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The efficiency of educational services in the classic agrarian vision of the educational system

The efficiency of educational services in the classic agrarian vision of the educational system
Nesterenco Constantin, doctor of education, associate professor

Technical and Agricultural College of Soroca, Moldova

Championship participant: the National Research Analytics Championship - "Moldova";

 


The material exposed in this work contains reflections aboutthe quality of agronomic educationat the Technical Agricultural College from Soroca,and final results obtained by the students.

Key words: Education system, agricultural sector, agronomic education, educational institution, globalization, specialist, in the field of employment of the graduates of the Technical Agricultural College of Soroca, social effect, educational servicis.

 

Introduction

Improving the standard of living in the rural sector, and developing the agricultural sector cannot be achieved in the absence of a proper education system.  This agrarian strategy occupies an important role in the politics of the State Government.  This strategy, called the strategy of preparation, and should be defined on all four of its components: objectives; ways of realization; resources; time limits.

In view of these issues, we should focus attention on the educational system in general, the agronomic education. Indeed, the viability of a nation depends on the educational system, and demonstrated history of humanity, the nations that have qualified for and educations were the most developed nations.

Results and discussion

The main entity of agronomic education is the educational institution. Agronomic education can be considered a system composed of multiple subsystems (pedagogical, logistical, administrative, organizational, etc.) that interact with each other and whose main purpose is the improvement of the level of culture and civilization of society. The fundamental mission of the educational system is based on the agronomic performance of several objectives: specialist's progress so as to enjoy the best of life; socialization of so as to be able to take part with others in pursuit of an activity; providing basic knowledge of agriculture; provision of agrarian skills in various fields; providing basic skills and various professional capacities.

The specialist can only benefit from the achievement of these objectives. The same is true for the company which will use the knowledge, skills and skills in order to promote the advancement of agriculture.

With the explosion of information and knowledge, the question arises of quantification of the efficiency of the educational system. They reside in studying various aspects of which we mention:

- A first aspect is globalization, a phenomenon that has taken shape lately and affecting, in more or less than, the lives of each person. And even national economies globalizing cultures. This means that the activities of the society (politics, the economy, culture, sport, etc.) work in a closely interdependent world in real time. This phenomenon has become possible due to recent infrastructure provided by the information and communication technologies. Globalization involves a high level of civilization and culture of the various peoples, which is impossible without a system of effective and modern education.

- Even if the level of wealth and technology is higher than in the past, the number of people living in poverty is impressive. One of the chances of recovery for underdeveloped countries is the existence of an effective education system, able to mitigate the gap between different people, in terms of living standards.

- A specialist educational background is closely linked to unemployment. In general, unemployment rates decrease as educational background of the individual increases.

Generally poor level of knowledge poor result of underdeveloped or ineffective educational system, is considered quite important in explaining the level of unemployment in a country. Given the importance of studying aspects of efficiency in education work, we present how to assess it.

1. Assessment of the effectiveness of perspectives into the work of agronomic education.

2. Effects of agronomic education activity

Problematic effects of agricultural education activity is very complex. Traditionally, the idea that education is beneficial has been accepted as a general truth. Since the ' 80 has raised the question of quantification of the effects of educational activity unseen. At that time, it became evident the difficulty of such an assessment, because of the numerous conceptual and methodological problems encountered as well thanks to the magnitude and diversity of effects resulting from the work of education.

There is a  basic remark from which must be initiated assessment of agronomic education activity.It refers to the fact that trained specialists (who benefited in a proportion greater than or less than the agrarian system of education) are different from those which have not benefited from agrarian training. Therefore, experts are changing, as you gain more knowledge. Such changes may occur in different regions: the work of the expert, in his behavior, the level of health in domestic activities in economic life, etc. Undoubtedly, the question arises: to what extent these changes are the result solely of agricultural training and not other factors together (maturity, experience, etc.)[3]. In this context, it is beneficial to this chart placement in the field of agricultural labor colleges and university graduates of Agrarian State 2007-2009 (see figures 1.2 and 1.3). Initially we will present the work in the field of employment of the graduates of the Technical Agricultural College of Soroca 2007/2010(see figure 1.1)

Fig. 1.1.   Placement in the employement of graduates of Technical Agricultural College ofSoroca in 2007-2010 study years

Source: Adapted by the author.

Fig. 1.2.  Placement in employment of graduates of agricultural colleges in 2007-2009

Source: Adapted by the author.

