Youth intention to pursue a career in agriculture and entrepreneurship is influenced by the knowledge they acquire through formal, informal, and nonformal settings. Changing youth perception of agriculture is essential for agriculture and youth development. The purpose of the study was to examine current youth perceptions of agriculture, solicit Tanzanian leaders' views of agriculture, and youth entrepreneurship. Understand youth intention and aspirations to choose a career in agriculture and agricultural-related fields, and the influence of the education system in shaping youth career decisions and entrepreneurship in agriculture. This study utilized a multi-method approach to examine youth and leaders perception of agriculture and the role of education systems on youth decisions on a career. The Theory of Planned Behavior (TPB) and the Social Cognitive Career Choice (SCCC) were used as the theories involve the human intention and motivation to create knowledge, which may result in changing behavior. Self-efficacy, environment, culture, and critical reflection are essential when constructing knowledge, contribute to youth decision making process and meaning-making. The Theory of Planned Behavior Constructs was used to develop a survey to understand youth intentions to choose a career in agriculture and career the influence of education pathways in youth development. Through the lens of the Theory of Planned Behavior and Social Cognitive Career Choice, unstructured interviews were used to understand (i) the influence of previous background, and the need to teach agriculture to youth at a younger age for agriculture development and (ii) the community perception (leaders, teachers, youth, etc.), on youth career in agriculture and agricultural-related fields, teaching agriculture in schools, perception of agriculture and agricultural entrepreneurship. From the stepwise linear regression analysis, the model predicts 48% of the variance in student intention to choose an agricultural career. The results show that the three predictors' attitudes, perceived behavior control, and subjective norms have an influence on youth pursuing a career in agriculture. From the interviews, participants tabled their concerns about the existence of community negative perception of agriculture, very few have the idea of the agricultural curriculum in schools. Many believed that the education system does not prepare youth in decision making or facing the world challenges when they graduate. For the country's development, Tanzania needs more youth to engage in all kinds of agricultural practices for food security and poverty reduction, such as a career in agriculture and entrepreneurship. Youth can easily adopt new and improved agricultural knowledge due to their aggressiveness, eagerness, creativity, and ability to learn innovations. Motivation, creativity, critical thinking, and taking risks is essential in changing youth perception of agriculture. People they trust will influence their perception, intention, and attitude towards agriculture. Through youth programs, formal education, educators' knowledge, experience, effectiveness, preparation, encouragement, and interaction training youth on new or improved agriculture innovations can influence youth high level of achievement and success in agricultural practices. / Doctor of Philosophy / Very few primary and secondary schools teach agriculture subjects; therefore, many youths lack agricultural knowledge at a younger age. The formal education system in Tanzania allows students to choose Technical and Vocational Education Training (TVET) after the completion of their primary and secondary education. However, in most cases, students who are selected to attend TVET, especially agricultural training institutions, are those primary and ordinary level-secondary school students who did not get good grades to go for further studies. Such as advanced level- secondary school or university. Hence it makes agriculture viewed as the last option for students and works well for those who failed. Non Formal education has the potential to contribute to youth intention to career decisions and aspirations in agriculture. Youth programs and apprenticeship can provide skills needed for youth development and entrepreneurship in agriculture. It is essential for agriculture to be treated as a respectable profession and not for failures, retirees, or as a last result. It is my desire, in collaboration with others, to keep working with communities such as schools, youth programs, extension agents, and others in Tanzania to change people's perceptions about agriculture. The sustainability of social change requires leaders to involve diverse stakeholders that can contribute to the success of a common goal. Kuenkel (2016) Posit that "stakeholder collaboration is a form of co-creation" (p. 2). Engage youth in development programs to learn more about agriculture, youth engage in decision-making and participate in trade unions. Also, to attract more youth to become entrepreneurs and invest in agriculture. I desire to see more youth engage in agriculture and pursue a career in agriculture and agricultural-related fields. To see more youth are employed in the agricultural sector and well paid like other professionals. To see a change in policies and programs that will attract youth, especially girls, to study STEM at a younger age. To see leaders pioneer in building a positive perception of agriculture to the community, but also the education policy to change and give prestige agriculture profession by putting requirements like Medicine, Pharmacy, Engineering professions.

