Agriteach 4.02nd Transnational Partnership Meeting in Prague – Czech Republic 14 & 15 May 2018 Ljupcho Toshev, MSc. Martin Micevski
O2 Survey ResultsTeachers profile Macedonia • Survey covered 44 teachers • 100% of schools offer both theoretical and practical training • 79% of the teachers are younger than 55 years old
O2 Survey ResultsCurrent agro – informatics competence levels • 58% of teachers know, but do not use Common Agricultural Policy (CAP) • 54% of the teachers never heard of Agricultural Knowledge and Informational System (AKIS) • 93% ofteachers do not use the ICT toolsin their educational activities
O2 Survey ResultsCurrent agro – informatics competence levels • Over 2/3 of the teachers in MK and HU thinkthatthecurrentcurriculumdoesnotcontainsufficient and up-to-dateknowledgeofagricultural ICT tools • 66% of teachers educate themselves online to improve their ICT competence
O2 Survey ResultsCurrent agro – informatics competence levels • 96% of the teachers think that it is necessary for students to become more familiar with the latest ICT tools and technologies • 41% of the teachers think that it should be mandatory
O2 Survey ResultsTeachers knowledge on Agriculture 4.0 • 42% of the surveyed teachers do not have any basic knowledge on some agriculture 4.0 features like precision management, e-agriculture, telematics, etc. • Due to the lack of sophisticated machinery in the country, knowledge on automatic steering and navigation is still poor (57%) among surveyed teachers.
Conclusions • The teachers are not well informed about the opportunities for ICT tools • Very low knowledge and experience with digital technologies due to the lack of modern technology within the schools
Session 2 Final conclusions of IO1 and IO2, suggestions of using the results for IO3
Conclusions IO1 Hungary • Only half of arable crop growers have heard of precision farming, but this proportion depends on the size of the farm • the use of precision tools is more typical of larger farms Macedonia • Farmers have very little awareness and knowledge about more advanced technologies based on ICT such as automated systems, GPS or GIS systems and devices for precision agriculture
Conclusions IO1 Hungary • Most of the farmers show a positive attitude towards ICT tools, they are open to new technologies and eager to obtain more knowledge in the area of ICT Macedonia • Some companies in Macedonia use ICT tools, but the level of utilization is still low especially when precision farming is concerned
Conclusions IO2 Hungary • Vast majority of teachers have already heard about agricultural ICT tools and agriculture 4.0, but they are not using them Macedonia • The teachers are not well informed about the opportunities for ICT tools • Lack of knowledge and experience with digital technologies for modern farming like telematics, remote sensorsetc.
Conclusions IO2 • Almost half of the teachers (45% in HU and 43% in MK) are familiar with the basics and the principles of the Common Agricultural Policy (CAP) and Agricultural Knowledge Innovation System (AKIS), but they are not using them.
Conclusions IO2 • Using online education platforms for their educational activities is not typical. • The project method and the problem-based methods are known and applied in a larger proportion, but for the time being, education in both MK and HU agricultural vocational schools seems more traditional.
Conclusions IO2 • The starting project assumption (the H0 hypothesis) is that there is a significant requirement for the provision of ICT training in these fields, was strongly justified based on the survey results in both Hungary and Macedonia.
Recommendations Module 1 • The results from the survey reinforce our plan in the Agritech 4.0 project that the first module for teachers is needed. “Reinventing agricultural education” module gives an insight into innovative teaching methods, with a focus on online learning.
Recommendations Module 2 • The results demonstrate the need for the planned Module 2 “European Strategies and initiatives of e-Agriculture” as the module gives an overview of innovations in agriculture education, European and national initiatives, and trends in the agricultural sector.
Recommendations Module 3 • According to the results of the survey, the planned Module 3 in the Agriteach 4.0 project offers solution to the shortcomings. “Digital Systems within Agriculture 4.0” module will introduce the teachers to the most widely used systems and tools.