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3. Vocational Agricultural Education
Pages 25-47

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From page 25...
... The economic crisis in farming has affected vocational agriculture education programs, particularly in regions where bad weather and weak commodity markets have been problems since 1980. Students who once might have followed their parents into farming, or worked in a 25
From page 26...
... The institution of vocational agriculture education is no exception. PROGRAM ENROLLMENT AND AVAILABILITY Enrollment Enrollments in vocational agriculture programs peaked in the late 1970s and are now declining about 1 to 3 percent annually.
From page 27...
... Another steady growth phase began in 1971, which approximately paralleled the expansion in agricultural production and profits during the 1970s. Peak enrollments probably occurred in 1976 to 1977, when about 697,500 students were enrolled in vocational agriculture programs (National FFA Organization, 19861.
From page 28...
... The committee found few convincing studies and data on why some school districts offer vocational agriculture, while others do not, or why vocational programs do well in some schools, but are weak in others nearby. One study of Kansas school districts without vocational agri Total Office occupations Consumer and homemaking Trade and industrial Other Distribution Health Agriculture Occupational home economics Technical -20 \~\\\\Y 0 20 40 60 Percent change 1975 to 1981 FIGURE 3-1 Change in vocational education enrollments (in percent)
From page 29...
... The committee identified several possible reasons for relatively low minority and female enrollment in vocational agriculture programs. Many farming communities where vocational agriculture is most common are still predominantly white.
From page 30...
... Female enrollment in vocational agriculture varies from school district to school district and program to program. It is common to find relatively high percentages of girls enrolled in horticulture courses within vocational agriculture programs; in some states and school districts, a higher percentage of girls are enrolling in these courses than in recent years.
From page 31...
... Vocational agriculture teachers need to accommodate diverse educational needs. The creation of vocational agriculture programs in schools where none exist calls for policy incentives.
From page 32...
... In 1986, 40.7 percent of vocational agriculture teachers in secondary schools taught full-time in production agriculture programs; 30.0 percent were ir1 part-time production agriculture programs with one or more classes in specialized programs, such as agricultural mechanics; and the remainder taught classes in ornamental horticulture, natural resources, agricultural products, agricultural sales and services, and agricultural mechanics (Camp, 19874. Current vocational agriculture programs that have changed little over the past decade prepare students for a rather limited and generally shrinking component of the job market.
From page 33...
... The committee emphasizes that strong programs are the result of strong teachers and support from principals and school district administrators. Innovation in program design and content typically occurs
From page 34...
... · State leaders must assist school boards, administrators, and local leaders to address the uneven quality of vocational agriculture programs and make available adequate resources to support recommended program improvements. Improving Quality The committee found it easy to identify the reasons some vocational agriculture programs are weak.
From page 35...
... · School district officials should find new methods of cooperation among those involved in teaching agriculture education, including secondary and postsecondary teachers, active parent volunteers, the CES and university experts, and organizations like 4-H and the FFA. Model Programs The committee identified several successful, high-quality, agriculture education programs that have combined strengths of the traditional vocational program model with new approaches and broadened curricula.
From page 36...
... The seven plans, which reflect all sectors of the agricultural industry, cover production, mechanics, products, horticulture, resources, animal technology, and business (Walter Biddle Saul High School of Agricultural Sciences, 1984~. Laboratory instruction and experience are provided at the Fox A student adjusts a microscope in a science class at the Chicago High School for Agricultural Sciences.
From page 37...
... Agricultural science courses that mix science and more traditional vocational education include biotechnology; food, computer, plant, and animal sciences; agricultural finance; agribusiness; horticulture; landscape design; and golf course management. The curriculum places strong emphasis on basic intellectual and academic skills.
From page 38...
... Many graduates of the Walter Biddle Saul High School go on to college and careers in the agricultural sciences or other fields related to the food and fiber system. The committee views these specialized high schools as models for change and innovation, testing grounds for new ideas, and demonstrations of new programs in agriculture education.
From page 39...
... As a first step, vocational agriculture classes, like others, should help prepare students to use computers as analytical and reference tools. Computers, video, and telecommunications can add new dimensions to vocational agriculture programs.
From page 40...
... There has been insufficient time and experience with applications of new educational technologies in the vocational agriculture classroom to judge their full potential or the needs of teachers in adapting them to ongoing programs. It is not surprising that most of the vocational computer programs developed so far are oriented toward production agriculture.
From page 41...
... For example, a valuable SOE for a student could mean working as an elementary school teacher's aide and helping with a lesson plan in plant genetics, or with a nutritionist advising new mothers on how to care for infants in the areas of diet, nutrition, and health. · As a goal, all students should participate in worthwhile SOEs while enrolled in vocational agriculture programs.
From page 42...
... About 95 percent of all secondary schools that offer vocational agriculture have an FFA chapter, and about 75 percent of vocational agriculture students are members (National FFA Organization, 19864. Under the direction of the vocational agriculture teacher, FFA members hold meetings, practice public speaking, demonstrate proficiency in various occupational skills, participate in community improvement efforts, and earn awards through local, state, and national contests.
From page 43...
... The organization must broaden its nearly exclusive focus on traditional production agriculture. Even its name, the Future Farmers of America, continues to reinforce a narrow view of the organization, vocational agriculture education, and agriculture in general.
From page 44...
... · In high schools that have vocational agriculture programs but do not have FFA chapters, the FFA should explore ways to make the organization accessible. · The FFA should adopt a new name, symbols, and rituals (according to all applicable federal and state laws)
From page 45...
... 45 lure of its contests and activities to open more new categories of competition in areas outside production agriculture; reduce the number of production-oriented activities and programs; attract minorities and girls into vocational agriculture programs; and minimize absences and conflicts with regular school programs. · The FFA should encourage enrollment by students unable or unwilling to participate in a 4-year program of vocational agriculture or SOEs.
From page 46...
... Other studies found that vocational agriculture teachers identified student teaching as the most helpful part of their education (Lee, 1985~. The number of agriculture education graduates qualified to teach dropped from 1,207 in 1985 to 964 in 1986.
From page 47...
... · Teacher education programs in agriculture should continue to stress applied learning, but should strengthen instruction in science, technology, economics, agribusiness marketing and management, international agriculture, and public policy. · The federal government and elementary and secondary school teachers involved in teaching agriculture should work to develop, refine, and adopt methods for the transfer of information and knowledge from research laboratories and agricultural experiment stations to high school classrooms.


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