PERCEPTIGNS OF THE ROLE OF THE AQRSCULTURAL EQUIPMENT INDUSTRY IN THE AGRICULTURAL MECHANIZATION EDUCATEDN 6F DEVELOPENG CDUNTRSES Thesis for the Degree of Ed. D. MECHIGAN STATE UNIVERSITY ROBERT MOREN SCHNEIDER 1969 1am 0-169 This is to certify that the thesis entitled Perceptions of the Role of the Agricultural Equipment Industry in the Agricultural Mechanization Education of Developing Countries presented by Robert Moren Schneider has been accepted towards fulfillment of the requirements for Doctorahegree in Sec. Ed. and Curr. 7 Date @Cz'm/ Z 51/?{j ”ll i" w amomc av ‘1 HUAB & SONS' 800K BINDERY INC. . LIBRARY BINDERS sputum-Luzon“- ABSTRACT PERCEPTIONS OF THE ROLE OF THE AGRICULTURAL EQUIPMENT INDUSTRY IN THE AGRICULTURAL MECHANIZATION EDUCATION OF DEVELOPING COUNTRIES BY Robert Moren Schneider Purpose The primary purpose of this study was to assist in improving the efficiency of agricultural mechanization education in developing countries by delineating the appropriate educational role of the agricultural equip- ment industry in developing countries, as perceived by individuals with international agricultural mechanization experience. Procedure A survey instrument was developed through review of literature and the assistance of representatives of the agricultural equipment industry and university per- sonnel who were experienced in agricultural mechanization in developing countries. This instrument contained fifty items which were sub-divided into clusters pertaining to the agricultural equipment industry assisting in agri— cultural mechanization education within the context of Robert Moren Schneider the educational systems of these countries, assisting outside the educational system of these countries, assistance in the form of instructional aids, workshops and seminars, and scholarships and grants. The instrument was answered by eighty-six indi- viduals who had agricultural mechanization experience in a total of thirty-three developing countries. The re— spondents were asked to indicate their perceptions to the appropriateness of the agricultural equipment in- dustry's involvement in the activities by rating the items on a five point scale of appropriateness. To identify differences in responses that might be due to various backgrounds of the respondents, they were divided into sub-groups by nationality and occupation. To identify differences in responses that might be due to location or levels of development of the countries represented, the countries were divided into sub-groups by geographical location, levels of economic development, and levels of educational development. The frequency of the responses were tabulated and the results were analyzed by the use of the one-way analysis of variance test to identify significant differences in responses. Findings Based on the perceptions of the respondents, the agricultural equipment industry should direct its Robert Moren Schneider assistance towards the secondary, post-secondary, and university levels of education but not towards the elementary level. This assistance should be in the form of instructional aids directed towards the area of engine powered agricultural mechanization. The respondents did not perceive it appropriate for the agricultural equip- ment industry to assist in animal powered agricultural mechanization education or become involved in literacy education. Assistance in the training of mechanics and in-service education of government personnel working in agricultural mechanization also appeared apprOpriate for the agricultural equipment industry. There was a high level of agreement among the sub- grOUps when the respondents were divided by nationality and occupation. When the countries were divided into sub— groups by geographical location, levels of economic development and levels of educational development, there were significant differences in few of the responses. This indicated that educational assistance programs of the agricultural equipment industry, as perceived by the respondents, can be very universal in nature. The language may need to be translated and different specialized machines covered to fit the crOps of a particular country but it does not appear necessary to emphasize financial aids in one area of the world, instructional aids in another, and the development of a program of workshops and seminars in a third part of the world. Instructional Robert Moren Schneider aids ranked high in the study and, if series of these were developed by the industry, they could be utilized in many parts of the world with limited modification. Conducting workshops and seminars for agricultural mechanization teachers was perceived appropriate by the respondents and could serve as a diffusion channel for any instructional aids that the agricultural equipment industry might develop. PERCEPTIONS OF THE ROLE OF THE AGRICULTURAL EQUIPMENT INDUSTRY IN THE AGRICULTURAL MECHANIZATION EDUCATION OF. DEVELOP ING COUNTRI ES BY Robert Moren Schneider A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATI ON Department of Secondary Education and Curriculum 1969 ACKNOWLEDGMENTS The author extends sincere appreciation to Professor Guy E. Timmons, Chairman