| Scope and Method of Study. This study attempted to identify certain professional competency needs of prospective Micronesian vocational agriculture teachers and agricultural extension agents for the purpose of developing a pre-service agricultural education curriculum designed to meet those competency needs. Another dimension of the study was to obtain information on administrative policies and practices common among agricultural education departments of different colleges and universities in the United States which might prove valuable in the administration of the planned agricultural education program at the College of Micronesia.;Findings and Conclusions. All the competencies listed on the questionnaires were considered as important to the pre-service training needs of Micronesian vocational agriculture teachers and extension agents. The teacher competencies which received high ratings were in the area of classroom teaching performance, instructional planning, evaluation, and professional improvement. The extension agent competencies which were ranked highly were in the area of public relations, field extension work, extension program planning, and program evaluation. The responses from the agricultural education administrators presented useful information relative to the staff and administration of a four-year, agricultural education program in higher education.;The data for the study were collected through the use of self-administered questionnaires. Responses on competency need statements were rated on the basis of pre-established criteria for determining the relative importance of each competency to the pre-service training needs of vocational agriculture teachers and extension agens. The competency mean responses were calculated, rated and ranked accordingly. The responses from the agricultural education administrators were used to establish consensus of opinions regarding the common policies and practices in agricultural education administration. |
