SAE programs were designed as an integral component in SBAE. However, participation has continued to decline. This qualitative study examined exemplary SAE programs in rural SBAE to discover factors that were working in SAE development and implementation. Through focus groups, individual and informal interviews, and observations, two themes that include 11 factors emerged from the data. This study found the agriculture teacher was the most important program partner in the development of an SAE program. Further, student learning must occur to ensure students continue to engage in an SAE program. The researchers recommended agriculture teachers utilize instructional time for the establishment, maintenance, and showcase of student SAE programs.
A team of nine researchers from the United States spent 10 days exploring the formal agricultural education system in Trinidad and Tobago from primary education through postgraduate education. Data were collected from interviews and observations from students, teachers/instructors, and agricultural producers. The team concluded that (a) the people in Trinidad and Tobago involved in agriculture (teachers, students, and producers) are passionate about agriculture, but believe that the general public demeans agricultural workers and work; (b) Trinidad and Tobago has the capacity to develop a well-trained workforce through a comprehensive agricultural education system that spans from primary education to doctoral instruction, however there was little interaction between the various educational systems; and (c) pedagogical training for agriculture educators at all levels can be improved. Furthermore, conclusions related to nine specific areas of interest are discussed and six recommendations for improving the formal agricultural education system in Trinidad and Tobago are provided. As an exploratory study, the findings and conclusions drawn only begin to shed light on ways to improve human capacity development in Trinidad and Tobago. Thus, future research is warranted to further understand and improve Trinidad and Tobago's human capacity development efforts.
Within school-based agricultural education, supervised agricultural experience (SAE) programs remain an integral component of the total program. However, researchers have reported that SAE programs lack focus and direction. Furthermore, SAE programs lack a current definition of successful SAE programs. This study was conducted utilizing qualitative research methods to examine American FFA Degree Star Finalists definition of successful SAE programs. The data were analyzed using the constant comparative method and found seven components of successful SAE programs. Those components were: goal planning/ learning/career planning, utilization of program partners, income from SAE program, personal satisfaction, FFA participation, awards, and degree structure, hard work/personal growth, and complete records. The researchers concluded that learners should plan personal SAE goals, involve program partners in their SAE programs, be involved in the National FFA Organization, obtain monetary benefits, and complete accurate records. Therefore, practicing agriculture teachers should examine their current SAE instructional practices to ensure that SAE programs be based on the learners interest and provide support for a learner’s personal, academic, and career goals.
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