of his Doctoral Guidance Com- mittee for his valuable guidance and assistance that was given during the study. Appreciation is also expressed to Professor Carl Albrecht, Professor Harvey Cholden, Professor Russell Kleis, and Professor H. Paul Sweany, members of the author's Guidance Committee. Gratitude is also extended to those persons throughout the world who assisted in this study by pro- viding information and ideas essential to this study through the completion of the survey questionnaire mailed to them. Thanks are due to Professor Chester J. Mackson and other members of the Agricultural Engineering Department of Michigan State University for their suggestions and encouragement during this study. A special and most sincere appreciation is also extended to the author's wife, Virginia, and children, Kathryn and Kenneth, without whose forbearance and understanding this study would not have been undertaken. ii TABLE OF CONTENTS Page ACKNOWLEDGMENTS . . . . . . . . . . . . ii LIST OF TABLES . . . . . . . . . . . . v LIST OF FIGURES . . . . . . . . . . . . Vii Chapter I. INTRODUCTION TO THE STUDY . . . . . . l The Problem . . . . . . . . . . 1 Background . . . . . . . . . . 1 Need for the Study. . . . . . . . 12 Objectives of the Study . . . . . . l4 Assumptions Underlying the Study . . . l6 Hypotheses . . . . . . . . . . 16 Definition of Terms . . . . . . . 19 Limitations of the Study. . . . . . 20 II. BASES FOR THE STUDY . . . . . . . . 21 Introduction. . . . . . . . . . 21 Educational Deficiencies. . . . . . 21 Education and Private Industry. . . . 30 Summary . . . . . . . . . . . 38 III. PROCEDURES FOR THE STUDY. . . . . . . 40 Introduction. . . . . . . . . . 40 Development of Data Gathering Instrument . . . . . . . . . 42 Organization of the Questionnaire. . . 43 Selection of Respondents. . . . . . 45 Classification of Respondents . . . . 48 Classification of Countries. . . . . 48 Treatment of Data . . . . . . . . 55 iii Chapter IV. PRESENTATION AND ANALYSIS OF DATA . . . . Analysis by Clusters of Questions . . . Analysis by Classifications of Respondents . . . . . . . . . Analysis by Classifications of Countries. V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . Method and Procedure . . . . . . . Summary of Findings. . . . . . . . Conclusions and Implications. . . . . Recommendations for Further Study . . . BIBLIOGRAPHY . . . . . . . . . . . . . APPENDICES Appendix A. Sample Instrument with Response Frequencies Inserted . . . . . . . . . . . B. Cover Letter to United States Educators . . C. Cover Letter to Overseas Personnel. . . . D. Cover Letter to Chairmen of United States Agricultural Engineering Departments .‘ . E. Statistical Tables . . . . . . . . . iv Page 56 56 72 79 90' 9O 92 95 98 101 108 117 118 119 120 10. LIST OF TABLES Geographical Classification of Countries . . Economic Classification of Countries . . . Educational Classification of Countries . . The Perceived Appropriateness of the Agri- cultural Equipment Industry Providing Educational Assistance at Various Levels Within the Established Educational Systems of Developing Countries. . . . . . . The Perceived Appropriateness of the Agri- cultural Equipment Industry Providing Educational Assistance at Various Levels Outside the Established Educational Systems of Developing Countries . . . . The Perceived Appropriateness of the Agri- cultural Equipment Industry Providing Educational Aids to Schools . . . . . The Perceived Appropriateness of the Agri- cultural Equipment Industry Conducting Workshops or Seminars on Agricultural Mechanization . . . . . . . . . . The Perceived Appropriateness of the Agri- cultural Equipment Industry Providing Financial Assistance in the Form of Scholarships and Grants. . . . . . . The Perceived ApprOpriateness of the Agri- cultural Equipment Industry Engaging in Various T es of Educational Activities for the Agricultural Mechanization Edu- cation of Developing Countries . . . . The Perceived Appropriateness of the Agri- cultural Equipment Industry Providing Funds for United States Education Per— sonnel to Work in DevelOping Countries. . Page 50 52 54 57 6O 63 65 68 70 71 Table Page 11. Mean Scores, Standard Deviations, and Levels of Significance for Questions in Cluster I Which Pertain to Educational Assistance at Various Levels Within the Established Educational Systems of Developing Coun- tries as Perceived by the Total Respond- ents and Sub-Groups of Respondents . . . 120 12. Mean Scores, Standard Deviations, and Levels of Significance for Questions in Cluster II Which Pertain to Educational Assistance Outside the Established Educational Systems of Developing Countries as Per- ceived by the Total Respondents and Sub- Groups of Respondents . . . . . . . 121 13. Mean Scores, Standard Deviations, and Levels of Significance for Questions in Cluster III Which Pertain to Providing Instruc- tional Aids to Schools as Perceived by the Total Respondents and Sub-Groups of Respondents. . . . . . . . . . . 122 14. Mean Scores, Standard Deviations, and Levels of Significance for Questions in Cluster IV Which Pertain to Conducting Workshops or Seminars on Agricultural Mechanization as Perceived by Total Respondents and Sub— Groups of Respondents . . . . . .' . 