ارزیابی و تحلیل وضعیت بهره‌برداری از منابع یادگیری و آموزشی کشاورزان به تفکیک سامانه‌های آبیاری (مطالعه موردی: استان قزوین)

نویسندگان

1 گروه علوم و مهندسی آب، دانشکده کشاورزی و منابع طبیعی، دانشگاه بین المللی امام خمینی (ره)، قزوین.

2 دانشیار گروه علوم و مهندسی آب دانشگاه بین المللی امام خمینی (ره)

چکیده

نیاز به آموزش در بخش کشاورزی به منظور استفاده بهتر از منابع زمین و آب همیشه وجود دارد. در این پژوهش منابع یادگیری و آموزشی کشاورزان شناسایی شدند. سپس وضعیت بهره‌برداری از آن به تفکیک سامانه‌ها‌ی آبیاری (سطحی و تحت‌فشار) و ارتباط آن با سن، تحصیلات، پیشینه به کارگیری سامانه آبیاری با استفاده از آزمون‌های آماری مورد ارزیابی و تحلیل قرار گرفت. روش انجام پژوهش فن دلفی و ابزار پیمایش پرسشنامه بود. در مجموع 358 پرسشنامه تکمیل و جمع‌آوری شدند. ارزیابی‌ها نشان دادند وضعیت بهره‌برداری از منابع یادگیری و آموزشی از دیدگاه "کشاورزان"، "صاحب‌نظران" و "آموزشگران" به ترتیب دارای امتیاز 08/1±73/1، 94/0±47/2 و 79/0±99/1 (از امتیاز کل 5) برای زارعان دارای سامانه آبیاری سطحی،  05/1±98/1، 84/0±52/2 و 95/0±39/2 (از امتیاز کل 5) برای زارعان دارای سامانه آبیاری تحت‌فشار، 08/1±19/2، 87/0±28/2 و 96/0±12/2 (از امتیاز کل 5) برای باغداران دارای سامانه آبیاری سطحی و 92/0±55/2، 88/0±38/2 و 21/1±37/2 (از امتیاز کل 5) برای باغداران دارای سامانه آبیاری تحت‌فشار است. وضعیت بهره‎برداری از منابع یادگیری و آموزشی (متوسط به پایین) نشان می‌دهد ظرفیت‌سازی و تغییر در محتوا و نحوه‌ی استفاده از منابع یادگیری و آموزشی با توجه به شرایط و علایق و زمینه‌های انگیزشی کشاورزان امری ضروری و لازم است. در میزان استفاده از منابع یادگیری و آموزشی کشاورزان سن در هیچ کدام از گروه‌ها تاثیر معناداری ندارد. پیشینه به کار گیری سامانه آبیاری تنها در گروه زارعان دارای سامانه آبیاری تحت‌فشار دارای رابطه مثبت و معنادار بود و سطح تحصیلات در تمامی گروه‌ها اثر مثبت و معنادار داشته است.

کلیدواژه‌ها


عنوان مقاله [English]

Evaluation and Analysis of Status Utilization of Learning and Training Resources by Farmer with Irrigation Systems (Case study: Qazvin province)

نویسندگان [English]

  • Mohammad Navid Farahza 1
  • Bijan Nazari 2
1 Department of Water Science and Engineering, Faculty of Agriculture and Natural Resources, Imam Khomeini International University, Qazvin.
2 Associate Professor, Dept. of Water Engineering, Imam Khomeini International University, Qazvin, Iran.
چکیده [English]

