미국의 농업교육 변화 동향과 시사점

다국어 초록 (Multilingual Abstract)

The purpose of this study was to draw some implications of the United States of Americas agriculture and agricultural education to Korea. For the purpose, this study reviewed USDA (United States Department of Agriculture)s policy including the Farm Bill, and selected agricultural statistics of the U.S.; NIFA (National Institute of Food and Agriculture)s policy of agricultural education and selected strategic plans of U.S. agricultural education non-government groups; and the current status of agricultural school education and agricultural extension.
The U.S. has made a systemic and stable approach to agricultural education from the year of 1862 when USDA and the Morrill act was made. As public input for agriculture has been declining since 1980s, U.S. agricultural education has developed new strategies to cope with the changes including 1) dealing with broad educational contents rather than traditional agriculture, 2) focusing on transferable skills through working experiences, 3) developing teachers professionalism, and 4) connecting with general education institutes and communities. These changing directions are common in Korea as well as most countries advanced in agriculture. However, how the direction and strategies have been made and how many stakeholders are sharing the vision are different among them. Korean agricultural education needs more articipation of various agricultural groups in policy and program making processes, which would make them more effective and endurable.