Fig. 1.3. Placement in employment of graduates State Agrarian University of Moldova in 2007-2009

Source: Adapted by the author                                                

Furthermore, we present the comparison job placement in the years 2009/2010 college graduates

CAIR -  Agroindustrial College Riscani

CAT - Agricultural College Taul

CAIU - Agricultural College of Ungheni

CNVVC - National College of Viticulture and Winemaking of Chisinau

CTAS - Technical Agricultural College of  Soroca

CTASv - Technical Agricultural College of Svetl?i

CAIG - Agricultural College of Grinauti

CZMVB - College of Animal Husbandry and Veterinary Medicine  of Br?tu?eni

Fig. 1,4. Placement in employment of graduates of agricultural colleges in comparison (2009/2010)

Source: Adapted by the author

In Figure 1.5 we present the diagram for further education colleges in the years 2009/2010 college graduates

CAIR -  Agroindustrial College Riscani

CAT - Agricultural College Taul

CAIU - Agricultural College of Ungheni

CNVVC - National College of Viticulture and Winemaking of Chisinau

CTAS - Technical Agricultural College of  Soroca

CTASv - Technical Agricultural College of Svetl?i

CAIG - Agricultural College of Grinauti

CZMVB - College of Animal Husbandry and Veterinary Medicine  of Br?tu?eni

Fig. 1.5. Agricultural college graduates continue their studies at universities (2009/2010)

Source: Prepared by the author.

Ideally, we can consider two groups that do not differ between them only by different levels of instruction (one who has received training, and one which has not received it). In so far as you can see, the various benefits (social, economic, etc.) for the Group of agrarian training toward each other, then you can appreciate that these benefits are the effect of agronomic education activity. In reality it is impossible to find such groups identical with agrarian training, and one without. At first, this impossibility is one that people with different levels of intellectual living in different environments with different family, different skills and abilities. In the second, in all civilized countries (which have raised the question of study of social efficiency) agronomic education is mandatory for those working in agriculture. Therefore there are no specialists or groups of employees who have no training whatsoever.

It is obvious that any discussion regarding the effects of agronomic education activity should be differentiated according to the level of education. Benefit of a graduate education, agribusiness environment will be different from the one that will receive an educational agricultural environment will be different from that which absolve an agrarian higher education institution. However the benefit that you get immediately a graduate educational environment is the opportunity to move to the top level of the agronomic education. Educational activity of agrarian and effects it generates behaves like some economic goods, their value is determined by the law of supply and demand. Thus, to the extent that almost all the people in the agricultural sector have provided knowledge of agronomic education value of benefits will be less than in a situation where a small number of people in agriculture would hold that knowledge. Because of this, the effects of educational activity in agriculture will be different depending on the level of education is considered, as far as proportions of younger specialists are able to achieve higher levels of agricultural training.

According to the specialist’s literature, there are several types of effects (benefits) of the educational activity: cognitive or actual, measurable or unquantifiable, economic or social. It is obvious that some of these types of effects are easier to identify than others. Economists, in their desire to judge everything through cost-benefit analysis, tend to see only economic effects. Therefore, they see training as an invention in human capital, the financial and time expenditures are made ??to obtain an agricultural specialist, which will increase the value of specialist labor market and ultimately, revenue.

Human capital theory is based on the idea that quality and quantity of training received from a specialist help to increase its value, increasing labour productivity; and finally, this increase in productivity lead to superior returns. Of course, the human capital of a specialist in equal measure and depends on other factors, including non-education customers. For example, a graduate of the State Agrarian University has a higher salary than a graduate of the College of agriculture should not lead us to the idea that we will have made a college education, a compulsory salary.

It is possible that the graduate faculty to be more motivated than the Graduate College and due to these qualities could get a higher income even if it would not be graduated Agrarian University. Therefore, the assessment of education in terms of incomes was made in ideal conditions in which other factors affecting revenues were considered constant.

In fact, the correlation training - income has certain shortcomings. These drawbacks are the very factors extraeducational that influence income levels. Of these there are:

- situation on the labor market, which could influence revenue by individuals, regardless of specialty gained. It is possible that a technical college graduate ready forpoor occupation labor market, to hold, at some point, a higher salary than an economic or agronomic college graduate, prepared for a profession for which there is a surplus labor;

- future work of the graduate can generate different effects: both financial (income) and non-financial. It is possible that a higher education leading to a profession (job) highly desirable, that does not provide special revenues, but offers other rewards (status, prestige, etc.). For example, jobs in the Ministry of Agriculture device or academical domain are held very often people who receive income from other activities and therefore are not interested in financial income of these positions.

