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001-es BibID:	BIBFORM108190
Első szerző:	Várallyai László (informatika tanár)
Cím:	Agriculture and education 4.0 / László Várallyai
Dátum:	2022
Megjegyzések:	The rapid development of information and communication technologies has revolutionised agriculture. The main concept of Agriculture 4.0 is the evolution of precision farming through the automated collection, integration and analysis of previously isolated data Farmers must therefore be highly prepared to embrace the upcoming digital changes and increase or acquire new ICT knowledge and skills. ICT tools open new potentials for on-the-job, individual workplace learning, using new methods and models of education such as personal learning clouds or setting up personal learning environments. All of these helps to solve one of the main challenges reducing existing skill gaps. Thereby the key purpose of the study is to identify the term Agriculture 4.0, to determine the potential of automation and the main required skills and modern learning methods that farmers can use for developing and transformation in the framework of Agriculture 4.0. The main method was the analysis of statistical data characterizing the level of development of the digital Industry, index method, and rating assessment method. To calculate automation potential, McKinsey Global Institute (MGI) broke down all occupations into tasks and activities and estimated what ratio of those activities per different occupation could be automated. Based on this breakdown and the distribution of occupations in various sectors, MGI determined a sector's automation potential for Hungary. We can use and analyse data from the Eurostat database too MGI's assessing automation potential according to employment numbers indicates that such industries as agriculture (56%), manufacturing (64%), transportation (59%), and mining (62%) experience the greatest impact from automation. MGI's analysis also estimates that globally, as much as 49 percent of current work hours could be technically automated. However, the findings do not mean automated machines will replace 49 percent of jobs. MGI's research indicates that less than 5 percent of occupations can be fully automated with current automation technologies, while a third of the activities in 60 percent of the occupations can be automated. Available estimates, based on the Eurostat database prove that the growing demand for e-skills is a core trend in the labour market. For example, Figure 3 presents that the number of persons employed as ICT specialists in Europe grew by 49% during the period from 2010 to 2019, which was 7 times as high as the corresponding increase (7%) for the total employment in EU-28. This paper finally examines the role and tasks of agricultural digitalization education. The major challenges and possibilities of agricultural digitization are inevitable. This article shows why digitization is necessary for agriculture, and also created a proposal for a Curriculum for agridigitization at BSc level. There are five suggested subjects groups. We think that new education programmes and new approaches to an extension would be also needed to accelerate the transition to digitized agriculture.
Tárgyszavak:	Agrártudományok Növénytermesztési és kertészeti tudományok konferenciacikk folyóiratcikk
Megjelenés:	Agrarian Perspectives : Proceedings of the 31st International Scientific Conference September 14-15, 2022 / ed. Karel Tomšík. - p. 345-358. -
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