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Relevance of U. S. graduate education in agriculture to careers in agricultural development of East African agriculturalists

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https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/mg74qp74d

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  • The purpose of this study, to examine the relevance of U.S. graduate education in agriculture to careers in agricultural development of East African agriculturalists, was examined in terms of three problems: Problem 1: Was U.S. graduate education in agriculture relevant to careers in agricultural development of East African agriculturalists? Problem 2: Was U.S. graduate education in agriculture relevant to national agricultural development objectives? Problem 3: Were demographic characteristics of participants related to their perceptions of relevance of their education to careers and national agricultural development objectives? The population of this study was East African alumni of U.S. graduate programs in agriculture. A purposeful sample of 114 Tanzanian alumni of U.S. graduate programs in agriculture who had been sponsored by the United States Agency for International Development was surveyed. Relevance of training to career and to national agricultural development objectives was measured. Descriptive statistics were selected to analyze these data. The following conclusions were drawn from the study: 1) U.S. graduate education in agriculture is perceived as somewhat relevant to careers in agricultural development. Training in the discipline and training in research are most relevant. Training in social science and knowledge transfer skills is least relevant. Perceptions of relevance differ depending on major area of study, occupational group, and level of responsibility. Such differences can be used in training program design to ensure greater relevance. 2) U.S. graduate education in agriculture is perceived as somewhat relevant to the national agricultural development objectives of Tanzania. Training in social objectives is most relevant. Training in trade objectives is least relevant. 3) The relevance of U.S. graduate education in agriculture can be improved by expanding the content of courses, faculty preparation, and research to include a developing country perspective.
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