Communicating for Agriculture Education Programs (CAEP) Канада

Communicating for Agriculture Education Programs (CAEP) Канада

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Agricultural Communications Scholarships

Get Funding at Your School

Do you have an interest in working to streamline interaction between organizations and individuals, as well as working in a pursuit that involves the environment? If a career in a double-sided field requiring two very different parts of the brain is an appealing prospect to your multi-tasking intellect, the broad arena of agricultural communications may be well suited to you.

The field of agriculture spans the realm of large corporations, bioengineering, livestock, food handling, food production, and even grassroots organic farming. An increasing specialty within this umbrella field is that of Agricultural Communications.

Between agricultural extension agencies, food producers, and private organizations, the field must be hinged together with effective and highly trained educators whose expertise lies in agriculture, but whose primary function is to effectively communicate between various agencies as well as with the public at large. The agricultural communicator within the world of farming essentially serves as the tie that binds while keeping the peace and the food flow churning.

These uniquely charged individuals, as you would expect, are required to wear many hats on a daily basis. Professionals in the field will find themselves doing everything from creating websites to presenting lectures and writing informational brochures, among a slew of other communications tasks that facilitate understanding and better farming principles. Job opportunities for Agricultural Communicators can be found in businesses and public organizations, at broadcasting and advertising companies, and as educators and teachers at all levels of knowledge.

Since this niche career field is so essential to the success of the agriculture world, there are a number of scholarships in place to promote its study. If you are dedicated to the pursuit of agri-communications, and are looking for some money to fund your degree, look no further than the college-sponsored awards we have listed.

Scholarship Programs

The Communicating for Agriculture Scholarship and Education Foundation

With a headquarters in Minnesota and a dogged dedication to encouraging talented to pursue agriculture through grants and training incentives, the Communicating for Agriculture Scholarship and Education Foundation is full of good works. They have already handed out two million dollars in scholarships, and there’s more where that came from. Their educational facilities include international training programs through which they do working-educational career placement stints in horticulture, animal husbandry and a variety of agricultural facets.

See the CAEP website for the assortment of their offerings, including beekeeping and agribusiness, and let the contacts on their site guide you towards the appropriate applications, registrations and program details. Contact the Foundation branch of the organization to receive scholarship informative for their respective training programs.

National Agricultural Communicators of Tomorrow

The one-and-only Yamaha Motor Corporation sponsors a scholarship – three, in fact – worth $1500-$2500 for students to use towards their education and career development in the field of agricultural communication. These awards are based on financial need, academic merit, and the overall caliber of the application.

The scholarship recipients will also receive funds to attend the Agricultural Media Summit, as well as financial incentives for their professional development in agriculture, including gift cards and a cash prize.

Ohio State University

There are quite a few scholarships available to students majoring in the Department of Agricultural Communication, Education and Leadership at Ohio State University. The comprehensive program provides both Bachelors and Masters degree options and trains students in a mass communications type of program within the realm of agriculture.

Students are trained to communicate effectively and persuasively across a slew of media and are expected to be aware of current issues and news that affect the industry. The scholarships offered include a few general and a few specific awards:

  • Earl and Wilma McMunn Scholarships offer generous awards to undergraduate majors in Agri-Communications.
  • Ohio Agribusiness Association Educational Trust awards up to $2,000 to students who’ve been in the major at least a year.
  • John Hancock Klippert Memorial Scholarship awards $1,000 every year to a department major.
  • Former 4-H’ers may be eligible for the Bill Zipf 4-H Memorial Scholarship. Applicants may earn $1,000 toward their tuition for their involvement with this agricultural education program.
  • Leo Rummell Endowed Scholarships recognize an outstanding student in the major who has completed their internship. Awards are $2,500.

University of Illinois – Urbana-Champaign

Agricultural Communications Scholarships from the University of Illinois at Urbana-Champaign are given out to student majors who are able to demonstrate top-notch academic records, in combination with a financial need for the extra funds. UI students will choose to emphasize Consumer and Environmental Sciences Communications and will be required to micro-specialize in a communication medium of their choice.

The primarily merit-based awards range in value from $500-$1000 and are good for one year of study. Notably, the University of Illinois is also quite a good resource to other agricultural communications scholarships that are out there, and students looking into the field should check out the department’s website.

Purdue University

Purdue University in Indiana has assembled an Agricultural Communications major that is an interdisciplinary collection of loosely related courses that ultimately come together to make sense for the student wishing to pursue the career. Participants are prepared for demanding jobs in communications and education that is pertinent to farming. Scholarships available to students in this major include:

  • Farmer’s Exchange Outstanding Junior in Agricultural Communication Scholarships award gives $500 to students with a recognizable talent in the field and whose participation in department activities is exemplary.
  • Indiana Farm Bureau, Inc. Outstanding Senior in Agricultural Communication Scholarships award $500 to those students they deem most promising in the field.
  • Farm World Journalism Scholarships award $500 to students in the Ag Comm major whose work in the area of journalism is exemplary. Naturally for this prize, an essay is required for consideration.
  • Indiana Prairie Farmer Outstanding Student in Agricultural Communications Scholarships go to the most academically talented in the major regardless of class level. Applicants must be natural leaders. These competitive awards are $500.

Oklahoma State University

The Agricultural Communications program at Oklahoma State University has been in existence since the mid 1920s and therefore is one of the most well established in the country. Since that time, obviously technology and mass communications have gone through various metamorphoses to get to where we exist now on a consistently changing plane of media. Likewise, the major courses have changed quite a bit, as well, to suit the needs of the times, and the result is a comprehensive and relevant curriculum that will serve students well.

Students in the major are able to design portions of their curriculum so that they are targeted towards their specific career path. Scholarships available to students in the Department of Agricultural Education, Communications, and Leadership include:

  • Agricultural Communications Alumni Scholarships reward those whose academics and participation in Agricultural Communicators of Tomorrow group are outstanding and who are also in financial need of the funds. Up to $500 is awarded per year.
  • Herb Karner Agricultural Journalism Scholarships go to those whose talent lies in the written word and whose commitment to the field is unrivaled. Students must have excellent writing records. Awards are $500.
  • Ferdie Deering President’s Distinguished Scholarships offer generous scholarships to academically motivated freshmen in the major. Up to $2,000 is renewable each academic year as long as candidates maintain very high academic standards.
  • Dr. Alezander Magruder Memorial Scholarships are intended to recognize outstanding all-around students who are residents of the state and who promise to be strong leaders in the field of agricultural communications.
  • Ernest Shiner Memorial Scholarships award $500 to a student whose talent and career interests are in printed communications, which may include agriculture.

More Scholarships in Agri-Communications

If you haven’t found the scholarship opportunity that’s just right for you here, don’t worry as this is far from a comprehensive list of all the offerings. There are many more agricultural communications opportunities that may be open to you from private and public colleges throughout the US, as well as through independent training programs such as the aforementioned Communicating for Agriculture Education Foundation.

Let the National Agricultural Communicators of Tomorrow be a central resource for your news and information on career and internship opportunities. As the face and field of agriculture is changing so much with the shifting needs of the people, keep on your toes and watch for new monetary incentives to pop up in this engaging field of study. The Association for Communication Excellence in Agriculture, Natural Resources, and Life and Human Sciences is also a key hub of information, professional networking and development, and mid-career award opportunities.

Be sure to get in contact with the agricultural department and financial aid department of your college or university to see if they may have any other awards to offer you. And be sure to be specific and open about your desire to pursue agricultural communications – since the study is so particular and necessary to our system, there may be benefactors willing to financially ensure the future of America’s agri-education, starting with you.

International Experience Canada Program

Canadians aged 18 to 35 can live and work in one of 34 countries as part of the International Experience Canada Program.

Reciprocal agreements are in place with each of the 34 nations, meaning their young professionals can live and work in Canada.

There are three categories under the IEC program, depending on the status of the young professional.

  1. Working Holiday
    Candidates receive open work permits that allow them to work anywhere in the host country.
  2. International Co-Op
    Candidates receive employer-specific work permits for students to gain experience in their field of study.
  3. Young Professionals
    Young Professionals participants receive an employer-specific work permit to gain targeted, professional work experience that is within their field of study or career path.

Countries Part of International Experience Canada Program

Australia Hong Kong Portugal
Austria Ireland San Marino
Belgium Italy Slovakia
Chile Japan Slovenia
Costa Rica South Korea Spain
Croatia Latvia Sweden
Czech Republic Lithuania Switzerland
Denmark Mexico Taiwan
Estonia Netherlands Ukraine
France New Zealand United Kingdom
Germany Norway
Greece Poland

Canada’s immigration department publishes a list of recognized organizations that provide services under the International Experience Canada Program.

The approved organisations provide services for a fee to both Canadians going abroad and foreign nationals coming to Canada.

Services might include help finding a job, somewhere to live, or with travel arrangements.

The organizations are either Canadian with offices overseas, of international with offices in Canada.

Approved Organizations Under International Experience Canada

Employer-specific work permit only

  • International Association for the Exchange of Students for Technical Experience (IAESTE)
  • Association for the International Exchange of Students in Economics and Commerce (AIESEC)
  • Academic Internship Council (AIC)
  • Mennonite Central Committee of Canada / International Volunteer Exchange Program (MCC/IVEP)
  • Canadian Host Family Association (CHFA) with Communicating for Agriculture Education Programs (CAEP)
  • International Rural Exchange (IRE)
  • University of Alberta
  • University of New Brunswick

Open work permit only

  • SWAP Working Holidays
  • Go International
  • INTERNeX International Exchange
  • Stepwest

Interested employers: Kindly contact us here to receive further information.

