By Dr. Larry Case, National FFA Advisor and CEO
Kathryn Whitaker, Communications Specialist with the National FFA Organization
The Agricultural Education Magazine (Nov/Dec, 1998, Vol. 71 No. 3)
0ver time many influences have formed today's program content and program design. Societal trends, such as declining numbers of people involved in production agriculture, have influenced the content and program pedagogy. Federal legislation, the evolution of vocational education, educational studies, and educational reform initiatives are also among the forces impacting the program.
Federal involvement began
with the Smith-Hughes Act in 1917. The act provided funds to establish programs
and originated many program methods. For example, what was once a "supervised
practice" in farming is now a supervised agricultural experience (SAE).
Two other legislative actions,
the Vocational Education Act of 1963 and Carl D. Perkins Vocational and Applied
Technology Education Act broadened the scope of agricultural education. Production
agriculture has been compounded with careers like aquaculture, floriculture,
food technology, and wildlife ecology. The Perkins Act codified several educational
reform strategies; Tech Prep and the integration of academic and vocational
education were among those strategies.
In
1984, the National Council for Agricultural Education was formed to provide
leadership for agricultural education. In 1988 the National Research Council
released a national study entitled "Understanding Agriculture, New Directions
for Education" which led to a National Strategic Plan for Agricultural
Education. This effort increased visibility of and responsibility for agricultural
literacy.
Agricultural Education Today
The current mission of agricultural
education-to prepare and support individuals for careers, build awareness
and develop leadership for the food, fiber, and natural resource systems accurately
articulates the vision of the future of agriculture.
Preparing and supporting
individuals for careers recognizes their need for lifelong learning, a foundation
of vocational education legislation. Building awareness is an integral part
of that mission, as well. The percent of the population involved in production
is declining; thus, the general public is unable to completely understand
food production from beginning to end. Developing leadership, also rooted
in the early days of agricultural education, is the cornerstone of the FFA
program, the National Postsecondary Agricultural Student Organization (PAS),
Collegiate FFA and the National Young Farmer Educational Association (NYFEA).
Fewer
mandates by the Federal and National organizations mean this mission is
not meant to be a prescription for programs at every level, rather it should
provide direction for agricultural educators in developing their own mission
for their particular program.
National Goals
Goal 1: To update instruction in and expand programs about the food,
fiber, and natural resources systems.
Updating
instruction in agricultural education programs will always be a challenge.
Evolving from primarily production to the ever-changing science, business
and technology of agriculture involves major changes in the content of
instruction. Today's content involves agricultural science and technology,
managed ecosystems for providing food and fiber, animal welfare, agribusiness
marketing, global communications, public policy handling, environmental
and natural resource management, food processing, safety and nutrition,
forestry, horticulture, floriculture and landscape design, construction
... and the list continues.
Local
teachers are charged with providing a broad array of technical information
for the diverse occupational needs of their students. To meet this challenge,
several states have established curriculum laboratories to assist local
teachers. One national leadership group, The National Council for Agricultural
Education, uses its direct contact with agribusinesses to provide cutting
edge curriculum for state and local use. Likewise, agricultural educators
should increase their involvement in educating more students about agriculture.
The American people must be literate about their food system if we are
to continue to prosper.
Goal 2: To serve all people and groups equally and
without discrimination.
The
greatest resource for a productive agriculture and food system is people.
Strength is found in diversity-ethnic, gender, physical, economical, and
geographic. Historically, agricultural education was only attractive to
male students in rural areas. However, with the growing number of diverse
agricultural careers strength can be found in those who bring a broader
scope of experience to the industry.
Goal 3: To amplify and expand the "whole person" concept
of education, including leadership, personal, and interpersonal skills.
Effective
teaching and learning goes far beyond sharing information. A key ingredient
in the success of agricultural education is in the program pedagogy orchestrated
by caring, well-trained teachers. The art of connecting formal instruction
with application of information to real life situations makes learning
relevant and stimulating. The inclusion of providing individual and group
recognition for worthy accomplishments through FFA, PAS, and NYFEA adds
a valuable dimension to the educational experience. This affirmation fosters
confidence, initiative, responsible citizenship, leadership, and the development
of personal and interpersonal skills. Individuals must have these "whole
person" characteristics, which go beyond cognitive knowledge, to be successful
in their pursuit of a career.
Goal 4: To develop educational programs that continually
and systematically respond to the marketplace.
A common expectation of
agricultural educators at all levels is to connect and work with the agricultural
industry they serve. The benefits to students range from direct placement
in a business for their SAE to a job after graduation. The teacher and the
instructional program benefit by having access to cutting edge information
currently used in the industry.
Goal 5: To provide the stimuli that foster the spirit
of free enterprise and develops creative entrepreneurship and innovation.
A
basic value of many involved in agriculture is the desire to own and operate
a business. The Agricultural Education Strategic Plan cites preparing students
for job employment is only part of the program charge, the true greatness
of business is found in the spirit of competition. As a result, agricultural
educators are expected to foster the recognition of entrepreneurial opportunities
and business ownership and operation.
Goal 6: To provide leadership and cultivate strong
partnerships in the total educational system
Partnerships
help create successful agricultural education programs. Developing partnerships
with other teachers not only promotes collaboration but provides continuity
between students' coursework. Partnering with community colleges and universities
provides greater access for students to attain a higher degree. Utilizing
community and business leaders' resources assures access to work-based
learning and community support.
Goal 7: To elevate and extend our standards of excellence
in classroom and laboratory instruction, supervised experiences, and student
organizations.
Agricultural
educators have the ability to enhance their content, delivery, and support
by using six keys identified through the Local Program Success (LPS) initiative.
Three components (instruction, supervised agricultural experience, and
FFA) and three strategies (marketing, partnerships, and professional growth)
serve as cornerstones of the program. Successful teachers developed an
LPS guide that is utilized by other teachers. This sharing of ideas elevates
and extends the standards of excellence which agricultural education is
founded.
Simply put, the purpose
of agriculture programs in local public schools is to produce capable, knowledgeable,
contributing citizens. As agricultural educators we must play an integral
role in preparing and supporting students for agricultural careers, building
awareness of the industry and developing leadership skills through education.
Adapted
from "Building the Future and Serving Today" as part of the Strategic
Plan for Agricultural Education.