123 15. Mean Scores, Standard Deviations, and Levels of Significance for Questions in Cluster V Which Pertain to Providing Financial Assistance in the Form of Scholarships and Grants as Perceived by Total Respond- ents and Sub-Groups of Respondents . . . 124 16. Mean Scores, Standard Deviations, and Levels of Significance for Questions 35 and 36 Which Pertain to Providing Funds for United States Education Personnel to Work in Deve10ping Countries as Perceived by the Total Respondents and Sub-Groups of Respondents. . . . . . . . . . . 125 17. Mean Scores, Standard Deviations, and Levels of Significance for Means of Clusters I, II, III, IV, and V as Perceived by the Total Respondents and Sub-Groups of Respondents. . . . . . . . . . . 126 vi Figure 1. Mean Scores to Respondents LIST OF FIGURES Clusters of Questions by Representing United States and Non-United States Nationalities . 2. Mean Scores to Respondents Clusters of Questions by Representing Educational and Industrial Occupations . . . . 3. Mean Scores to ReSpondents Clusters of Questions by Representing Countries of Four Geographical Areas of the World. 4. Mean Scores to Respondents Four Levels 5. Mean Scores to Respondents Four Levels Clusters to Questions by Representing Countries of of Economic Development . Clusters of Questions by Representing Countries of of Educational Development vii Page 74 77 80 84 87 CHAPTER I INTRODUCTION TO THE STUDY. The Problem The primary concern of this study was to identify the appropriate educational role of the agricultural equipment industry in the agricultural mechanization of developing countries as perceived by individuals who have had agricultural mechanization experience in these countries. It was hoped that by identifying this per— ceived role it would be possible for representatives of the agricultural equipment industry and agricultural mechanization educators, of developing and more developed countries, to better coordinate their efforts and thus improve the efficiency of agricultural mechanization education in developing countries. Background Characteristics of Developing Countries Between one-half and two-thirds of the world's population lives in what are commonly called developing or under—deveIOped countries. The people of these developing countries are provided with material advantages that are markedly inferior to those of the more developed areas. Although the people living in developing countries represent many different levels of advancement, they tend to have many characteristics in common. The life expectancy of the peOple of the developing countries is about one-half that of individuals from more developed countries. Whereas the United States life expectancy is approximately seventy years, many of the developing countries have a life expectancy of less than forty years for their people.1 These people suffer from malaria, dysentery, tuberculosis, and many other diseases. The future does not appear bright for them either as medical attention is a very scarce commodity in the developing countries. Whereas Japan has 900 inhabitants per physician,India has 5,800, Pakistan has 11,000, Nigeria has 27,000, Indonesia has 41,000, and Ethipoia has 96,000 inhabitants per physician.2 The average annual income for a person from a developing country is less than one-tenth that of an individual from the United States. In 1967, the average 1Everett M. Rogers, Social Change in Rural Society (New York: Appleton-Centufy-Crofts, Inc., 19605, p. 411. 2William Paddock and Paul Paddock, Famine--1975 (Boston: Little, Brown, and Co., 1967), p."31. annual United States income was $3,303 while that of the individual from developing countries was approximately $300 with many of the countries having annual incomes of less than $100 per capita.3 While the developing countries are able to increase this annual income slowly, the net increase is normally much greater in the developed countries, thus the spread between the two groups becomes greater. The people of the developing countries tend to be much more rural than the peOple of the United States. Whereas only 8 to 12 per cent of the people of the United States are engaged in production agriculture, approximately 80 per cent of the people of the deve10ping countries are engaged in production agriculture. In 1950, 88 per cent of the population of Thailand and 82 per cent of the popu- lation of Turkey were engaged in production agriCulture.4 The developing countries tend to have a higher population growth rate than the more developed countries. Population growth estimates for the ten-year period of 1960 to 1970 show an 11 per cent population growth for the more developed regions which include Europe, USSR, North America, Japan, Temperate South America, Australia, 3United Nations, 1968 Statistical Yearbook (New York: Publishing Service of United Nations, 1969), pp. 585-589. 