Interested candidates: Find out whether you qualify to Canada by completing our free on-line evaluation. We will provide you with our evaluation within 1-2 business days.

Read more news about Canada Immigration by clicking here.

Communicating for Agriculture Exchange Program (CAEP)

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CAEP stands for Communicating for Agriculture Education Program


The list of acronyms and abbreviations related to
CAEP — Communicating for Agriculture Education Program

  • EPA Environmental Protection Agency
  • CFSMs Communicating Finite State Machines
  • RLE Real-Life-Experience
  • ACLs Academic Clinical Lecturers
  • AATC African American Travel Conference
  • CA Communicating for America
  • CCS Calculus of Communication Systems
  • BCC Business Communications Consulting
  • ASP Alloy Steels Plant
  • A.C.E. Art Crawl Experience
  • ACE Allscripts Client Experience
  • CSCA Columbus Society of Communicating Arts
  • FHR Fine Hotels and Resorts
  • COSIA Communicating Ocean Sciences to Informal Audiences


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Internships in Canada

Canada is also officially a bilingual nation, with French and English as its two languages. Other languages scattered throughout Canada include Cantonese, Italian, German, Punjabi, and Spanish. This variety in languages serves to prove that Canada truly is a cultural mosaic.

Canada is a vast country filled with opportunities for interns looking to spruce up their resume and compete in a global job market.

Architecture and Engineering

In Canada, lumber and stone are fairly cheap, providing plenty of building material for major companies. However, since the geography of Canada is so diverse, there are many different climates and cultures to take into account when building — whether that is towers or bridges. Interns can expect to work in drafting, construction management, structural engineering, or CAD.

Hospitality and Tourism

As a huge tourist destination, Canada is a great place for tourism interns. Interns could choose from opportunities in hotels, ski resorts, restaurants, and many more industries. Expect to work with tourists from all over the world, get your feet wet with some training, and also have time for social events. Tourism internships at resorts and hotels in Canada will generally last for about six months or longer. It will be well worth it when you experience all the fun and excitement of interning in the hospitality and service sector.

Information Technology

The technology sector is becoming more and more important around the globe. In Canada, tech interns can expect to find many opportunities. There are internships available for database administrators as well as, ASP.Net, Java, software, and web application developers. You could find a job at small, medium or large IT firms (like Electronic Arts), or within tech departments of large hotels or manufacturers.


With a population of over 33.4 million people from all over the world, Canada is a great place to get a feel for a diverse marketing platform. Interns can expect to work in marketing research, sales, or advertising. Expect to learn a lot about different ways to market products and services, taking into account social media and the fact that Canada has so many languages!

Canada is an enormous nation and as an intern there you’ll get a very different experience depending on which city you choose for your internship.

Most interns will choose to do an internship abroad in Toronto, Vancouver, Ottawa, or Montreal.

Toronto, which was voted one of the best places to live in the world, is an industrial city with internship opportunities in just about every industry.

Montreal is ideal for French-speakers who want to challenge themselves by conducting an internship in a foreign language without going too far from home.

Rainy, mountainous, and beautiful Vancouver is very similar to the Pacific Northwest of the U.S (Seattle and Portland) both in lifestyle and industry.

Ottawa, the capital, will also have a wide variety of internships for students.

When and Where to Look for an Internship

Interns in Canada will be able to find positions throughout the year. There are plenty of placement programs that will help find a suitable internship for their participants. Many major business internships are located in Toronto, Vancouver, or Ontario.

Cost of Living in Canada

Living costs in Canada will vary depending on where you decide to live. On average, a one bedroom apartment in the city center will cost about CAD$1000 per month and a one bedroom apartment in the suburbs will be about CAD$750. Because Canada is such a large country, costs can vary across the nation in provinces and cities.

Work Etiquette in Canada

In business, Canadians can often start out as reserved, but will generally become more open and friendlier as relationships grow. As a general rule, manners are respected and polite behavior should be used as often as possible. Handshakes are very commonly used; be sure to make eye contact while shaking someone else’s hand. Communication is moderately indirect, but this can also vary by province. Experience and hard work are appreciated in Canadian business.


English is most commonly used in business, however if you are working in Québec you will probably need to have an understanding of French. You may or may not be required to take language classes if you are using a placement program.


Networking in Canada is useful for further employment or just building relationships in general. Networking among coworkers is popular, and there is also BNI Canada for even more opportunities to network.

Work and Labor Laws in Canada

There are paid and unpaid internships in Canada and the law is very vague on the difference between “work” and “internships.” Internship laws are based on the province you will be working in. For more information refer to the Department of Human Resources and Skills Development Canada.

Agricultural Education in Canada: The Ultimate List of Programs

Have you ever tried looking for a comprehensive list of agriculture educational programs in Canada? We have, and what found is that many of the lists on the internet are either incomplete, fragmented or have broken links. When you’re looking for an agricultural program of study and thinking about your future career in agriculture, the last thing you want to be doing is searching all over the internet just to find out what programs are out there. So, to help you out, we decided to create a resource page that all young farmers can use to help them find the right program for them and get started on their journey into agriculture.

Agriculture Education in Canada

British Columbia

  1. University of British Columbia

Location: Vancouver

Duration: Part-time 8 month program

About: The UBC Farm Practicum in Sustainable Agriculture is an eight-month experiential learning program designed for aspiring farmers, urban gardeners, environmental educators, and students with an interest in applying their learning about sustainable agriculture and food systems.

Location: Vancouver

Duration: 2 year program

About: The Food and Resource Economics (FRE) Group offers a Master of Science (M.Sc.) degree in Agricultural Economics which provides students with rigorous training in economics and quantitative methods. The program emphasizes applied resource and environmental economics and food market analysis, and can be completed in 24 months if students have the appropriate background.

Location: Vancouver

Duration: 2 year program

About: A collaboration between the Faculty of Land and Food Systems and Faculty of Forestry, the inter-faculty Soil Science Graduate Program offers opportunities for advanced study and research leading to MSc and PhD degrees. Students are registered in the Faculty of Graduate Studies through either the Faculty of Land and Food Systems or Faculty of Forestry, depending upon their research interests.

Areas of study include biometeorology, forest nutrition and nutrient cycling, mycorrhizal ecology, soil biology, soil quality and fertility, soil-plant interactions, ecosystem services, land an water systems.

Location: Vancouver

Duration: 4 year program

About: This is an opportunity to study the animal, plant, or soil sciences in a way that relates directly to the major issues facing the planet, environmental protection and preservation, sustainability, and biodiversity, in a specialization that matters to you.

  1. University of Fraser Valley

Location: Chilliwack

Duration: 4 year program

About: UFV’s Bachelor of Business Administration in Agriculture Management is especially designed for professionals who have been working in this growing industry for two years or more and would like to advance their career by studying at a university that has a recognized track record of agricultural excellence in teaching and research.

Duration: 2 year program

About: Courses include:

  • Susatainable Soil Management
  • Management and Production of Beef, Sheep and Goats
  • Vegetable Crop Production

Location: Chilliwack

Duration: 1 year program (with ability to transfer to 2 year diploma)

About: Our programs provide an excellent balance of theory and practice, and emphasize management practices compatible with agricultural sustainability and society’s increasing concerns about environmentally responsible agricultural production techniques. As a horticulture student, you will participate in hands-on learning in the UFV greenhouses and on the UFV Chilliwack campus grounds.

Location: Chilliwack

Duration: 1 year program

About: The Agriculture department at UFV’s Chilliwack campus offers a comprehensive one-year Livestock Production certificate and two-year Agriculture Technology diploma with an option in Livestock Production. Once you’ve completed the one-year certificate, you can ladder directly into the diploma. As a livestock production student, you will participate in hands-on learning in our UFV barn.

Location: Chilliwack

Duration: One semester (only offered in winter)

About: The good milker handles cows quietly and efficiently, following sanitary procedures and correct milking techniques. The milker ensures sanitation of all milking equipment and cleanliness in the milking parlours. A milker’s duties also often include feeding, care of young stock, barn cleaning and maintenance, record keeping, and machine operation. Work is often divided into a morning and evening shift; sometimes a milker lives on the employer’s farm. The full-time Milker Technician program prepares students for this type of employment. Upon successful completion of the program, students receive a Milker Technician certificate.

Location: Chilliwack

Duration: 6 courses

About: This 18-credit, 6-course, post-credential certificate will help meet the professional development needs of agriculturists who have either been away from agriculture for a while or who are recent Canadians with prior agriculture experience. This program will update the student’s knowledge of Canadian agriculture and offer a valuable experience (Practicum I) in a modern agriculture business.

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Location: Chilliwack

Duration: 6 courses

About: This certificate is comprised of 18 credits (6 three-credit courses) and is designed for those entering the berry industry, who wish to gain sufficient knowledge and certification to position themselves for advances within the farm structure and as professional development for others whose employment requires up-to-date knowledge of berry production. The certificate can easily ladder into a Horticulture certificate program or Agriculture diploma at UFV, for students wishing to further their expertise and professional advancement in the horticulture industry.

Location: Chilliwack

Duration: 5 course program

About: Integrated pest management plays a key role in today’s agriculture. This certificate is comprised of 15 credits (5 three-credit courses) and is designed to help producers and agri-service personnel to identify and assess pests in the field and prepare students for entry-level pest scout positions.

