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Information Journal Paper

Title

AGRICULTURAL EDUCATION IN IRAN: A WRONG BEGINNING AND A VAGUE FUTURE (REVIEW ARTICLE)

Pages

  159-175

Abstract

 The relationship between EDUCATION and DEVELOPMENT is clear and their influence on each other is obvious. EDUCATION as a tool for training manpower has a great role in social and economical DEVELOPMENT. In fact, educated manpower is considered as an engine for overall DEVELOPMENT. When economic DEVELOPMENT occurred then, more attention would be paid to EDUCATION. It is remarkable that the process of DEVELOPMENT should be begun from the side of EDUCATION in third world countries and Iran is not an exception in this regard. Therefore, after the revolution of constitution in 1905, more attention was paid on expansion of EDUCATION and many different schools and western type EDUCATIONal centers were established in Tehran and other cities. So, the process of DEVELOPMENT was begun from the side of EDUCATION in Iran. These schools trained needed manpower for the industrial and SERVICE SECTORs and they have relatively been successful. At the same time, AGRICULTURAL SCHOOLS could not play their role in educating proper and suitable manpower needed in AGRICULTURAL SECTOR. The main reason was that when the first AGRICULTURAL SCHOOLS were established in Iran in 1279, the AGRICULTURAL SECTOR was relatively developed compared to the industrial and SERVICE SECTORs. Therefore, the process of DEVELOPMENT in agriculture should not begin from the side of EDUCATION. So, the wrong beginning of agricultural EDUCATION has brought about many problems and a vague situation. One of these problems is unemployment phenomenon. The agricultural graduate students have always faced this problem during the recent century. This problem has been generated by AGRICULTURAL SCHOOLS in Iran. The government of Iran has used the "A- Triangle" ways in order to solve the ominous unemployment phenomenon during the last century. Closing the schools, transferring them to the other institutes and finally employing their graduate students have been three ways of solving this problem by the government of Iran. Although the last way is so easy and suitable for employees, however due to many reasons, it is not suitable any more.

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    • Cite

    APA: Copy

    ZAMANIPOUR, A.A.. (2007). AGRICULTURAL EDUCATION IN IRAN: A WRONG BEGINNING AND A VAGUE FUTURE (REVIEW ARTICLE). IRANIAN AGRICULTURAL EXTENSION AND EDUCATION JOURNAL, 3(1), 159-175. SID. https://sid.ir/paper/109246/en

    Vancouver: Copy

    ZAMANIPOUR A.A.. AGRICULTURAL EDUCATION IN IRAN: A WRONG BEGINNING AND A VAGUE FUTURE (REVIEW ARTICLE). IRANIAN AGRICULTURAL EXTENSION AND EDUCATION JOURNAL[Internet]. 2007;3(1):159-175. Available from: https://sid.ir/paper/109246/en

    IEEE: Copy

    A.A. ZAMANIPOUR, “AGRICULTURAL EDUCATION IN IRAN: A WRONG BEGINNING AND A VAGUE FUTURE (REVIEW ARTICLE),” IRANIAN AGRICULTURAL EXTENSION AND EDUCATION JOURNAL, vol. 3, no. 1, pp. 159–175, 2007, [Online]. Available: https://sid.ir/paper/109246/en

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