-discrimination or subjectivism, which hinders productivity to be reflected in higher revenues. Some employers preference to a certain type of employee can generate different effects at the same high level of education. Thus, the disadvantaged will be forced either to work more to get the same revenue, either to accept the lower wages in the same productivity;

-other factors of influence of individual incomes are: health, motivation, competent, intelligent, social status etc. It is obvious that a healthy individual get along life income greater than another with a low health conditions the same level of training.

In addition to these quantifiable effects (which takes the form of income), there are many other social effects, which are very hard to find, and once identified, are more difficult to assess.

These effects are complementary economic effects.

Social effects (and generally non quantifiable) occur at two levels: the specialist and the society as a whole. Note that the effects are the result of synergistic community of individual effects.

The first social effect is attested by numerous expert studies and research relatedfertility. Thus, it was found that education influences in determining the fertility of a families.

Another social effect of agricultural education is related to the labor market. Working conditions are usually more convenient for a graduate of UASM in that relationship superiors are based on greater confidence than in the case of a people without agrarian studies. These types of non-wage benefits (conditions and work environment, personal status, opportunities for promotion) are particularly important for graduate UASM, sometimes as large as salary received.

The third type of social effects of education refers to improving behavior specialist. More specifically, agrarian studies can improve individual skills to make decisions, be more innovative, to adapt more quickly to social and technological changes occurred, etc. to encourage technical progress.

Another type of social effects of the training is linked to better health behavior of university agrarian graduates.

The fifth type of social effect is represented by the size of the human relations. Such effects are the satisfaction offered by participation in various activities with colleagues, meeting with potential life partner, etc.. Finally, another type of social effects is represented by those records directly to society as a whole. These effects refer to the impact they have people with higher education on labor productivity and social welfare of all members of society, including up to those who have received training.

Other social effects of education refers to corruption, bureaucracy, the Division of society, social inequality and development, etc. All these areas can be improved by a higher level of education.

By analysing these effects, we can conclude that life satisfaction is likely to grow in the conditions of a high level of education.

How to measure the effects of agricultural education is another important aspect. A first way of quantification is known as the "value added". As I noted above, the differences between vocational training specialists with identical or different is not due to the exclusivity of the agronomic education. The real problem in terms of the benefits of education is the extent to which developments at the level of an expert is due to the education system. This involves an evaluation before and after graduating from an agronomic education institutions, so that changes can be identified and evaluated. In essence, the "value added" method is qualities and skills a worker before the educational experience, and at the end of it. Comparing with the original final level is apparent effect (the benefit of) educational system on the agronomic engineer. However, though the effect observed may not be entirely the result of educational system. Thus, significant changes in the graduate level may occur as a result of the normal maturation process (process which takes place both in the presence and absence of training, due to the special conditions of family or economic life. Therefore it is necessary to take into consideration other factors influencing non-education customers in the specialist's changes.

Still present five ways to changes in personality assessment specialist, as a result of agricultural education:

- The first method of quantification is to consider any expenditure made in the education system as a measure of utility agronomic her ("... expenditure on agronomic education should not be made ??only to the extent that students, their families and civil society as a whole they believe the results will justify the outlay effects ");

- The second way to assess the effects is to consider the potential value of human capital increases as a result of agronomic education training;

- The third way of assessing the effects of agronomic education is the study economical growth in agriculture within a well established and whether the training is responsible for this increase;

- The fourth way refers to the assessment rates of return on investment in education agronomical system. The disadvantage of this method is the fact that only consider the income or the income of specialists increases as a result of passing an agricultural education institutions. As I said before, there are other benefits of agronomic education system, in addition to income received;

- The five way to quantify the effects of educational activity is to learn to experts about their academic experience.

Each of these methods can be applied by specialists, and the University. The problem is that although some benefits are difficult to measure, this should not lead to the idea that they can not be, under any circumstances, measurable and therefore are not important in social aspect of economic life.

Effects recorded in the socio-cultural (and especially in agricultural educational activity) are very complex compared to those in the economic sphere. This is due to their very different typology, the multitude of plans to which they manifest, very long time that is registered etc.

Conclusions:

Whatever the approach, the main problem of assessing the efficiency of agricultural education (as part of public services) is related to the fact that it is an economic activity but a social-cultural and therefore the effects are difficult to quantify.

If the inputs (resources) in the system are relatively easy to express, outputs (benefits) are quite difficult to measure, this is because they are recorded over a long time and very often do not take the form of money.