Location: Chilliwack

Duration: 6 course program

About: This certificate is comprised of 18 credits (6 three-credit courses) and is designed for those entering the field vegetable industry, who wish to gain sufficient knowledge and certification to position themselves for advances within the farm structure and as professional development for others whose employment requires up-to-date knowledge of field vegetable production. The certificate can easily ladder into a Horticulture certificate program or Agriculture diploma at UFV, for students wishing to further their expertise and professional advancement in the horticulture industry.

  • Garden Design Fundamentals
  • Cultural Garden Tour
  • MarketSAFE
  • Aquaponic Food Production
  • Pruning Workshop
  • Pesticide Applicators Certificate
  1. Organic Farming Institute of British Columbia

Location: Lower Similkameen Valley

Duration: varies with course

About: The OFIBC offers first-rate training in organic farming. Unique in Canada, OFIBC training is designed to meet the needs of farmers. Courses are built around in-depth training on working organic farms. The Similkameen Valley is the perfect place for an organic farming training centre. It has the highest concentration of organic farms in Canada.

  1. Kwantlen Polytechnic University

Duration: 4 year program

About: The Bachelor of Applied Science in Sustainable Agriculture degree is unique to North America and is distinguished from other agriculture degree programs by providing a broad scope of study related to sustainable food production as an integral and fundamentally critical element of sustainable human existence. Through a distinctive and exceptional combination of classroom and farm-based learning, the program offers a comprehensive perspective on:

  • The science of agro-ecosystem design and stewardship;
  • Innovative and ecologically sound crop production methods;
  • Sustainable farm business management; and,
  • The economic, social, and environmental challenges facing our food system
  1. Vancouver Island University

Location: Powell River (Online Courses)

Duration: varies by course

About: This program offers both online theory courses and field training.

  • Introduction to Organic Soil Management and Nutrient Cycles – provides an overview of organic soil management principles.
  • Field Crop Production – all you need to know about organic field crop production
  • Transitioning to Organic Methods
  1. College of the Rockies

Location: Creston

Duration: 1 semester

About: Extensive practical training in a functioning greenhouse and outdoor environment. Emphasis is placed on the development of solid practical knowledge for preparation for the Horticulture industry.

Location: Creston

Duration: 3 day course

About: Preparation to write the Agriculture General Certification exam.

  1. Camosun College

Location: Victoria

Duration: 10 month program

About: You’ll be exposed to on the job conditions so be prepared to work outdoors with work appropriate clothing and boots. You should be in good physical health and have good hand-eye coordination and manual dexterity. You should enjoy working outside in the garden setting while utilizing a wide variety of skills and small equipment.

  1. Malaspina University College

Location: Nanaimo

Duration: 12 month program Our location and facilities provide our students with a broad range of horticulture experiences including plant identification and propagation, greenhouse and nursery crop production, pest management, landscape design, construction and maintenance. During the summer period, students spend months working in industry.

  1. Kootenay Permaculture Institute

Duration: 13 day course

About: This intensive 13 day course combines theory with practical hands-on learning & design exercises. The participants who complete the course will receive the Permaculture Design Course Certificate.

  1. University of Alberta

Duration: 4 year program

About: The program provides students with an understanding of the scientific principles underlying the many facets of agriculture together with their application in agricultural systems and related industries. Through a broadly based educational experience, students develop capacities for critical and independent thought and clear expression of ideas. Throughout the program, emphasis is placed on integrating several areas in the physical, biological, and social sciences relevant to modern agricultural practices.

Agricultural and Resource Economics

Duration: 4 year program

About: This major provides you with an understanding of the basic principles of economics and develops a scientific background to help you apply economic tools to production, processing, marketing, and financing and consumption in the agri-food and other resource industries.

You will gain expertise in the use of economic theory in agricultural and other natural resource industries, and will develop analytical techniques that help you to understand and assess a wide variety of policy and market issues. The program develops knowledge of applied social, agricultural, and natural sciences, so that you can succeed in a variety of agricultural and natural resource settings.

Location: Edmonton

Duration: 4 year program

About: This major prepares you to be a business professional working in the agri-food industry. Through your courses of study you develop an appreciation of the importance of both scientific and economic relationships involved in agriculture. You also fully understand and appreciate the business management skills needed to manage organizations effectively and efficiently within this sector.

By choosing Agricultural Business Management you are challenged with courses in agricultural business management, as well as courses in agricultural science, including animal, plant and soil sciences. As a graduate of this major you are well prepared for a management career in the agri-food industry. With careful course selection you may also qualify to apply to be an Articling Agrologist which can lead to status as a Professional Agrologist.

Location: Edmonton

Duration: 4 year program

About: The Department of Agricultural, Food and Nutritional Science (AFNS) at the University of Alberta is a unique department, the first of its kind in North America, reflecting the integration of many disciplines across Agriculture, Food and Nutrition. AFNS is committed to achieving excellence in the discovery and dissemination of knowledge with the goal of improving the health and quality of life. Disciplines range from primary production and biotechnology in plant and animal sciences, to innovative food and agri-food products, and human nutrition and wellness. The Department boasts 64 professors, 38 adjunct professors, over 230 graduate students, and more than 300 research and support staff, and includes the divisions of Animal Science, Plant Biotechnology, Food Science and Bioresource Technology, and Human Nutrition.

Location: Edmonton

Duration: 2 years

About: A two year course-based program designed for agricultural professionals in government, industry, or private practice.

Location: Edmonton

Duration: 4 year program

About: This major focuses on the agronomy and science of agricultural crop production. It provides you with an in-depth understanding of plant growth, soils and factors affecting crop production. Crop responses to a range of environmental factors are addressed. You will also learn about biotechnological, breeding and production management techniques used to develop, grow and market well-adapted, high quality and high yielding crop cultivars. Skills to help you respond to economic situations, market demands, environmental constraints and societal expectations will also be developed.

  1. University of Lethbridge

Location: Lethbridge

Duration: varies with program of study

About: Students interested in Agricultural Studies have four degree options from which to choose: two four-year majors (Bachelor of Arts and Bachelor of Science) and two Post-Diploma majors (Bachelor of Arts and Bachelor of Science). In addition to the courses required to satisfy the requirements of each of the majors, students must statisfy the Univerity’s General Liberal Education Requirement (GLER).

  1. Lethbridge College

Location: Lethbridge

Duration: 2 year program

About: You can be part of a growing industry full of opportunities with the Agriculture Sciences program. Our two-year diploma will send you on your way to a rewarding career, giving you expertise in a variety of areas, including agricultural research and animal health.

Location: Lethbridge

Duration: 2 year program

About: Our two-year diploma will send you on your way to a rewarding career, giving you expertise in a variety of areas, including agricultural research and animal health. In your second year, you can choose the area that interests you most by majoring in either Plant and Soil Science or Animal Science. We’ll help you plant the career you’ve always dreamed of.

Location: Lethbridge

Duration: 1 year program

About: Our one-year certificate gives you the versatility to work in agricultural and/or heavy-duty diesel equipment repair. In small classes, you’ll learn about suspensions, power trains, steering, brakes, diesel engines, fuel systems, electrical systems and mobile hydraulics. Our state-of-the-art shop will equip you with all the latest tools and technologies, helping you lay out a solid foundation in this fast-paced industry.

Location: Lethbridge

Duration: 8 to 12 weeks of classroom training each year, in addition to on-the-job training.

About: Our one-year certificate gives you the versatility to work in agricultural and/or heavy-duty diesel equipment repair. In small classes, you’ll learn about suspensions, power trains, steering, brakes, diesel engines, fuel systems, electrical systems and mobile hydraulics. Our state-of-the-art shop will equip you with all the latest tools and technologies, helping you lay out a solid foundation in this fast-paced industry.

  1. Red Deer College

Location: Red Deer

Duration: 1 year – transfer to university for the rest of the program.

About: The RDC program is a modified first year of study that provides credit for the first year of Bachelor of Science Agriculture. It is strongly recommended that students complete all junior requirements before taking senior courses.

Location: Red Deer

Duration: 1 year – transfer to university for the rest of the program.

About: Students in BSc Agricultural/Food Business Management will choose one specialization: Agricultural Business Management, Food Processing Business Management, or Food Service Business Management. This must be chosen before entering third year, but may be chosen as early as the beginning of the first year.

Location: Olds

Duration: 2 year diploma

About: If you are looking for a career that will help you to feed, clothe, house or even fuel the world you’ve found the right place. This program will give you a comprehensive education that will allow you to work in production agriculture, agribusinesses, or businesses that process, market and distribute products from agriculture. You will gain skills in crops and livestock, finance, agri-business management, marketing and the latest technology so you can be successful in driving any area of agriculture forward.

Location: Olds

Duration: 4 year program

About: The Bachelor of Applied Science degree, majoring in Agribusiness, is the only program of its kind in North America. You can earn while you learn to apply business skills to analyze, debate, and solve current agricultural industry challenges. Olds College is ideally located in the heart of agriculture in central Alberta, and has cultivated an impressive array of agriculture industry relationships.

Location: Olds

Duration: 1 year for Certificate, 2 years for Diploma

About: If you want to get your hands on the newest and largest industry equipment in service come to Olds College. This comprehensive program will give you a thorough understanding of engines, hydraulics, braking, electrical, starting, charging, fuel systems and more. You will spend the first year covering all fundamentals before specializing in your second year with either agricultural or heavy equipment.

