understanding agriculture new directions for education
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Understanding Agriculture: New Directions for Education. AGED 3203. 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

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factoids
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
factoids3
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.
selected sections
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.
selected sections5
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 .
selected sections6
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.
selected sections7
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.
selected sections8
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.
recommendations
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.
recommendations10
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.
recommendations11
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.
recommendations12
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.
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