles. The Felder Silverman Learning Style Model (FSLSM), among the best models in technology-enhanced learning, was applied to run an unsupervised clustering technique to cluster learners by preference degree in terms of profile and context for sequential/global dimension of the FSLSM. This paper presents the attributes of the learning contextual data-driven model which can be auto-populated and the appropriate data source determined to fill this model. To reach our aim, the data gathered from three agronomy courses taught in winter 2018, 2019, and 2020 in an LMS at the Hassan II Institute of Agronomy and Veterinary Medicine was analyzed. This paper concludes with the results achieved during the application of the proposed method in which most learners expressed their preferences as strong, balanced, or moderate for global and sequential learning styles in a predefined learning context.

Community colleges have a strong history of providing vocational education and occupational training to meet changing workforce demands of local industries. In the Midwest, agricultural industries have expressed an expanding need for middle-skilled workers with postsecondary, pre-baccalaureate credentials. The 21st century agricultural landscape has changed as a result of the need for efficiency and sustainability, and resulting emergent agricultural technologies. Community colleges will be integral to establishing a qualified agriculture workforce for entry-level, middle-skilled positions. This study utilized a modified Delphi approach to identify entry-level workplace competencies needed by graduates of a community college agriculture program. Delphi panel experts represented leaders from the agronomy-based agriculture industry within the college's district, and initially identified 87 desired workforce competencies. Fifty-eight competencies achieved consensus from the Delphi panel and were categorized by themes: soft skills (26), agronomy-based technical skills (12), technology-based technical skills (9), agriculture mechanic/operator-based technical skills (3), general technical skills (4), and agribusiness-based technical skills (4). Results of this study can be used to inform community college agriculture program development and can be used as a case study for assessing workforce needs of local agricultural industries.

Productivity demand of Brazilian Postgraduate Programs has increased as a result of global scientific and technological competitiveness, leading to stresses among researchers and students. Thus, this work was aimed at evaluating the quality of life of students of one Postgraduate Program in Agronomy through the WHOQOL-bref. Of the 36 students evaluated, there was a predominance of single women, childless, with a median age of 27 years, in a Master Degree, without paid work or scholarship. The sample studied presented values below the median of the Brazilian population, when corrected for gender and age, for the psychological, social relations and environment domains. Students with partner had lower values for physical and psychological domains and students with paid work showed a lower value for physical domain. The work phase affected the quality of life. The values for the environment domain increased when the student was writing the project, studying subjects and seeking theoretical framework and decreased when the student was analysing the data. As the University is the dominant environment for the students when in post graduation, the activities that are associated with academic infrastructure as library and laboratories, and with human resources as teachers and colleagues are realized with successful in relation to those that depend of the students themselves as the data analysis. These results alert us for the need for therapeutic interventions aimed at improving the health conditions of postgraduate students.

Despite the growing importance of agricultural microbiology at the applied, productive and ecological levels, undergraduate degrees in Agronomy generally do not feature much microbiological experimentation. To address this deficiency, we have designed an experimental programme that evaluates the potential of plant growth-promoting rhizobacteria (PGPR) for the biocontrol of fungal pathogens. The approach involves an experimental laboratory class in which Agronomy students evaluate the ability of a rhizospheric "Burkholderia" sp. strain to inhibit the development of "Sclerotium rolfsii" (the causal agent of 'white wilt' disease in peanut plants). The assays cover three aspects: biochemical mechanisms associated to biocontrol properties in the bacterium, bacterium-fungus interaction (plate inhibition assays), and plant-bacterium-fungus interaction (disease control assays). Students verify the bacterial strain's ability to produce fungi-degrading enzymes, inhibit fungal growth, and protect the plant by inhibiting disease development. The assays serve as an integrative basis on which to discuss relationships between plants, bacteria, and fungi in connection with a disease which affects important regional crops. This set of experiments should help students to develop different skills which will be key in their future professional career, such as handling and designing experimental assays; comparing, discussing and solving practical problems; and drawing conclusions from their observations and the results obtained.