Location: Olds

Duration: 1 year program

About: This entry-level program answers the industry’s call for trained crop scouts possessing basic agronomic skills. You may have had previous post-secondary training but lack specific knowledge in agriculture, or you may have agricultural experience in another country but require specific training in Western Canadian farming practices.

Location: Olds

Duration: 1 year program

About: Rural Finance and Entrepreneurship Certificate has 4 required courses + 1 elective. Each course is 15 weeks in duration, and is entirely online. Courses are directly transferable into the Agricultural Management Diploma for gaining higher credentials and furthering your career in the agriculture industry.

  1. Grand Prairie Regional College

Location: Grand Prairie

Duration: 4 year program

About: With a Bachelor of Science degree in Agriculture you will be prepared for a range of careers which include: agricultural production; agricultural projects and initiatives involving environmental challenges; management with government and financial institutions; educational roles / technology transfer (district agriculturists, home economists, agricultural representatives); work with international businesses / government agencies; research and
development; and sales.

  1. Lakeland College

Location: Vermilion

Duration: 2 year diploma

About: Join the rich history of agricultural excellence at Lakeland College. Our roots go back to a demonstration farm in 1911 and our founding as Alberta’s first agricultural college in 1913.

Crops, livestock, small animals and business. You’ll live the learning in diverse settings from the field to the corral, small animal clinic to bull test station, dairy barn to riding arena. Just as there’s seldom a typical day on a farm, vet clinic or agribusiness, you’ll be challenged by the range of learning opportunities at Lakeland College.

There is classroom time, but there’s also time on the combine, in the calving barn, on a horse, in the small animal clinic operating room…list goes on. Decide on next year’s crop for the student managed farm. Go to industry meetings and conferences.

Location: Online

Duration: varies with course

About: Designed for both extension professionals and producers, a series of 4 online agricultural management courses can grow your knowledge and skills in integrated crop management, winter feeding and grazing management, nutrient management and extension program planning.


  1. University of Saskatchewan

Location: Saskatoon

Duration: varies by program

About: Agribusiness is of local and global importance, encompassing a wide range of activities that contribute to our supply of food and natural fibres. Agribusiness comes into play at every stage in the food chain, from primary production, to the packaging of your favorite snack food. It is also a dynamic business that must respond to sweeping advances in technology, to major changes in trade and policy, and to an ever-changing, consumer-driven marketplace.

Location: Saskatoon

Duration: 18 credits

About: Students may take a minor. A minor consists of 18 credit units in a field of study outside the student’s major. At least 12 credit units in the minor must be courses that are not specifically listed as required in a student’s B.S.A. major or B.Sc.(Agbus.) degree program. The Agribusiness Entrepreneurship minor is available to students enrolled in both the Bachelor of Science in Agriculture and the Bachelor of Science in Agribusiness degree programs.

Location: Saskatoon

Duration: 4 year program

About: The Agricultural Biology program provides a comprehensive background in the life sciences and allows students to focus on particular areas relevant to agriculture, such as biotechnology, genetics and evolution, plant pathology, plant molecular biology and wildlife ecology, through selection of appropriate restricted and open electives.

Location: Saskatoon

Duration: 4 year program

About: The objective of Agricultural Economics is to provide an understanding of current agricultural business, applied economic, social and environmental issues facing Saskatchewan and the world, and to look for practical solutions. Students can focus on a number of themes: resource and environmental management, food institutions and policy, the rural economy and agricultural business management, finance and marketing or they can customize their own program in applied economics and business through selection of appropriate restricted and open electives.

Location: Saskatoon

Duration: 2 year diploma, 4 year bachelor degree

About: Agronomy is one of the most diverse specializations in the B.S.A. degree program. Students incorporate courses from several disciplines and learn to approach agronomic issues from several different perspectives. Graduates acquire an understanding of the biological, ecological and economic principles of crop production and soil management, as well as an appreciation of the short and long term effects of agricultural production on the environment.

Location: Saskatoon

Duration: 4 year program

About: Feeding the ever increasing population of the world is a major challenge. Improved crops through plant breeding and better crop management are the keys to meeting this challenge. Students in the Crop Science major explore the theory and practice of plant breeding, genetics, crop physiology, crop quality and pest management leading to environmentally and economically sustainable production systems for the world’s major field crops. The major provides students with the basic science of crop improvement required to pursue a diverse range of careers throughout the world.

Location: Saskatoon

Duration: 4 year program

About: Feeding the ever increasing population of the world is a major challenge. Improved crops through plant breeding and better crop management are the keys to meeting this challenge. Students in the Crop Science major explore the theory and practice of plant breeding, genetics, crop physiology, crop quality and pest management leading to environmentally and economically sustainable production systems for the world’s major field crops. The major provides students with the basic science of crop improvement required to pursue a diverse range of careers throughout the world.

Location: Saskatoon

Duration: 18 credits, in addition to a degree program

About: The Field Crop Production minor is an approved minor field of study in the B.S.A. degree and the B.Sc.(Agbus.) Honours and B.Sc.(Agbus.) degrees. A minor consists of 18 credit units in a field of study outside the student’s major. At least 12 credit units in the minor must be courses that are not specifically listed as required in a student’s major.

Location: Saskatoon

Duration: varies by course


  • Designed for both professionals working in the horticulture industry and gardening enthusiasts.
  • It is the first home study program horticulture program designed specifically for the Prairie Provinces.

Location: Saskatoon

Duration: 18 credit minor

About: The Rangeland Resources minor is an approved minor field of study in the Bachelor of Science in Agriculture (B.S.A.) degree and the Bachelor of Science in Renewable Resource Management [B.Sc.(R.R.M.)] degree. A minor consists of 18 credit units in a field of study outside the student’s major. At least 12 credit units in the minor must be courses that are not specifically listed as required in a student’s major.

Location: Saskatoon

Duration: 4 year program


The Soil Science program provides students with an in-depth understanding of the physical, biological and chemical processes that occur in the soil, its role in plant production, and the importance of environmental management for its conservation.

Graduates of related diploma programs may be eligible to receive up to two years block transfer credit into the Soil Science field of study. Students transferring under an articulation agreement, or who have been granted block transfer credit are required to take a prescribed set of courses. For additional information, or to determine eligibility for block transfer, contact the Coordinator of Student Services in the Dean’s Office, College of Agriculture and Bioresources.

  1. University of Regina

Location: Regina

Duration: 1 year

About: The Bachelor of Science in Agriculture at the University of Saskatchewan is a four-year program, of which the first year may be completed at the University of Regina. Students will apply to the University of Saskatchewan for admission to the College of Agriculture per University of Saskatchewan regulations and the applicable deadline dates during their first year. The courses completed at the University of Regina as part of this program can be used toward a variety of degree programs at the University of Regina.

  1. Saskatchewan Polytechnic

Location: Saskatoon

Duration: 1 year program


Agricultural Machinery Technicians diagnose, repair, modify, overhaul, service and maintain some of today’s most technologically advanced machines—tractors, combines, cultivators, seeders, sprayers. If you like working with ag equipment and troubleshooting mechanical problems, it’s a great career choice.

You’ll find your skills are in demand at leading equipment dealerships. You might work as a technician in a fully-equipped service centre or travel to farms and rural areas on service calls. You can also transfer your skills to other industries, such as mining and construction.

Location: Regina

Duration: 15 credit hours within 5 years

About: The Pesticide Applicator Certification Program is a collaborative effort between the Saskatchewan Polytechnic and the Saskatchewan Ministry of Agriculture.

  1. Parkland College

Location: Yorkton

Duration: varies by course

About: Parkland College and Lakeland College in consultation with the Ministry of Agriculture have designed a pilot program to prepare students with little or no agricultural experience to work on grain farms in Saskatchewan. Students must have a current Saskatchewan class 5 driver’s license and should have a basic knowledge of computer use.

Location: Yorkton

Duration: 1 year


The University of Saskatchewan offers a direct-entry four-year program in Agriculture & Bioresources, leading to three different degrees including a Bachelor of Science in Agriculture, a Bachelor of Science in Agribusiness, or the Bachelor of Science in Renewable Resource Management.

Applicants wishing to enter the College of Agriculture & Bioresources can take their first year of Agriculture at Parkland College.


  1. University of Manitoba

Location: Winnipeg

Duration: varies by program

About: A highlight of the Faculty Agribusiness Program is the ongoing development of international exchange programs, which provide opportunities for students to take a semester of study at a university outside Canada, and transfer credit for approved courses to their programs at the University of Manitoba. During such exchanges students remain registered, and pay current tuition, at the University of Manitoba.

  1. Red River College

Location: Winnipeg

Duration: 1 year program

About: This is an entry-level program that develops the basic knowledge and skills you need to perform routine maintenance and repairs to vehicle systems and components. The program is designed to prepare you to adjust, service, and repair a variety of heavy mobile equipment, usually diesel powered, used in construction, agriculture, or highway transportation. The work will involve basic servicing to engines and related equipment, and performing repairs. This will include transmission servicing, hydraulic/air brakes, and basic electrical in heavy duty application.

  1. Assiniboine College

Location: Brandon

Duration: 1 year program

About: An agricultural equipment technician is certified to service, repair, assemble and maintain any agricultural equipment and attachments used for farming operations.

