The 'Crofting Connections' (Ceanglaichean Croitearachd) project is described in this article as an exemplar of the prescribed 'Scottish approach' to Education for Sustainable Development (ESD). Drawing upon the evaluation of this project an argument is made for increased attention to such initiatives that seek to (re)connect children with issues…

The author provides a brief introduction to philosophy, including areas of study within this discipline and various schools of thought. He comments on the usefulness of philosophy to teachers of agriculture. (CH)

Discusses educational reform in the context of agricultural education. Covers a recent report on agricultural education reform by the National Academy of Sciences, state legislative initiatives, and several recommendations for the future of agricultural education. (CH)

Consists of five articles dealing with the teaching of entrepreneurial principles within the vocational agriculture curriculum. Topics include (1) the need for entrepreneurial education, (2) learning activities, (3) curriculum integration, (4) entrepreneurial characteristics, and (5) instructional resources. (CH)

The authors address the need for instruction in entrepreneurship within the vocational agriculture curriculum. They list various competencies and skills needed by agricultural entrepreneurs and discucss available curriculum materials. (CH)

Examines government strategies for decentralizing agricultural extension, concluding that such changes are largely determined by the country's constitutional status. Reviews decentralization guidelines for structural and fiscal reforms and participatory management systems. (SK)

Wageningen Agricultural University's use of systems approaches and simulation for undergraduate, graduate, and postgraduate education suggests the following elements are necessary: (1) congruence between the aims/interests of teachers and participants; (2) appropriate course level; (3) applicability to relevant research fields; and (4) a range of…

Describes the U procedure, a seven-step model that facilitates management problem solving. Explains how this model was taught to farmers, with small groups assigned to solve class members' actual farm management problems. (CH)

Consists of two articles focusing on internationalism in agricultural education. Articles emphasize (1) increasing involvement in international agricultural education and (2) global dimensions for postsecondary programs. (CH)

The experience of the International Centre for Research in Agriculture shows that successful interdisciplinary research requires (1) appreciation of systems concepts; (2) common understanding of goals and objectives; and (3) effective communication and management procedures. (SK)

The author presents issues to stimulate thoughtful analysis and debate and to improve agricultural education programs. Topics include (1) mission and content; (2) clientele; (3) delivery systems; (4) supervised occupational experience programs; (5) the Future Farmers of America; (6) recruitment, preparation, and retention of teachers; and (7)…

The author discusses the nature of experience and comments on the value of experience to the learner. He relates this information to the use of experience in teaching, especially in the area of agricultural education. (CH)

Almost fifty years ago, in the Cossack town of Grigoropolisskaia, Stavropol Krai, the first student production brigade was formed, a successful model on which to develop similar rural agricultural production schools throughout Russia. The student brigade constitutes a multifaceted school in which youngsters can learn how to work, govern, become…

This report analyzes production and financial characteristics of sugar beet producers in seven regions. Section 1 examines the structural characteristics of U.S. sugar beet producers. Sugar beet production; land use, tenure, irrigation, and livestock enterprises are considered. Section 2 discusses production costs, including cost estimates,…

The author recounts her experiences as a lobbyist for the Louisiana Vocational Agricultural Teachers' Association during a period of severe financial cutbacks for education in that state. She provides ideas for vocational agriculture teachers in other states on how to influence state apropriations. (CH)