12 pages, If we are to attain a sustainable future, humanity will need to make drastic changes towards a life based on sustainability in all areas, especially in the economic sector, including food production. The task of educating for sustainability needs to include food producers (farmers and livestock breeders). This article describes an educational experience carried out within the framework of a proposal presented in the “Second Call for Grants to Promote University-Company Projects” at the Technological Campus of Algeciras (Spain). It consisted of conducting in-depth interviews with farmers and livestock breeders, identifying the practices in the daily management of their farms, and having them participate in an education and training event in which they shared their knowledge. It was not an easy task because food producers have systematically been attacked by currents of opinion that blame them for causing greenhouse gas emissions. We adopted an approach based on empathy and on encouraging sustainable food production practices.
6 pages, This study introduces a framework for 4-H leadership competencies and explores the relationship between 4-H leadership programs and participant leadership life skills development. Illinois 4-H members aged 15-18 completed an online survey about their 4-H experiences and skills. Participants reported local programs exhibited the characteristics in the leadership competencies framework. Members participating in leadership competency programs reported higher leadership life skills scores than those in other 4-H non-leadership oriented programs. Females reported higher leadership life skills scores in comparison to males. However, spending more years in leadership programs was only related to a significant change in skills development for some participants.
17 pages, The mainstream agricultural literacy movement has been mostly focused on school-based learning through formal curricula and standardized non-formal models (e.g., FFA, 4-H). The purpose of the current study is to qualitatively explore through a grounded theory approach, the development, sharing, and translation of diverse forms of agricultural knowledge and perspectives among adult learners within informal and non-formal learning settings. Data collected through interviews with and naturalistic observation of agricultural practitioners with diverse personal and professional backgrounds are used to guide the development of a holistic agricultural epistemology framework. Based on this framework, we argue the scope of the agricultural literacy movement should be expanded to better account for more diverse sets of learners (e.g., adults), worldviews (e.g., local food production and consumption), and curricular models and settings (e.g., informal and nonformal).
4 pages, Advances in technology are transforming how youth and parents interact with programs. The Strengthening 4-H Communication through Technology project was implemented in eight county 4-H programs in Northwest Minnesota. This article outlines the intentional process used to effectively implement technology in program planning. The project includes: assessing current communication tools used; evaluating participants' preferences for receiving information; educating staff on current research trends; and training teams of youth and adults with the Forrester Research Model (2011) to implement social media as a program communication tool. The process helps staff identify audience and purpose of using technology for their specific needs.
11 pages, This paper considers issues related to farmers' control of program planning for non-formal agricultural adult education1. Discussion is based on an empirical study of a $10 million Canadian sustainable agriculture education program that was initiated, created, and controlled by a coalition of farm organizations, supplanting a traditional role of extension. Theories of participatory extension education provide a theoretical framework for consideration of issues in the case. Participation theory guides the formation of partnerships among extension, communities, industry, and government. In the area of sustainable agriculture, however, stakeholders may conflict, presenting challenges to engagement and decision-making processes. Moreover, agricultural education researchers have produced little data to show effects of stakeholder involvement in program planning, putting the extension system at risk of desiring increased levels of engagement without a knowledge base about potential impacts. The study was conducted over a 3-year period using cultural anthropology and participatory action research. Farmers strongly influenced five program elements: (a) staffing, (b) content, (c) instruction, (d) evaluation, and (e) composition of planning group.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 105 Document Number: C09106
Notes:
1998 National Extension Technology Conference. June 14-17, 1998 . St. Louis, MO. 3 p. http://outreach.missouri.edu/netc98/manuscripts/evaluating_internet_education_.htm
Day, D. (author / University of Missouri - Columbia), Redelfs, M. (author / University of Missouri - Columbia), Byers, A. (author / University of Nebraska), Bomash, W. (author / University of Missouri), and Brekke, R. (author / Iowa State University)
Format:
Conference paper
Publication Date:
1998-06-14
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 105 Document Number: C09100
Notes:
1998 National Extension Technology Conference. June 14-17, 1998 . St. Louis, MO. 4 p. http://outreach.missouri.edu/netc98/manuscripts/day-redelfs-buyers.html