The Present investigation aims in studying the crop diversification in Nashik District. The present study is based on sundry data collected from different government organizations. The data covers 30 years i.e. from 1980-81 to 2011-12. All the types of crops were considered for the study. In order to study the economics of crop diversification, land concentration was computed for selected years. Talukawise study showed that area under kharif crop has found to be decreased in all the Tehsils of Nashik District. The area under Igatpuri, Trimbakeshwar & Peth have high production of Rice. The diversification from subsistence crop to more commercial crops to more commercial crops were took place in selected Tehsils. In Nashik Districts main horticultural Crops are mango, Pomegranate and Grapes. Because of wine made of Grapes Nashik is known as Wine Capital of India.

An introductory plant science lab offered by the Department of Agronomy & Horticulture at the University of Nebraska-Lincoln was adapted for online delivery. This paper describes the adjustments made for online delivery and examines students' perceptions of learning and engagement from surveys administered in both the in-person and online plant science laboratory course over two academic years. The in-person course was offered in Fall. The online course was offered twice per year, as a fully independent course in Summer and with synchronous web-conferencing discussion groups in Spring. The goal of this study was to examine differences or similarities in satisfaction and learning across the three course models. There was no difference in assessment scores or student perception of learning across models. The students in the in-person model and the web-conferencing model reported similar levels of understanding value and implication of course content while the fully independent students did not understand the implication of course content toward their future management decisions as well. Overall, content on plant biology was well-translated to the online audience but implication was not as well-translated. Having just a few opportunities for real-time discussions with students per semester went a long way to elevating their learning and appreciation of course content as compared to working fully independently.

The landowner-tenant relationship is important to the implementation of conservation on agricultural lands. Women own or co-own a significant portion of U.S. farmland yet are underrepresented in conservation research. The next generation of agriculture professionals can benefit from first-hand experience in assisting women landowners and their tenants in navigating the complexities of conservation decision-making. This article analyzes undergraduate student perceptions of landowner-tenant relationships in conservation management through their engagement in case studies with women landowner-tenant pairs in the Western Corn Belt. Student groups were asked to complete a management improvement plan that both incorporated the agronomic and conservation goals discussed by the landowners and tenants, following a field trip and interviews with the landowners, tenants, and other key stakeholders. Assessment data included a quantitative survey of career goals and conservation attitudes, qualitative reflections at start and end of course, and autoethnographic observations. The case studies presented students with new knowledge challenging previously held assumptions, leading some students to reconsider landowner-tenant relationships and conservation decision-making. However, students returned to existing gendered norms and production-oriented stereotypes when applying this knowledge in real-world farm management plans. Although students gained firsthand valuable experience from the case studies, a one-semester case study was insufficient to significantly shift student perceptions. We recommend that more curricular experiences incorporate the complexities of agricultural decision-making to better equip future agricultural professionals with skills to ensure environmental and social sustainability outcomes.

The COVID-19 pandemic required changes in college course delivery, which may influence student perceptions of their education. We examined those perceptions among Students of Agronomy, Soil, and Environmental Sciences (SASES). The goals were to determine how changes in education during the COVID-19 pandemic (a) changed student perceptions of online education, (b) shifted student comfort with online education and communication, and (c) highlighted issues limiting student success. A link to an online survey was sent to SASES members in late 2020 resulting in 31 responses. Course format shifted from mostly face-to-face delivery to synchronous and asynchronous online delivery following the COVID-19 shutdown. Students perceived decreased instructor effort and increased student effort. Nearly all students had access to devices. However, access to fast, reliable internet was a common issue. A small percentage of students were more likely to take online courses after the pandemic, yet a majority were now more comfortable taking online classes and using virtual meeting software. Student concern for COVID-19 was low. However, most reported wearing masks in buildings and on campus. Students reported increases and decreases in hours worked, with both changes resulting in perceived positive and negative academic impacts. These results should be considered by instructors and administrators planning instruction format changes during and after the COVID-19 pandemic.

