INTRODUCTION

Background of the Study

The traditional way on getting certificate is you need to undergo a 2-6months

training and pay for it. However, because of limited financial resources, many of us are

unable to establish connections with key stakeholders and can’t afford the payment for

us to undergo training. In agricultural sector, innovation is essential to ensure

sustainable growth, boost productivity, and help anyone whatever class you are in. An

electronic certificate, sometimes referred to as an e-cert or digital certificate is a safe

electronic record that verify to the legitimacy of a certain achievement, credential, or

status. The quick development of mobile technology has new ways to obtain vital

information, optimize their operations, and make data-driven decisions. To address

these issues, mobile application that has video tutorial, assessment, and e-certificate

about agricultural will be develop.

Agriculture plays a critical role in transforming economies to reach the goal,

along with achieving other essential development goals like ensuring food security and

improving nutrition. However, the agricultural sector faces numerous challenges,

including climate change, soil degradation, and biodiversity loss. As the world’s

population rapidly growing, the demand for food increases, necessitating more efficient

and sustainable practices (Mozumdar, 2012). These challenges need the ongoing

education and the adoption of modern farming techniques to enhance productivity and

sustainability.
 According to Abdul Latif Jameel Poverty Action Lab (2023), extension services

and training programs do not always reach farmers with the right information at the right

time. Traditional government agricultural extension programs such as training and visit,

and farmer field schools are often not useful enough by farmers in many settings.

Moreover, these programs can be expensive, time-consuming and financially

challenging for farmers in rural areas.

Agriculture has seen significant advancements in technology in the last two

years, ranging from soil organic matter management, drip irrigations, to integration of

crops and livestock (National Research Council, 2010). Yet, although the adoption of

these technologies is an advantage, it is often hindered by a lack of knowledge about

these technological advancements (Aker, 2011). However, access to these

advancements has not always been economically viable for small or medium farm

operations. Farmers, particularly small-scale holders, the lack of awareness,

information, and limited access to educational resources are major challenge for them

(Dhillon et al., 2023).

The emergence of digital technology transformed the way education is delivered,

making it more accessible and engaging for learners (Singh et al., 2023). However, this

digital-based education is limited as most platforms focused on general education rather

than industry-related training.

Streaming services like Netflix set as a model for how content can be delivered

efficiently to a global audience (Wayne, 2020). Services similar to this that has a high-

quality video content, personalized recommendations, and user-friendly interfaces can

could provide an innovative solution to the educational challenges faced by farmers.

Objectives of the Study

The general purpose of the study is to explore the feasibility and potential impact

of developing a specialized streaming platform for agriculture: A mobile application for

Knowledge Sharing, Assessment and Certification.

Specifically, the study aims to:

1. To provide the government with an alternative way of supporting the agricultural

sector.

2. To determine the potential impact on farmers using mobile application in learning

new practices.

3. To enhance accessibility and convenience for learners by providing video-based e-

learning materials that simplify the certification process for vocational agriculture

courses.
 REVIEW OF RELATED LITERATURE

Digital Platform

The advent of technology relating to mobile communications has enabled us to

be connected to the Internet always and everywhere. Be it in our home, office, car or

during our walks, exercises, outdoor activities, etc. networks have enhanced our

connectivity, rendering the experience almost equal to the experience of a corporate or

home environment (Al-Falahy & Alani, 2017).

Innovation is considered as an important way of achieving much more with fewer

resources and effort (Avşar & Avşar, 2014: 380). In the study of Byerlee et al. (2009), it

states that globalization affects the agriculture sector, and that situation leads to usage

of new technologies in their work. However, Shen et al. (2010) describe digital

agriculture as an implementation of the concept “digital world” proposed in the 90’s and

the concept “precision agriculture” emphasizes agricultural production processes. Digital

agriculture means the using of computer and communication technologies to increase

profitability and sustainability in agriculture. Porter and Heppelmann (2014) claims that

smart and connected devices will enable companies to face with the new competitive

opportunities and threats by changing nature of the industry and the nature of

competition. According to Amit Lathiya, Arvind Rathod and Kuldeep Choudhary (2015),

in the Paper of “The role of social media in agriculture”, the study found that nowadays

social media is considered as the mainstream form of communication around the world

and increase in smartphones and high-speed data increases and promotes its growth
and popularity with the rise in the number of users. Even so, with the diversity in

languages, even if the best of the applications does not support regional languages,

then translation will be required at all stages which will increase the dependency and in

turn reduce the acceptability and popularity (Cantor, 2009). There may be a requirement

of a skilled person to understand and translate the various complex functions to be

performed on farm, ambiguous information and videos in other languages (Baumuller

