The New SAE
Mathew Hughes
The Agricultural Education Magazine, December 1992, Volume 65 Issue 6, p. 8-10.

(Note: This article was written by an individual who was integrally involved in the 1992 National Council Task Force on SAE.)

What is SAE? How is SAE different from SOE? Why should we replace SOE with SAE? This article and others in this issue aim to answer questions about the "new" SAE and related student activities. Agricultural educators are given an overview of the SAE concept, the bases for SAE, the philosophical and pedgogical foundations of SAE programs. The new SAE programs. The new SAE is designed to provide opportunities for more students to experience agriculture, while acknowledging that the original farming program concept is still relevant and viable.

SAE is defined as the actual, planned application of concepts and principles learned in agricultural education. Students are supervised by agriculture teachers in cooperation with parentslguardians,employers, and other adults who assist them in development and achievement of their educational goals. The purpose is to help students develop skills and abilities leading toward a career. (Barrick, Arrington, Heffernan, Hughes, Moody, Ogline, & Whaley, 1992, p. 20).

An SAE program includes "the specific learning experiences that are planned and conducted by an individual student that contributes to the development of agricultural and personal skills. A supervised agricultural experience program is a purposeful set of supervised agricultural experiences" (Barrick, et al., 1992, glossary).

Prior to the SAE concept, supervised experience in agriculture was known as supervised programs to provide occupational skills. Like SOE, SAE serves to occupational experience (SOE), indicating the focus of students' bridge the gap between classroom instruction and the world of work. However, SAE goes beyond just occupational preparation by providing students with fundamental and transferable skills and knowledge which may or may not be related to a specific occupational area.

SAE is an expansion of the SOE concept. Its flexibility provides greater opportunities for all students to participate fully in agricultural education. SAE may be thought of as "SOE plus

As illustrated in the figure on the following page, there are three types of SAE programs. The program or programs selected by students depend upon the students' educational, career, and personal interests.
 

A major difference between SAE and SOE that is reflected in Figure 1 is that a series of improvement activities no longer constitutes a viable SAE program. Improvement activities are an integral part of agricultural education and each SAE program, but not a replacement for exploratory, placement, or entrepreneurship SAE programs.

SAE is an expansion of the SOE concept. SAE may be thought of as "SOE plus.

Following is a brief description of SAE programs.

Exploratory SAE programs "provide opportunities for the student to develop an awareness and further understanding of careers in agriculture or increase awareness and understanding of the food and fiber system" (Barrick et al., 1992, glossary). Exploratory SAE programs are most appropriate for, but not limited to, beginning agriculture students. The inclusion of exploratory activities as supervised agricultural experiences is an example of how SAE provides students opportunities beyond those available through SOE.

In placement SAE programs, "students work for others on a farm or other agricultural business, in school laboratories beyond regular class time, or in the community for pay or only for experience" (Barrick et al., 1992, glossary). Placement experiences may or may not be related to an occupational area. Placement SAE can include working in agricultural businesses or farming operations. Placement SAE can also include volunteering to participate in community service or agency activities that are agriculturally related.

In entrepreneurship SAE programs, students have ownership of the materials and other required inputs and keep financial records to determine returns to investments. The student plans, implements, operates, and assumes financial risk in an agricultural business that includes production and distribution of goods and/or services" (Barrick et al., 1992, glossary). Entrepreneurship programs, like exploratory and placement programs, can take place in facilities owned by the student, other individuals, the school, or the community; however, the student has financial responsibility for all inputs in an entrepreneurship program.

Improvement activities are an integral part of agricultural education and each SAE program, but not a replacement for exploratory, placement, or entrepreneurship SAE programs.

Bases of SAE

Technological advancements in the agricultural industry dictate that agriculture programs provide a means for students to receive state-of-the-art instruction. In addition to being technologically competent, future workers must possess high levels of problem solving abilities and interpersonal skills (Secretary's Commission on Achieving Necessary Skills, 1991). Students can develop competencies and skills needed in the future work place through a variety of supervised experience activities.

