畜牧業從業人員終身學習與推廣教育之研究

A Study on Lifelong Learning and Extension Education for Workers in Animal Production

李秀菊(Hsiu Chu Lee)

指導教授 ： 夏良宙

國立屏東科技大學/農學院/動物科學與畜產系/碩士(2010年)

https://doi.org/10.6346/NPUST.2010.00017

摘要

農民推廣教育為成人教育之一種終身學習，為促使改善農民之生計及生活，應提供給農民再教育之機會。本研究之目的在探討畜牧業從業人員在終身學習與推廣教育中所面臨之問題與影響因素，瞭解農民之學習意願與其對研討會等訓練之認知，以提供給相關農民推廣教育單位在規畫農民終身學習之參考。本研究是一探索性研究，採用問卷之方式對畜牧工作人員進行下列二方面之調查，問卷一：畜牧業學習意願問卷，本問卷主要在探討各類畜牧人員在學習時對一般性問題需求之差異，包含學習時願意負擔之費用、對訓練地點（距離）之認知、知識獲得之來源、解決問題之方式，以及對由先進技術（例如網路）獲得知識之看法。問卷二：畜牧業研討會認知問卷，本問卷主要在探討各類畜牧人員對研討會認知之差異，例如是否主動學習、對研討會與演講者的期待、會後複習所學，以及研討會對產業發展之看法等。藉由屏東科技大學技藝訓練中心在台中、彰化、雲林、台南及屏東等地辦理畜產研討會時，將問卷發予參加研討會或訓練班的人員填寫。問卷採用李克特（Likert Scale）六點量尺的封閉式問題，每題有6個選項，從1（代表非常不同意）、2、3、4、5到6（代表非常同意），受試者單選式回答問題，更能將問題量化。問卷數據以套裝軟體SAS（2004）進行統計分析，並使用一般線性模式程序進行變方分析，再以鄧肯氏新多次變域法比較各平均值間差異之顯著性。問卷一計發出1,388份，回收838份，回收率為60.37%，其中有40份問卷因有半數以上問題未作答而作廢，故有效問卷798份，有效回收率為57.49%。問卷二計發出829份，回收511份，回收率為61.64%，其中有32份問卷亦因有半數以上問題未作答而作廢，故有效問卷479份，有效回收率為57.78%。綜合本研究之結論整理如下：1.員工、從業年資1年以下者傾向邀請專業人員到場內訓練。2.從業年資6年以上、每天工作12小時以上、小學學歷者、收入愈高者，皆願意花時間閱讀專業書刊雜誌，且參加訓練時每天晚上複習課程，並於會後再次閱讀講義。3.每天工作時間愈長者愈認為專業訓練及新知研討的必要性。4.年齡愈大者愈不認同邀請專業人員到場內訓練是必要的。5. 65歲以上者之學習意願比15~24歲高。6.蛋雞業及乳牛業之學習意願低，可能與較少舉辦與之相關研討會或訓練班有關。7.瞭解終身學習或認為農業界也要辦終身學習者，其學習意願較高。8.從業年資愈長者、工作時數愈長者、收入愈多者，愈認為學過該行業大部分之知識及技術。9.工作時數12小時以上者認為研討會對產業發展有正面的效應。10.大專及大專以上者認為研討會應有專輯（書面資料），小學學歷者不認為如此。11.小規模牧場與飼料或藥品相關行業、牧場或企業創業（第一代）者對研討會認知較正向。12.與會人員不能接受研討會進行中鄰座的人一直在談天或接聽手機。

關鍵字

畜牧業從業人員 ； 終身學習 ； 學習動機

並列摘要

Extension education for farmers is a type of lifelong learning in adult education, in order to improve the livelihoods and living of farmers, they should be given an opportunity for re-education. The purpose of this study was to explore the problems and influencing factors in the lifelong learning of animal production and extension education, understanding the learning desire of farmers and their training recognition in seminars to provide a reference to the relevant units in planning to promote farmers’ education and lifelong learning. This study was an exploratory study, using questionnaire approach, the following two aspects of the survey were conducted on the animal husbandry staffs, questionnaire 1: learning desire on animal husbandry questionnaire, this questionnaire determined the differences in general problem during learning among various types of livestock personnel, including the willingness to bear the cost during learning, recognition on training location (distance), source to access knowledge, problem-solving manner, and their opinion on accessing knowledge via advance technology (such as internet network). Questionnaire 2: livestock symposium cognitive questionnaire, this questionnaire determined the cognitive differences between various types of animal husbandry workers, such as whether taking initiative to learn, expectations on seminars and speakers, revised on what they have learned after the seminars, as well as the views on effect of seminars on the development of the industry. During livestock seminars organized by the Innovation and Practical Training Centre of National Pingtung University of Science and Technology in Taichung, Changhua, Yunlin, Tainan, and Pingtung, questionnaires were distributed to the participants of the seminars or training courses to be completed. Questionnaire using 6-point Likert Scale closed questions, there were six options in each question, from one (indicating strongly disagree), 2, 3, 4, 5 and 6 (indicating strongly agree), subjects gave single answers to better quantify the problem. Questionnaire data were subjected to statistical analysis system in SAS (2004), General Linear Model Procedure (GLM) was used for analysis of variance, and Duncan’s new multiple range test compared the significant differences among the means. A total of 1,388 questionnaire 1 were issued, 838 were returned, recovery rate was 60.37%, of which 40 were voided due to more than half of the questions in the questionnaire were not answered, so 798 questionnaires were effective with adjusted response rate of 57.49%. A total of 829 copies of questionnaire 2 were distributed, and 511 were returned. The recovery rate was 61.64%, in which 32 questionnaires were voided because of more than half of the questions in the questionnaire were not answered. Therefore only 479 questionnaires were effective with adjusted response rate of 57.78%. The study was concluded as follows: 1. Employees, workers of less than 1 year tended to invite industry professionals for training. 2. Workers of 6 years and above, working more than 12 hours daily, education level of primary school, obtaining higher income were willing to spend time reading professional books and magazines, revising course work at night time during training, reading lecture notes after seminars. 3. The longer hours the people work daily, the more they felt the necessity of attending professional training courses and seminars. 4. The elder the workers, the more they disagreed the necessity to invite industry professionals for training. 5. The learning motivation of people above 65 years old was higher than 15 ~ 24 years old. 6. The learning willingness of people in the egg and dairy industries were low, this might be associated with less availability of relevant seminars or training courses. 7. Those who understood lifelong learning or that the agricultural sector should have also lifelong learning had higher desire to learn. 8. The longer the workers in the industry, the longer the working hours, the higher the income, the more they had learned the majority of the knowledge and technology in the industry. 9. Those who work for more than 12 hours felt that seminars on industrial development had a positive effect. 10. People from college and higher felt that workshops should provide proceedings (written materials), those with primary education level did not agree. 11. Small-scale farms, and feed or drug related industries, farm or corporate enterprises (first generation) had more positive perceptions on seminars. 12. Participants could not accept the person next to him or her carried out a conversation or answering mobile phone during seminars.

並列關鍵字

Animal industry worker ； Lifelong learning ； Learning motivation

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