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Resource Capabilities as Determinants of Quality of Agricultural Higher Education in Timor-Leste
Dissertation Abstract:
This study was undertaken in four higher agricultural institutions in Timor-Leste which offer Bachelor and Licentiate in agricultural science programs. It aimed to assess the resource capabilities as determinants of quality of agricultural higher education. Structured survey questionnaire, focus group discussion, and key informant interview served as approaches in data collection. A total of 327 composed of teachers, students, graduates, administrators, and employers served as respondents. Majority of student-, graduate- and teacher-respondents are male and in their productive age.
Inventory of resource capabilities of the selected higher agricultural education institutions (HAEIs) showed availability of physical resources and slightly more than the minimum requirement set by National Agency for Academic Assessment and Accreditation (NAAAA). Only UNTL has specific laboratory while the other institutions have general laboratory.
All HAEIs have libraries but quite small based on the NAAAA's minimum requirement. Support service rooms and students' dormitories are below NAAAA's minimum standards. Staff housing is limited and is a matter of privilege granted to college-based priorities. Laboratory equipment and facilities for field practice, research and instruction were limited. Library resources in four HAEIs did not meet NAAAA's minimum requirements.
Majority of teaching staff are permanent, full time, with background in technical agriculture and agriculture-related courses. Number of teaching staff and academic rank was far below the minimum requirement of NAAAA. Average annual enrolment of the four HAEIs for 2012-2016 ranged from 133 to 248. UNTL recorded the highest number of graduates for the five-year period. A total allocation of USjumi,336,770 was reported in 2016 to support the operations of the four HAEIs. UNTL received full government funds while the other institutions relied primarily on students' tuition fees, donations, governing board, and partial government subsidies.
Assessment of resource capabilities based on respondents' perception on the different components showed that gaps exist between the existing and those of the minimum standard requirements of NAAAA. Gaps were noted in terms of physical and financial resources as well as in students' support services. Human resources, curricular programs, organizational functions and institutional linkages of selected HAEIs complied with NAAAA's requirements.
An overall comparison of graduates' technical preparedness and work performance using the Spearman rank correlation reveals that each HAEI is different from another depending on subject areas compared. Positive and significant correlation exists between resource capabilities and quality of graduates that could be attributed to adequacy of resources in the school system to support and accelerate academic activities. Thus, resource capabilities should be consistently adequate and available in relation to the institution's mission, vision and objectives.