Discusses the history of agricultural education and points out important advancements through the years. Provides a discussion of current problems facing agricultural education with special focus in the area of legislation. Describes the necessity and steps for personal--as well as professional--association involvement affecting policymaking. (LRA)

The author gives his view of the role of the adult agricultural educator. He examines the expansion of functions represented in this role, the importance of strong undergraduate programs, setting an example for students, program improvement and adjustment activities, and the team approach. Suggestions for revitalizing the profession are given. (CT)

The author lists characteristics of agriculture education programs at universities. He discusses ways to use resources, ideas, and people to command respect and recognition for the field. (CH)

Indicates that the basics responsible for successful vocational agricultural programs are (1) supervised occupational experience programs, (2) curriculum design emphasizing problem solving and rational thinking, (3) involvement in Future Farmers of America, and (4) qualified teachers. (JOW)

Discusses the need for teachers of agricultural education to (1) have and practice a philosophy of teaching; (2) encourage their students to think; (3) continue to develop as teachers; and (4) make agricultural education work. (JOW)

The time has arrived to determine the essential, productive elements of the inventory of practices in vocational education in agriculture/agribusiness. We must determine those items in the inventory which benefit our program and those which do not. (LRA)

External pressures are bringing changes in agriculture, in education, and in the agricultural education program. Federal involvement is on the decline. The profession will need to serve a more active leadership role. Its role should be one of encouraging innovation and development rather than one of defending the status quo. (SSH)

The "third wave" described by Alvin Toffler necessitates the restructuring of institutions. Agricultural educators must stay flexible, open, and responsive in order to continue being needed by the nation's most vital industry. (SK)