西毆諸國에 있어서의 實業農業敎育의 動向에 關한 硏究 = A Study on Recent Tendency of Vocational Agriculture Education in Western Countries

다국어 초록 (Multilingual Abstract)

The study on the recent tendency of vocational agriculture education in western countries particularly in Denmark, Sweden, and Switzerland which have been contributing to greater extent in developing modern types, organizations, and methods of vocational agricultural education and the social welfare found the following factors;
1. There exists a common pattern of vocational agriculture education that is a pre-vocational agriculture orientational training starting from the last part of 9 years compulsoryeducation which is equivalent to middle schools in Korea. In this period those who intend to prepare for agriculture vocation will enter the training course of apprenticeship on the practical farm and the theory studies in school.
2. There is no set period of agriculture school program. Those students from their own farm homes will have shorter period of agrieculture training program than those from non-farming homes.
3. The curriculum of vocational agriculture training consist of two parts, the theory study in school and the apprentice training on the farm with the percentage of 50:50. But more weight is given to the practical farm training side.
4. Agriculture schools are organized into two types of all-day and seasonal school. However, almost all agriculture schools are seasonal type which is operated only during the winter season. The training period in the seasonal school is depends on the type of training, area and fields. The training program, organization, and school plants of all-day type of agriculture school are closely similar to those in Korea.
5. Appropriate test and examination are given to the student in each step of training which enables the students to promote to the next training program. They are examinations of entrance, practical, apprenticeship, capacity, diploma, and master's.
6. 25~50% of the agriculture high school operation cost is granted by the national government and the rest of operation cost is paid by the farmers organization and the alumni association. Therefore, student pays only for the meals in he dormitory while they stay in school.
7. Those students accepted by the agriculture high school are requested to resident in the dormitory so that they have have experiences and strengthen the life attitude of selfsupport, selfhelp, and cooperation all of which re essencial in democracy and likely to be looked down sily in the process of vocational agriculture education.
8. The local agricultural extension agency exists on the same campus or agriculture high school. The staff members of these two agencies are linked together closely in connection with work cooperayively in vocational agriculture education and agricultural extension work in the area.

목차 (Table of Contents)

• Ⅰ. 序 論
• 1. 硏究의 動機와 目的
• 2. 硏究의 方法
• 3. 用語의 定議
• Ⅱ. 硏究의 結果
• 1. 덴마아크의 實業農業敎育
• (1) 敎育課程
• (2) 資格試驗
• 2. 스웨덴의 實業農業敎育
• (1) 實業農業敎育發生의 背景
• (2) 敎育課程
• (3) 農業敎育의 새로운 動向
• (4) Hvilan農業學校의 現況
• 3. 스위스의 實業農業敎育
• (1) 徒弟式訓練過程
• (2) 現場實習過程
• (3) 徒弟實業農業學校
• (4) 實業農業學校
• (5) 專科農業學校
• (6) 農業技能士試驗
• (7) 得業士試驗
• Ⅲ. 結 論