<p>Women who operate small-scale farms and sell to small markets in Indiana may encounter certain obstacles and constraints due to self-employment in the traditionally male-dominated field of agriculture. Researchers have recognized the role of sustainable agriculture ideology in attracting women to these niche agricultural markets. Despite increasing opportunities for women in sustainable agriculture, research suggests that traditional gender roles are often maintained, manifesting itself through several obstacles (Pilgeram & Amos, 2015). Female agricultural entrepreneurs encounter obstacles including work-family balance, geographic barriers, access to physical resources, access to financial resources, access to places of information. Previous research indicates that female entrepreneurs have less access to human, social, and financial capital to support their business ventures (Powell & Eddleston, 2013). However, this study explored the feminine perspective and management styles which may serve as beneficial resources. </p> <p>The purpose of this study was to explore and describe existing obstacles encountered by female entrepreneurs in niche agricultural markets and their methods of building resilience in their business. Quantitative data was collected through an online survey of 62 agricultural entrepreneurs across the state of Indiana. Participants were asked questions pertaining to their business structure, resources, constraints, processes, achievements, and demographics. Several responses to open-ended questions were also collected and analyzed through open, axial coding. Study results include the diversity of the population, value of human capital resources, prioritization of quality products, significance of internal constraints, discrepancies in division of labor and women’s obstacles to access to social networks. A greater understanding of the obstacles encountered by women agricultural entrepreneurs can also provide valuable insight to Land-Grant University Extension, policymakers, and stakeholders in the Indiana agriculture industry. </p>

Thesis (M. Agricultural Management (Agricultural Extension)) -- University of Limpopo, 2022 / This study was aimed at analyzing the perception of students towards selfemployment in agribusiness. Primary data was collected at the University of Limpopo using questionnaires from five disciplines in the School of Agriculture and Environmental Science (SAES). The study population was final year undergraduate, stratified random sampling procedure was used to select seventy-one (71) respondents from the cluster of departments within SAES. Descriptive statistics such as frequency count, percentage and mean score on a Likert-type of scale and Chisquared test were used to address various objectives of the study. Results of the study indicated that most respondents were aged between 21-27 years old, a majority of them were doing a degree in animal production, most of the students were females, majority come from households with 4-6 family members, many come from rural areas, most of the students had no relatives owning a business, most of the respondents had no access to farming land, and about half of the respondents had no farming experience. Respondents had a positive perception towards self-employment in agribusiness with them agreeing on statements like farmers are notable people, entrepreneurship is effective in reducing unemployment, farming is sustainable and disagreeing with statements like farming is for poor people, profitability in farming is very low, that they prefer other degrading jobs than engaging in agriculture. The results also show that most of the students preferred starting facilitation and agency of agricultural insurance savings, followed by poultry enterprise and provision of extension consultancy services. The study also found that most of the motivator’s motivating respondents to pursue self-employment include that agricultural related enterprises are very lucrative, also that many South Africans have made a lot of fortunes from agriculture and that agriculture in South Africa has a lot of untapped potential. The barriers include that agriculture is a risky business enterprise in South Africa and that it is not easy to create self-employment in agribusiness. It was also found that perceived barriers and motivators were highly associated with the type of degree students were studying. The study recommended that the University of Limpopo curriculum must have a module dealing with agriculture venture creation related to the degree and be more practically based. The University of Limpopo also has to invite entrepreneur's guest lecture for their students and produce more research on how to promote youth participation in agriculture especially establishing agribusiness. Development of easily accessible ready-to-market and agricultural commodity distribution centers will inspire more young people to move into farming. First preference needs to be given to agriculture graduates when offering sponsorship, grants and agribusiness loans.