2012). Many other researchers have found similar challenges for mobile applications in

the agricultural domain (Aguero 2009; Rashid et al., 2009; Kuek et al., 2011;

Manimekalai, 2013), It is currently too early to judge what impact ICT-based agricultural

services can really have, since their diffusion and long-term sustainability are still big

obstacles. So far, very little research has been conducted on actual impacts of

applications as empirical trials are complicated due to a range of threads including serial

correlation and spillover effects, as highlighted by Aker (2010).

Over the recent decades, there are typical types of digital agricultural

technologies (DATs) that have been available for adoption by farmers including the

Internet of Things (IoT), big data and analytics, cloud computing, autonomous robotic

systems, artificial intelligence, remote sensing, and drone technology which has been

documented in many review studies (Cui & Wang, 2023).

Internet has been recognized as a tool that can be used to improve the efficiency

of the agricultural sector (Gloy & Akridge, 2000) and multiple factors influence farmers’

decisions to adopt agricultural technologies (Birthal et al., 2015; Asif et al., 2017).

Farmers obtain information about the technologies and farming practices from different
sources such as other farmers, government extension services, information through

mobile phones and ICT (Aryal et al., 2018).

The use Information and Communication Technology (ICT) in agriculture is

becoming more and more significant. It is the foundational element of electronic

agriculture or ‘e-agriculture’, where it aims to improve information and communication

systems to promote agriculture and rural development (Dutta et al., 2023). According to

Magesa et al. (2020), the access of information through ICT is important for farmers as

it can help them learn the best farming techniques for more agricultural production.

Hansen & Hansen (2009) approach the theoretical exploration of the application

of mobile learning (m-learning) in fields with practical orientation such as agriculture. In

the agricultural sector (agriculture, livestock farming, fishing, etc.) during the last decade

the applications of mobile learning (m-learning) increase more and more in rural

education internationally.

One of the notable e-agriculture is Digital Green, a non-profit organization where

farmers produce localized videos to train farmers on sustainable practices via mobile

devices. In the study of Gandhi et al., (2009), learning agriculture practices through

video is 10 times more effective than expensive services. It can also be an effective tool

in teaching farmers in rural areas a new practice.

The Food and Agriculture Organization (FAO) in United Nations launched the

Farmers’ Academy, particularly a Farmers Field School (FFS), an online platform that

offers courses for small-scale food producers to solve problems through sustainable

agriculture. This also provides a certificate upon completion of the course. The Farmer
Field School is indeed an efficient tool that is capable of empowering poor farmers

(Braun et al., 2006).

The ATI e-Learning platform in the Philippines, under the Agricultural Training

Institute, provides online courses in various agricultural fields. These courses are

available to farmers, agricultural workers, and students. Certificates are also awarded

upon the completion of the course. Similarly, TESDA Online Program offers a range of

agriculture-related courses with certifications, providing participants with recognized

credentials.

Digital platforms in agriculture changed the way farmers access education, from

localized learning materials to sustainable farming practices, platforms like Digital Green

and Farmers’ Academy can improve productivity. Certain representative applications of

the agri-industry on the Internet and certain conclusions have led to the successful

adoption of e-commerce in agriculture (Ferentinos et al., 2006).

Video Based Learning

E-learning has grown in importance as a method of instruction and learning at all

levels of education in recent decades, in basic and secondary schools, as well as in

higher education and vocational training (Gros & García-Peñalvo, 2016). However, e-

learning is merely another way to transfer knowledge; rather, it’s the process of

delivering information through digital medias (Eickhoff, 2008). According to

Huchthausen and Droste (2014), one benefit of online learning is that it allows students
greater flexibility over the schedule, place, and pace of their education while reducing

the need for them to attend traditional classroom settings.

