The DELPHI Technique can provide explicit information for planning purposes as well as widescale involvement of clientele groups and educational leadership. (Author)

Reviewing the importance of close communication with legislators, this article provides guidelines for writing and providing information about vocational agriculture. Guidelines for planning a visit by the legislator to the local vocational agriculture program are also presented. (LRA)

Continuing education will be the major potential growth area of the eighties. This growth will encourage a comprehensive program of vocational agriculture to exist in the next decade. (LRA)

If students are to become successfully established in their chosen agricultural occupations, the supervised occupational experience program should be the center of activity and should receive most of the attention. (LRA)

Suggests that vocational agriculture teachers review the following areas to determine if their time is used effectively: (1) goal identification, (2) evaluation criteria, (3) decision-making time, (4) communication effectiveness, (5) use of free time, (6) delegating responsibility, and (7) professional reading time. (LRA)

Quality classroom instruction should be the foundation upon which any successful vocational agriculture program is developed. Important components of classroom instruction include Future Farmers of America activities, problem-solving-based instruction, lesson plans, discipline, and the use of a variety of instructional methods and techniques. (LRA)

Briefly describes problems existing in training of international graduate and undergraduate students studying agricultural education in U.S. universities. Discusses eight questions related to agricultural education programs and their relevance to the international student. (LRA)

Cooperative vocational agriculture students will naturally experience a time of doubts and negative feelings (life-adjustment syndrome) after they are on the job. Teachers, students, and employers should watch for the symptoms and give assurance and encouragement to the student during this time. (LRA)

To build a better Future Farmers of America program, vocational agriculture teachers should stress supervised occupational experience programs (SOEP) by (1) requiring every student to have an SOEP, (2) making SOEP an integral part of instruction, and (3) making sure that the SOEP instruction includes the development of occupational goals. (LRA)

To succeed in international employment, it is necessary to be (1) interested in international travel, (2) people-oriented, (3) empathetic toward rural poor people, (4) appreciative of other cultures and languages, (5) flexible and adaptable, (6) patient, and (7) able to be separated from family members for periods of at least two months. (LRA)

To prevent problems with teaching plans, supplement class instruction, and stimulate use of the operator's manual, the teacher can use a series of leaflets. The first leaflet describes the activities and what is expected of the tractor operator's manual. (LRA)

Describes the international food supply situation and the challenge it presents for agricultural education. Seven recommendations are listed and discussed on how agricultural and extension education can play a key role in furthering agricultural and rural development abroad. (LRA)

Summarizes the results of a study which identified discipline problems in fifty vocational agriculture classes of student teachers and beginning teachers. Reviews effective and ineffective ways to handle discipline problems in the classroom. (LRA)