| A mixed-mode, descriptive study was conducted on the U.S. Department of Labor's (DOL) Tractor and Machinery Certification Program. Legislated by the Fair Labors Standards Act, the Hazardous Occupations Order in Agriculture (HOOA) was enacted in 1968 as a public policy measure to reduce the number of injuries to youth on farms. An educational exemption allows youth 14 and 15 years of age to work for hire after they successfully completed a Tractor and Machinery Certification program.;Utilizing a multi-dimensional approach, the research provided an empirical examination of the national certification program. Federal databases were queried and reported for youth enrollment status from 1999-2003. Representative stakeholders of the DOL program participated in eight U.S. regional focus groups to provide baseline information about the trainings conducted in their geographic area. A national panel of experts was convened through a modified-Delphi process to identify educational goals, curriculum objectives, and core competencies. Two independent surveys were conducted, one with state program leaders in Extension and State Departments of Education, and one with local course instructors in Extension and secondary education vocational agricultural programs. The triangulation of population-based surveys added strength to the qualitative data sets.;While there is support for the DOL program, it has limited national availability.;Educators strongly believed the training was beneficial to students. They also felt the program had potential to attract new audiences in landscaping and horticultural services. Overall, instructors believed the top three issues that would increase the effectiveness of the DOL program included community awareness, employer support, and access to teaching resources.;There was widespread agreement that the two administrative agencies identified in the HOOA, Cooperative Extension Service and vocational agricultural programs, should remain the sole agencies responsible for certification. However, opinions of focus group participants, program leaders, and community course instructors identified additional organizations and agribusinesses qualified to teach.;Results supported a standardized curriculum and testing program with core-content competencies.;In addition to a competency-based educational program, focus group participants and community course instructors supported the need for additional teaching aids; included hands-on activities, videotapes, student workbooks, and DVD's. (Abstract shortened by UMI.). |
