Background, Education and Non-Technical Competency Needs for Agricultural Workers in Central Washington

Agriculture has undergone considerable change during the past several decades due to advances in technology. Surplus commodities and high interest rates have imposed adverse economic conditions on producers and agri-business. Employment in agriculture has been affected by new technology; mechanization has decreased the need for labor in production agriculture and commodity surpluses have reduced employment opportunities (Holmes, 1986). The dramatic shifts taking place in agriculture are dictating changes that need to be made in agricultural education. As the industry of agriculture changes, so do occupational requirements. If the educational system is to effectively prepare people to fill changing job requirements, instructional programs must change to reflect the dynamic needs of industry (Merritt, 1984; Moore & Borne, 1986). Currently, there is a lack of accurate data regarding current and emerging competencies needed for employment in agriculture (Holmes & Hempel, 1985). As Moore (1986) notes, many of the competency studies conducted ten to fifteen years ago are out of date. Without accurate knowledge of competencies desired by employers, it is difficult for schools to know how to modify current agricultural curricula, accurately advise students concerning career choices, or plan continuing education programs.