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Analyzing Educational Barriers in Sustainable Agricultural Development in Lordegan County | ||
| پژوهش مدیریت آموزش کشاورزی | ||
| Volume 12, Issue 53, September 2020, Pages 3-32 PDF (560.89 K) | ||
| Document Type: Research Paper | ||
| DOI: 10.22092/jaear.2020.128556.1671 | ||
| Authors | ||
| Ali Fatahi Milasi* 1; Reza Esmaeili2 | ||
| 1Ph.D. in Public Management, Islamic Azad University, Khorasgan Branch, Isfahan, Iran | ||
| 2Assistant Professor Islamic Azad University, Department of Cultural management, Khorasgan Branch, Isfahan, Iran | ||
| Abstract | ||
| In many countries increasing agricultural sustainability is one of the proposed approaches to help Problems solving such as hunger, poverty and disability. In this regard, people and especially farmers are in need of education as a driving force for the country's economy. However, few studies have particularly addressed the obstacles to agricultural education in sustainable development. Therefore, the present study was conducted with the aim of identifying and analyzing educational barriers in sustainable agricultural development. The statistical population of this study composed of all learners and educators in Lordegan County Agricultural Education Center participating in the educational programs. 112 ones were selected using Krejcie and Morgan table and random sampling method. The research instrument was a researcher-made questionnaire. In this research 7 factors were extracted using Exploratory factor analysis. These factors consist of "managerial-supportive", "quality of education", "communicational-informational", "infrastructure", "cultural", "psychological", and "environmental" factors, respectively according to their importance; which explained 67.69% of the total variances. Each of these factors should be considered according to their significance in order to obviate educational barriers in sustainable agricultural development. In addition, the results of independent t-test showed that there is a significant difference between the two groups including educators and learners in terms of "managerial-supportive", "communicational-informational", "quality of education", "infrastructure". Nevertheless, there is no significant difference between the two groups in terms of the "environmental" and "cultural" factors. | ||
| Keywords | ||
| Education; Sustainable Development; Lordegan County; Agriculture | ||
| References | ||
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