Background and Objectives
Education is the main basis for the growth of the individual and society and plays an important role in the sustainable development of a country. Education in the agricultural sector plays an important role in human resources supply. Numerous studies have been conducted to achieve educational solutions around the world. In Nigeria, educational videos were used to educate farmers in the form of animation, and the results of this study showed that knowledge transfer through information and communication technologies has a positive and significant effect (Mirgohar and Movahed Mohammadi 2008). Inside the country, research conducted in Ramshir has shown that participation in training and extension courses has a significant effect on increasing the level of professional knowledge of farmers and farmers' professional knowledge is directly related to age and agricultural work experience (Zare and Zolali 2015). Review of studies confirms the effectiveness of farmers' educational services and shows that there is always a need for education to properly use land and water resources. In this study, farmers' learning and educational resources were first identified. Then, the utilization status of these resources has been evaluated and analyzed separately for irrigation systems (surface and presssurized) and its relationship with the variables of age, level of education and background of using the irrigation system, by statistical tests.
Methodology
The study area is located in the central latitude and longitude of Qazvin province between 48 degrees and 44 minutes to 50 degrees and 51 minutes east of the Greenwich meridian and 35 degrees and 24 minutes to 36 degrees and 48 minutes north latitude relative to the equator. The total area under cultivation of crops and horticulture in Qazvin province was on average 334.764 thousand hectares, of which about 2323.439 thousand hectares (equivalent to 66.5%) irrigated and about 1112.325 thousand hectares (equivalent to 33.5%) has been rainfed (Anonymous 2019a, Anonymous 2019b). The research method was the Delphi technique and the survey tool was a questionnaire. The score of learning status of learning and educational resources was calculated using the mean index. Kolmogorov and Smirnov tests were used to check the normality of the data. To compare the score of each item with the average Likert scale (3), a one-sample t-test (parametric test) and one-sample sign test (non-parametric) were used. To compare the three perspectives of farmers, experts, and trainers, Kruskal-Wallis (non-parametric) and Mann-Whitney (non-parametric) tests were used. Moreover, Pearson (parametric) and Spearman (non-parametric) tests were used to assess the correlation between the use of learning and educational resources with the variables of age, level of education and background of using the irrigation system.
Findings
Evaluations showed that the utilization status of learning and educational resources from three perspectives of "farmers", "experts" and "trainers" has a score of 1.73±1.08, 2.47±0.94, and 1.99±0.79, respectively (out of a total score of 5) for crop farmers with surface irrigation system, 1.98±1.05, 2.52±0.84 and 2.39±0.95 (out of a total score of 5) for crop farmers with pressurized irrigation system, 2.19±1.08, 2.28±0.87 and 2.12±0.96 (out of a total score of 5) for gardeners with surface irrigation system and 2.55±0.92, 2.38±0.88 and 2.37±1.21 (out of a total score of 5) for gardeners with pressurized irrigation system. The results of correlation tests also showed that there was no significant effect on the use of the learning and educational resources of farmers in any of the groups. Background of using the irrigation system only in the group of farmers with a pressurized irrigation system had a positive and significant relationship and the level of education in all groups had a positive and significant effect. The highest use of learning and educational resources based on the three views expressed in the items "experience gained over time" and "benefiting from the experience of other farmers (leading farmers)" versus the lowest use of items related to "computer software and internet by computer", "mobile programs and mobile internet", "brochures, magazines and educational videos", "radio programs" and "attending classes and workshops".
Conclusion
The results of this research showed that farmers have basic knowledge about information and communication technology and are not fully aware of it and participate less in training classes. Also, in general, the utilization status of learning and educational resources from the three perspectives expressed is in the middle to low state. These results showed capacity building and change in content and how to use learning resources and education is necessary according to the conditions, interests, and motivational contexts of farmers. It is also suggested that to provide sustainable education, the provision of support and monitoring services should be considered on an ongoing basis alongside training programs.
 

کلیدواژه‌ها [English]