Location: Online

Duration: 10 week program

About: This program provides training for people requiring Manitoba Pesticide Applicator and/or Dispenser Certification. Also included is the Aerial Recertification course for individuals wishing to acquire credit towards recertification.

Location: Brandon

Duration: 10 week program

About: The Prairie Horticulture Certificate program offers, via distance delivery, courses designed with Prairie Canada conditions in mind.

Location: Brandon

Duration: 1 year program

About: The advanced diploma in Sustainable Food Systems emphasizes innovation in food production and post-harvest management in the context of enhancing food security.


  1. University of Guelph

Location: Guelph

Duration: 4 year programs

About: The Department of Food, Agricultural and Resource Economics (FARE) is pleased to offer undergraduate majors in three areas: Food and Agricultural Business; Food, Agricultural and Resource Economics; and Environmental Economics and Policy.

Location: Guelph

Duration: 4 year program

About: The Organic Agriculture major offers students an integrated approach to learning in the rapidly expanding world of organic agriculture. Courses encompass food production, food security, organic processing and marketing, environmental health and rural community sustainability. How various factors influence one another is considered in the design and operation of crop and livestock production systems that are socially responsible, ecologically sound, agronomically feasible and economically sustainable.

Location: Guelph

Duration: 2 year program

About: This program provides a practical, skills-oriented approach to agricultural production systems and affords its students an opportunity to improve their business and managerial skills. Diploma in Agriculture students integrate practical experience in agricultural production with the technical and scientific information that is required to successfully operate modern food production enterprises. Business management, computer skills, and problem solving activities provide students with the abilities they require as self-employed managers of production systems, and as technical/sales employees of agri-business firms, commodity boards, and other agencies related to the agri-food system.

  1. Mohawk College
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Location: Hamilton

Duration: 1 year program


  • Acquire training in safe workplace practices including dealing with on-site conditions, emergencies and hazards, according to federal and provincial pertinent safety legislation and municipal legal requirements
  • Learn basic scheduled, preventative and on-going maintenance procedures for powered horticultural equipment, according to respective federal, provincial and municipal legal requirements
  • Learn water quality, plant water requirements and local conservation standards, water stewardship principles, basic irrigation systems and procedures according to federal, provincial and municipal legal requirements
  • Acquire specialized training in turf grass establishment and cultivation practices including monitoring turf grass quality, plant health care, and Integrated Pest Management (IPM) techniques used in landscape construction (Softscape Installation), and grounds/golf course maintenance operations, according to respective federal, provincial, and municipal legal requirements
  1. Algonquiin College

Location: Ottawa

Duration: 2 year program

About: The Horticultural Industries program at Algonquin College is designed for individuals who are interested in landscape design from conception to implementation. Students learn key aspects of the evolving horticultural industries including sustainable urban agriculture, green roof and living wall technology, nursery production and management and urban and rural landscape design, installation and maintenance.

  1. Fleming College

Location: Lindsay

Duration: 15 week first semester, 16 week co-op semester, and a 10 week final semester


The Structural Pest Management Association of Ontario fully supports this program and is assisting with planning and certification modules that are included within the curriculum.

  • Industry partners have offered to hire students for co-operative education terms, and to provide venues for field trips in a variety of industries, as well as some equipment.
  • The required content to fulfill provincial licensing requirements will be taught so that students will be eligible to write their first examination to enable them to participate in their co-op.
  • At the end of the program, students will be prepared to write the licensed exterminator examination to be fully qualified for employment in this field.

Location: Peterborough

Duration: 21 week on farm co-op

About: The Sustainable Agriculture program is designed for new and beginner farmers seeking an intensive, applied learning experience in sustainable, ecological or natural farming methods.

  1. Trent University

Location: Peterborough

Duration: 4 years

About: Our Sustainable Agriculture and Food Systems Program examines each of the links between farm and table, and their implications for people, the economy, and the planet. You will learn about the challenges and benefits of producing and distributing healthy, affordable food in sustainable ways, while preparing for a career in which you can really effect change.

  1. Seneca College

Location: Online

Duration: 6 courses

About: This on-line certificate explores the practices, principles and philosophies involved in local food system development. The focus is on increasing both academic and hands-on knowledge of regional food initiatives across Canada, alongside international best practices. There is a specific concentration on applied learning, online networking, and community research. This certificate is the first of its kind in Canada, providing a cutting edge advantage when competing for work in the sustainable local food sector.

  1. Durham College

Location: Whitby

Duration: 4 semesters

About: The Food and Farming program will offer you a hands-on opportunity to become familiar with the concepts of food production.

  • You will focus on:
    • Plant propagation
    • Soil and plant nutrition
    • Fruit and vegetable production under field, greenhouse, garden and container conditions
    • Product development
    • Food processing including niche processing of local foods
    • Food and agriculture regulations
    • Disease and pest management
    • Business practices including product branding, entrepreneurship and marketing.
  1. Conestoga College

Location: Kitchener

Duration: Part-time (must be completed within 4 years)

About: This online program, participants explore the practices, principles and philosophies involved in local food system development. The focus is on increasing both academic and hands-on knowledge of regional food initiatives across Canada, alongside international historical practices and current standards. There is a specific concentration on applied learning, online networking, and community research.

  1. St. Lawrence College

Location: Online

Duration: 6 course program (Part-time)

About: This certificate explores the practices, principles and philosophies involved in local food system development. The focus is on increasing both academic and hands-on knowledge of regional food initiatives across Canada, alongside international best practices. There is a specific concentration on applied learning, online networking, and community research. This certificate is the first of its kind in Canada, providing a cutting edge advantage when competing for work in the sustainable local food sector.


  1. McGill University

Location: Montreal

Duration: 24 credits

About: This minor program is designed to allow students in non-agricultural production Majors to receive credit for courses in agricultural production and to stimulate “crossover” studies. The Minor can be associated with existing Major programs in the Faculty, but in some instances it may require more than 90 credits to meet the requirements of both the Major and the Minor.

Location: Montreal

Duration: 4 year programs

About: Various majors, including: Agricultural Economics, Life Sciences, Agro-Environmental Sciences and more.

Location: Montreal

Duration: 3 year program

About: The Farm Management and Technology (FMT) Program is a 3-year academic and practical college program offered on the Macdonald Campus, and taught by the staff of the Faculty of Agricultural and Environmental Sciences of McGill University. The FMT program is funded by the Ministère de l’Agriculture, des Pêcheries et de l’Alimentation du Québec and authorized by the Ministère de l’Enseignement supérieur, Recherche et Science.

Location: Montreal

Duration: 24 credits

About: Students enter this specialization to acquire a global and applied understanding of agriculture as a fundamental tool to help rural development, alleviate poverty and reach food security, especially in the developing world. This program provides students with a combination of coursework at McGill together with a hands-on experience in a developing country, meeting locals and attending courses with McGill professors and/or local instructors. The costs of these field experiences may vary. The field experience (semester, short course or internship) includes developing projects in local communities, observing subsistence agriculture in situ and participating in various activities which contribute to sensitize the students to the challenges that developing countries face. Students study water resources, sustainable development, nutrition, planning and development, and a host of other fascinating topics, allowing them to sharpen their skills for future career opportunities.

Duration: Must be taken with a degree program

About: The Ecological Agriculture specialization provides a holistic understanding of how agroecosystems work and the science of sustainable agriculture. It emphasizes the interrelationships among soils, plants, insects, animals, humans and other components of agroecosystems. As well the specialization applies ecological concepts and principles to the design and management of sustainable agroecosystems.

  • Specialization can be taken with one of the following majors:
    • Agro-Environmental Sciences;
    • International Agriculture and Food Systems
  1. Universite Laval

Location: Quebec City

Duration: varies by program

About: The Faculty of Agriculture and Food Sciences offers seven bachelor’s programs, six of which are the only French-language programs of their kind in North America. These include bachelor’s degrees in agronomy, agri-food economics and management, agroenvironmental engineering, food engineering, consumer sciences, and food technology, as well as nutrition.

Nova Scotia

  1. Nova Scotia Agricultural College

Location: Halifax

Duration: 4 year program

About: Business practices touch so many areas of our world today and this unique program offers graduates a very important edge in our marketplace. This is where science and management practices converge to solve problems and capture economics opportunities in our natural world. This unique program means you don’t have to choose between science business – you can do both.

In four years you get a well-rounded education in both science and business practice. You get the hands-on scientific education that sets NSAC apart from other science universities. You also develop the skills to prepare you for a business career where problem-solving and decision-making are critical.

Graduates of this program meet the formal requirements for Professional Agrologists in the provincial Institutes of Agrologists of the Atlantic Provinces.

Location: Halifax

Duration: 4 year program


Dalhousie’s Faculty of Agriculture at the Agricultural Campus in Truro, NS, offers award-winning faculty and leading researchers who guide students through a program that blends science and business, and small class sizes that offer individual attention and lively debate with classmates.

In this intimate learning environment, you’ll learn to see issues from a global perspectiveand develop the leadership skills to succeed in fields including—but not limited to— the agri-food sector.

Location: Halifax

Duration: 4 year program

About: This four-year “dual degree” program emphasizes its international focus by beginning with a one-week orientation in Iceland, where European and North American students get to know one another while exploring the Icelandic food industry. This unique program will appeal to students who enjoy studying independently, have an interest in business and are keen to explore the world.

