Factors influencing a conversion to organic farming in Nepalese tea farms

Organic agriculture in developing countries has increased in past decades especially due to the high demand of organic products in developed countries. The rate of conversion to organic production in Nepal, however, is observed much slower than expected. This study investigates factors that determine the conversion to organic production using Nepalese tea producers as a case study. A survey of 181 farmers was conducted in the Ilam and Panchthar district of Nepal, among which 86 were organic farmers and 95 were conventional farmers. A discriminant analysis was used to identify socio-economic characteristics that distinguish conventional and organic farmers. Results from the estimated discriminant function suggest that farmers located in a distance from regional markets, older in age, better trained, affiliated with institutions and having larger farms are more likely to adopt organic production. Similarly, a factor analysis shows that environmental awareness, bright market prospects, observable economic benefit and health consciousness are the major factors influencing farmers’ decisions on the conversion to organic production. While planning programs for the development of the organic tea sector in Nepal, policy makers should consider the support of farmers’ institutions, provision of training to farmers and raise farmers’ awareness about the environmental, economic and health benefits of organic farming.

Identification of Problem-based learning components and their effects on graduates' competencies

This study investigated the relationship between higher education and the requirement of the world of work with an emphasis on the effect of problem-based learning (PBL) on graduates' competencies. The implementation of full PBL method is costly (Albanese & Mitchell, 1993; Berkson, 1993; Finucane, Shannon, & McGrath, 2009). However, the implementation of PBL in a less than curriculum-wide mode is more achievable in a broader context (Albanese, 2000). This means higher education institutions implement only a few PBL components in the curriculum. Or a teacher implements a few PBL components at the courses level. For this kind of implementation there is a need to identify PBL components and their effects on particular educational outputs (Hmelo-Silver, 2004; Newman, 2003). So far, however there has been little research about this topic. The main aims of this study were: (1) to identify each of PBL components which were manifested in the development of a valid and reliable PBL implementation questionnaire and (2) to determine the effect of each identified PBL component to specific graduates' competencies. The analysis was based on quantitative data collected in the survey of medicine graduates of Gadjah Mada University, Indonesia. A total of 225 graduates responded to the survey. The result of confirmatory factor analysis (CFA) showed that all individual constructs of PBL and graduates' competencies had acceptable GOFs (Goodness-of-fit). Additionally, the values of the factor loadings (standardize loading estimates), the AVEs (average variance extracted), CRs (construct reliability), and ASVs (average shared squared variance) showed the proof of convergent and discriminant validity. All values indicated valid and reliable measurements. The investigation of the effects of PBL showed that each PBL component had specific effects on graduates' competencies. Interpersonal competencies were affected by Student-centred learning (β = .137; p < .05) and Small group components (β = .078; p < .05). Problem as stimulus affected Leadership (β = .182; p < .01). Real-world problems affected Personal and organisational competencies (β = .140; p < .01) and Interpersonal competencies (β = .114; p < .05). Teacher as facilitator affected Leadership (β = 142; p < .05). Self-directed learning affected Field-related competencies (β = .080; p < .05). These results can help higher education institution and educator to have informed choice about the implementation of PBL components. With this information higher education institutions and educators could fulfil their educational goals and in the same time meet their limited resources. This study seeks to improve prior studies' research method in four major ways: (1) by indentifying PBL components based on theory and empirical data; (2) by using latent variables in the structural equation modelling instead of using a variable as a proxy of a construct; (3) by using CFA to validate the latent structure of the measurement, thus providing better evidence of validity; and (4) by using graduate survey data which is suitable for analysing PBL effects in the frame work of the relationship between higher education and the world of work.

Identifying the factors governing attitude towards the e-Agriservice among dairy farmers in Maharashtra, India

Information and communication technology (ICT) projects have a great potential to revolutionise the information delivery system by bridging the gap between farmers and extension personnel. aAQUA (Almost All Questions Answered) portal was launched by the Developmental Informatics Laboratory (DIL) at Indian Institute of Technology (IIT) Mumbai, Maharashtra, India in 2003 as an information providing system to deliver technology options and tailored information for the problems and queries raised by Indian dairy farmers. To measure the effectiveness of this service the attitudinal dimensions of the users of aAQUA e-Agriservice were investigated using a 22 item scale. A simple random sampling technique was used to select 120 dairy farmers from which data were collected and subjected to factor analysis to identify the underlying constructs in this research. From the attitude items, four components were extracted and named as the pessimistic, utility, technical and efficacy perspective, which influenced the development of varied level of attitudinal inclination towards the e-Agriservice. These components explained 64.40 per cent of variation in the attitude of the users towards the aAQUA e-Agriservice. This study provides a framework for technically efficient service provision that might help to reduce the pessimistic attitude of target population to adopt e-Agriservice in their farming system. The results should also be helpful for researchers, academics, ICT based service providers and policy makers to consider these perspectives while planning and implementing ICT projects.