Youth livestock programs provide intangible benefits through life skill development

Martin, Chad; Rusk, Clint

doi:10.1093/af/vfab007

Cited by 2 publications

(2 citation statements)

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“…Leaders' and mentors' participation are essential in aiding Extension personnel and agricultural teachers in their district, parish, region, county, community, or chapter to instruct and facilitate youth's livestock projects [13]. Thus, developing a comprehension of volunteer, mentor, and instructor competencies [15] is advantageous in the development of digital curricula to improve agricultural sustainability and potentially enhance stakeholder impact [22]. Understanding the needs of agents and teachers may result in learning techniques to best prepare youth when beginning their certification to qualify for livestock exhibitions.…”

Section: Discussionmentioning

confidence: 99%

“…Texas is the second largest producer of food and agricultural products in the United States and the number one U.S. producer of livestock. Successful youth livestock projects within the U.S., such as 4-H and FFA programs, depend on educating youth who pursue small or large livestock management and life skill development [22]. The role of Extension agents, agricultural educators, and volunteers is to lay the foundations in this process.…”

Section: Introductionmentioning

confidence: 99%

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Sustaining Global Food Systems with Youth Digital Livestock Production Curricula Interventions and Adoption to Professionally Develop Agents of Change

Strong,

Sprayberry,

Dooley

et al. 2023

Sustainability

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Improving the sustainability of global food systems requires competent and impactful change agents who are tasked with disseminating knowledge to stakeholders in local communities. Agricultural Extension agents and agricultural educator, who provide mentorship and preparation of youth, are pivotal for the positive outcomes of youth livestock production programs. Digital professional development, as one intervention for both formal and nonformal educators, can be a more effective use of an educator’s time. This study examined the needs and competency levels of agents and teachers related to their capacity for training youth livestock exhibitors. Through an online course, participants completed a pre-posttest within an interactive module. The data revealed that agents and agricultural teachers were proficient in Texas, USA, youth livestock production programs. This study found that the majority of both groups scored over 90% on the curricula’s assessment. There was a significant difference; agricultural education teachers reported higher mean scores than Extension agents on the Effective Teaching assessment. Both groups reported agreement with the Time to Complete, Tool Navigation, and Effective Teaching assessments. The data indicated that participants should additionally receive training materials on ethics policy and livestock validation. Livestock production digital professional development for nonformal agents of change is essential for sustaining global food chains.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%