Advocacy for pro enthanasia

Advocacy for Agricultural Education in Primary and Secondary Academic Curriculums

Background (Student A)

Advocacy Issue (Student A)

Analyse Policy & Power (Student B)

Goals & Objectives (Student C)

Strengths & Challenges (Student A)

Anticipated Allies & Opponents (Student B)

Strategy Development/Implementation (Student C)

Monitoring/Evaluation (ALL)

HCA 420- Administrative Law and Ethics in Health Care (Fall 2021)

September 9, 2021

BACKGROUND

Agriculture education programs not only teach students how to be farmers. This education

approach also prepares future scientists, nutritionists, teachers and so much more. A

combination of classroom instruction and applied agriculture experiences outside of the

classroom build the foundation for educated consumers and agriculturists (Ammirato,

2019). Agriculture education is important in public schools because students learn ways to

efficiently feed a burgeoning population and gain a better understanding of food production

and distribution (Kirby & Olinger, 2019).

ADVOCACY ISSUE

To convince key stakeholders that agricultural education is an integral part of core content

curriculum through the application of classroom content through experiential learning. Also,

to successfully stress how essential this curriculum is to the development of 21st century

skills for students. To assist with successfully achieving this vital task, our advocacy team

has adopted the advocacy strategy framework outlined in Figure 1.

Figure 1: The Advocacy Cycle: a framework for planning an advocacy strategy.

Advocacy Plan for Social Change (2016). Study Moose.com

ANALYSE POLICY & POWER

The best way to analyze policy and power influencing the school system is to identify key

stakeholders. To increase the desired implementation efforts of agriculture education programs in

our state-wide school system, Table 1 will be the approach taken by our advocacy team.

Table 1: Identify and Assess Key Stakeholders

Who are the primary

and secondary

audiences?

Who influences these groups? Determine what they

know

Determine how they

receive their

information

Primary Audience

✓ School board

members

✓ Site based

council

Secondary Audience

✓ School

administration

✓ Community

groups

including

Farm Bureau,

Fair Board

✓ Elected leaders

in the

community

✓ State

legislature

✓ Media

✓ School board parents

✓ Teachers

✓ Local community

leaders/farmers on the

Farm Bureau board/

engaged in the Farm

Bureau or Fair Board

activities

✓ The local Farm Bureau

and Fair Board that

influences state

legislators (i.e.,

champions in

legislation)

✓ Media

(educate/communicate

advocacy message to

targeted audience)

✓ Review past

School Board

meeting

minutes

✓ Review past

election

materials for

agricultural

education and

21st century

skills

✓ Read

newspaper

coverage of

Board

meetings

✓ Interview

board

members (i.e.,

perceptions of

agricultural

education

✓ Interviews

(new

audiences

may be

added.

✓ E-mail or

regular mail

GOALS & OBJECTIVES

Goal: Successfully convince key stakeholders that agricultural education is an integral part of

core content curriculum through the application of classroom content through experiential

learning.

Objectives:

✓ Send each board member a copy of our school agricultural curricula maps and example

lesson plans with specific content areas incorporated and highlighted before the first

scheduled board meeting this school year.

✓ Publish an article in the local newspaper featuring the impact that agricultural education

can make on a student’s success with incorporated student testimonies and research

findings within two weeks following the first board meeting.

✓ Invite the school board to attend a regular agricultural education classroom with a goal

of at least 50% attendance rate by mid academic school year.

✓ Invite the school board to attend the local supervised agricultural experience program

(SAEP) showcase with a goal of at least 50% attendance rate by mid academic school

year.

STRENGTHS & CHALLENGES

Figure 2 outlines the strengths, weaknesses, opportunities, and threats of the suggested

implementation. Our advocacy team plans to utilize our strengths and opportunities to the

maximum extent while identifying effective ways to minimize our weaknesses and threats.

