IJRVET: Education Managers & Digitalisation in Agriculture

The International Journal for Research in Vocational Education and Training (IJRVET) published two new article:

Comparative Analysis of the Process of Training Education Managers in Educational Institutions by Askarbek K. Kusainov*, Kamchat A. Yessenova**, Roza S. Kassymova**, Kuanysh S. Moldassan**, Ardak M. Sembayeva** (* Academy of Pedagogical Sciences, Kazakhstan; ** Al-Farabi Kazakh National University, Kazakhstan)

Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers by Michael Goller, Carina Caruso and Christian Harteis (all authors are from the Paderborn University, Germany)

Both articles are open access.

Comparative Analysis of the Process of Training Education Managers in Educational Institutions

Askarbek K. Kusainov, Kamchat A. Yessenova, Roza S. Kassymova, Kuanysh S. Moldassan, Ardak M. Sembayeva

Full article (open access): https://doi.org/10.13152/IJRVET.8.2.3


Context: A significant part of future specialists receive only practical skills without formal practical exam situation. In this regard, there is a need to train a manager who can adapt and be ready to carry out his/her activities in a specific profile interaction. The aim of the experimental study was to develop and test the advanced working hypothesis about the possibility of effective formation of readiness for future self-realisation of future education managers.

Approach: The work uses mathematical methods for testing the hypothesis of testing the readiness of education managers with verification of competency type.

Findings: The novelty of the study is determined by what the authors are considering “the possibility of training a manager in accordance” including not only the standards for the provision of educational services to the population, but also the possibility of introducing world-class training standards. The authors show that the basis for such a development may be the readiness to work in a globalised environment. The dynamics of changes in the indicators of the levels of readiness for professional self-realization of students studying in the control and experimental groups from the first to the fourth year were compiled and recorded. The methodology of vocational training of students for the purpose of their self-realisation during training has been specified. The practical significance of the study is determined by the fact that integration with the global educational environment should be based on international standards for the provision of educational services. 

Conclusions: The results of this research can be useful and interesting to international readers, as the parameters of educational and methodological support have been developed and tested, which contains a set of situational exercises to form readiness for professional self-realisation for future education managers. Also, the conducted analysis indicated serious problems with the employment of university graduates both in the Republic of Kazakhstan and in the Republic of Lithuania.

Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers

Michael Goller, Carina Caruso and Christian Harteis

Full article (open access): https://doi.org/10.13152/IJRVET.8.2.4


Purpose: This study aims at investigating how digitalisation (in the sense of industry 4.0) has changed the work of farmers and how they experience the changes from more traditional work to digitalised agriculture. It also investigates what knowledge farmers require on digitalised farms and how they acquire it. Dairy farming was used as domain of investigation since it, unlike other industries, has strongly been affected by digitalisation throughout the last years.

Method: Exploratory interviews with 10 livestock farmers working on digitalised dairy farms were analysed using qualitative content analysis. A deductive and inductive coding strategy was used. 

Findings: Farming work has changed from more manual tasks towards symbol manipulation and data processing. Farmers must be able to use computers and other digital devices to retrieve and analyse sensor data that allow them to monitor and control the processes on their farm. For this new kind of work, farmers require elaborated mental models that link traditional farming knowledge with knowledge about digital systems, including a strong understanding of production processes underlying their farm. Learning is mostly based on instructions offered by manufacturers of the new technology as well as informal and non-formal learning modes. Even younger farmers report that digital technology was not sufficiently covered in their (vocational) degrees. In general, farmers emphasises the positive effects of digitalisation both on their working as well as private life. 

Conclusions: Farmers should be aware of the opportunities as well as the potential drawbacks of the digitalisation of work processes in agriculture. Providers of agricultural education (like vocational schools or training institutes) need to incorporate the knowledge and skills required to work in digitalised environments (e.g., data literacy) in their syllabi. Further studies are required to assess how digitalisation changes farming practices and what knowledge as well as skills linked to these developments are required in the future.