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• W2992719769 abstract "The Smith-Hughes Act of 1917, also referred to as the National Vocational EducationAct, promoted vocational education in agricultural and industrial trades and home economics in an effort to provide skilled employees during a time of labor shortage and rapid industrialization. While much of the vocational education promotion was targeted towards industrial education, Congress included agriculture within its definition of vocational subjects. Preparing youth for jobs resulting from the Industrial Revolution and offering teacher training in each of the offered fields was a key aspect to the Smith-Hughes Act. The Smith-Hughes Act was victorious in its effort to spread vocational education throughout the country; however, enrollment rates leveled off, and remained lower than what was hoped for. Critics of the program targeted the fact that job training provided in these programs tended to lag behind the actual needs of the industry (Steffes). A gap between classroom curriculum and industry needs is not only seen during the time of the Smith-Hughes Act, but in present day agricultural education as well.I remember being a high school student, tasked with the enormous responsibility of choosing which path I would take next. The weight of making a decision lingered over me, as high school came to a close. I knew I wanted to be involved in agriculture, but I felt unsure of which path within the agriculture realm I exactly wanted to take. Ultimately, I felt ill prepared to make this life changing decision, and yearned for industry and career knowledge. Deciding one's career path should not be taken lightly nor left up to fate. Students should be informed with proper knowledge, opportunities, and necessary prerequisites in order to make this decision.The passage of the SmithHughes Act not only provided funds for vocational agriculture courses but also was an integral cornerstone in the development of the National FFA Organization. The National FFA Organization prides itself on making a difference in students' lives through developing their potential for premier leadership, personal growth, and career success through agricultural education. Through the FFA mission, we are reminded to develop students in preparing them for a successful career within the industry. FFA provides career experience and connections through the Supervised Agricultural Experience section of the agricultural education program model. Through the Supervised Agricultural Experience, students are given the opportunity to explore and consider multiple careers, workplace behavior, and develop skills within an industry, while applying classroom knowledge.In order for agricultural educators to instruct industry related curriculum and advise Supervised Agricultural Experiences, instructors need to obtain the proper knowledge and resources themselves before teaching others. As stated previously, during the time of the Smith-Hughes Act, trainings focusing on the offered fields were made available to vocational education teachers. If we are to prepare our students for entering the industry, we first must ensure our teachers are given the proper opportunities and resources to do so through professional development and in-service training seminars (Slusher, et.al, 2011).Once teachers are informed and knowledgeable on technical skills needed for various career opportunities within agriculture, the classroom curriculum should reflect industry-relevant instruction that results in observable skill attainment. Providing students a curriculum in which they are able to acquire technical skills applicable to industry careers is a high school program necessity. Career clusters are one possible way to set a course of offerings in which students are given the opportunity to specialize in a specific career interest area. Career clusters serve as a channel for curriculum delivery, to include necessary skills for employment (Slusher, et.al, 2011). Just as the Smith-Hughes Act aimed to fill industry jobs during a time of labor shortage, we as agriculturalists are facing our own challenges to fill jobs within our industry, in order to provide for and educate our population. …" @default.
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• W2992719769 title "Nurturing Our Established Roots: The Smith-Hughes Act as a Model for Agricultural Education Career Preparation" @default.
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