Figure 2: SWOT Analysis: Agriculture Education Program Implementation

•Threats•Opportunities

•Weaknesses•Strengths

Supportive parents

Resources

Current legislation

Local community

leaders

ANTICIPATED ALLIES & OPPONENTS

Table 2 highlights potential supporters and challengers of this initiative. These predictions

should help our advocacy team anticipate and better prepare for future obstacles and plans of

actions.

Table 2: Potential Supporters and Challengers- Agricultural Education Initiative

Supporters Challengers

✓ Parents and Teachers

✓ School board members

✓ Site based council

✓ School administration

✓ Local community leaders/farmers

✓ Community groups

✓ Elected leaders in the community

✓ Media

✓ State legislature

✓ Conglomerate businesses/Large corporations

✓ Anti- advocacy groups

STRATEGY DEVELOPMENT/IMPLEMENTATION

Strategy #1: Develop effective message focal points.

Objectives:

✓ Emphasize agricultural education is an integral part of core content curriculum and

enhances the development of student learning.

✓ Highlight agricultural education creates effective citizens and promotes hard work ethic.

✓ Promote agriculture is essential to society and is directly linked to each part of our

everyday life.

Strategy #2: Create/identify communication materials and promotion activities.

Objectives:

✓ Submit an article to the local newspaper including photographs of the students in the

regular agricultural education classroom or program showcase.

✓ Deliver an invitation to local school board members, legislators, and community officials

to attend an agricultural education class.

✓ Deliver an invitation to local school board members to attend a supervised agricultural

experience showcase with the students in the local agricultural program.

MONITORING/EVALUATION

Approach #1: Send each board member a copy of school agricultural curricula maps and

examples of lesson plans with specific content areas incorporated and highlighted at least one

month before the first board meeting.

Evaluation Question # 1: Were these school curricula maps sent to the school board

members?

Evaluation Question # 2: Were these sent to the school board members at least one month

before the first board meeting?

Approach #2: Publish an article in the local newspaper featuring the impact that agricultural

education can make on a student’s success with incorporated student testimonies and research

findings within two weeks following the first board meeting.

Evaluation Question #1: Was an article published in the local newspaper within two

weeks following the first board meeting?

Evaluation Question #2: Is the newspaper article archived if printed?

Evaluation Question #3: Was there any feedback on the article presented in the

newspaper?

Approach # 3: Invite the school board to attend a regular agricultural education classroom with a

goal of at least 50% attendance rate by mid academic school year.

Evaluation Question #1: Were invitations sent to the board members in a timely manner?

Evaluation Question #2: Did school board members respond with interest to the

classroom visit invitations?

Evaluation Question #3: How many school board members attended the course?

Approach # 4: Invite the school board to attend the local supervised agricultural experience

program showcase with a goal of at least 50% attendance rate by mid academic school year.

Evaluation Question #1: Were invitations sent to the board members in a timely manner?

Evaluation Question #2: Did school board members respond with interest to the SAEP

invitations?

Evaluation Question #3: How many school board members attended the SAEP

showcase?

References

Advocacy Plan for Social Change. (2016, October 9). Retrieved from

https://studymoose.com/advocacy-plan-for-social-change-essay

Ammirato, S. (2019, March 7). Why is agriculture education important? University of

Connecticut. https://collegeambassadors.uconn.edu/2019/03/07/why-is-agriculture-education-

important/#

Kirby, T. & Olinger, G. (2019, February 7). Community agriculture alliance: The importance of

agricultural education. Steamboat Pilot & Today.

https://www.steamboatpilot.com/news/community-agriculture-alliance-the-importance-of-

agricultural-

education/#:~:text=Agriculture%20education%20is%20important%20in,of%20food%20producti

on%20and%20distribution.&text=These%20learning%20targets%20are%20known,of%20which

%20provide%20career%20opportunities.

Orr, B. (2013). Conducting a SWOT analysis for program improvement. US-China Education

Review A, 3(6), 381-384. ISSN 2161-623X

The International Save the Children Alliance. (2007). Advocacy matters: Helping children

change their world. https://oxfordmedicine.com/oxford/fullsizeimage?imageUri