Purpose: Empirical evidence suggests that climate-smart agriculture (CSA) practices will promote resilience against climate change. We explored location-specific CSA practices and strategies for adoption in two communities (Zango and Kofa) in the North-Western Nigerian drylands. Design/methodology/approach: Mixed methods design was employed with thirty smallholders per community selected from a baseline study of 220 smallholders from the two study communities. Smallholders were engaged in a farmer participatory learning and action (PLA) on CSA adoption for resilience. Impacts of PLA were evaluated six months post-implementation and barriers for adoption explored. Findings: Pre- and post-PLA training indicated a change in confidence to adopt some CSA practices. Both communities showed greater confidence (p < 0.05) related to solving climate-related problems and the use of fertiliser. Communities differed in relation to other factors: Kofa exhibited improved confidence (71.4%) in solving water challenges while Zango showed greater confidence (76%) in relation to solving environmental problems. We found gender-responsive CSA promote women participation in farming. Practical implications: A deep understanding of the underlying reasoning behind non-adoption of CSA practices could support future climate resilience policies, and the lead-farmer extension model could reduce extension agent-farmer ratio. Theoretical implications: Identification of climate-smart agriculture practices and their adoption confirms the benefit of participatory learning for transformation, in this case, empowerment of smallholders, including women, to adapt to climate change in a wider sub-Saharan Africa context. Originality/value: This study explores PLA application in supporting the uptake of CSA practices for resilience and advancement of lead-farmer extension for reducing extension agent-farmer ratio.

In the shift to English-medium instruction (EMI) in European higher education, policy often runs ahead of research and curricular decisions are taken independent of evidence regarding their suitability for achieving broader educational goals, which may range from internationalisation as a general strategy to English language learning as a more specific one. Where English language learning is a goal, EMI may be CLIL"ised," that is, it is adopted not only for content delivery, but also as a means through which students might improve their English. Drawing on interviews and classroom observations, and employing a Membership Categorisation Analysis methodology, this paper examines how a lecturer in agronomic engineering at a Catalan university experiences CLIL"ised" EMI. It documents how the lecturer positions himself as a content lecturer and how categories are produced and negotiated in interviews and classroom practices. Among other things, the paper shows that while the lecturer refuses to inhabit an English-language teacher identity, he nonetheless acts in this capacity when he focusses on vocabulary learning through the provision of glossaries and translation. These and other findings point to a more general disjuncture between policy and practice, which, it is argued, needs to be addressed by university administrators and EMI lecturers.

Allison B. Wallace describes a seminar in organic horticulture she created and teaches as part of an honors curriculum. She answers the question of how gardening is appropriate for high-ability college students by saying that she believes efforts to raise plants by relatively non violent means teaches and disciplines students in an ethical way to be in the world. She further expresses her belief that honing gardening skills and sharing the fruits of a season's labor contribute to the development of self-confident yet humble adults who are inclined to greater thoughtfulness about the material enactment of their intellectual and ethical commitments.

The study was conducted to determine the role of training design and trainee characteristics in predicting the transfer of agronomic training among bean seed farmers in Uganda. Gender differences in levels of transfer were also studied. Data were from a sample survey of 300 respondents. Independent t-tests and hierarchical multivariate regression were used to answer the specific issues of the study. Results showed transfer was generally high, with women having a significantly higher training transfer than men. Using the Learning Transfer System Inventory (LTSI) model, we identified factors relating to trainee characteristics -- motivation to transfer, readiness to learn and performance self-efficacy -- that have shown a significant relationship with the transfer of training. We concluded by discussing potential implications for both theory and practice.

International Extension experiences can provide valuable outcomes to clientele. Careful planning is necessary to maximize the benefits to participants and the potential impacts of the tour. International agricultural sciences students can benefit from participating in these tours and greatly add to their success. In this article, we describe the main organizational steps we used and lessons we learned while planning and executing a comprehensive tour program to Brazil involving substantial contribution by an international student.

Purpose: The need to increase women's access to extension has been extensively discussed. This paper assesses women's access to extension services through the Plantwise extension approach as a baseline for future comparison of women's access through other extension approaches. It also assesses whether crops that men and women farmers seek plant health advice on are similar or not, and attempts to disperse assumptions that continue to be made about what crops women and men grow. Approach: We analysed data from the Plantwise Online Management System for 13 countries using descriptive and inferential statistics. Findings: We show that the Plantwise extension approach enables higher levels of women's access than generally reported for agricultural extension, that the crops that women and men seek extension advice on is not gender dependent, and there are few clear distinctions between their crops of interest. Practical implications: There is limited literature studying gender inclusiveness in different extension approaches. The findings add to the documentation of assessing women's access to demand-driven extension. Theoretical implications: Plantwise is a new extension approach which needs to be assessed from spatial and temporal perspectives to understand whether demand-driven extension enables increased women's access over time. Originality/value: Extension service provision is often based on assumptions about what crops are being grown. Small studies have challenged these assumptions, but this large dataset enables us to test these assumptions more thoroughly across 13 countries adding to the weight of evidence against the existence of women's and men's crops.

