Cooperative education in agriculture calls for two-way cooperation between the school and the employer in coordinating programs for their mutual benefit and for the students' benefit. The article notes a number of specific benefits to the cooperating employer. (MF)

Lists benefits to the student, benefits to the employer, benefits to the school, benefits to the community, criteria in selecting students, responsibilities of the student, responsibilities of the school district, and responsibilities of the employer in a cooperative vocational agricultural program. (HD)

Describes the Oshkosh (Wisconsin) Public Schools agribusiness program, a secondary level program which emphasizes career exploration and on-the-job training experience; eight statements describe why the program has been successful. (HD)

Stating that successful cooperative programs require good planning and the cooperation of employers, the author discusses some of the planning difficulties and requirements for the teacher. (MF)

Comparing students in agribusiness sales, supply, and service courses to raw products in need of development, the author discusses the backgrounds of these students and their developing maturity through supervised occupational experience. (BM)

A discussion of why many high school programs of vocational agriculture have neglected the old idea of "learning by doing", with suggestions of some alternatives to reverse the trend. (HD)

The Vocational Agriculture Advisory Committee in Overton, Texas, worked with students in developing the Overton FFA Student Investment Program, designed to offset the disadvantages of living in a town. The planning, implementation, and results of this Program are presented along with nine guidelines for developing a cooperative student project.…

Presents the four components that must exist before any on-the-job training program can be successful and discusses twelve specific problems of cooperative training (at the secondary level) that present the greatest problems to on-the-job training coordinators. (SH)

A successful on-the-job training program in which the employer is the student's trainer and supervisor must include proper student placement and site selection. The author offers criteria for locating and approving training agencies. (MF)

Differences are defined between the Supervised Occupational Experience Program (SOEP) and Agricultural Cooperative Education (ACE) in terms of development and legislation, general program characteristics, instructional aspects, associate (personnel) relationships, and community relationships. A combination of both programs would offer selected…

A vocational agriculture instructor describes the Agricultural Cooperative Training (ACT) program at Nottoway (Virginia) Senior High School for on-the-job training in agribusiness and agricultural production. Especially important are student and site selection, ACT guidelines, a parent-student-employer-school written agreement, and the student…