Journal of Advanced Education and Sciences

Training in agriculture as predictor of agripreneurial intentions of agricultural students in Kenyan TVET Institutions

2025-10-02T09:55:15+00:00

Agricultural education and training have been found to enhance agripreneurial intentions. Favorable agripreneurial intentions, in turn, indicate level of readiness(intention) to engage in agripreneurship. Consequently, agrarian economies, Kenya included, are using agricultural education and training to prepare youth for agripreneurship. However, there are scanty empirical findings on how agricultural education and training at TVET level is preparing Kenyan youth in readiness for agripreneurship. The purpose of this study, thus, was to examine the influence of agricultural education and training at TVET level on students’ agripreneurial intentions. The study was guided by the Theory of Planned Behaviour and utilized a correlational research design. Simple and stratified sampling procedures gave 356 respondents from an accessible population of 3190 final year agricultural students. Data was collected using closed-ended and open-ended questionnaires. Piloting and use of inter-item consistency technique yielded a Cronbach alpha reliability coefficient of .928 and .844 for agripreneurial intentions and training in agriculture respectively. The study hypothesis was tested using simple linear regression analysis at .05 level of significance. Statistical Package for Social Sciences version 28 aided data analysis. Qualitative data was analyzed thematically. Findings revealed that the students had high and favorable agripreneurial intentions (M=80.27%) with agricultural education and training predicting agripreneurial intentions (r=.423, R²=.179, F (1,314) =66.981, p=.000) with 17.9% variance. The study concluded that agricultural education and training at TVET level contributes to agripreneurial intentions formation of final year students studying agricultural courses. It is recommended that educators and policy makers and curriculum planners in TVET institutions promote and strengthen agricultural education and training to enhance students’ agripreneurial intentions.

School Education in Rajasthan: Policy Reforms, Statistical Insights, and Equity Challenges

2025-09-29T11:08:49+00:00

This study examines the trajectory of school education in Rajasthan from 1950 to 2024, focusing on policy reforms, statistical trends, and persistent equity challenges. Drawing upon Census data, Unified District Information System for Education Plus (UDISE+) statistics, and secondary literature, the analysis is organized in two phases: Phase I (1950–2017), which traces long-term expansion and reforms, and Phase II (2018–2024), which provides a detailed account of recent consolidation and digitalization. Findings show that Rajasthan has made significant progress in expanding access, improving literacy, and reducing gender gaps, particularly through state-specific innovations such as the Shiksha Karmi Project, Lok Jumbish, and Adarsh Yojana, alongside national interventions like Sarva Shiksha Abhiyan, the Right to Education Act, and Samagra Shiksha. Despite these achievements, persistent inequities remain across gender, social groups, and rural–urban divides. SC and ST girls in rural areas continue to rely disproportionately on government schools, which face challenges of weak infrastructure and low learning outcomes, while OBC and General urban families increasingly opt for private schooling. Comparative analysis of primary, upper primary, secondary, and higher secondary levels reveal that although higher secondary education has witnessed the greatest progress, secondary schooling remains the weakest link, with high dropout rates and declining government infrastructure. The study concludes that sustained investments in quality, retention, and equity are critical to ensuring inclusive educational development in Rajasthan.

Exploring factors affecting experiential activities and career guidance based on competency-based approaches for high school students in Ho Chi Minh City

2025-10-22T10:52:58+00:00

In the context of fundamental and comprehensive innovation of general education in Vietnam towards developing students' qualities and competencies, experiential activities and career guidance have become an indispensable element to help students form early career orientations, suitable to their abilities and personal conditions. This article aims to explore factors affecting the effectiveness of organizing experiential activities and career guidance based on competency-based approaches at high schools in Ho Chi Minh City. Using a mixed method, combining a quantitative survey of 121 managers, teachers and parents at 12 high schools with in-depth interviews with representatives of leaders and professional groups, the study identified four main groups of factors affecting experiential activities and career guidance: (i) the capacity and awareness of the teaching staff; (ii) orientation and support from the school management mechanism; (iii) school environment and coordination among stakeholders; and (iv) psychology and intrinsic motivation from students. The results of statistical analysis and qualitative data show the interrelationship between these factors in improving the quality of program implementation. On that basis, the article proposes some specific recommendations to improve the effectiveness of experiential activities and career guidance towards developing learners' capacity in the modern context.