An Exploration of the Formal Agricultural Education System in Trinidad and Tobago

Abstract

A team of nine researchers from the United States spent 10 days exploring the formal agricultural education system in Trinidad and Tobago from primary education through postgraduate education. Data were collected from interviews and observations from students, teachers/instructors, and agricultural producers. The team concluded that (a) the people in Trinidad and Tobago involved in agriculture (teachers, students, and producers) are passionate about agriculture, but believe that the general public demeans agricultural workers and work; (b) Trinidad and Tobago has the capacity to develop a well-trained workforce through a comprehensive agricultural education system that spans from primary education to doctoral instruction, however there was little interaction between the various educational systems; and (c) pedagogical training for agriculture educators at all levels can be improved. Furthermore, conclusions related to nine specific areas of interest are discussed and six recommendations for improving the formal agricultural education system in Trinidad and Tobago are provided. As an exploratory study, the findings and conclusions drawn only begin to shed light on ways to improve human capacity development in Trinidad and Tobago. Thus, future research is warranted to further understand and improve Trinidad and Tobago's human capacity development efforts.

Skills Students Need in the Real World: Competencies Desired by Agricultural and Natural Resources Industry Leaders

“…Once industrydesired competencies have been identified, agricultural education departments should design their curriculum to develop those competencies in their students. Students who develop the industryrequired skills should enter the workforce as more productive employees prepared to address the challenges of the 21 st century (Andelt, Barrett, & Bosshamer, 1997;Hurst et al, 2015;Maiga, Cartmell, Edwards, & Robinson, 2013;Mercier, 2015;Morgan 2010;Robinson & Garton, 2008;Sargent, Pennington, & Sitton, 2003).…”

“…Human capital encompasses knowledge, skills, and experiences of individuals within an organization "expressed as a function of education and a measure of economic activity" (Kaufman & Geroy, 2007, p. 37). Governments view an investment in human capital as a means to improved economic efficiency and success (Hurst et al, 2015;Maiga et al, 2013).…”

“…Since human capital is developed through education and is valued by employers, research should consistently re-evaluate the needs of industry to inform educational institutions so the institutions can overcome the skills gap and prepare the most valuable graduates (Andelt, et al, 1997;Hurst et al, 2015;Kaufman & Geroy, 2007;Knight & Yorke, 2003;Maiga et al, 2013;Morgan, 2010;Morgan, 2012;Morgan & Rucker, 2013;Robinson & Garton, 2008;Symonds, Schwartz, & Ferguson, 2011;Zubović et al, 2009). Agricultural education programs have limited time and credit hours in which to develop the skills of students and prepare them to enter the workforce (Swortzel, 1999).…”

“…Human capital can be developed through "formal/mainstream education, non-formal/extension education, in-service training, and mass-media" (Hurst et al, 2015, p. 143). An investment in higher education should increase human capital, thus enhancing the workforce for economic success (Hurst et al, 2015;Knight & Yorke, 2003).…”

“…In order to better prepare graduates with the leadership skills employers desire, the researchers recommended integration of leadership skills throughout the coursework of a program rather than emphasized through a capstone course in the last semester of coursework. Finally, Hurst et al (2015) took an extensive look at the components which lead to the development of a productive agricultural workforce in the developing country of Trinidad and Tobago, noting the importance of a comprehensive agricultural education system as a major resource in the development of a skilled workforce. The study suggested the development of a program which is effective and efficient at creating a well-trained and competent workforce extends beyond competency and skill development alone.…”