Location: Halifax

Duration: 2 year diploma

About: The Diploma in Business Management program offered at the Dalhousie Faculty of Agriculture in Truro brings you closer to a future in an animal or plant-related industry. Working in and out of the classroom, you’ll acquire business skills like accounting, writing and decision-making, while exploring topics relevant to one of the following four specialties:

  • Dairy Farming
  • Equine
  • Agriculture
  • Greenhouse and Nursery

Location: Halifax

Duration: 2 year diploma

About: From the science of animals to the business of agriculture, the Agriculture specialty covers the information you need for a future in farm management, agricultural operations and agriculture-related sales and service. You’ll develop the business skills and scientific knowledge required to manage a farm or find other rewarding careers in agricultural business.

Location: Halifax

Duration: 2 year diploma

About: Move closer to a future in a plant-related field by choosing the Greenhouse and Nurseryspecialty. You’ll find out how to grow and manage plants, as well as prepare to contributeto the management of a plant-based business.

Along with classroom work, your education includes a practical internship that gives you first-hand experience in your field.

Location: Online

Duration: Must be taken with a degree program

About: Get a head start on an agricultural degree with the Certificate of Specialization in Organic Agriculture. You’ll have the opportunity to specialize in the expanding area of organic agriculture.

There are also opportunities for self-employment on smaller farms that might not be profitable under conventional production.

  • Transition to Organic Agriculture – addresses the steps involved in becoming part of the organic industry in Canada
  • Composting and Compost Use – teach composting by providing students with the opportunity to make their own compost
  • Organic Crop Production on the Prairies – contains six modules that address optimum organic crop production for prairie farmers
  • And many more!
  1. Yukon College

Location: Whitehorse

Duration: varies by course

About: Yukon Master Gardener is a standardized course used throughout North America that focuses on building gardening expertise. The Yukon course provides northern examples with a focus on management that is effective for cold climates. A series of instructors deliver the course, giving you a broad background in plant botany, physiology, taxonomy, soils, compost, outdoor gardening, greenhouse management, lawn care, houseplants, pests and pest control, medicinal plants, woody perennials and ornamental horticulture.


Address directorium Science Agriculture

  • ACS Distance Education Offers a range of courses in general and sustainable agriculture, horticulture, environmental studies, and science. Courses can be studied world-wide through traditional print-based correspondence courses, online or via e-learning.
  • Agri Engineers Contains reference topics for agricultural engineering students.
  • Agricultural Products Provides extensive information on the agricultural industry in India including agricultural products, technology used in agriculture, careers in agriculture and the industry scenario in India.
  • Agriculture in the Classroom Grassroots program coordinated by the United States Department of Agriculture, aiming to help students gain a greater awareness of the role of agriculture in the economy and society. Teacher resources, kids’ zone.
  • Agripedia This interactive, multimedia, instructional resource provides an encyclopedia of agricultural information, a glossary of words, and pictures and video to assist students in the learning process.
  • Communicating for Agriculture Education Program (CAEP) Domestic and international education and exchange program, offering internship and apprenticeship opportunities throughout the world in the fields of agriculture, horticulture, enology (wine making), equine, agribusiness, citrus, apiary and turf management.
  • CropsReview.Com Offers free information on the fundamentals and advances in crop farming. It also provides production guides, reviews and updates, and information on practical farming methods.
  • Electronic Digital Information Source (EDIS) University of Florida’s official reference resource for more than 4,000 print and electronic publications approved by the University and the Institute of Food and Agricultural Sciences (IFAS).
  • FarmDoc Includes farm related information such as finance, management, and farm decision making under risk through education and research.
  • Garden With Insight Garden by simulation of weather, soil, and plant growth models, creating a simple e-garden.
  • Illinois Agriculture Education Links to agricultural organisations, educational programmes and career information.
  • Institute of Horticulture Technology Offers horticulture courses including a range of diplomas in greenhouse production. Located at Gautam Budh Nagar, Uttar Pradesh, India.
  • International Centre for Agricultural Education (CIEA) An international study centre for agricultural education. Details of seminars for teaching in agricultural universities, colleges and vocational schools. Berne.
  • Library of Crop Technology Lesson Modules A collection of online lessons teaching a number of agricultural management, breeding, and technical topics.
  • MooMilk Fun and educational site about cows and milk with facts, games, recipes, contests and merchandise.
  • National Ag Risk Education Library Designed to assist agricultural professionals to access information and resources concerning risk management topics.
  • Northern PlainFacts A bimonthly fact sheet on biological weed and pest control, and soil and water management research programs, at the USDA-ARS Northern Plains Agricultural Research Laboratory in Sidney, MT.
  • Plant Cultures Information from Kew Garden on the uses, history and culture of plants in South Asia, and their effect on people everywhere.
  • The National Farm-City Council Encourages links between farm families and urban residents by providing organizations with educational programs and materials about the people who grow their food. News, calendar of events, tools for the classroom, and tips for planning an event.



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Virtuelne razglednice

za rodjendan, godišnjicu braka, srećnu slavu, ženidbu, udaju, položen vozački, prijem u radni odnos.

Agricultural Education

Early Congressional Efforts, An Early Philosophy of Agricultural Education

Agricultural education encompasses the study of applied sciences (e.g., biology, chemistry, physics), and business management principles. One of the major purposes of agricultural education is to apply the knowledge and skills learned in several different disciplines to agricultural education.

Agricultural education goes beyond knowledge and skills development in that students are able to develop an understanding of: 1) the significance of agriculture in a global society, and the U.S. society in particular, through the application of scientific and business principles and problem solving strategies; and 2) the interdependency and relationships between the agricultural industry and other significant business interwoven with the entire economic and social structure of the community, state, nation, and world. This program places an emphasis on food systems, environmental issues, and development of life skills.

The study of agricultural education focuses on the needs of individuals and groups and in developing individually satisfying and socially responsible knowledge, skills, and occupational values. Such a focus recognizes the value of, and relies heavily on, experiences as the context in which knowledge and skills are learned.

Agricultural education focuses on, but is not limited to, study in horticulture, forestry, conservation, natural resources, agricultural products and processing, production of food and fiber, aquaculture and other agricultural products, mechanics, sales and service, economics, marketing, and leadership development. Of relevance to a general audience (K–adult), agricultural education programs assist with providing lifelong learning opportunities in and about agriculture. Agricultural education provides opportunities to learn basic agricultural skills and knowledge, occupation training and retraining, and professional growth and development.

Formal programs in agricultural education are conducted at secondary schools, community colleges, and universities. As a vocational education program, agricultural education focuses on three major components: formal classroom instruction, career experience programs, and leadership development. These components are delivered through a competency-based curriculum in the context of agriculture.

Agricultural education is an old and well-established area of study in the United States. The Philadelphia Society for Promoting Agriculture, one of the first organizations in the United States designed to deal with agricultural education, was founded in 1780. R. F. Johnstone, writing in 1854, attributed many early American ideas about agricultural practices and agricultural education to the British:

One of the first efforts made to arouse the minds of farmers of this country … was that of the … men who organized the New York State Agricultural Society in 1835. Those men had observed the good effects of the Royal Agricultural Society of England and resolved to awaken in their own State and country a spirit of inquiry similar to that which had been aroused by their English prototype. (16)

Early Congressional Efforts

In 1862 citizens and politicians throughout the United States joined forces to further advance the lives of farmers and rural people through the creation of the land-grant college system, enacted as part of the Morrill Act. According to Kandel, «the major thrust of Morrill’s arguments in 1857 and 1862 was to deplore the decline of American agriculture due to a lack of scientific knowledge. [Morrill] said, ‘that this bill would lift up the intellectual and moral standard of the young and industrial classes of our country»‘(Moreland and Goldenstein, p. 117).

Morrill also claimed that it was wrong to call the proposed colleges agricultural colleges, since he was interested in a broad education. Clearly, philosophical debates were already taking place over just what the role of education should be. According to Moreland and Goldenstein, there was «great debate whether their chief purpose was to provide vocational education only or a liberal education combined with some vocational applications» (p. 120).

The original plan of the land-grant colleges was to have young people who grew up on farms attend the colleges. This did not work as well as expected, however, so other programs were developed. The first of these was the establishment of agricultural experiment stations by the Hatch Act of 1887. The second was the creation of the state extension services by the Smith-Lever Act of 1914. The third was the creation of vocational agriculture programs for high schools, which were eventually funded through the Smith-Hughes Act of 1917.

The National Society for the Promotion of Industrial Education, formed in 1906, was instrumental in stimulating the states to pass vocational training acts. The philosophy of this and similar societies was to create «incentive aid,» which encouraged local school boards to establish vocational education programs while maintaining local control. In 1907 President Theodore Roosevelt observed, «We of the United States must develop a system under which each citizen shall be trained so as to be effective individually as an economic unit and fit to be organized with his fellows so that he and they can work in efficient fashion together» (Soretire, p. 18). Clearly, Roosevelt saw vocational education as both an economic necessity and as a socializing process.

Smith-Hughes Act of 1917. The culmination of the actions by these different organizations and state agencies was the passage of the Smith-Hughes Act of 1917. The purposes of this act were:

  • To provide for the promotion of vocational education.
  • To provide for cooperation with the states in the promotion of vocational education in agriculture and industry.
  • To provide for cooperation with the states in the preparation of teachers of vocational subjects.
  • To appropriate money and regulate its expenditure.

According to the Smith-Hughes Act, the main purpose of vocational education was to make young people fit for employment on the farm or in the farm home. The bill also stated that all secondary schools with agricultural education needed to provide directed or supervised practice in agriculture.