Learning through videos is becoming more common in the field of teaching.

Educational videos make it possible to get around realistic, everyday obstacles and

explore the numerous opportunities that digital spaces provide for enhancing knowledge

and accessibility (Giannakos, M. et al, 2014). Videos are a highly effective tool to use in

eLearning. They not only reduce cognitive load but also grab viewer attention and

increase learner engagement says Pandey, A. (2022). Video-based learning uses

principles from educational psychology, multimedia learning, and cognitive science to

investigate the unique properties and possibilities of video as an instructional tool.

Videos in the teaching-learning process are powerful tools to engage learners,

communicate information effectively, and enhance the overall learning experience by

offering a dynamic and immersive medium for educational material delivery (Oreed,

2023).

There is a challenge in encouraging individuals to share their knowledge,

whether it is an experience, skills, or opinions. A considerable amount of information is

either lost or inadequately utilized and shared. This issue is particularly prominent in

vocational education, where much of the knowledge cannot be fully acquired through

traditional textbooks. Therefore, the role of experienced professionals and mentors

becomes crucial. Digital video technology plays a key role in enabling workers and

professionals to share their expertise and skills, even when they are not physically

working alongside each other. Providers of e-learning courses also benefit from the

flexibility in terms of time and space, which reduces costs. There is, furthermore, the
possibility of connecting interdisciplinary learning content and promoting the

internationalization of teaching Belaya, V. (2018). According to ERIC – Education

Resources Information Center. (n.d.), in the Philippines, the term “e-learning” is used

synonymously with online learning and concerns the online delivery of instructional

content as well as associated support services to students. E -learning is the use of

modern multimedia technologies and the internet to improve learning quality by making

facilities and services more accessible, as well as allowing for remote exchanges and

collaborations. Arkorful and Abaidoo (2014) defined e-learning as the use of information

and communication technology to provide access to online learning/teaching resources.

The internet has become one of the key ways to make resources for research and

learning available for both teachers and students to share and gain information (Richard

and Haya, 2009).

E-learning has played a significant part in the development of agricultural

education. This is because e-learning allows farmers to learn new ways for raising crop

yields and agricultural output electronically. E-learning in agriculture can bring together

resources and expertise from distant regions that would otherwise be inaccessible. It

has the capability to connect farmers with researchers and experts located far away. It

can also significantly increase the number of farmers who can be reached by a single

training program (Leary & Berge, 2006). Abdon et al. (2008) state that very few results

pertaining to e-learning opportunities in agriculture can be found with a brief internet

search. Position and research papers on pilot projects, as well as a few online degree

programs from agricultural colleges, constitute the majority of the links that could be

found. These are generally from Western nations, mostly the United States. There is a
lack of information about e-learning that is intended for learners in developing countries

or that is created or delivered by organizations in such countries.

The usage of social media platforms for online education is the way of the future

for e-learning. The development and availability of e-learning platforms and technology

has advanced in many developed nations (Reddy & Naresh, 2015). Edinger et al.

(2013) outlined three instructional issues that higher education instructors should be

prepared to encounter while dealing with e-learning. The first challenge is one of

learning, how a specific new tool operates. Second, lecturers must determine how to

integrate the associated teaching and learning content into the educational process.

The third obstacle may be that professors need to be proficient in the associated tools,

such as learning management systems. According to the study of Moakofhi et al. (2017)

certain academic professionals are concerned that the implementation of e-learning

may lead to increased academic dishonesty. This happens due to concerns that the

technology may allow unauthorized users to access learning materials and engage in

plagiarism grow. However, in the study of Abate et al. (2023), it shows that the video-

mediated extension approach significantly increases uptake of recommended

technologies and practices by improving extension access and farmer knowledge.

Specifically, it reaches wider audience than the government’s conventional extension

approach and leads to higher level of farmers understanding.