This study aims to determine cropping patterns in class slopes 0 - <15% and the grade slope slopes 15% - <30% and the slopes> 30%. The method used in this study is a description of the dynamic system approach using a software power sim. Forest areas where the research, which is a type of plant that is cultivated by the people in the study area, namely coffee, vanilla plantation crops / horticulture fruit and chili sauce for food crops / horticulture vegetables. Research results prove that the slope grade 0 - <15%. Cropping pattern of this slope is a combination of plant species are pine-vanilla-chili sauce with vanilla density of 712 stems and stem cayenne 1940, with revenues of wages pine + Rp 79,183,734 / ha. b) on the slope grade 15% - <30% and 30%. Cropping patterns on the slopes of this combination of plant species are pine-coffee-vanilla. On the slopes of 15% - <30% density of 277 coffee and vanilla stem rod 547, while for slopes of 30% with a density of 279 coffee and vanilla stem rod 545, with revenues respectively: wages pine + Rp 58.33.144 / ha and wages pine + US $ 55.40225 million / ha.

In 2019, Artist Inc. and the Kinnari Ecological Theatre Project presented "Snow White and the Apple's Revenge" at the Likhandula Festival in Los Baños, the Philippines. Adapting the original Grimm version of the fairytale to challenge the validity of GM crops, it was presented in the town where the International Rice Research Institute (IRRI) is located. In 2019, both IRRI's controversial 'golden rice', a new GM rice containing beta carotene to prevent night blindness, and a new GM apple that does not brown when cut were put on the market, providing the context for the performance.

The study examined the relationship between child labour participation and household wealth (in terms of livestock and cropland) considering representative sample smallholders from four (Kurfa Chelie, Kersa, Fedis, and Melka Bello) districts in eastern Hararghe Zone of Oromia regional state of Ethiopia. The descriptive statics showed that average family size was 5.45 individuals per household, which was larger than the national average (4.9) in 2016. In the study area, children with age interval of 4-14 years, that were the subject matter of this study, constituted 43.3% of the total population. Around 23% of sampled households spent less than 2471.22 Birr per annum per adult equivalent for home consumption, which is an amount based on the inflation adjusted poverty line. Households in Fedis district experienced the worst poverty head count score, wherein 44% of them could not satisfy the minimum living standard requirement. Double-hurdle model result revealed that livestock and cropland holding of smallholders significantly affect child labour participation in domestic work. This finding implies that household's asset ownership (possession of larger livestock and cropland) would not initiate children to budget more time for their education. The model result also showed that household head's education level significantly reduced children's domestic labour participation in the study area. Thus, this research recommended that there should be improvement in households' education and awareness level in the study area to improve child school enrolment. Finally, it is easy to say that the "Wealth Paradox" about child labour holds true for smallholders in eastern Ethiopia.

Universities develop strategic planning documents, and as part of that planning process, logic models are developed for specific programs within the university. This article examines the long-standing pecan program at New Mexico State University and the deficiencies and successes in the evolution of its logic model. The university's agricultural experiment station's pecan program logic model has evolved along with increased external funding, but never has developed into a complete logic model because the outcome-impact component remains incomplete. With increased assistance from the university, the pecan industry grew and became stronger and more economically viable; however, the incomplete development of a pecan program logic model has prevented development of a complete synergy. The evaluation of outcome-impact is most efficient and accurate when at least part of the evaluation is conducted with methods independent of the growers. (Contains 3 tables and 1 figure.)

The purpose of this paper is to add to a growing body of literature that critiques the whiteness of the organic farming movement and analyse potential ramifications of this if farmers are to be understood as educators. Given that farmers do not necessarily self-identify as educators, it is important to understand that in raising this critique, this paper is as much a challenge the author is extending to herself and other educators interested in food sovereignty as it is to members of the organic farming movement. This paper draws from the author's personal experiences and interest in the small-scale organic farming movement. It provides a brief overview of this movement, which is followed by a discussion of anti-racist food scholarship that critically assesses the inequities and inconsistencies that have developed as a result of hegemonic whiteness within the movement. It then demonstrates how a movement of Indigenous food sovereignty is emerging parallel to the organic farming movement and how food sovereignty is directly related to empowerment through the reclamation of cultural, spiritual, and linguistic practices. Finally, it discusses the potential benefits of adult educators interested in the organic farming movement linking their efforts to a broader framework of food sovereignty, especially through learning to become better allies with Indigenous populations in different parts of the world. (Contains 1 note.)

