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240			_aDoctor of Philosophy
245			_aThe agriculture education program of Camarines Norte State College: it's curriclular and enterpreneurial implications _cIbita, Purita S.
260			_cOctober 2006
300			_aPages 1-226 _bPhd 113.2
500			_aABSTRACT IBITA, PURITA S., “THE AGRICULTURAL EDUCATION PROGRAM OF CAMARINES NORTE STATE COLLEGE: IT’S CURRICULAR AND ENTREPRENUERIAL IMPLICATIONS”, (Doctoral Dissertation, Aquinas university of Legazpi, Legazpi City, October 2006). This study is a descriptive-evaluative type of research that delved on the assessment of the agricultural education program offered by Camarines Norte State College (CNSC) in the College of Agriculture and Natural Resources. Specifically, it sought answers to the following: a) the status of the agricultural education program as assessed by the respondents; b) the level of curricular relevance of the agricultural education program; c) the entrepreneurial development attributes of the agricultural education program; d) the strengths, weaknesses, opportunities and threats of the agricultural education program; and e) the development strategies offered to enhance the agricultural education program of the Camarines Norte State College. There were 157 respondents coming from the students, faculty members and community leaders whose responses served as the primary source of data validated questionnaire-checklist as the research instrument making use a for the study. The respondents were asked to assess the indicated area using a Likert’s 5-point scale. Statistical tools used were the weighted mean and percentage. Findings of the study showed that: 1.) The agricultural education program of CNSC as assessed by the respondents is Very Good in all areas except for laboratories which was assess only to be good. 2.) The level of curricular relevance of the agricultural program of CNSC is Excellent (4.56) along the objectives of the course offerings, and faculty participation in the evaluation and revision of the curriculum (4.55). Its relevance was assessed to be Very Good in all other indicators except for two which were assessed to be Good: instructional materials development for desirable attitudes towards life-long learning (3.49) and community resources consideration as input in the identification of course offerings (3.18). 3. Along entrepreneurial development attributes of the agricultural education program of CNSC, 81% of the respondents indicated that the institution initiated community development projects and that it maintained these projects initiated (75%). They also indicated (78%) that students earn while they learn. Only 27% of the respondents indicated that there is appropriate capital for entrepreneurship. Inviting representatives from prospective industry partners to promote employability of graduates was indicated by 33% of the respondents. AS indicated by 37% of the respondents, products of CANR students attracted investors to invest in gainful undertakings. 4. The agricultural education program of CNSC has these strengths noted on each area as: a) Faculty: awareness of faculty members of the goals/objectives of the program and their participation in its review (4.88); b) Instruction: classroom management (4.49); c) Research and Community Services: encouragement of conduct of research to staff (4.88); d) Students: scholarship program (4.88) and e) Physical Plant: classroom location (4.88). The program likewise has the following weakness noted along each area as: a) Faculty: ineffective teaching aids (3.49); b) Instruction: not clearly defines system (3.10); c) Research and Community Services: less participation from w instruction and research (2.50).d) Students: not well defined selection admission procedures for students procedures for students (3.50); and e) Physical Plant and Facilities; insufficient library collection to support instruction and research (2.50). Opportunities for the CNSC agricultural education program come in the following: a) Significantly, a bright future await the CNSC-CANR long Agricultural Education Program but I has to start with the admission program/requirements; b) A wider-range of administrative industrial and community partnership and cooperation has to be facilitated to attract more students locally and abroad and encourage investors to enhance entrepreneurship development. Threats for the CNSC agricultural education program were identified as: a.) Admission Program serves as entry point to attract scholars locally and abroad. Findings of this study could be used in pre-determination of an admission program which are more timely, relevant and promotes higher acceptability among students, parents/guardians. This would open an avenue to prove its competence, hence, it would .attract investors and draw funds to cater to the needs of CNSC-CANR to successfully attain its goals and objectives. b.) Physical plant facilities plant have to be reinforced. It gives a better face-value to instill the sense of pride among the students, attract more enrollees and better venue for learning. Development strategies based on the SWOT analysis of the CNSC Agricultural Education Program were offered as an output of this research. Conclusions Based on the summary of findings of the study, the conclusions drawn are the following: 1. The CNSC agricultural education program is relevant along objectives of the course offering and faculty participation in evaluation and revision of the curriculum, but not much along instructional materials development for life-long learning, and community resources involvement. 2. As part of the agricultural education program of CNSC, community development projects are initiated and maintained. Students earn while they learn. Appropriate capital for entrepreneurship, linkage with the prospective industry partners, and products of CANR attracting investors to invest, are among those attributes to be enhanced. 3. The agricultural education program of CNSC shows strengths along faculty awareness of goals and objectives, faculty recruitment policy/attendance, and scholarship program. Its weakness are noted on the quality of teaching aids, system of evaluation, community participation, student selection and admission procedures and library holdings. 4. Development strategies are offered which were evolved from the SWOT analysis of the CNSC agricultural education program. Recommendations Guided by the findings and conclusions, the following recommendations are offered: 1. Findings in this research could be used in predetermination of an admission program which are more timely, relevant and promotes higher acceptability among students, parents/guardians. This would open an avenue to prove its competence. Hence, it would attract investors and draw funds to cater to the needs of the CNSC-CANR to successfully attain the goals and objectives. Admission program should serve as entry point to attract scholars in the country and abroad. 2. Critical analysis has to be considered in the expansion of market to draw more production. Off-campus practicum of students in targeted industries or would –be employers upon graduation has to be considered and should be give emphasis on the particular skills necessary to engage in the industries program/thrust. Representatives from these industries may be invited as consultants, lecturer and speakers. Inputs from the industries may be used as guidelines in conducting curriculum enhancements, 3. Development strategies are offered for CNSC-CANR for their benefit. It could be used , or a similar paper may be produced as guidelines for Agricultural Education Development Program.
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