A Model For Agricultural Education In Public Schools

Matthew Hughes, R. Kirby Barrick
1993 Journal of Agricultural Education  
Agricultural education in public schools has a rich heritage of developing student personal skills as well as providing abilities needed in agricultural employment through classroom and laboratory instruction, supervised experience, and FFA activities. Over the years, agriculture programs have evolved to better serve the needs of students. Recent changes in the agricultural industry, student population, society, education system, and the work place necessitate expanding the scope of public
more » ... cope of public school agricultural education to meet the needs of today's students. For many years, the agricultural education program has been illustrated by a diagram of three overlapping circles representing classroom instruction, FFA. and supervised experience. That diagram inferred that, while some activities overlaped and were highly related, there were activities of SOE and FFA that were not related to classroom and laboratory instruction. Further, the context of school and community for the total agricultural education program was not apparent. To more accurately reflect agricultural education, a new model was developed representing the total agriculture program within the context of the current educational environment. This article focuses on the philosophy of that model and its rationale. The Agricultural Education Program Model The model presented in Figure 1 was developed by a seven-member writing team appointed by the National Task Force on Supervised Agricultural Experience and included agriculture teachers, teacher educators in agriculture, and a graduate student in agricultural education. This team met in January, 1991 at The Ohio State University for the purpose of writing a handbook on the supervised agricultural experience (SAE) concept. Developing the model was a necessary step in describing and illustrating the role of SAE in agricultural education. Overview of Model Agricultural education takes place within the context of the school and the community and is comprised of four components: a) classroom and laboratory instruction, b) application, c) employment and/or additional education, and d) career. Classroom and laboratory instruction focuses on technical agriculture, leadership, and personal development. Supervised experience and FFA provide experiential learning opportunities, reinforce instruction, motivate students, and provide means of identifying problems on which to base instruction. Incentives such as contests, degrees, and awards ------------------------The concepts presented in this article are based upon information contained in Experiencing Agriculture: A Handbook on SAE (Barrick, Arrington, Herrernan, Hughes, Moody, Ogline, & Whaley, 1992) and derived from discussions of the handbook writing team. The authors acknowledge the input from the handbook co-authors; however, this article may not reflect the viewpoint of each w t i team member. Fall 1993 59
doi:10.5032/jae.1993.03059 fatcat:h7tguzv22zh4zbnx5ii4tjpmke