Perceptions of selected agricultural groups toward education programs in agriculture

Ford, Carey L.

doi:10.31274/rtd-180813-10615

Cited by 2 publications

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“…The three highest means were farm visits, county meetings, and office conferences, whereas, television programs, audio recorder programs, and short courses were the three lowest means. Obahayujie and Hillison (1988) found that part-time farmers rated on-farm demonstrations and full-time farmers rated newsletters and visits to experiment stations as the highest rank dissemination methods.…”

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confidence: 99%

“…Obahayujie and Hillison (1988) wrote that "the methods used must coincide with the maturity, education level, background, and objective of the audience being served." Ford (1987) found that farm visits, demonstrations, and field days were the most effective methods used by extension agents to disseminate information. He also found that the most important program content areas were soil conservation practices, financial planning, and livestock records.…”

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Educational Priorities Of Small Farmers In West Tennessee

Ford¹

1995

JAE

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The major purpose of this study was to assess the educational priorities of small farmers regarding delivery methods, educational programs, and program activities of the agricultural extension service in West Tennessee. The target population was 408 small farmers from three counties in West Tennessee. Random sampling was used to select 150 farmers, who represented 37 percent of the target population. Data collection was accomplished through a farm visit using a survey questionnaire. Cronbach's alpha was calculated to determine the internal consistency of the instrument. The composite reliability coefficients were .92 or above. The major findings revealed that there was a greater need for educational programs for small farmers in the areas of crop marketing, soil conservation practices, and the use of pesticides. A majority of the respondents were full-time farmers and 53 percent of the farmers had less than a high school education. Most of the farmers were near retirement age and it appeared that the number of small farmers will continue to decline. There was a strong interest among the farmers that the extension agents place more emphasis on individualized methods to help farmers in solving problems.

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Educational Priorities Of Small Farmers In West Tennessee

Ford¹

1995

JAE

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African-American high school students' perceptions toward agriculture and careers in agriculture

Brown

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there was a need for a new expanded economic base; a new south. There was a large available labor force which needed to be trained. The success of this revolution in the new south depended on the development of the African-Americans. After the Civil War, African-Americans were illiterate, poor, malnourished, and unskilled. There was a need for training and leadership, and Booker T. Washington filled that need. Washington extended the university's (Tuskegee University) knowledge to the people in a language they could understand. He improved their day-to day lives. He knew technical training was important. He also knew that people were intimidated by change and the professionals who tried to initiate change. People in general often are afraid and reluctant to ask questions. They assumed professionals would "look down" on them. Washington brought technical skills and self-worth to the people by enlisting help of community leaders: preachers, teachers, and philanthropists. The community leadership developed an infrastructure that provided a basis for practical leadership. Much of the leadership was provided by extension agents. The extension agents encouraged the people to improve their skills in reading, writing, and hygiene. They encouraged land stewardship, ownership, the development of cooperatives, and credit unions. The latest farming practices, canning and preserving foods, quilt-making, nutrition, and children's games helped build character. Before Tuskegee Institute, in Tuskegee, Alabama, began its Extension prnj^^ram, more than 90% of the African-Americans lived in the rural South. They continued to live there until the early 1900s. As implied by Booker T. Washington's the three E's of DSC DE UNES

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Perceptions of selected agricultural groups toward education programs in agriculture

Cited by 2 publications

References 2 publications

Educational Priorities Of Small Farmers In West Tennessee

Educational Priorities Of Small Farmers In West Tennessee

African-American high school students' perceptions toward agriculture and careers in agriculture

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