Leadership development in Agricultural education - Research Paper Example

How does leadership development be use in agricultural education? Task due How does leadership development be use in agricultural education? Introduction Agricultural education is a noble systematic program that has being used to instruct students who have passion and desire to learn about science, businesses, and technology used both in plants and animals production. The instructions given to student will also include learning the environmental and natural resources systems that are used both to animals and plants (Marion & Moira, 2006).

The study of agricultural resources is of great importance to students. The educations aims at preparing the students for successful careers that are available in agriculture activities. The student are informed on how to make a lifetime choice of well informed choices in global agriculture; this includes but not limited to; food engineering, fiber, and other natural resources systems that can be used for successful living. In agricultural education there are more than 300 carriers where students are prepared in areas related agricultural industry.

Agricultural production which involves the backbone of agricultural processing of products, financing in agriculture, agricultural processing, marketing of agricultural products and the supply of agricultural products are the key careers that are developed to students with desires in agricultural education (Brown, 1973). Consequently, agricultural education has helped in developing of leaders for the vast network of supporting the careers that has provided the supplies of agriculture products, management of the agricultural resources, in the area of conservation of the natural resources systems used in agricultural activities (Richard, 1981).

Agricultural education strategies To enhance effectiveness of agricultural education, the program has being developed based on the three core areas. The core areas include classroom and laboratory instructions, supervised agricultural experience programs where students practice supervision of the agricultural resources and in FFA student’s organizations activities that aims at developing leadership careers to students. To deliver a balanced and quality agricultural education, the leaders should be educated based on the three core education strategies activities.

 The quality Agricultural Education program is designed for delivery through a balance of these three core educational strategies: Summary Carlsson, L& P.L. Williams. 2008. “New Approaches to the health promoting school: participation in Sustainable Food systems.” Journal of hunger and environmental nutrition. 3 (4): 400-417 The journal outline agricultural program that will review and synthesis research on the three strategies that can be used by the public schools to procure food from within sustainable food systems.

The strategies that are to used the schools’ food gardens, the farms in schools, and advanced procurement policies to come up with potential roles for dietitians. This literature provides a wealth of successful models that can be used by schools to participate in sustainable food production system. In the journal the benefits of agricultural education are highlighted and the measures that can be used by students to localize food systems. This is a very good education since the agricultural leaders in education benefits and reaps the barriers that can be encountered.

In addition, the leaders learn about sustainable food production. This will include areas such sustainable community design, food health and nutrition. The aspect may also help the leaders to encourage transfer of government responsibilities to the community. Fitzgerald, P.L. 2010. “ Planting the Seeds. “ School Nutrition. 64 (6): 46-52. NAL Call Number: LB3479.U54 S3. The journal gives the instructions to students on how to start a farm program either within or away the school. Students are been enriched with agricultural education relating to agricultural production.

The theme of the journal to students is “Go and Grow. In the articles, students are provided with a model and strategies that will make them become good managers, suppliers and producers of agricultural products. The advice in the article is based from successful farm-to-school program managers. The intervention for this article is based on development of good managers in the agricultural activities. The students are being advised on how to manage both the natural resources and products the gain from their firms.

Markley, Kristen, Marion Kalb. "Delivering More: Scaling Up Farming in School Programs: A Report on the Farm to School Distribution Learning Community."  2010. P. 47. The article outlines the efforts that have being rapidly expanded in the United States since the 1990s. From a number of handful projects since 1996, there are over 2,000 programs in the 42 States that aims at promoting agricultural education and to bring farm fresh products into the schools and the locals. The records of success are converged by a number of factors such as interest of students.

A number of schools in United States are using Agricultural education learned by the students to produce food in both in high schools and colleges. There is need to continue to foster agricultural careers to students. This will help to continue growing foods like vegetables that can be used within the school and the surplus sold to the community. Firm-to-school programs must find ways to further development of delivery systems to students. The focus of the agricultural education should be to reach more students and more schools developed.

Agricultural leadership enhances students to get the best knowledge on long-term strategies for distribution for example in rural settings. Joshi, Anupama, Marion Kalb, and Moira Beery. 2006. Going Local: Paths to Success for agriculture in School Programs. Center for Food and Justice; National Farm to School Program; Community Food Security Coalition. P.28. The article is a report that shows the innovative farms in school programs to promote agricultural education. The report draws upon the existing information as well as new strategies that aim at completion of the eight studies of the agricultural firm-to school programs.

From the article, Agriculture education has covered a wide area in the world; there are operations in different regions in the world practicing agriculture education. The article also pinpoints the barriers facing the agricultural education such as technology growth, capitalization, lack of equipments just to mention a few. The tactics used to overcome the challenges are also highlighted. There are challenges facing agricultural education. The agricultural education centers need to have experimental station with equipments in the laboratories and experimental firms.

There is also need for the agricultural scientists to work towards developing better farming methods and to solve the problems of the local farmers. From the four resources used, we can analyze the research carried out and conclude that agricultural education has taken roots in most parts of the world. However, the education relies on the desire in students. From the articles we see the quality education taught in agricultural leaders that utilizes the “learning by doing”. The students are given education based on applied science to enhance them become good leaders, managers in future (Kristen, 2010).

In addition the students are in a position to get vast education and incorporate areas such as social studies, chemical applications and biology in their course (Williams, 2008). In addition, the road in agricultural education is not smooth either. Students face a number of challenges as we can see from the article by Marion & Moira (2006). The author pinpoints a number of problems such as students not willing to take agricultural careers due to bad attitude, lack of enough resources in the firms, and rapid changes in technology growth.

However, the future of agricultural education is still defined. The agricultural education will need to focus on production of well informed leaders in agricultural field. Conclusion Agricultural education has played a major role in teaching of agricultural related careers, natural resources, and advanced land management through hands on experience and guidance that is given to students for entry in jobs markets. Further education in agricultural careers has prepared students in advancement of agricultural jobs; this includes areas such as horticulture and land management as a natural resource.

References Carlsson, L. P. (2008). “New Approaches to the health promoting school". participation in Sustainable Food systems , Journal of hunger and environmental nutrition. 3 (4): 400-417. Fitzgerald, P. 2. (n.d.). “ Planting the Seeds “. School Nutrition , 64 (6): 46-52. NAL Call Number: LB3479.U54 S3. J. Richard Blanchard, L. F. (1981). Guide to sources for agricultural and biological research. University of California Press. Joshi, A. M. (2006). Going Local. Paths to Success for agriculture in School Programs.

Center for Food and Justice; National Farm to School Program , Community Food Security Coalition. P.28. Markley, K. M. (2010). Delivering More: Scaling Up Farming in School Programs. A Report on the Farm to School Distribution Learning Community , P. 47. Mary Ruth Brown, E. L. (1973). Agricultural education in a technical society: an annotated bibliography of resources. American Library Association.