Developing A Preferred Future

Through the Reinventing Agricultural Education for the Year 2020 initiative,we have the opportunity to develop a shared vision of our preferred future­ to harness the winds of change instead of fighting the hurricane.This is not a simple task. It will require a fundamental shift in thinkingand thoughtful input from many different segments of the agricultural industry,the educational community and other stakeholders. Although challenging,we must make a concerted effort to find common ground. For our world toreap the dividends of future opportunities, we must take time out of ourbusy schedules now and invest it in visioning, planning and creating ourpreferred future.

In the words of management leader Peter Drucker, "The best wayto predict the future is to create it." When we understand the magnitudeof change occurring, not only in agriculture, but in education and in population,we can begin to project what the future may hold and what we would likeit to be.

Engaging Stakeholders

This effort requires input from a broad array of groups and individuals.Beyond the agricultural education community, the voices of everyone witha concern for food and fiber production and the wise use of our naturalresources must be heard and understood ­ their input and ideas considered.These individuals and organizations must recognize the stake they holdand the invaluable contributions they can make to this process.

There is great strength in our diversity, but we must channel and coordinateit, eliminating cross-purposes, weeding out redundancy, and maximizingmutual support. Each organization has its own vital agenda and objectives,but we must work together to create mutual goals, recognizing that no oneperson or organization has "The Answer" and that only throughallied effort do we achieve excellence. Like steel, decisions forged inthe fires of lively discussion will be stronger and able to withstand greaterfriction and stress.

The Process

The first stage of the Reinventing Agricultural Education effort beganin October 1996 with a national symposium during which participants representingnational stakeholder organizations and representatives from each stateopened the discussion on the future of agricultural education. This conversationfocused on issues regarding the needs of our society, rural communities,youth and our education system.

To do this work only on a national scope would prove limiting. Rather,we must work at local and state levels and integrate the results into thenational plan. To facilitate this work at the local and state levels, theagricultural education community formed eleven regional consortia of statesto expand the dialogue. Similar to the national symposium, these consortiainclude not only agricultural educators, but also representatives froma diverse group of stakeholders.

Each consortium has a three-fold task. Each seeks to address the threephases of the initiative:

1. visioning (What do we see for our preferred future?)
2. strategic planning (How do we propose to achievethat preferred future?)
3. implementation (Will we pursue that future inan aggressive manner?)