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首页> 外文会议>ACIAR Proceedings no.113; Workshop on Agriculture: New Directions for a New Nation East Timor(Timor-Leste); 20021001-03; Dili(TP) >University education for the agricultural development of East Timor
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University education for the agricultural development of East Timor

机译：东帝汶农业发展的大学教育

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The agricultural sector remains the dominant component of East Timor's economy and its importance demands a range of educational services in agriculture at primary, secondary, tertiary and adult levels to build capacity in the sector. University undergraduate teaching in agriculture is based on the previous Indonesian curriculum which is fragmented and content orientated and uses an educational approach in which little attempt is made to relate theory to the problems encountered in local farming systems. This abstract approach to the presentation of information leads to rote learning rather than encouraging a deep learning experience that develops in students' capacities to identify and solve problems. The Faculty of Agriculture of the National University of Timor LoroSae aspires to teach a modern agriculture curriculum based on the sciences and technologies, and which is designed to service a developed industry. However, graduates from the faculty will be dealing with traditional agriculture where farmers depend on their own experience and that of their forbears as a basis for their decision making. The degree courses should produce graduates who have the capacity to understand the traditional animal and crop production systems and who will also be able to conduct scientific research and apply research to improve the performance of local agricultural systems. Comparative studies of relevant traditional and local farming systems which include case studies of successful and unsuccessful interventions intended to improve the productivity of traditional systems is one means of developing graduates who understand how to apply science and technology in their work with farmers to improve production and system sustainability. This approach would foster deep learning experiences that would bring to the students more holistic views of the discipline which, in turn, would change the way in which the learner visualises the farming systems. Internal and external factors that impact on the quality of teaching and learning are considered. The importance of research activity and its nexus with quality learning is discussed. To sustain research at the university there is a need for a cooperative research model to be developed between the university and other agencies so that significant agricultural problems are identified, and to achieve efficient use of scarce resources. University of Timor LoroSae staff have made considerable headway in identifying the strengths and limitations of their present curricula, and in setting graduate attributes for their students. Further development of these issues is anticipated in 2004.
机译：农业部门仍然是东帝汶经济的主要组成部分，其重要性要求在小学，中学，高等教育和成人各级提供一系列的农业教育服务，以建设该部门的能力。农业大学的大学本科教学是基于以前的印尼课程，该课程是零散的和以内容为导向的，并使用一种教育方法，其中很少尝试将理论与当地农业系统中遇到的问题联系起来。这种抽象的信息呈现方法可导致死记硬背学习，而不是鼓励深度学习体验的发展，这种体验会提高学生识别和解决问题的能力。东帝汶国立大学农业学院致力于教授基于科学和技术的现代农业课程，旨在为发达工业服务。但是，该学院的毕业生将与传统农业打交道，农民将依靠自己的经验和前辈的经验作为决策的基础。学位课程应培养有能力了解传统动物和农作物生产系统的毕业生，并且他们还将能够进行科学研究和应用研究来改善当地农业系统的绩效。对相关传统和地方农业制度的比较研究，包括旨在提高传统制度生产力的成功和不成功干预措施的案例研究，是培养了解如何在农民工作中运用科学和技术以改善生产和制度的毕业生的一种方式可持续性。这种方法将培养深度学习经验，从而为学生带来对该学科更全面的看法，从而改变学习者可视化耕作系统的方式。考虑影响教学质量的内部和外部因素。讨论了研究活动的重要性及其与高质量学习的联系。为了维持大学的研究，需要在大学和其他机构之间建立合作研究模型，以便发现重大的农业问题，并有效利用稀缺资源。东帝汶大学的工作人员在确定当前课程的优势和局限性以及为学生设置研究生属性方面取得了很大进展。预计在2004年将进一步发展这些问题。

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