Another important issue to be analyzed refers to the distinction between social efficiency (whose evaluation is based mainly on classical vision) and economic efficiency (the assessment that systemic vision is often done). Thus, if a business, maximizing effects to improve efficiency without taking into account the volume and structure efforts is nonsense. For agricultural educational activity possible and is explained by the fact that man is both subject and subject to such activities.

In assessing efficiency, economists use the concept of "production function" to describe mathematical relationships between inputs inputs (labor, capital and nature) and the results obtained. Also use the concept of labor productivity (output per unit of work product) and the concept of profitability (profit per unit cost).

The notion of production function assumes that the inputs and outputs can be defined rigorously and precisely. The concept of production function is more difficult to apply the agronomic education may therefore lead to misleading results.  This is due to several issues, such as:

-teachers can have different results depending on the institution in which they work, but also depending on the students they work with;

-agronomic education results are very complex, very different in nature. This measurement is difficult, if not impossible to achieve;

-the results of training both for specialists and for society, isn’t exactly when the institution he graduated, but throughout their lives. Only a small proportion of benefits may be indicators of performance and only at a certain point in life. The question arises whether the graduate's achievements are consequences of agricultural training received from the institution or experience it before and after years of study.

Efficiency is the repport of educational services rendered and the resources used and represents a maximisation of  the result with a volume that minimize resources used or planned for getting results, taking into account the results of the quality assurance. efficiency is the fact of doing things in a correct manner. answer the question: but how well you can perform cognitive load? to cite resources?

Efficiency measure formula can be expressed by the following calculation: Ef =R/M;

where:R- inbound, M-outbound

Educational activity may be appreciated if the result of the repport is lower than the growth in scheduled or drops. Here is a point of reference for a more conclusive appreciation as well as efficiency, for example, the comparison between the effect or effort and with that achieved by other entities with similar activity.Also, the use of the notion of traditional agrarian economic efficiency in the training can lead to misleading results.  For example, increasing the number of graduates by a teacher (which in the language of economic growth would mean teacher's labour productivity) does not necessarily mean an increase in efficiency.  More specifically, the basic aim of agronomic education institutions is not "production of graduates", but higher levels of well-being and of civilization of a society. Therefore, increasing the number of graduates is insignificant from the point of view of educational efficiency, if they cannot find a job and does not contribute (through the use of the knowledge and skills acquired in the process of education) to the personal well-being of the society.  Moreover, increasing the number of graduates of the teacher is not the result of increasing the efficiency of the teacher, but is the result of the influence of the joint efforts of a number of factors: improving the teacher, students, improving the intellectual level of the students, tests and simples of relatively easy graduation, etc.

In conclusion, the efficiency (especially for educational activity) can be seen in the light of both visions: classical and systemic. However, the use of "ad literam" methods and techniques for the evaluation of business efficiency in order to measure the effectiveness of educational activity may lead to distorted results, hiding the main objectives of education.

 

References:

1. Nesterenco C.  Agrarian reform education Impacts on agriculture in the new economic conditions of Europeanization. Perspectives for the development of agriculture in the competition for the integration into the European Union. National Symposium on "perspectives for the development of agriculture in the competition for the integration into the European Union", Bucharest, Romania, May 18, 2006. Bucharest: University Book, 2006, pp. 411-420.

2. Nesterenco C. Management of agricultural education institutions: managerial issues of institutions with agricultural management during economic Europeanization. Monograph. Chisinau Center UASM editorial, 2009, 244 p 20.9 as ISBN 978-9975-64-175-3.

3. Nesterenco C. Pedagogical aspects of orientation to the agro-technical education. ?n: Actual problems of agro-technical education. Proceedings of the 5th International Scientific Conference, 8-9 June 2006 Minsk BGATU, p. 57-58.

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Comments: 22

Vykhodets Aleksander Mihaylovich

Спасибо авторамза то что сумели такую тему "поднять" и привлечь к ней внимание. Эта проблема интересует многих, однако пока она решается гуманитарно. Невозможно не обратить внимание на предложенных 5 типов социального эффекта и на полученные сравнительные механизмы оценки их экономической эффентивности. Безусловно, работу следует продолжать

Nesterenco Constantin Mihail

Спасибо ! Работу будем продолжать в этом направлении. Удачи Вам !

