Agriculture is an important sector of the economy in Arab countries. While a system of agricultural technical schools (ATS) is in place in some countries, there has not been an effort to help ensure that students in those programs are adequately prepared to enter the workforce and be productive. The development and implementation of a model that identifies the agricultural business and industry and how to prepare graduates to enter the workforce will transcend the Arab countries. This chapter will identify ways to conduct a skill gap analysis, provide ways to transform the curricula, maintain updated technical course content, identify ways to have improved teaching methods, model a train-the-trainer approach, and design ways to promote student involvement and growth.
TopModel Of Agricultural Education For Development In Arab Countries
Thinking holistically about an approach to agricultural education for development to meet industry needs is an important approach in Arab counties. Strong communication among industry, education at the secondary school level and post-secondary school level, effective teaching, appropriate agriculture content, and teacher development leads to a well-prepared agricultural workforce across Arab counties. The model outlines three main components: assessment, content, and process. Assessment of current student competence and assessing agricultural industry development needs leads to a skill gap analysis. Through the skill gap analysis, the focus then becomes the content delivery in the educational setting for development. Content areas of focus are internships, student decision-making skills, agriculture technical skills, leadership skills, and the development of an advisory committee. Additional consideration is upon the process. The process outlines a path for curricular focus and program development delivery that includes an internship developmental aspect, technical agriculture focus, teaching and learning through active learning and student engagement, and leadership development and competitive events for students to engage in their learning and put concepts into practice. Once followed, this model will promote a well-prepared agricultural workforce in the Arab countries.
TopAssessment
Agricultural development in the Arab countries relies on the economic strength in the agriculture sector. Building human capital for sustainable value-chain development is essential throughout the region (Rasmussen et al., 2017). The first step in developing curricula that are responsive to human capital development and industry needs is to link the workforce needs as identified by industry leaders and the skills that students and perspective workers have developed for entering the workforce. The development of a survey and lists of potential skill competencies must be outlined and centered on the major agricultural enterprises in Arab countries and the programmatic areas of schools. An external advisory committee can be utilized for creating and providing leadership for the process. As the agriculture development needs of industry are determined, graduates are surveyed to determine their self-perceived preparedness to be able to perform tasks. The result is a skill-gap analysis that will assist in identifying changes needed in the curricula as well as the preparation of instructors to offer the new and revised instructional programs.