Factors Associated With Internationalization Of Secondary Level Agricultural Education Programs

Global education has been defined as a process that provides students and individuals with the knowledge, skills, and attitudes necessary for them to meet their responsibilities as citizens of their community, state, and nation in an increasingly interdependent and complex global society (Florida Task Force, 1982). The development of agricultural industry in any country is inextricably linked to changes in global economy and educational advancement. The mission of agricultural education in the United States is to foster the development of knowledge and skills related to the industry of agriculture (National Task Force, 1987). To compete effectively in the ever changing, complex international labor force, agriculturally educated individuals must understand the global nature of agricultural industry and its effects on United States domestic food production, distribution, and consumption. In 1988, the National Research Council recommended that the dominance of local production agriculture in the curriculum must be broadened to include global concepts on utilization of agricultural commodities, distribution, and management. The implementation of this recommendation requires a major change in the agricultural curriculum. This curriculum change will require teachers who are committed to internationalizing their agricultural programs.