Browsing by Author "Meaders, O. Donald"

Now showing 1 - 4 of 4
  • No Thumbnail Available
    Item
    Developing and strengthening of agricultural education in Antigua. A report
    (Department of Agricultural and Extension Education, Michigan State University, 1985) Meaders, O. Donald;
    This study examined agricultural education programmes in Antigua and made recommendations for needed improvements. Data for the evaluation were obtained from numerous documents and publications, field trips, and discussions with key officials in various ministries and institutions, including the Ministry of Agriculture, Ministry of Education, Antigua State College, and secondary schools in the country. Although it was clear that the agricultural education programme in Antigua was in urgent need of improvement, the existing general goals of self-reliance and proper use of land and other natural resources were not sufficient to plan a direction for the country's agricultural education programme. Clear, specific national goals for both the short- and long-term improvement of instruction in the primary and secondary schools and teacher preparation needed to be formulated. Moreover, the importance of both education and agriculture to the development of Antigua needed to be reflected in the budgets of the two ministries responsible foe each of these. Appendices to this report include a listing of documents reviewed by the researcher, data on staffing and training needs in Antigua, and selected information concerning educational institutions and enrolment in them
  • No Thumbnail Available
    Item
    Development and strengthening of agricultural education in Commonwealth of Dominica. A report
    (Department of Agricultural and Extension Education, Michigan State University, 1985) Meaders, O. Donald;
    This study examined present agricultural education programmes in Dominica and made recommendations for needed improvements. Data for the evaluation were obtained from numerous documents and publications, field trips, and discussions with key officials in various ministries and institutions, including the Ministry of Agriculture, Ministry of Education, Clifton Dupigny Community College and various secondary schools throughout the country, a farm, a market, and the La Plaine French Technical Cooperation Project. The existing agricultural education programmes in Dominica needed to be strengthened since they were needed as part of the country's human resource development to achieve improved agricultural productivity and improved rural living. The Ministry of Education needed to continue to bear the primary responsibility for administration of agricultural education in the country. Moreover, the Ministry of Education needed to strengthen the supportive services and cooperation that it provides in the delivery and supervision of agricultural education. Included among the areas in which improvements were particularly needed were the following: staff development, curriculum and instructional development, improvement of facilities and equipment, establishment and assistance of pilot school programmes, and establishment of a network of communication and exchange among educators within Dominica and from other Caribbean islands. Appendices to this report include a listing of documents reviewed by the researcher, data on staffing, and conclusions based on a previous study of agricultural colleges in the country
  • No Thumbnail Available
    Item
    Development and strengthening of agricultural education in St. Lucia. A report
    (Department of Agricultural and Extension Education, Michigan State University, 1985) Meaders, O. Donald;
    This study examined agricultural education programmes in St. Lucia and made recommendations for needed improvements. Data for the evaluation were obtained from numerous documents and publications, field trips, and discussions with key officials in various ministries and institutions, including the Ministry of Agriculture, Ministry of Education, and the St. Lucia College of Agriculture. The existing shortage of appropriately trained agriculturalists in St. Lucia sorely limited the possibility of the further development of agriculture in the country. Strengthening the country's programme to prepare agricultural education teachers and improving agricultural and general training at the primary and secondary levels were seen as crucial to the country's development. To accomplish this, the Ministry of Education needed to have at least one staff member specifically assigned the responsibility of administering and supervising agricultural education. Moreover, two persons needed to be assigned the task of coordinating agricultural programmes in the primary and secondary schools. More and better prepared agriculture teachers were needed at all levels, and periodic studies (occurring at least every 3 years) needed to be conducted to determine the occupational attainment of graduates of agriculture programmes. Appendices include a list of documents reviewed by the researcher and data on staffing and training needs
  • No Thumbnail Available
    Item
    Development and strengthening of agricultural education in St. Vincent. A report
    (Department of Agricultural and Extension Education, Michigan State University, 1985) Meaders, O. Donald;
    This study examined present agricultural education programmes in St. Vincent and made recommendations for needed improvements. Data for the evaluation were obtained from numerous documents and publications, field trips, and discussions with key officials in various ministries and institutions, including the Ministry of Agriculture, Ministry of Education, and various schools, colleges, and associations throughout the country. The agricultural sector is crucial to the economic development of St. Vincent; it provides about two-thirds of the country's employment and is its main source of foreign exchange. However, the general population, and farmers in particular, lack adequate knowledge and understanding of the principles of marketing. To meet the need for such information, policymakers at both the Ministries of agriculture and education need to take steps to improve agricultural education at all levels, with particular attention to teacher training policies and practices. In addition, criteria for admission into diploma programmes in agricultural education should be upgraded, and follow-up studies should be conducted to assess the success of graduates of agricultural programmes. Appendices include a list of documents reviewed by the researcher and data on staffing and training needs