The Smith-Hughes Act allocated federal funds to the states for the purpose of agricultural education. These funds were to be matched by state and local funds, and were to be used for the training and salaries of teachers, supervisors, and directors of agriculture, and for programs in home economics, agricultural economics, and industrial subjects. The act also provided for a Federal Board for Vocational Education. To receive these monies, each state had to submit a plan detailing how they would spend it.

The act also required that all students were to participate in a work experience focusing on livestock and crop projects outside of the regular school day. This was certainly not a new idea. Rousseau and Pestalozzi had advocated supervised educational practice in Europe as early as the eighteenth century. More recently this practice has been discussed by Froebel, Dewey, Warmbrod, Lamar, and others.

Not all educators, however, agreed that vocational agriculture education was a good use of money, and there was both public and political debate regarding the value of vocational agricultural education. In fact, the balance between purely academic and vocational education remains a continuing debate.

The National Vocational Education Act, passed in 1963, broadened the scope of the original Smith-Hughes Act by adding flexibility, providing for career counseling and employment training, expanding the age groups covered, and providing for the needs of people with special educational needs. The objectives of this new act were:

  1. To develop agricultural competencies needed by individuals engaged in or preparing to engage in production agriculture.
  2. To develop agricultural competencies needed by individuals engaged in or preparing to engage in agricultural occupations other than production agriculture.
  3. To develop an understanding of, and appreciation for, career opportunities in agriculture and the preparation needed to enter and progress in agricultural occupations.
  4. To develop the ability to secure satisfactory placement and advance in an agricultural occupation through a program of continuing education.
  5. To develop those abilities in human relations that are essential in agricultural occupations.
  6. To develop the abilities needed to exercise and follow effective leadership in carrying out occupational, social, and civic responsibilities.

It is difficult to get a precise sense of what philosophy was at the root of these various Congressional acts. The role that the federal government played seems to have been one of providing money for the training of farmers and farm wives in practical skills, and for training teachers in agricultural and home economics education. Little mention was made of socializing skills until the later congressional acts. To gain a deeper understanding of exactly what the philosophy of agricultural education was during those times, writings of a different sort must be examined, specifically, writings by people involved directly, as educators, with agricultural education.

An Early Philosophy of Agricultural Education

At its onset agricultural education was part of a broad-based approach to rural education. The idea of making rural improvement a national issue was brought before President Roosevelt in 1906. As a result, the Country Life Commission was appointed in August 1908. The commission listed several factors that negatively affected rural families. Chief among them was the need for education.

As early as 1906 the importance of relevant education was being discussed, as was the idea of rural-life development. For example, Liberty Hyde Bailey began his book The Training of Farmers (1909) with the lines: «The so-called rural problem is one of the great public questions of the day. It is the problem of how to develop a rural civilization that is permanently satisfying and worthy of the best desires» (p.3). In the preface to Aretas Nolan’s The Teaching of Agriculture (1918), an author named Davenport wrote «That measure [success] is found in the performance of those who actually go to the land, live there, and succeed; for, after all, the fundamental purpose of our great system of agricultural education is to insure a better agriculture and make a country life as nearly perfect as possible» (p. vii).

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Bailey was fairly articulate about the role of education. He believed that education should «assist the farmer to rely on himself and to be resourceful, and to encourage him to work with other farmers for the purpose of increasing the profitableness of farming and of developing a good social life in rural communities.» Further, «all citizenship must rest ultimately on occupation, for all good citizens must be workers of one kind or another.» A good citizen «must be actively interested in the public welfare, and be willing to put himself under the guidance of a good local leader» (Bailey, pp. 10–12).

According to Bailey, proper education is needed for this to happen; education, which must start at the elementary level. He felt that education began «with the child’s world and not with the teacher’s world, and we must use the common objects, phenomena and activities as means of education.» Thus, «agriculture becomes a means of education» (p. 150).

Nolan, writing nine years after Bailey, added that the aims of vocational agricultural education should be to give the student «preparation for wholesome and successful farming and country life»(p. 2), as well as the skills needed to be a successful farmer. He also explained that agricultural education should be part of a larger educational picture that would produce «an educated country gentleman who works with his hands and gathers about him all the best things which civilization afford.»

Good education depends on good teaching, which depends, in turn, on good teachers. The well-educated vocational agricultural teacher, according to Nolan, must be a thorough scientist and a technically trained agriculturalist. He should also have studied rural sociology, agricultural economics, public speaking and «other work to liberalize his general training» (p. 163), as well as having a thorough understanding of educational principles, psychology, and management. This is because the teacher’s «influence and activities extend outside of the school to the rural life of the community» (p.163).

Nolan devoted an entire chapter of his book to nature study, because it was his belief that studying nature in the field teaches observation and helps students understand the conservation of natural resources. Nolan believed the teaching of agriculture must result in the wise use and conservation of these natural resources.

However Theodore Eaton’s Vocational Education in Farming Occupations: The Part of the Public High School (1923) showed that the philosophy of agricultural education was beginning to change. Eaton agreed on the importance of «a philosophy of social purpose in organization, and an organization contributing to the achievement of that purpose» (p.7), but his approach was a little more sophisticated than that of his predecessors. For example, his book includes a discussion of socialism versus democracy. He also connects Bailey’s idea of environment and conservation to John Dewey’s environment ideal, writing that the «environment is, perhaps, as Dewey tells us, best defined as consisting in those situations which affect the conduct, thoughts, emotions and attitudes of men» (p. 31–32).

Eaton goes on to outline four general purposes for education: (1) the adjustment of the individual to his environment, (2) social efficiency, (3) self-realization, and (4) individual growth. He believed that there were three fundamental principles that governed education. These were: (1) education is modification–all education consists in changes in the mode of action, thought, and feelings of human beings; (2) the business of the educator is the making of stimulus-response bonds in the «educand» (student)–the main problem for the educator is deciding which bonds the student should make; and (3) education is about being able to transfer newly acquired skills.

Philosophically, Eaton saw education in a dualistic and hierarchical manner. This view reflected the philosophy of Watson, Thorndike, and the other behavioralists. He thus defined education as «the formal process of interaction between the conscious and purposeful manipulator of environment, the ‘educator,’ at one pole, and the conscious, but so far as the aim of education is concerned, not purposeful ‘educand’ at the other pole» (p. 45).

By the time of Eaton’s writing in 1923, the philosophy of agricultural education was becoming complex, drawing elements from several different sources. The importance of socialization was carried over from earlier times, and a humanistic focus on the development of the individual was also stressed. Elements from Dewey’s pragmatic education theory were included, such as the ideas of education as change and transfer. Finally, aspects of behavioral theory were being added, which stressed the dualistic and hierarchic nature of education.

Eaton also discussed the importance of both supervised work on farms and supervised employment in agricultural education. In his discussion Eaton claimed that supervised work needed to be complimented with classroom work that was balanced between academic and vocational classes.

From the above writings, one can begin to get a sense of the philosophy of the founders of agricultural education. Farm settlers were an individualistic lot, separated by significant distances and bad roads. But the nation was growing, and agricultural production needed to catch up with the rest of the country. For this to happen, the infrastructure of rural life needed to be improved, along with agricultural production methods. A change in philosophy was beginning at this time, as the writings of Thorndike and the early behavioralists began to influence the psychology of education.

Agricultural Education from the to the (1930s) (1970s)

Agricultural education during the first third of the twentieth century was, for the most part, seated in the humanistic and pragmatic philosophy of John Dewey. It was therefore focused on training men and women in the practical skills needed to run a successful farm, on the development of a more proficient agriculture system, and on the development of rural communities. During the second third of the century, more emphasis was placed on the science of education, as educators came more under the influence of the positivistic philosophy that arose during that time and held sway as the predominant philosophy in mainstream education until the 1960s.

Glen Cook, for example, writing in 1936, continued the emphasis on both classroom work and supervised farm experience. He claimed that the ultimate purpose of agricultural education was to «train the individual to think in order that he may solve the problems, both social and economic, which he may meet, and to prepare him for complete living» (p. 13). He then added to that list the «worthy use of leisure time» and ethical character.

R. M. Stewart, in his 1938 essay «Teacher Education,» explained that more emphasis was being placed on developing better teachers. He felt that «the newer trends of teacher education today tend rather to relate themselves to the more specific practices of teachers and to the improvement of their programs» (p. 56). He maintained, however, that the local farms «constitute the natural educational settings in which problems of farming are discerned and attacked» (p. 57). As such, he supported on-farm experience.

What became important within the institutions of teacher training was the improvement of the teacher education programs themselves. An important aspect of this improvement was the development of job placement for the graduates, for those graduating from production agricultural programs knew they would have jobs. In order to attract good people, teacher training programs needed to be able to do the same.

Another area of importance was the development of effective and up-to-date teaching materials. According to Stewart, «A forward-looking program of agricultural education always involves recognition of changing social and economic needs, and of the contributions of scientific and technical knowledge to the new problems arising» (p. 57). Farmer training originally involved teaching «scientific agriculture,» or the practice of applying scientific principles to agricultural problems. Then came technical science teaching, then social and economic training. From these came the «professional» aspects of agriculture. As a profession, Stewart explained, specific materials had to be developed, sorted, and evaluated in order to train teachers. What was needed were «more and better materials and methods and more focusing of attention upon what is to be done in the education of the people on the land» (p. 58).

