Hostname: page-component-78c5997874-v9fdk Total loading time: 0 Render date: 2024-11-09T01:22:52.444Z Has data issue: false hasContentIssue false
  • English
  • Français

Improving the relevance of formal education and training in preparing international students as change agents for low-input agriculture

Published online by Cambridge University Press:  30 October 2009

Kristin Cashman  and
Edgar Persons
Kristin Cashman
Affiliation:
A Graduate Student and Research Assistant for the Center for Indigenous Knowledge for Agriculture and Rural Development (CIKARD), Iowa State University, Ames, IA 50011.
Edgar Persons
Affiliation:
Division Head, Agricultural Education, University of Minnesota, St. Paul, MN 55108.
Get access

Abstract

The frequent assumption that there are relevant and meaningful parallels between agriculture in the U.S. and in Less Industrialized Countries (LICs) is critically examined. Based on the results of a survey of LIC students enrolled in the College of Agriculture at the University of Minnesota, recommendations are made to more carefully focus the approach and direction of LIC student eduction. We conclude that the education and training of agriculturalists in U.S. institutions of higher learning does not relate sufficiently to the resource base and domestic needs of farming cultures in the LIC countries. A case is made for the benefit of practical experience through work with farmers whose practices and applications accommodate and reflect the realities of low-input farming practices in the LICs. Appropriate paralleled farming systems in the U.S. are typified as “organic,” “biological,” “regenerative,” or “sustainable,” and LIC students could be given experience on these farms as a part of their degree program in school.

Keywords

Foreign studentsUniversity of Minnesotaless-industrialized countries (LICs)agricultural technologyorganic farmingsustainable agriculture
Type
Articles
Information
American Journal of Alternative Agriculture , Volume 3 , Issue 1 , Winter 1988 , pp. 35 - 40
Copyright
Copyright © Cambridge University Press 1988

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

1.Alatas, S. H. 1968. The captive mind and creative development. International Social Science Journal, 27.Google Scholar
2.Barrier, E. G. (ed.). 1985. Foreign Student Flows: Their Significance for American Higher Education. International Institute of Education, New York, New York.Google Scholar
3.Berelsen, B. 1952. Content Analysis in Communication Research. Glencoe Press, Glencoe, Illinois.Google Scholar
4.Blumberg, R. A.04, 1986. “Evaluation of AID's Institution Building Projects in Three Nigerian Universities.” Rough Draft.Google Scholar
5.Byrnes, F. C. 1980. Accent on the '80s. Paper presented for the Seminar on Assessing Agriculture's Need for Educated People in the 80's. University of Minnesota, St. Paul, Minnesota.Google Scholar
6.Coleman, James S.02, 1984. Professional training and institution building in the Third World: Two Rockefeller Foundation experiences. Comparative Education Review.CrossRefGoogle Scholar
7.Gordon, R. L. 1969. Interviewing: Strategy, Techniques and Tactics. Dorsey Press, Homewood, Illinois.Google Scholar
8.Harwood, R. R. 1979. Small Farm Development: Understanding and Improving Farming Systems in the Tropics. Westview Press, Boulder, Colorado.Google Scholar
9.Hathaway, D. E. 1977. Applying science and technology in developing countries. In Bailey, S. K. (ed.). Higher Education in the World Community. American Council on Education, Washington University.Google Scholar
10.International Federation of Organic Agriculture Movements (IFOAM). 1983. Tanzania Embraces Organic Technologies as Essential to Agricultural Survival. Rodale Press, Inc., 3rd Quarter, 41.Google Scholar
11.Lee, M. Y., Makktar, A. E., and Thomas, L. B.. 1981. The needs of foreign students from developing nations at U.S. colleges and universities. Published by the National Association of Foreign Student Affairs (NAFSA) through contract with U.S. Agency for International Development. Washington, DC.Google Scholar
12.Maslow, A. H. 1987. Motivation and Personality. Third Edition. Harper & Row Publishers, Inc., New York, New York.Google Scholar
13.Office of Technology Assessment (OTA). 11 24–25, 1981. Background papers for innovative biological technologies for lesser developed countries. U.S. Government Printing Office, Washington, DC.Google Scholar
14.Spradley, J. 1979. The Ethnographic Interview. Holt, Rinehart and Winston, New York, New York.Google Scholar
15.U.S. Agency for International Development (U.S. AID). 1978. Report to the Congress on Title XII Freedom From Famine and Hunger of the Foreign Assistance Act of 1961. Washington, DC.Google Scholar
16.U.S. Department of Agriculture (USDA). 1980. Report and Recommendations on Organic Farming. Washington, DC.Google Scholar
17.Williams, T. T. 1978. Strategies for science and technology for the benefit of disadvantaged populations. Paper presented at the meeting of the Association of U.S. University Directors of International Agricultural Programs, Logan, Utah.Google Scholar