New technology developed over the past several decades have allowed farmers to grow more food using fewer resources. Compared with 60 years ago, today's farm can supply more than three times more corn per acre, and the average dairy cow produces almost four times more milk. Even as technology improves farm yields, however, many consumers are looking for healthier, environmentally sustainable alternatives to typical food. The result has been a rapid growth in the growing, manufacturing, regulation, and marketing of organically produced foods. This article discusses some of the workers who are involved in producing organic food, certifying it, and bringing it to consumers. The first section explains what organic means and how this expanding specialty may offer opportunities. The next three sections describe some occupations in the organic industry, looking at ways in which the work involved might differ from that in the conventional food industry. The final section provides sources of additional information.

Nowadays, there is a growing conviction (at least in rhetoric) that sustainability is an idea whose time has come with education being a critical component in the transition towards a sustainable future. In the field of higher agricultural education, systemic approaches have, among others, triggered a lively dialogue. Topics include the challenge of sustainable agricultural development, the understanding of agriculture as the interface between people and their environment, integrated curricula (i.e. multi- inter- and trans-disciplinary approaches), etc. Such powerful debates have (sometimes radical) consequences for the whole curriculum design, i.e. the nature of goals, content (knowledge), and processes (learning methodologies). However, the still dominant scientific paradigm of reductionism, the strong traditions of disciplines and the prevailing approach to agricultural development impede changes towards a new educational paradigm in higher education. Nonetheless, such a new paradigm should be supported if universities are to keep pace in a changing world. (Contains 2 footnotes.)

Based on the idea that eating is an environmental act, we designed an environmental education project where elementary school children and community elders work as partners to raise food crops on an urban organic farm. Our goal was to illustrate how eco-philosophies could be translated into educational programs that foster environmental consciousness and care, and to further the critical and systematic examination of environmental education initiatives. In this article we draw on six years of empirical data and self-examination to present our learning about environmental education in practice. We discuss three iterations of our project to illustrate the ways in which our thinking about the practice of environmental education has evolved along with our efforts to advance environmental understanding and stewardship through intergenerational farming. (Contains 2 figures.)

The purpose of this quasi-experimental study was to determine if upper-level college students who participated in AgPAQ, an integrated course cluster learning community, would demonstrate enhanced learning in the areas of oral communication, written communication, and agronomic/economic technical content knowledge. The population (N = 182) consisted of students who participated in AgPAQ and five comparison groups: students in a farm management class; students in a stand-alone soil, fertilizer, and water management class; students in a soil, fertilizer, and water management class linked with an English course; and students in a paid volunteer group who had not previously participated in AgPAQ. Instruments included three rubrics that measured performance on written communication, oral communication, and agronomic/economic technical content knowledge. Analyses revealed that AgPAQ participants scored higher than non-AgPAQ participants on measures of oral and written communication in all comparisons. Also, AgPAQ participants scored higher on measures of agronomic/economic technical content knowledge than students in the non-AgPAQ paid volunteer group and students in the stand-alone soil, fertilizer, and water management class. AgPAQ participants also scored higher, but not significantly higher, than students in an English and agronomy linked integration. AgPAQ fostered enhanced learning in oral communication, written communication, and agronomic/economic technical content knowledge. (Contains 5 tables.)

Student interns are a resource that can increase the capacities of Extension professionals. Trained student interns based out of Nebraska Extension offices provided water and energy reduction recommendations to irrigators using center pivot irrigation systems. Follow-up interviews and a survey performed 1 to 3 years after the original assistance indicated impacts at levels similar to those garnered via previous assistance from Extension staff. In almost all cases, irrigators implemented soil water sensors, and the main motivations for doing so were financial. Recommendations for other improvements were infrequently implemented; however, as part of making those recommendations, the student interns collected fuel usage data that allowed for quantifying the energy and greenhouse gas impacts from reduced water use.

