Understanding Agriculture: New Directions for Education

1. Understanding Agriculture: New Directions for Education AGED 3203

2. Factoids • 1917 - 1/3 of population lived on a farm • 1986 - 2.2 million lived on farms • < 5% of high school students enroll in ag ed • 75% of Ag Ed students are in FFA • Over half of all ag teachers teach alone • 35% of all programs are in 13 southern states • Ag Ed attracts few minorities • Enrollment peaked in 70’s

3. Factoids • 85% of all black farmers live in south • Female enrollment varies from school to school. • Many rural school districts to not offer ag ed.

4. Selected Sections • Some teachers are unduly driven by a desire to help students excel in production-oriented programs and place less emphasis on classroom instruction. • In some communities the high school program is known as the FFA program and the teacher as the FFA teacher. • The principal focus of class time is on preparing students to compete in traditional, production oriented FFA contests.

5. Selected Sections • Program content has failed to keep up w/ modern agriculture, the program is much like it was when the Voc Ed Act of 1963 was passed. • 1986 - 41% of ag ed programs were characterized as production. • Current programs that have changed little, prepare students for a rather limited and generally shrinking part of the job market .

6. Selected Sections • Good programs attract a cross section of the student body. • Ag Ed programs are costly, but not the most expensive. • Because the FFA influences Ag Ed so greatly, some changes within the FFA is needed. The curriculum should drive the youth organization, not the reverse.

7. Selected Sections • High quality programs = extensive contact between teacher and student and a diversity of rewarding SAE opportunities. • Good programs are expensive, poor programs tend to cost nearly as much or more on a per student basis. • Some communities continue to support weak programs because of long standing commitments.

8. Selected Sections • Many successful ag ed programs have dropped the word “vocational”. • High quality SAEs=involved teachers, planned experiences, adequate resources, and student placement. • The emphasis of SAE should be on learning with an appreciation for earning.

9. Recommendations • Major revisions are needed within vo-ag. •  The quality of vocational agriculture programs must be enhanced, in some cases substantially. •  Establish specialized magnet high schools for the agricultural sciences in major urban and suburban areas. • Teachers should seek out and share high-quality computer software and instructional methods.

10. Recommendations • As a goal, all students enrolled in agricultural education programs should participate in worthwhile SAEs. •  The FFA should change its name and revise its symbols, rituals, contests, awards, and requirements for membership to reflect a more contemporary image of agriculture.

11. Recommendations • Teachers should seek out and share high-quality computer software and instructional methods. •  As a goal, all students enrolled in agricultural education programs should participate in worthwhile SAEs. •  Each program needs an active advisory council.

12. Recommendations • A broad range of SAEs should be encouraged. • Summer SAEs should be encouraged. • Encourage students to enroll who will not take 4 years of ag ed.