Assessments, Certificates and Demand

important, assessments and certifications help validate competency. Certifications has

become a vital component of modern educational systems, including agricultural

learning platforms. Certificates serves as a formal recognition of skills and knowledge

acquired through learning processes, particularly in vocational and technical fields like

agriculture. Having a certificate ensures that they have achieved a certain level of

competency in agricultural techniques, crop management, and sustainability

According to Food and Agriculture Organization (FAO), certificates are

representations of skills and competencies earned through learning, it verifies the

acquisition of skills. Moreover, it is an important way for farmers to demonstrate their

knowledge, skill and commitment to the agricultural industry. It proves that farmers have

the ability to perform agricultural task and they have taken the necessary steps to stay

up-to-date on best practices (Top 11 Farmer Certifications | ResumeCat, 2023).

Additionally, having a certificate can open up an opportunity for farmers to specializes in

certain areas or become experts in specific topics related to farming.

In the question sent to Coursera “What career opportunities can I pursue with a

certificate in agriculture?” they answered that a certificate in agriculture can open up

various career opportunities in farming, agribusiness, and agricultural research.

Common roles include farm manager, agronomist, agricultural technician, and

agricultural consultant. These positions involve managing farm operations, advising on

crop production and soil management, conducting research on agricultural practices,

and developing strategies for sustainable farming. With the increasing focus on

sustainable agriculture and food security, earning a certificate in agriculture can

such as farming, agribusiness, agricultural research, and environmental conservation.”

As agriculture continues to evolve, academics and policymakers around the

world recognize the pressing need to overhaul vocational education and training (VET)

curricula. It has been recognized that agriculture remains essential to addressing the

persistent issues of hunger and poverty as well as to economic development (Csete,

2018). Agriculture has evolved into a more complicated and diverse industry in recent

years. The changing nature of agriculture necessitates curriculum change in agricultural

and vocational education and training to ensure its relevance, responsiveness, and

sustainability (Jones, 2013; Terblanche & Bitzer, 2018; Magomedov, Khaliev, &

Ibragimova, 2020).At the global level, vocational education programs in agriculture have

been criticized for being narrow in scope and misaligned with labor market needs,

whereas undergraduate programs at universities and colleges of agriculture are too

theoretical and not aligned with the needs of small-scale farmers and employers

(Vandenbosch, 2006; Wedekind & Mutereko, 2016). In addition to traditional technical

and scientific training, modern agricultural education must also equip farmers with

entrepreneurial skills, particularly in the global south, where adapting to contemporary

uncertainties is crucial (Brown & Majumdar, 2020).In fact, the adoption of technology

has become a crucial enabler in the spread of agricultural information and practices by

farmers and extension workers (Ismoilov, 2021; Masere & Worth, 2021), therefore its

inclusion in Agriculture degree and diploma programs has become necessary. One of

the key initiatives in this reform is the Program on Accelerating Farm School

Establishment (PAFSE), which seeks to enhance practical skills through farm schools.
By focusing on hands-on learning and incorporating technical advancements, PAFSE

aims to improve the capabilities of farmers and agricultural workers, addressing the

identified gaps in entrepreneurial and vocational training. In accordance with TESDA’s

NTESDP 2023-2028, which emphasizes the agriculture sector, the agency, in

collaboration with the Department of Agriculture – Agricultural Training Institute (DA-

ATI) and the Department of Agrarian Reform (DAR) are implementing the Program on

Accelerating Farm School Establishment (PAFSE). The program seeks to speed the

construction of farm schools in localities around the country through the expansion of

the knowledge and abilities of farmers, fisher folks, their families, relatives, and

community through “learning by doing.” It also aspires to improve the lives of agricultural

laborers, fishermen, and their families by incorporating technical advancements and

entrepreneurial skills into various training programs (TESDA Circular 2016-56, as stated

in SEARCA 2022) (Generalao, I. N. A.). Effective vocational education and training

(VET) programs for agriculture need thorough assessment and certification to ensure

that farmers truly master essential skills. This approach helps farmers gain industry-

recognized qualifications, supporting better farming practices and strengthening the

food system overall.