Vykhodets Aleksander Mihaylovich

Спасибо авторамза то что сумели такую тему "поднять" и привлечь к ней внимание. Эта проблема интересует многих, однако пока она решается гуманитарно. Невозможно не обратить внимание на предложенных 5 типов социального эффекта и на полученные сравнительные механизмы оценки их экономической эффентивности. Безусловно, работу следует продолжать

Buniatyan Marina

В целом работа написана хорошо, но некоторые диаграммы не "читабельно". Удачи Вам.

Nesterenco Constantin Mihail

Спасибо ! В дальнейшем постараемся устранить Ваше замечание ! Удачи Вам !

Asanova Natalia Aleksandrovna

Действительно статья очень интересная, написана доступным языком. Авторы заслуживают положительной оценки. С уважением Асанова Н.А.

Nesterenco Constantin Mihail

Я Вас благодарю за положительный отзыв. Творческих успехов Вам ! С уважением К. Нестеренко

Романович Людмила Геннадьевна

Очень интересная работа. Заслуживает высокой оценки. Тема работы очень актуальна. Сотрудничая с коллегами из Республики Молдова, понятна проблематика и то, что она достаточно глубоко исследована автором. Материал изложен методично. Дальнейших Вам успехов в научной работе!

Nesterenco Constantin Mihail

Спасибо за отзыв ! В нашей стране, как и во многих странах, научные кадры добросовестно делают свою работу. Иногда ихний труд не совсем по заслугам оценивается, но данная проблема существует и в некоторых развитых странах. От уровня развития науки зависит уровень развития страны и наоборот. Удачи Вам ! С уважением К. Нестеренко

ALONA ZHAROVA

Очень интересная работа. Тема отличается новизной, а само исследование носит глубоко проработанный характер. Также импонирует структурированное изложение материала. С пожеланием творческих успехов, Жарова Алёна.

Nesterenco Constantin Mihail

Спасибо. На самом деле для нашей страны тематика новая. На счет методики исследования и структурирование материала этому я благодарен профессору Галузинскому Владимиру Михайловичу, Он работал на кафедре педагогике в Киевском Институте Иностранных Языков и одновременно был моим руководителем диссертации в Украинской Сельскохозяйственной Академии.

Nesterenco Constantin Mihail

Удачи и успехов Вам !

Zarytska Nataliia Petrivna

Крайне актуальная статья. Следует отметить новизну подходов автора касательно идентификации проблемы и поиска путей ее решения. Исследование характеризуется высокой степенью научности изложения материала, обоснованностью выводов, фундаментальностью, проявлением четкой позиции автора в оценке выявленных тенденций и процессов.

Nesterenco Constantin Mihail

Спасибо. Многие выводы были направлены и в Парламент страны и в Министерство Образования и нашли свое место в новом Проекте Закона об Образовании. Успехов Вам !

Andrey Marenkov

Статья интересна по своему содержанию. актуальная тема.Очень хорошая статья. Спасибо

Nesterenco Constantin Mihail

Спасибо большое за положительный отзыв. Удачи Вам

Kotliarova Kateryna Igorevna

Интересный и "незамыленный" материал. Самому разрабатывать тематику намного сложнее, чем переписывать (и критиковать) чужие статьи. Желаю автору успеха в познании выбранной тематики. С ув., Котлярова К.

Nesterenco Constantin Mihail

Спасибо Вам ! Твоческих успехов и удачи !

Stepanova Vera Vladimirovna

Unfortunately, such topics are rarely the subject of scientific interest. The article deserves attention not only to the scientific community, but the authorities also. V. Stepanova

Nesterenco Constantin Mihail

Спасибо большое за положительный отзыв. Удачи Вам !

Khachpanov Giya Viacheslavovich

В целом работа написана хорошо, но следует отметить, что некоторые диаграммы не читабельно выглядят мелкий шрифт и т. п. В списке литературы только работы автора, хотя бы указали статистические источники на основе которых была проведена адаптация автором. Творческих успехов.

Nesterenco Constantin Mihail

Спасибо за отяыв. По данной тематике еще недостаточно научных исследований . Мы использовали Годовые отчеты, которые аграрные колледжи в конце учебного года сдают в Министерство. На наш взгляд, эти отчеты не совсем подходят как источники Библиографии, они не соответствуют тем требованиям, которые выдвигает ВАК.
Comments: 22

Vykhodets Aleksander Mihaylovich

Спасибо авторамза то что сумели такую тему "поднять" и привлечь к ней внимание. Эта проблема интересует многих, однако пока она решается гуманитарно. Невозможно не обратить внимание на предложенных 5 типов социального эффекта и на полученные сравнительные механизмы оценки их экономической эффентивности. Безусловно, работу следует продолжать

Nesterenco Constantin Mihail

Спасибо ! Работу будем продолжать в этом направлении. Удачи Вам !

