Comparing Agricultural Education Programs Around the World

Introduction

Agricultural education programs have been included in schools around the world for centuries. These programs have ranged from individual lessons related to agriculture in primary grades to full units of courses for secondary school students. In many parts of the world the only agricultural education that future farmers receive is through their secondary school program. Wherever agricultural education courses are taught there is a need for trained teachers knowledgeable in technical agricultural science, pedagogy, and youth development.

The inclusion of school-based agricultural education instruction around the world varies greatly from country-to-country. Some countries have very formal secondary agricultural education programs while other countries offer limited instruction in either the elementary or secondary levels. Teacher education programs in institutions of higher education also vary greatly. Some universities offer full baccalaureate degrees complete with formal methods courses and field-based practice teaching. In other countries any higher education graduate with a degree in an agricultural-related field can obtain a job teaching agriculture in an elementary or secondary school.

In addition to the classroom and laboratory instruction, many countries have intra- or extra-curricular youth organizations that supplement the students’ instruction in agriculture. These organizations may be based on the non-formal 4-H youth development model, the formal future farmers program attached directly to their classroom instruction, or an industry-based young farmer organization model prevalent throughout the world. These agricultural education clubs and organizations often offer skills competitions, leadership development activities, professional development and networking opportunities, and social events for their members.

This chapter will provide examples of agricultural education programs, teacher education programs, teacher associations, and youth organizations in:

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  Australia

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  Brazil

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  Egypt

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  India

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  Ireland

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  Japan

These countries were selected because they represent quite different cultures in five regions of the world: South Pacific, South America, Africa, Asia, and Europe. They also represent major agricultural producing regions of the world.

Agricultural industries around the world have become very inter-connected through agricultural production, marketing, and trade. This also makes agricultural education programs, teacher education programs, and agricultural youth development particularly important in these regions of the world.

Future agricultural teachers should be aware of the types of agricultural education programs that exist in other countries. Agricultural education programs are not unique to the United States. There are primary, secondary, and post-secondary agricultural education programs in numerous countries in every corner of the globe. Every school-based agricultural education program in the U.S. should incorporate instruction in global agriculture, food security, and agricultural leadership from other countries. Agricultural teachers could also connect with their counterparts in other countries to share information, resources, or teaching ideas. Youth in agricultural education programs could connect with agricultural students in other countries on social media to share their agricultural knowledge, experiences, or leadership development activities.

The importance of a global awareness of agricultural education will continue to grow as we progress into the 21^st century. The ease and availability of worldwide travel will allow future agricultural professionals the chance to interact, work, and even live in other parts of the world. A knowledge of agricultural education programs around the world is essential to all future agricultural teachers across the U.S.

The learning objectives for this chapter are: 1) Describe formal school-based agricultural education systems utilized around the world, 2) Compare and contrast agricultural teacher education programs in various parts of the world, and 3) Explain the role youth and adult agricultural education organizations play in worldwide agricultural education.