Changing family structures and shifting student demographics are reflected in the enrollment of agriculture programs. Today, fewer students from the farm and more limited-opportunity students are enrolling in agricultural education. In the report, Understanding Agriculture: New Directions for Education, the changing enrollment in agricultural education and the need for all students to be agriculturally literature are recognized (National Research Council Committee on Agricultural Education in Secondary Schools, 1988). The SAE concept is sufficiently broad to promote agricultural literacy and to provide opportunities for all students to have meaningful supervised experience programs.

Many recent reports and recommendations for reforming the education system indicate the need for schools to provide students practical skills and a better understanding of the world of work. Much attention is also being focused on schools promoting positive student involvement in the community. The SAE concept provides a variety of avenues for agriculture teachers to address students' needs brought about by the changing educational environment.

Strong support for the SAE concept comes from agricultural education philosophy and principles of pedagogy. SAE is congruent with the philosophy expressed by Phipps (1980) in Handbook on Agricultural Education in Public Schools and by members of the profession in The StrategicPlan for Agricultural Education (National Summit on Agricultural Education, 1989).

According to Phipps (1980), agricultural education programs value: a) pragmatism, b) experiential learning, c) the individual student, d) vocational guidance and counseling, and e) community-oriented programs. The mission statement detailed in the strategic plan indicates that agricultural education supports: a) providing instruction in and about agriculture, b) developing the whole person, c) advocating free enterprise and entrepreneurship, d) being part of the total education system, and e) using a proven education process including formal instruction, experiential learning, and leadership and personal development.

Pedagogical support for experiential learning which characterizes the SAE concept is provided by John Dewey, According to Dewey (1938), "education, in order for it to accomplish its ends both for the individual learner and for society, must be based upon experience - which is always the actual life-experience of some individual" (p. 113). Pedagogical support also comes from recognized principles of learning (Hammonds, 1950; Newcomb, McCracken, Warmbrod, 1986):

 The SAE concept is designed to provide numerous benefits to students, agriculture teachers, and others. SAE programs assist students in: a) making career and personal decisions, b) achieving independence, c) developing higher-order thinking skills, d) developing agricultural competencies, and e) acquiring job skills.

SAE benefits agriculture teachers by: a) familiarizing them with new technologies and practices, b) promoting positive school/community relations, c) promoting parental involvement in the education process, d) motivating students, and e) keeping instruction relevant and practical. SAE also benefits the agricultural industry, community, and employers.

The SAE concept is a response of agricultural education to changes in the education environment. SAE is designed to reinforce classroom instruction and provide students with fundamental and transferable skills and knowledge through experiential learning. SAE programs benefit students, teachers, the agricultural industry, the community, and employers. The SAE concept is not an attempt to divorce agricultural education from its traditions and foundation, but it is instead a means of expanding agriculture programs to provide meaningful activities for all students.

Barrick, R. K., Arrington L, Hefferman, T., Hughes, M., Moody, L. Ogline, P., & Whaley, D. (1992). Experiencing agriculture: A handbook on supervising agricultural experience. Alexandria, VA: National Council for Agricultural Education.

Dewey J. (1938), Experience and education. New York: The Macmillan Co.

Hammonds, C. (1950). Teaching agriculture. New York: McGraw-Hill.

Newcomb, L. H., Mccracken, J.D., & Warmbrod, J.R. (1986). Methods of teaching agriculture. Danville, Il: The Interstate Printers and Publishers.

Phipps, L.J. (1980). Handbook on agricultural education in public schools. Danville, IL: The Interstate Printers and Publishers.

National Research Council Committee on Agricultural Education in Secondary Schools. (1988). Understanding agriculture; New directions for education. Washington, D.C. National Academy Press. Academy Press.

National Summit on Agricultural Education. (1989). The strategic Plan for agricultural education. Washington, D.C., author.

Secretary's Commission on Achieving Necessary Skills. (1990). What work requires of schools: A SCANS report for America 2000. Washington, D.C.: U.S. Department of Labor.