Purpose: The current paper aims at the classification of Greek agronomists/extensionists in adult education philosophical frameworks; the exploration of frameworks' changes in the last 40 years; and the assessment of their relevance vis-à-vis the current developments. Design/Methodology/Approach: The research addressed a purposive sample of 30 agronomists divided into two groups (older-younger). Questionnaire-based survey was followed by a semi-structured interview. Findings: The views of both groups of agronomists follow the same orientation and revolve around the progressive and behaviourist philosophies. In terms of practice, the intervention of older agronomists mainly relates to the progressive, the liberal and the behaviourist philosophy while that of younger agronomists around the liberal framework; evidence shows a small turn of younger agronomists towards participatory extension. Practical Implications: The current piece of work puts forward the gaps and weaknesses of Extension in Greece both in terms of rhetoric and practice; notably, Greek agronomists do not seem capable to support bottom-up processes. Theoretical Implications: Research detected the espoused orientation of extensionists and the ways they assist their constituencies in practice. Originality/Value: The work reported here is considered one means of raising the awareness of the field's needs in documenting extensionists' educational philosophies and how they guide practice.

Current trade rules concerning cotton subsidies are intricately linked with poverty and hunger in Mali. Over half of Mali's economy and over 30 million people depend directly on cotton. It is the main cash crop and the most important source of export revenue. Cotton also plays a key role in development policies and in the fight against poverty by attracting investment in physical and social infrastructure, and by providing producers with an essential source of income. Therefore, cotton subsidies have become an increasingly controversial topic with the decline of world prices and subsequent devastation of cotton producers. This paper will explore the effect of cotton subsidies on Mali at both an international level of trade rules, and a personal level of the individual Malian cotton producer. (Contains 28 notes.)

Current U.S. energy policy supports increasing the use of bio-ethanol as a gasoline substitute, which Brazil first produced on a large scale in response to the 1970s energy crises. Brazil's National Alcohol Program stood out among its contemporaries regarding its success at displacing a third of Brazil's gasoline requirements, primarily due to favorable market conditions and government support. Similar to the Brazilian experience, future progress towards displacing gasoline with fuel ethanol in the U.S. will depend largely upon political support and economic circumstances in the agricultural and energy sectors and markets. Accounting for differences in aggregate gasoline usage and feedstock availability compared to Brazil, the United States would have to speed up commercialization of cellulose ethanol technology in order to achieve a similar degree of success as Brazil, support co-production of biomass derivatives along with fuel ethanol production, and maintain profitability of innovation in the bio-ethanol sector, among other initiatives. (Contains 3 figures and 6 footnotes.)

WWOOF (Willing Workers On Organic Farms) is an increasingly popular form of ecotourism in Australia. An ethnographic study of 10 young adult international tourists was conducted at five rural Victorian WWOOF sites. The objective was to examine the participants' nature experience. As part of the ethnographic study, this article selectively reports on the ecopedagogy at the WWOOF sites, focusing on the potential linking of spatio-sensory "doing" in the environment and conceptual "learning" about (including from, for, and with) the environment. The WWOOF environment is designed physically, materially, and naturally. These dimensions can be interpreted in overlapping spatial levels. Each spatial level partially correlates with the dominant bodily senses. By analysing the participants' reflexive accounts of their WWOOF nature experience, this article suggests that their spatio-sensory "doing" contributed to their environmental "learning", which is categorised into three heuristic types. These are called symbolic, transpositional, and transformative. This study empirically and conceptually adds to the literature on experiential environmental learning with a possible ecopedagogical model of incorporating spatialised bodily senses in curriculum design.

Purpose: This study uses data from a sample of 150 oilseed farming households from Arsi Robe, Ethiopia, to assess the impact of different knowledge bases (education, training and experience) and their interactions on linseed productivity. Methodology: A multiple regression analysis was employed to assess the combined effect of the knowledge bases, factors such as age of the household head, land size, marketing channels and geophysical factors (such as land slope) on linseed productivity. Findings: The findings reveal no differences in productivity between trained and untrained farmers. They further show that training and the interaction between training and experience positively influence productivity. Our findings, however, reveal farmer education to have an inverse yet insignificant effect on productivity. Furthermore, we found that factors such as the slope of the land and the choice of marketing channel also play an important role in influencing productivity. Practical implications: Moving away from the traditional top-down approach could be the answer to avoid a mismatch between the information given by trainers and what the farmers actually need. Theoretical implications: The study used interaction variables of knowledge bases, and attempted to demonstrate the importance of a tacit knowledge base, which is often not well documented and therefore neglected in research. Originality/value: The research demonstrates the combined effects that interactions between several knowledge bases have on the productivity of linseed farmers.