• Journal of Agricultural Extension & Community Development
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• v.17 no.3
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• pp.419-446
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• 2010

This study is the purpose to analyze the satisfaction of training course for the village lifelong education leader who will act as the village lifelong education leaders in the future. The data were collected from 197 the participants who have learned the training course for village lifelong education leaders among 7 local governments. The collected questionnaires were statistically treated by using SPSS (Version 17.0) program and frequency, T-test, and ANOVA. The major findings of this study were as follow; 1) the satisfaction of women's learners to the training course of village lifelong education leaders is high. 2) the satisfaction of low ages to training course for village lifelong education leaders is high. 3) the satisfaction of high educational background learners to training course for village lifelong education leaders is high. 4) the satisfaction of high income background learners to training course for village lifelong education leaders is high. 5) the satisfaction of much learning experience learners to lifelong education is high. 6) the highest among the satisfaction level of the program participants for village lifelong education is the staff service of lifelong education organization.

• Journal of Agricultural Extension & Community Development
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• v.19 no.2
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• pp.273-299
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• 2012

This study examined importance and performance of urban agriculture education program of the trainees who attended urban agriculture education, and suggested reformation of urban agriculture instructor course of Gyeonggi Provincial Agricultural Research & Extension Services by IPA models. The investigation was done on October 7, 2011. The subject was 40 trainees of urban agriculture instructor course of Gyeonggi Provincial Agricultural Research & Extension Services. The study suggested reformation of urban agriculture education program based on the findings as follow: Firstly, the instructors should teach trainees not theoretically but practically to let the trainees make use of learning at urban agriculture. Secondly, teaching material that is not theoretically but practical enough to apply it to actual urban agriculture should be supplied. Thirdly, urban agriculture education should be done not theoretically but practically considering its characteristics. Theoretical contents have been already included in teaching material, and practice oriented education should be done to let trainees put theory into practice on-the-spot. Practice oriented education should be supported in the planning future education. In addition future urban agriculture education program should consider importance as well as practice of educational contents, lecturers, operations and facilities.

• Journal of Agricultural Extension & Community Development
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• v.13 no.1
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• pp.173-184
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• 2006

This study was diagnosed the managing of educational progress of homehelper training center proceeded with a goal to improve the proper direction to grasp of the contentment of education programs. In order to attain a research objective, I surveyed 18 charge of education person in homehelper training center. Through the problem of the mananging of homehelper education, I try to show the point for growth of homehelper training. First, the course of the education and training for home helper should be classified in the field of the service activity for home helper. Second, the education centers need to establish the weekend lecture or the night lecture for volunteer with an occupation. Third, the education centers need to division the educational course according a characteristic of student. Fourth, when the course is opened, the number of persons is suitable thirty. Fifth, it needs to add the education contents to establish an attitude with volunteer for elderly people.

• Journal of Agricultural Extension & Community Development
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• v.8 no.2
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• pp.179-190
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• 2001

The purpose of this study was to analysis the education effects of web-based on-line cyber program mesaured by Kirkpatrick’s evaluation process. The average score on satisfaction of the program was 4.28(.59), which was designed to evaluate the level 1, reaction. To test level 2, learning, the average score that students achieved was calculated and it was 86.87(std.=7.05) in the term examinations. The level 3, job months. It was reported that most employees who took the course are utilizing the knowledge that they acquired from the course(mean=3.80, std.=.77). To identify the level 4, business results, the mean score of the number of accidents and near misses that happened in their factories for 3 months before and after the course were compared. There was statistically significant difference between the number of accidents that happened 3 months before the course and 3 months after the course, at the significance level of .01, which was tested by Paired t-test.

• Journal of Agricultural Extension & Community Development
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• v.21 no.1
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• pp.35-82
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• 2014

It was main objectives to find the learners characteristics and educational effects of cyber agricultural technology courses in RDA. For the research, it was followed by literature reviews and internet based survey methods. In internet based survey, two staged stratified sampling method was adopted from cyber training members database in RDA along with some key word as open course or certificate course, and enrollment years. Instrument was composed through literature reviews about cyber education effects and educational effect factors. And learner characteristics items were added in survey documents. It was sent to sampled persons by e-mail and 316 data was returned via google survey systems. Through the data cleaning, 303 data were analysed by chi-square, t-test and F-test. It's significance level was .05. The results of the research were as followed; First, the respondent was composed of mainly man(77.9%), and monthly income group was mainly 2,000,000 or 3,000,000 won(24%), bachelor degree(48%), fifty or forty age group was shared to 75%, and their job was changed after learning(12.2%). So major respondents' job was not changed. Their major was not mainly agriculture. Learners' learning style were composed of two or more types as concrete-sequential, mixing, abstract-random, so e-learning course should be developed for the students' type. Second, it was attended at 3.2 days a week, 53.53 minutes a class, totally 172.63 minutes a week. They were very eager or generally eager to study, and attended two or more subjects. The cyber education motives was for farming knowledge, personal competency development, job performance enlarging. They selected subjects along with their interest. A subject person couldn't choose more subjects for little time, others, non interesting subject, but more subject persons were for job performance benefits and previous subjects effectiveness. Most learner was finished their subject, but a fourth was not finished for busy (26.7%). And their entrying behavior was not enough to learn e-course and computer or internet using ability was middle level as software using. And they thought RDA cyber course was comfort in non time or space limit, knowledge acquisition, and personal competency development. Cyber learning group was composed of open course only (12.5%), certificate only(25.7%), both(36.3%). Third, satisfaction and academic achievement of e-learning learners were good, and educational service offering for doing job in learning application category was good, but effect of cyber education was not good, especially, agricultural income increasing was not good because major learner group was not farmer, so they couldn't apply their knowledge to farming. And content structure and design, content comprehension, content amount were good. The more learning subject group responded to good in effects, and both open course and certificate course group satisfied more than open course only group. Based on the results, recommendation was offered as cyber course specialization before main course in RDA training system, support staff and faculty enlargement, building blended learning system with local RDA office, introducing cyber tutor system.

