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Introduction to Youth Organizations

Introduction to Youth Organizations. Objectives. 1.  Define terms associated with youth organizations.  2. List 6 youth organizations and indicate if they are associated with school and/or with agriculture.  3. Summarize the history, purposes and activities associated with the  4-H.

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Introduction to Youth Organizations

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  1. Introduction to Youth Organizations

  2. Objectives 1.  Define terms associated with youth organizations.  2. List 6 youth organizations and indicate if they are associated with school and/or with agriculture.  3. Summarize the history, purposes and activities associated with the  4-H. 4. Discuss how the 4-H youth leader and FFA advisor might work together. 5. Summarize basis for having the FFA and other CTSO’s. 6. Summarize how CTSOs and their associated activities are encouraged and protected by law in Arkansas. 7. Describe some of the misconceptions about CTSOs.

  3. Objective 1: Define Terms • Youth--- usually 18 or less • Special circumstances exist that may extent that upper limit • Organization– An organized group with a purpose, which has a systematic and methodical approach to management of it’s function usually stated in a constitution and by-laws. • Some are in-school and some are out of school.

  4. Youth Organization vs. Youth Program • Youth Organization • usually involves membership, officers, constitutions, rules, theme • More student driven or run • Youth Program • less student invovled • series of activities may have same with general purpose • Less student driven (run)

  5. Youth Broader term In or out of school Student Narrower term In school Youth Organization vs.Student Organization

  6. Career and Technical Student Organizations • Old term – Vocational Student Organization • VSOs • New term -- Career and Technical Student Organizations • This became the name in the late 1990s when the profession Changed from vocational education and replaced to Career and Technical Education. • Before VSO now CTSO

  7. Student broader term Any student in school Examples BETA chess spanish Vocational Student Narrower term must be enrolled in a vocational program Examples FFA SkillsUSA FBLA Student OrganizationVs. Career and Technical Student Organizations

  8. Objective 2: Youth Organizations Not Associated With School(Ag And  Non-ag). • How many can you name?

  9. Objective 2: Youth Organizations Not Associated With School (Ag &  non-Ag) • American Junior Shorthorn Association (AJSA): 8288 Hascall St., Omaha, NE 68124. 402-393-7200. • Junior Beefmaster Breeders Associ-ation (JBBA): Open to youth age 21 and younger—nationwide. Jr. Beefmaster Breeders Association, 6800 Park Ten Blvd., Suite 290W, San Antonio, TX 78213. 210-732-3132. www.beefmasters.org. • National Junior Angus Association (NJAA): Open to youth age 21 and younger—nationwide. James Fisher, 3201 Frederick Ave., St. Joseph, MO 64506. 816-383-5100. www.njaa.info. w many can you think of?

  10. Youth Organizations, Continued • National Junior Swine Association: Open nationwide to youth age 21 and younger interested in Duroc, Hamp, York, or Landrace Swine. Jennifer Shike, P.O. Box 2417, West Lafayette, IN 47906. 765-463-3594 or jennifer@nationalswine.com. • Arkansas Junior Cattlemen's Association • http://www.ajcattle.com/ • National Grange • 4-H • Boy Scouts • Girl Scouts

  11. Objective 3: History, Purposes and Activities Associated With 4-H. • Guest Speaker

  12. Objective 4: 4-H YouthLeader And FFA Advisor Working Together • List ways these can work together….

  13. Objective 5: Basis for the FFA and other CTSO’s • Legal Basis • Started by the U.S. Government • George-Barden Act • Public Law 740 • USOE Policy • State Board of Education • Court Ruling • Educational/Psychological Basis • Philosophical Basis

  14. Legal/policy basis for FFA, cont. • The FFA is recognized as an integral part of the curriculum by the federal government. • 1. The Federal Government was responsible for establishing the FFA. Agricultural education leaders with the Federal Board for Vocational Education provided the leadership for the establishment of the FFA.

  15. Legal/policy basis for FFA, cont. • 2. The George-Barden Act of 1946 states federal funds can be expended on "supervision by the vocational agriculture teacher of the activities, related to vocational education in agriculture, of the Future Farmers of America and the New Farmers of America". • How many "clubs" have provisions in federal law authorizing federal expenditures on "club" activities?

