A Study on Educational Needs to Strengthen the Competence of Young Startup Farmers
-Focusing on the trainees at the smart-farm youth startup centers-
Lim Byung Ok
Department of Agricultural Economics
Graduate school
Jeonbuk National University

This study was conducted to solve Korea''s agriculture''s structural problems due to population aging through an influx of young farmers and to identify the trainees'' needs to strengthen their capacity, that is, the consumer-oriented education. The government has been promoting supportive projects for entrepreneurship farming and the smart-farm startup programs for the younger generations since 2018 to overcome the practical difficulties of agriculture and effectively promote the inflow of young farmers into rural areas. For successful policies, an educational system centered on consumers is necessary.
In Chapter 1, as an introduction, we reviewed preceding research related to young entrepreneurs. Chapter 2 examines the policies on the inflow of young entrepreneurs, the consideration of job competency, and the curriculum of each smart-farm youth startup center. In addition, we established the research method and designs (Chapter 3) to derive the analysis results of the educational needs (Chapter 4). Finally, Chapter 5 summarizes the conclusion of our studies. This study aims to analyze the trainees'' educational needs at the smart-farm youth startup centers in 2020. Then, we surveyed the educational needs of youth entrepreneurship competency enhancement through the above results. For the research, we selected 208 trainees in the smart-farm youth startup projects nationwide (Jeonbuk, Jeonnam, Gyeongsangnam-do, and Gyeongbuk) in 2020 and surveyed them by visiting each regional center for two months from October to November 2020. We collected and analyzed the 159 usable samples through the matched sample t-tests, Locus for Focus, and Borich''s needs assessment models.
The summary of the research results so far is as follows.
First, the study identified the environmental control (11.68), pest control (11.30), sowing and seedling management (11.04) of the cultivation management group as the most necessary farming capabilities for entrepreneurs from farm households, followed by the 5th investment plans (9.30), 6th financial analysis (9.27) and 7th financial measures (9.15) of the financial management group required for young entrepreneurship. As seen, the young entrepreneurs from farm households selected the environmental control in smart-farm facilities as the most important issue.
Second, in the study for entrepreneurs from non-farm households, the 1st environmental control (13.83) and pest management (13.12) of the cultivation management group were ranked at the top, similar to the rural-originated case, in analyzing their educational needs and priorities. However, the rest of the orders were different between the rural and non-rural originated entrepreneurs, as the latter selected the 3rd soil and fertilization management (11.76), 4th sowing and seedling management (11.38), 5th machinery and facility operation (11.14), and 6th priority material procurement (10.45) in the cultivation management group. In particular, the needs and differences between the current and desired levels were more significant in the non-farm originated cases.
Third, the educational needs in smart-farm youth entrepreneurship, priority analysis resulted in the order of the 1st environmental control (13.08), 2nd pest management (12.50), 3rd soil and fertilization management (11.33), and 4th sowing and seedling management (11.27) of the cultivation management group. This result shows the importance to the smart farm youth entrepreneurship trainees with many non-agriculture majors.
Fourth, we analyzed trainees'' educational needs by different age groups and performed the matched sample t-test, Locus for Focus, and Borich''s needs assessment models for the age group of the 20s. The age group of the 20s chose the 1st environmental control (13.48), 2nd pest management (12.15), and 3rd machinery and facility operation. In comparison, the 30s (11.45) suggested the 1st environmental control (12.85), 2nd pest management (12.69), 3rd sowing and seedling management (11.40), and 4th soil and fertilization management (11.36). Although the top priority, the environmental control, was consistent between the age groups, the second and third ranks were slightly different.
Fifth, we examined the educational needs and priorities of young entrepreneurs by analyzing the competency needs at each stage of job development. The results showed the needs were in the order of 1st environmental control (14.80), 2nd pest management (14.36), 3rd soil and fertilization management (12.98), and 4th sowing and seedling management (12.59). The order in the exploring stage was 1st environmental control (14.80), 2nd pest management (14.36), 3rd soil and fertilization management (12.98), and 4th sowing and seedling management (12.59). In contrast, the list was 1st environmental control (12.39), 2nd pest management (11.76), 3rd sowing and seedling management (10.73), and 4th priority soil and fertilization management (10.68) in the establishing stage. The results in young startup farmers of the exploring stage were different from that in the establishing stage in terms of the machinery and facility operation and understanding of work, which is interpreted as the difference between age and work experience.
This study intends to identify young startup farmers'' necessary capabilities and study systematic education in the youth startup centers through the educational need analysis. When looking at the youth startup center''s overall curriculum, in Jeollabuk-do, the number of item education compared to crop management is excessive at 8, and the total educational time is 171 hours, accounting for a relatively large proportion. In the Gyeongsangbuk-do curriculum, out of 162 hours, business management accounted for a relatively large 55 hours or 36%, suggesting possible adjustment of training hours and content. In the Gyeongnam-do curriculum, facility management, crop physiology, and item education are not subdivided, but are concentrated on specific subjects. It is also considered that there is a need to compensate for the lack of facility management education subjects and class hours. Lastly, in the Jeollanam-do center, facility management, crop physiology, and item education are not subdivided, and educational hours are concentrated on specific subjects. The class hours for facility management education are concise. It is necessary to supplement the curriculum of smart farm youth start-up education that fits the characteristics of the four centers and regions, centered on trainees. There is a lack of discrimination for each center, so proper measures are necessary. It is essential first to grasp the competency of trainees to become a consumer-centered educational system. Through this study, the educational needs of young farmers are identified. A systematic curriculum suitable for young entrepreneurs'' competence is needed, and further educational needs are intended to help research.
Key words: educational needs analysis, youth startup farmers, capability, smart farm.