The purpose of this study is to construct a model of the development of the agricultural school in accordance with modern educational requirements ensuring the improvement of conditions, processes, and the content of agricultural education. Modern approaches to constructing the model of the organization of educational activities at agricultural…

In 2005, The National Council for Agricultural Education (NCAE) unveiled The Long Range Goal for Agricultural Education also known as 10 x 15. According to NCAE, the primary goal of 10 x 15 was to create 10,000 new agricultural education programs by 2015 that focused on an integrated model of classroom and laboratory instruction, experiential…

Both systematic long-range and annual planning are necessary functions of vocational educator programs. This article describes a model for a cyclical method of organizing for planning which allows the planner to identify and isolate to process components as well as to see their interrelationships. (KP)

Women farmers are underserved in agricultural education and technical assistance. Long held social constructions of farming women as "farmwives" and in some cases "the bookkeepers" rather than farmers or decision-makers influence the direction of most educational programming delivered through extension programs in land-grant…

The author describes how one teacher started a vocational agriculture program at a small high school and developed it into an agricultural institute featuring a money-making 11-acre farm. She discusses how he raised the necessary start-up funds and how the institute has helped unify the school. (CH)

To assist local administrators and teachers in determining educational objectives and priorities, this project tested a previously developed program evaluation model. The test site chosen for data collection was the agriculture department at James Wood High School. Conclusions of this test effort included: (1) The model for evaluation of secondary…

In light of the need for agricultural specialists in Africa the author analyzes various models for graduate agricultural education in relationship to the stages of development of the agricultural industry and discusses several means of insuring standards: entry qualifications, integration of course work into the program, staffing, and laboratory…

Presents a diagrammatic model that identifies principles undergirding one philosophy of vocational agriculture. The model illustrates the process through which a philosophy is developed and how it should interrelate with all aspects of vocational agriculture programs. Conceptual principles that provide a defensible foundation for vocational…

A job opportunity-based curriculum planning model was developed for high school vocational agriculture programs. Three objectives were to identify boundaries of the geographical area within which past program graduates obtained entry-level position, title and description of position, and areas of high school specialization; number and titles of…

The major program objectives of agricultural occupations courses are (1) to develop agricultural competencies needed by individuals engaged in or preparing to engage in production agriculture, and in agricultural occupations other than production agriculture; (2) to develop an understanding of the career opportunities in agriculture; (3) to…

Urban agriculture may be defined as those areas of agriculture that are practiced in metropolitan settings, plus knowledge and skills in agricultural subject areas which lead to vocational proficiency and improved quality of life or effective citizenship. Agriculture areas that are especially significant in urban settings include ornamental…

Activities are reviewed of a project to provide planning information for high school vocational agriculture programs in Indiana and to develop a procedural model for conducting employment needs assessments in agriculture. An introductory chapter presents the purpose, the objectives of the needs assessment, and the rationale for developing the…