Vykhodets Aleksander Mihaylovich

Спасибо авторамза то что сумели такую тему "поднять" и привлечь к ней внимание. Эта проблема интересует многих, однако пока она решается гуманитарно. Невозможно не обратить внимание на предложенных 5 типов социального эффекта и на полученные сравнительные механизмы оценки их экономической эффентивности. Безусловно, работу следует продолжать

Buniatyan Marina

В целом работа написана хорошо, но некоторые диаграммы не "читабельно". Удачи Вам.

Nesterenco Constantin Mihail

Спасибо ! В дальнейшем постараемся устранить Ваше замечание ! Удачи Вам !

Asanova Natalia Aleksandrovna

Действительно статья очень интересная, написана доступным языком. Авторы заслуживают положительной оценки. С уважением Асанова Н.А.

Nesterenco Constantin Mihail

Я Вас благодарю за положительный отзыв. Творческих успехов Вам ! С уважением К. Нестеренко

Романович Людмила Геннадьевна

Очень интересная работа. Заслуживает высокой оценки. Тема работы очень актуальна. Сотрудничая с коллегами из Республики Молдова, понятна проблематика и то, что она достаточно глубоко исследована автором. Материал изложен методично. Дальнейших Вам успехов в научной работе!

Nesterenco Constantin Mihail

Спасибо за отзыв ! В нашей стране, как и во многих странах, научные кадры добросовестно делают свою работу. Иногда ихний труд не совсем по заслугам оценивается, но данная проблема существует и в некоторых развитых странах. От уровня развития науки зависит уровень развития страны и наоборот. Удачи Вам ! С уважением К. Нестеренко

ALONA ZHAROVA

Очень интересная работа. Тема отличается новизной, а само исследование носит глубоко проработанный характер. Также импонирует структурированное изложение материала. С пожеланием творческих успехов, Жарова Алёна.

Nesterenco Constantin Mihail

Спасибо. На самом деле для нашей страны тематика новая. На счет методики исследования и структурирование материала этому я благодарен профессору Галузинскому Владимиру Михайловичу, Он работал на кафедре педагогике в Киевском Институте Иностранных Языков и одновременно был моим руководителем диссертации в Украинской Сельскохозяйственной Академии.

Nesterenco Constantin Mihail

Удачи и успехов Вам !

Zarytska Nataliia Petrivna

Крайне актуальная статья. Следует отметить новизну подходов автора касательно идентификации проблемы и поиска путей ее решения. Исследование характеризуется высокой степенью научности изложения материала, обоснованностью выводов, фундаментальностью, проявлением четкой позиции автора в оценке выявленных тенденций и процессов.

Nesterenco Constantin Mihail

Спасибо. Многие выводы были направлены и в Парламент страны и в Министерство Образования и нашли свое место в новом Проекте Закона об Образовании. Успехов Вам !

Andrey Marenkov

Статья интересна по своему содержанию. актуальная тема.Очень хорошая статья. Спасибо

Nesterenco Constantin Mihail

Спасибо большое за положительный отзыв. Удачи Вам

Kotliarova Kateryna Igorevna

Интересный и "незамыленный" материал. Самому разрабатывать тематику намного сложнее, чем переписывать (и критиковать) чужие статьи. Желаю автору успеха в познании выбранной тематики. С ув., Котлярова К.

Nesterenco Constantin Mihail

Спасибо Вам ! Твоческих успехов и удачи !

Stepanova Vera Vladimirovna

Unfortunately, such topics are rarely the subject of scientific interest. The article deserves attention not only to the scientific community, but the authorities also. V. Stepanova

Nesterenco Constantin Mihail

Спасибо большое за положительный отзыв. Удачи Вам !

Khachpanov Giya Viacheslavovich

В целом работа написана хорошо, но следует отметить, что некоторые диаграммы не читабельно выглядят мелкий шрифт и т. п. В списке литературы только работы автора, хотя бы указали статистические источники на основе которых была проведена адаптация автором. Творческих успехов.

Nesterenco Constantin Mihail

Спасибо за отяыв. По данной тематике еще недостаточно научных исследований . Мы использовали Годовые отчеты, которые аграрные колледжи в конце учебного года сдают в Министерство. На наш взгляд, эти отчеты не совсем подходят как источники Библиографии, они не соответствуют тем требованиям, которые выдвигает ВАК.
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