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Gaps in Agriculture Competencies of Graduates of Selected Vocational Schools and Institutional Requirement in Timor-Leste
Dissertation Abstract:
This study was undertaken to determine the gaps in agriculture competencies of graduates of selected vocational schools and institutional requirements in Timor- Leste. Specifically, three agricultural vocational schools in Natarbora, Maliana, and Ambeno were selected and sample respondents consisting of administrators, teachers, students, graduates, employees, and employers were interviewed. Descriptive statistics and gap analysis were used to analyze the data gathered.
Majority of the respondent-teachers were male, aged 40 years and above, married, college graduates, and with specialization in Agronomy. Most of the students were male, aged 15–19 years, single, and finished high school. Most of the respondent- administrators were female, aged 20–29, married, college graduates, and with field specialization in Agronomy. Alumni-respondents and employers were mostly male, aged 20–29 years, and single. Most employers had college degrees.
Agricultural vocational schools are primarily funded by the government with support from international agencies. The curriculum is based on the basic needs of the industry, covered topics related to agriculture and environment, designed based on the policies of the Ministry of Education, and reviewed and revised every five years. Top competencies developed by majority of students and graduates include the knowledge in farming systems, agricultural extension, farm mechanization, understanding of culture and agricultural vocational school, post-harvest and processing of agricultural products and livestock, cultivation of food crops, while knowledge on farm machineries is at the bottom of the list. Skills-wise, curriculum planning, and technology for laboratory scored low. Integrated high spirit of nationalism, ability to socialize and adapt well, ability to work under any circumstances, sound mind, awareness, and sensitivity to safety and environmental issues and awareness of study, and work on an ongoing basis are the top attitude competencies. These same knowledge competencies are most desired by both employees and employers. Crop production skills, capability to communicate well both written and oral, ability to use the computer as a tool for communication and work, ability to work with a team, and leadership are skills desired by employers while ability to socialize and adapt well, awareness and sensitivity to safety and environmental issues, appreciation for and a commitment to ethical and professional responsibilities, and awareness of study and work on an ongoing basis are among the attitude competencies most desired.
Gaps in graduates’ current knowledge competencies, which fell below the institutional requirements were farm mechanization and machineries technology, training in curriculum planning, and farming systems. Moreover, graduates’ current competency in agricultural extension, understanding agricultural vocational school, knowledge in organic farming and agriculture, knowledge in cropping system, mastery of entrepreneurship and science, knowledge in marketing, and knowledge in horticultural crops fell short of institutional requirements. Graduates’ current competencies are greatly affected by the lack of resources, facilities for field practice to improve and gain more knowledge and skills, and prepare them for the workplace.