4Rogers, op. cit., p. 443. and New Zealand, while the balance of the world shows an increase of 24 per cent.5 Individual developing coun— tries' expected annual growth rates during this same ten-year period are as follows: Philippines, 4 per cent; Nigeria, 3.5 per cent: Thailand, 3.7 per cent; Pakistan, 3.4 per cent: and India, 2.5 per cent. The more developed countries show a much lower figure: Japan, 0.9 per cent: France, 0.8 per cent; United Kingdom, 0.5 per cent.6 The nutritional level of the people of the develop- ing countries is considerably below that of the developed countries. Their daily calorie intake is about one-third less than that of the developed countries and tends to come from starch foods such as grains. Their consumption of meats, protein foods, minerals, and vitamins tends to be considerably less than that of the developed countries.7 Increased Demands for Food The growing pOpulation of these developing countries will increase the demand for food considerably, but in addition, if there is an increase in the average annual income of the people of these developing countries, there will be an increased demand per capita for food. This 5United Nations, World Population Prospects as Assessed in 1963 (New YSrE: United Nations,fl966), p. 232 6 Ibid., pp. 145-149. 7Rogers, Op. cit., p. 442. per capita increase in demand for food is brought about through what is called income elasticity of food index and refers to the change in proportion of income Spent on food as income changes. The elasticity index figure is arrived at through the following formula: Per cent change in amount spent on food Per céht change in income = FOOd elaSth1tY index The elasticity of food index for developing coun- tries is approximately .7 while it is approximately .2 for the developed countries. This means that as income increases, a greater portion of that increase will be used for food consumption in a deve10ping country than in a more developed country.8 By using this elasticity index in the following formula, we are able to arrive at a more realistic figure of increased demand for food in these developing countries. d = p + gn d = Increased demand for food p = Population growth rate 9 = Growth in per capita income n = Income elasticity index for food Example: A country with a population growth rate of 3 per cent, an increase of annual income of 4 per cent, 8Robert D. Stevens, Elasticity of Food Consumption Associated with Changes in Income in Deve10pinngountries, Foreign Agricultural Economics Report No. 23 (Washington: United States Department of Agriculture, 1965), p. 4. and a food elasticity index of .7 will have an increase in food demand of 5.9 per cent. Meeting Increased Food Demands Brown lists two principal ways of aChieving this greater production: expanding the cultivated areas and increasing yields.9 In many parts of the world, in- creased food production will have to come from land currently tilled as the majority of suitable land has been brought under cultivation and only marginal land is available for further development. The mechanization of agriculture is one answer that may contribute to both the expansion of cultivated acres and increased yields. Through the use of animal or mechanical power, the farmer is able to multiply his efforts many-fold and, if land is available, increase the number of acres he is able to till and harvest.. This situation existed in the United States when part of the High Plains area was considered too arid for crOp pro- duction as the production per acre was small and a farmer could not work enough acres with animal power to support a family. Increased technology and improved mechanization have enabled the farmer to Operate many more acres and much of this land is now economically cultivated. 9Lester R. Brown, Man, Land and Food, Foreign Agricultural Economics Report No. 11 (Washington: United States Department of Agriculture, 1963), p. vi. Even if there is not additional land available, it is possible to increase yields through mechanization by more timeliness of operations. Through mechanization, it is possible to meet more nearly the optimum dates of seeding, weeding, fertilizing, and harvesting of crOps, thus increasing the yields per acre. Educational Needs One of the essential ingredients of development is the establishment of an educational system that more nearly allows the individual to develop his talents to the fullest. Without education, the country not only lacks competent professional and technical personnel of every sort but also the educated and responsible citizenry to provide the necessary framework upon which development can take place. Some countries are underdeveloped because fewer than 10 to 20 per cent of their pOpulation have been educated in such a way as to make prOper use of their innate capacities.10 Curle points out that it is necessary to develOp a "new class" or "middle class“ in order to bring about change in the developing societies.ll This "new class" is to fill the void that exists between the elite and 10Adam Curle, Educational Strategy for Developing Societies (London: TraVIStOCR PubliEEtions, I963), p.T. 11Ibid., p. 56. the peasants and are individuals who have broken away from the traditional structure sufficiently to assume a position in society that is determined by training or ability rather than birth. Education is.a major force in the formation of this "new class." Marshall reinforced the declared