  16. Legal/policy basis for FFA cont. • 3. USOE Policy states that FFA is intracurricular.

  17. Legal/policy basis for FFA cont. • 4. The FFA has a Federal Charter (Public Law 740): • Sec. 18 "The United States Commissioner of Education . . . is authorized to make available personnel, services, and facilities of the Office of Education . . . to administer or assist in the administration of the business and activities of the corporation." • Sec. 8 requires Federal education officials to be part of the governing structure of the FFA.

  18. Legal/policy basis for FFA cont. • The FFA is recognized as an integral part of the curriculum by the state government • 1. The State Board of Education in Arkansas has approved the Workforce Development Education - Program of Study and Support Services Guide which states “FFA activities are an integral part of the agricultural education program”

  19. Legal/policy basis for FFA cont. • The courts have ruled that FFA is intracurricular and is an integral part of the educational program. • A student in Texas who was active in the FFA moved to a new school. The school had vocational agriculture but no FFA. He brought a lawsuit against the school and won. The school had to start a FFA chapter.

  20. Legal/policy basis for FFA cont • 2. The state AR approved curriculum guides in agriculture include content on the FFA and it is recognized as an integral part of the program. • 3. The state plan for vocational education (which must be approved by the state and federal government) includes vocational youth organization activities.

  21. Questions to ponder • Why do we have the FFA? • Is there an education basis for having the FFA? • Is the FFA extra-curricular or intracurricular? • Can FFA participation be considered in assigning grades to students? • Is there a legal basis for the FFA? • Is there a philosophical basis for the FFA?

  22. Why FFA? • Benefits for the student

  23. What is the FFA Mission? • FFA makes a positive difference in the lives of students by developing their potential for premier leadership, personal growth and career success through agricultural education.

  24. Why FFA? • Benefits for the teacher • FFA motivates students • FFA provides rewards for students (reinforces) • Provides intrinsic rewards to the teacher

  25. What is the FFA? • A national organization for students enrolled in agricultural education classes. • High school and middle school • The FFA operates at the local, regional, state and national level • The agriculture teacher is the FFA advisor

  26. Educational/Psychological basis for FFA • The FFA awards and incentive program is a learning reinforcer. It is the reinforcement component of the Stimulus-Response learning theory. SAE is the response and classroom instruction is the stimulus.

  27. Educational/Psychological basis for FFA • The FFA is a powerful motivational tool. Psychology has shown that students learn best when they are “motivated to learn.”

  28. Educational/Psychological basis for FFA FFA helps students fulfill all levels of Maslow’s Hierachy of Needs.

  29. Philosophical basis for the FFA • Reconstructionism - the purpose of education is to prepare students for the future world in which they will live and students should be taking a proactive role in shaping that future by making the world a better place to live. • Pragmatism - the worth of an idea is proven when it is tested in a real word setting.

  30. Agricultural Education Models SAE FFA Instruction

  31. Agricultural Education Models SAE FFA CompleteSec. Ag. Ed.Program Instruction

  32. Objective 7: Laws related to Youth Organizations in Arkansas • Click here

  33. Objective 8: Describe Some Of The Misconceptions About CTSOs • That student youth organizations have diminishing value to today's vo ed students. The truth is that vocational educators have identified strong CTSO as an essential component of high quality vo ed. • That the strength of the youth organizations is that it focuses on leadership. However, the primary goal of membership is to develop competencies necessary for employment. • That student organizations are nice extracurricular activities for motivated students. Today, student organizations are working to ensure that their activities are integrated into the classroom curriculum. • That teachers' involvement in student organizations remains strong. The fact is that teachers are facing a time crunch and other responsibilities compete for teacher time. • That state and federal funds provide sole support to CTSOs. As federal funds have been cut, states can no longer carry the burden of financial support. CTSOs must make stronger efforts to secure support from the business community. • Go to the original source ERIC Document ED392895 Youth Organizations. Myths and Realities

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