• Korean Journal of Agricultural Science
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• v.44 no.1
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• pp.133-143
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• 2017

The purpose of this study was to investigate the status of agricultural management accounting information, education status, and policy demands through a questionnaire survey of advanced agricultural managers. These people are expected to play a key role in the changing agricultural environment in Korea. Based on survey results, several policy implications were derived for the advanced agricultural managers' agricultural management accounting information record activation. Survey results of 303 respondents identified that 63.4% of them record their agricultural management accounting information. The biggest reason given for not recording this information was lack of time for record keeping. The biggest problem was a 'lack of Question and Answer system'. In addition, 37.2% of the respondents were not aware of the current agricultural accounting guidelines. In terms of education, 71.3% of the respondents have completed course work in accounting and responded that an 'On-off parallel education system', which offers both online and offline classes, was the most effective method to prevent dropout. Respondents thought that agricultural management accounting records were helpful for the management of agriculture and their participation in government policies. They also thought that customized education programs should be further implemented for enhancing the effectiveness of education programs, and 'One-stop Question and Answer system on related web sites and organizations' is required for them to keep better records. The following policy implications can be derived from the survey results. First, interoperability between agricultural management accounting information recording programs is needed. Second, accessibility should be strengthened. Third, the education system needs to be improved. Fourth, voluntary participation should be encouraged. Last, the government needs to establish a post-verification system.

• Journal of Agricultural Extension & Community Development
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• v.29 no.3
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• pp.131-142
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• 2022

This study aims to develop a curriculum for nurturing experts who perform agricultural safety and health management tasks. This study was conducted in three stages. First, job definitions and job models of agricultural safety and health managers were derived through job analysis using the DACUM technique. Second, job demand analysis was conducted by conducting a survey on the difficulty, importance, and frequency of each task. Third, IPA analysis was performed as the first priority tasks of job demand analysis to present the courses and subjects of the training course for safety and health managers in agricultural work. The job of the agricultural safety and health manager was defined as "to conduct guidance and advice on safety and health education, risk factors, and evaluation and management of harmful factors to protect farmers' professional health and safety." The job model consisted of 4 tasks, 31 core tasks, and 67 detailed tasks. As a result of job demand analysis, there were 39 tasks in the 1st priority, 22 in the 2nd priority, and 6 in the 3rd priority. As a result of the IPA analysis, there were 13 'capacity development focused areas', 4 'capacity development effort areas', 11 'low priority areas', and 3 'continuous maintenance areas'.

• Journal of Practical Agriculture & Fisheries Research
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• v.10 no.1
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• pp.137-151
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• 2008

This research was conducted to suggest a policy plan for intensive major course in recurrent education system of KNAC. A survey was answered by students, graduates, field professors and (full-time) professors. The results are summarized as follows; 1. In the item of educational operation system, there were some differences in preference among 4 examinee groups. Students preferred 'semester system', graduates and field professors did 'once per week system', and professors 'cyber+centralized training system'. 2. As entering time, students and graduates preferred 'immediately after graduation'. However, field and full-time professors preferred '1 to 3 years after graduation' that became reality. 3. As board and lodging, all examinee groups wanted 'dormitory in college'. Students and graduates were open to pay educational expenses as a level of national colleges. 4. As a curriculum, the most preferred subject by all groups was 'major field technique', which was followed by 'marketing/sale' and 'farm management' in the order of preference.

• Journal of Agricultural Extension & Community Development
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• v.4 no.1
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• pp.359-370
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• 1997

The Korea National Agricultural College (KNAC) was established as a special three academic years(six semesters) course by the Presidential Act in July 1995 and opened on March 20, 1997. According to the Act, the students of KNAC are granted free boarding in dormitory, full support of educational expenses, and, after completion, exception in military service and financial support for farming, which is their obligation to do for a double period of the total school year. With these institutional favors KNAC is hight expected to bring up promising young farm managers in Korea. However, actual competitive young farm managers are brought up by the well organized education with emphasis on learning by doing approach. With the relation to the education this study was performed to review and examine present situation of faculty organization, facilities and equipments, curriculum including field training in home land and oversea's counties. This study found out that there were undesirable aspects such as unbalanced faculty members among the departments, lack of practice farm land and limited budget in field training, which should be improved to achieve the objectives of KNAC.

• Journal of Korean Society of Rural Planning
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• v.25 no.3
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• pp.103-114
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• 2019

The purpose of this study is to investigate the value perception changes of early adolescents, who are from 5th grades to 7th grades regarding to agriculture and rural communities through debate education. Since current education policy to educate agricultural value is limited in solving stereotypes and acquiring abundant relevant knowledge about agricultural values, this study tried to test the effect of debate education for the change of value perception of early adolescents about agriculture and rural communities. Through the two weeks of a debate education course, the differences of perception changes between the experimental group and control group were analyzed. As a result, education on agriculture and rural communities through debate has a great influence on the change of value perception and thus, it could be used as a supplementary educational method for literacy education and field trip learning. Lastly, limitations and implications for the study is discussed.