Stewart also emphasized the importance of supervised training: «Supervised participation is rapidly becoming the core of agricultural education…. If the best way to learn is by doing, then the principle holds as true of the student teacher as of the student farmer. This places directed observation and directed teaching–under supervision–as the central emphasis on the professional side of a teacher’s preparation. The prospective teacher must have representative experiences, which include such things as administration, getting to know the people of the community, supervising pupil’s farming programs, and making commercial contracts» (p. 58).

In his 1940 essay Omer Aderhold echoes the philosophy of John Dewey, writing that «the schools, like the nation, are in need of a central purpose which will verify and guide all intellectual plans» (p.2). To Aderhold, a nation’s education system must contribute to the «ends of the society in which it lives.» This means that education should be grounded in democratic action, which requires an under-standing, by the population at large, of the problems faced by the citizens.

Aderhold claimed that the major objectives of education should be to promote reflective thinking for the individual and to promote group living on an intelligent basis of cooperation for the group. This could be accomplished at both the individual and group levels, by encouraging the use of the scientific method of thought, that is, by drawing inferences and formulating hypotheses about problems, by testing those inferences, and then drawing sound conclusions. In this way vocational education could help farmers attain a higher standard of living.

During the 1940s and 1950s agricultural education maintained its status quo. The nation’s economy was doing well, the country was growing in status and power, and agriculture was becoming more efficient and effective as a result of agricultural chemical and mechanical advances. Farmers were entering the middle class and moving into the economic mainstream. Agricultural educators acted to support the scientific revolution, while at the same time keeping their own profession basically unchanged.

In a 1966 essay Robert Warmbrod and Lloyd Phipps summarized changes in the focus of agricultural education from its inception until the 1960s. They explained that, prior to 1917, agriculture was taught as an informational or general education subject. Following Smith-Hughes, there was an increase in the number of classes focusing on vocational agricultural and a reduction of classes oriented towards general education. This trend reflected the objectives of federal financial assistance.

Herbert Hamlin believed that this «specialization» led to an «over-simplification of public school education,» while Phipps claimed that the curricula needed to be expanded and that more emphasis needed to be placed on preparation for employment in agriculture-related industries. He also argued for occupational guidance and job counseling. A survey by the Research Committee of the Southern Region also found strong support for training to help people be good citizens, intelligent consumers, and efficient producers.

Accoring to Warmbrod and Phipps the general public saw agricultural education as being of a vocational nature only. Experts in the field disagreed however, and believed that was too strict a definition. In addition, Warmbrod and Phipps stated that agricultural education should include training not only in vocational agriculture, but in those skills needed to be successful in any occupation, including preparation for advanced education.

In 1963 Congress passed the Vocational Training Act of 1963, which provided funding «for vocational education in any occupation involving knowledge and skills in agricultural subjects» (Warmbrod and Phipps, p. 7).

Philosophical Writings after (1970)

Since the 1970s agricultural educators have attempted to more directly define the philosophy of agricultural education. For example, Phipps claimed that agricultural educators are pragmatists; emphasize learning by doing; emphasize individual self-awareness, work-awareness, and career decision-making; believe in the importance of leadership and citizenship development; learn how to work with people who are disadvantaged and handicapped; advocate the use of problem solving as a way of encouraging thinking; and believe in community and community service.

A. Kahler and colleagues also set about defining the philosophy of agricultural education for Project 2000. They listed three functions of agricultural and agribusiness education: (1) educating individuals for employment in the fields of agriculture and agribusiness, (2) avocational agricultural course work, and (3) issues having to do with the «food crisis.» The authors went on to explain that agricultural education is based on decision making through problem solving; is centered on experience; addresses both individual and community needs; is related to resource management; and perceives agriculture as an integrated part of a dynamic world system.

This provides some insight into how agricultural educators see their world, which is, in the spirit of Dewey, as a place that is both experiential and that requires consciousness for problem solving. It is, therefore, neither a realist-based philosophy, nor a strictly empirical one. It retains the humanist’s view of the importance of the individual learner, but also points towards the importance of community at both the human and social level, as well as the environmental level. And finally, it is similar to a post-positivist philosophy in its recognition of diversity and process.

In a 1978 article G. M. Love compared agricultural education and general education. He described agricultural educators as being pragmatists and experientially oriented. Metaphysically, agricultural educators see the world analytically and prescriptively. Furthermore, they believe that the «real» world is that which can be experienced with the senses. Meaning is not predetermined, it is determined by the individual within the context of his or her experiences and that of his or her community. Therefore, learning to solve current, life-like problems is the best way to equip a person to effectively solve problems in the future.

Epistemologically, agricultural educators believe that both knowledge and truth stem from empirical investigation. They also believe that both of these are temporary. A high value is placed on self-activity, association, and effect. For this reason vocational agriculture makes use of both work experiences and activities in student organizations. In addition, the improvement of social behavior through participation in the democratic process is an important aspect in the philosophy of agricultural education.

Educationally, agricultural educators see themselves as research project directors and their students as discoverers. Love wrote that teachers in agricultural education regard students as experience organisms who deserve individual attention and who work in a «life-oriented environment.» Thus, a flexible curricula is needed.

Love explained however, that while agricultural education is based on a realist philosophy, reality is based on the individual’s relationship to a larger community, and is therefore relativistic (and changeable).

Philosophically, agricultural educators see education as a process of problem solving. As teachers, agricultural educators see students as experience organisms and believe education is hierarchical, in that they see themselves as directors and their students as discoverers. Axiologically, therefore, they value their own experiences over those of their students. It is their job to direct the student towards that particular vision, which often includes the concept of democracy. In other words, although education is about discovery, it is a prescribed discovery, with political overtones.

Another recent attempt to articulate a philosophy for agricultural education was the one done by the National Summit on Agricultural Education. In 1989 agricultural educators at the university, community college, and secondary school levels held a series of meetings to again look at where agricultural education is and where it needs to go. In their mission statement, this group explained that the mission of agricultural education was to provide a total dynamic educational system, to aspire to excellence, to serve people, and to inform the public about agriculture’s needs, opportunities, and challenges. In attempting to accomplish this, the consortium listed the following objectives:

  • To provide instruction in and about agriculture.
  • To serve all populations.
  • To develop the whole person.
  • To respond to the needs of the market place.
  • To advocate free enterprise.
  • To function as a part of the total education system.
  • To utilize a proven educational process, one which includes formal instruction, experiential learning, leadership, and personal development.

This list, while not really philosophical in nature, does suggest a view that is somewhat different than Love’s. Specifically, its emphasis on the whole person suggests a move away from viewing the learner simply as a «sense organism,» and away from a strict empirical view of reality. Also, by including all populations, the marketplace, and free enterprise, it takes a more overt political stand than did Love.

Agricultural education has had to change to meet the changing demands of its clientele. R. Kirby Barrick listed several points that he claimed were essential for a true discipline of agricultural education, including that it must be based on sound theory. Barrick understood that agricultural education has to look deeper into both theory and philosophy. Philosophically, this again suggests a movement away from a realist and empirically grounded philosophy.

To David Williams the discipline of agricultural education is only as strong as its means for verifying existing knowledge, for creating new knowledge, and for disseminating and applying that knowledge. This is done through research, which «must be the strongest component of a discipline, serving as a foundation for teaching and extension» (Williams, p. 5). Williams found several weakness in agricultural education research, including that it is often piecemeal (i.e., not cumulative); that it lacks a sound theoretical framework; and that it lacks depth.

Finally, according to R. A. Martin (1991), agricultural education is based on three critical components: technical agriculture, experiential learning, and human development. For Martin the purpose of teaching agricultural knowledge and skills is to prepare students to be able to use that knowledge and those skills in meaningful ways in their lives. He claimed that one of the best ways of ensuring student understanding is through the use of experiential learning, both in and out of school. More importantly, according to Martin, «the heart and soul of the program is the student» (p. 21–22). As such, agricultural education is committed to the growth of the individual student in all three learning domains. But more importantly, from a philosophical basis, he points to a move away from a strictly empirical philosophy, and toward one which was both humanistic and idealistic.

Current Status

Even though the philosophy of agricultural education has not continually been developing, principles that form the foundation for agricultural education have not changed. These principles are: providing up-to-date technical skills and knowledge in agriculture; conducting experiential learning activities in the real world or agricultural careers; and involving students in leadership and personal development activities at the local, state, and national levels.

In the early twenty-first century, there are more than 8,000 secondary school agricultural programs across the United States. More than 500,000 students are involved in these programs focused on career educational in agriculture.

Over the years the curriculum has changed dramatically. The original curricular focus was on production agriculture (farming). The expansion of careers in other areas of the agriculture industry (horticulture, food science, products and processing, biotechnology, entrepreneurship, forestry, and natural resources) has had a significant impact on the curriculum. The enrollment of students in these programs continues to grow.

Beyond the secondary school agriculture programs, community colleges and universities provide excellent opportunities for students to specialize and gain skills and knowledge in agriculture. University programs in agricultural education focus on teaching and learning processes that prepare students for professional positions in education, agri-industry, and public service agencies.

The future of agriculture education is bright. Although less than 2 percent of the U.S. population is involved in production agriculture, the food, fiber, and natural resource system requires the services of people well educated in the agricultural sciences. These people need experiential learning and personal leadership development training in the context of agriculture. Agricultural education programs can provide the education and training needed to serve the needs of the vast industry called agriculture.


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