  • Delphi
  • Education
  • Pressurized irrigation
  • Surface irrigation
  • Trainers
Abbasi Rostami A, Ahmadpour A and Sharifzadeh M, 2016. Analysis of effectiveness of extension education activities on promoting tobacco growers' knowledge level in Mazandaran province with modeling structural equation. Iranian Journal of Agricultural Economics and Development Research 47(3): 695-706. (In Persian with English abstract).
Anonymous, 2019a. Agricultural Statistics Crop Year 2017, Volume 3: Horticultural Products, Ministry of Agriculture Jihad, Deputy of Planning and Economics, ICT Center. (In Persian).
Anonymous, 2019b. Agricultural Statistics Crop Year 2016-2017, Volume 1: Crops Products, Ministry of Agriculture Jihad, Deputy of Planning and Economics, ICT Center. (In Persian).
Azizi Khalkheili T, Karimi Gougheri H and Akbarpour M, 2017. Factors motivating Mazandaran farmers to attend extension educational programs at agricultural education centers. Journal of Agricultural Education Administration Research 39: 54-66. (In Persian with English abstract).
Azizi-Khalkheili T, 2017. Investigating the effectiveness of farmers occupational training. The case of: vermicompost production training in Pasargad township. Journal of Entrepreneurial Strategies in Agriculture 4 (7): 39-47. (In Persian with English abstract).
Bello-Bravo J, Zakari OA, Baoua I and Pittendrigh BR, 2019. Facilitated discussions increase learning gains from dialectically localized animated educational videos in Niger. Information Technology for Development 25(3): 579-603.
Chebbi HE, 2010. Agriculture and economic growth in Tunisia. China Agricultural Economic Review 2(1): 63–78.
Cronbach LJ, 1951. Coefficient alpha and the internal structure of tests. Psychometrika 16: 297–334.
Dhehibi B, Rudiger U, Moyo, HP and Dhraief MZ, 2020. Agricultural technology transfer preferences of smallholder farmers in Tunisia’s arid regions. Sustainability 12(1): 421.
Douce Ch, 2017. Different perspectives on evaluation. Open Learning. The Journal of Open, Distance and e-Learning 32(3): 193-195.
Hamdi Ahmadabad Y, Liaghat AM, Sohrabi T, Rasoulzadeh A and Nazari B, 2016. Performance evaluation of furrow systems in corn farms to improve irrigation efficiency under farmer management (Case Study: Moghan Agro-Industry and Husbandry). Journal of Water and Irrigation Management 6(1): 15-28. (In Persian with English abstract).
Heaton K, Barnhill J and Hill R, 2012. Strengthening Armenian irrigation capability through extension education and mentoring. Journal of International Agricultural and Extension Education 19(3): 30-38
Islam MS, Kabir MH, Ali MS, Sultana MS and Mahasin M, 2019. Farmers’ knowledge on climate change effects in agriculture. Agricultural Sciences 10: 386-394.
Kamal Chaudhary K, 2020. Farmers’ knowledge of ICT interventions in Indian agriculture sector. Our Heritage 68(1): 10680-10703. 
Mirgohar M and Movahed Mohammadi H, 2008. Investigating and prioritizing the training and extensional needs of wheat producers by measuring their technical knowledge level and performance. Iranian Agricultural Extension and Education Journal 4(1): 61-72. (In Persian with English abstract).
Niewolny KL and Lillard PT, 2010. Expanding the boundaries of beginning farmer training and program development: A review of contemporary initiatives to cultivate a new generation of American farmers. Journal of Agriculture, Food Systems, and Community Development 1(1): 65-88.
Niknami M, Assar M and Sabouri MS, 2014. Affective educational factors in enhancing knowledge of gardeners in utilizing under pressure irrigation systems in the Semnan province. Journal of Agricultural Extension and Education Research 6(4-24): 31-46. (In Persian with English abstract).
Ooi PAC and Kenmore PE, 2005. Impact of educating farmers about biological control in farmer field schools. Second International Symposium on Biological Control of Arthropods, 12-16 September, Davos, Switzerland.
Pandey H and Pant DC, 2020. Quality higher education and sustainable development (Special Reference to State Of Uttarakhand). Educational Management: A Skill Building Approach 68(1): 652-660.
Ramesh P and Krishnan P, 2020. Professional competence of teachers in Indian higher agricultural education. Current Science 118(3): 356-361.
Ramezani Humbari F and Nazari B, 2017. A study of the effect of design and operation mismatch on classic sprinkler systems’ efficiency. Iranian Journal of Soil and Water Research 47(4): 649-656. (In Persian with English abstract).
Ullah A and Khan A, 2019. Effect of extension-farmers contact on farmers’ knowledge of different pest management practices in the rain-fed districts of Khyber Pakhtunkhwa, Pakistan. Sarhad Journal of Agriculture 35(2): 602-609.
Zare A and Zolali N, 2015. Educational needs of optimal management of irrigation among Ramshir' farmers. Agricultural Education Administration Research 7(32): 84-96. (In Persian with English abstract).