need for education in developing countries when he stated: There is no extravagance more prejudicial to the growth of national wealth than that wasteful negligence which allows genius that happens to be born of lowly parentage to expend itself in lowly work.12 In discussing definitions of under-deveIOpment, Curle states: "If I were compelled to define under- development, I would do so in terms of failure to make adequate use of human resources."13 With education playing such an important role in the progress of the developing countries, it appears appropriate to study ways and means to facilitate the growth and expansion of educational services in these countries. Financing Education Financing the educational systems of deve10ping countries is one of the crises facing the world today. 12Alfred Marshall, Principles of Economics (8th ed.: London: Macmillan, 1952I, p. 212. 13Curle, op. cit., p. 69. Some countries, which formerly offered free primary edu- cation to all, have been forced to change this policy and either reduce available educational services or establish an enrollment fee due to the high cost of education. One reason for this is that in a developing country, what we might consider only a partially trained person may command a salary as a teacher far in excess of the national average income. In the United States, the average salary of the primary teacher is approximately one and a half times the per capita national income, but the average salary of the primary teachers in Nigeria is nearly seven times the per capita national income.14 Prior to 1967, some parts of Nigeria were devoting more than 40 per cent of their total budget to education.15 Some Latin American countries are currently spending 3 to 4 per cent of their total gross national product on education com- pared to l to 2 per cent ten to fifteen years ago.16 The United States government has initiated numerous programs to help these countries in their educational endeavors. One of the most extensive of these is the 14Ibid., p. 85. 15J. O'Connell, "Education, Economics, and Politics," West African Journal of Education, (June, 1963), 64. 16Philip H. Coombs and Karl W. Bigelow, Education 3nd Forei n Aid (Cambridge, Mass.: Harvard University Press, I ,Ap. 59. 10 Agency for International DevelOpment, but even its rather large sums make a limited impact on the problem. Watson points this out by stating: . . . no matter how wise and energetic AID's per- sonnel may be, there is still not enough money nor peOple to accomplish this vast task the United States has undertaken. To put this in perspective, our government is today putting over two billion dollars each year into the economies of 72 countries. Yet this considerable sum, divided among their popu— lations, comes to but $1.44 per person. Even in Latin America, where the effort is most intensive, the amount is only $2.73 per person per year. Clearly there are limits to what we can h0pe to achieve.17 One area of possible financial assistance is the private sector of both the developing countries and the United States. Watson believes it is only through pri- vate sources that the additional resources, potentially adequate to meet the challenge, can be obtained.18 In 1965, an advisory committee on foreign aid made the following recommendation to the United States government: . . . that AID survey the possibilities of more extensive use of facilities of American-owned subsidiaries and affiliates in the less developed countries for training purpose; and it undertake to provide financial support, using local currency as available, for such added training activities as these enterprises or other organizations might 17Forgign Aid Through Private Initiative (Washington: Agency fOf'International'DEVelopment: 19637, p. ii. lerid. ll be willing to undertake with the use of these facilities.19 There are several reasons why private industry may be of greater assistance to these deve10ping countries than governmental agencies.20 First, private industry is generally more flexible and can reSpond with greater speed than governmental agencies. As changes take place within the deve10ping country, the private sector tends to be able to shift emphasis to meet new needs faster than governmental programs as there is less bureaucracy and ”red tape" in the private sector. Second, aid handled through non-governmental channels carries less political risk. When government-to-government aid is mishandled, as aid may be at times, the political repercussions may be great. Although mishandling of aid is to be avoided if possible, there are fewer international implications if this mishandling occurs within the private sector of the economy. The third advantage of the assistance of industry is that they are not subject to the annual appropriation process that governmental agencies are and therefore may be able to maintain a more uniform program over longer periods. This continuity is important in educational programs that span many years. One area of education in which it may be very logical for private industry to make a major contribution v—‘v .— v v w 19 20 Ibid., p. 40. Ibid., pp. 4—5. 12 is agricultural mechanization education. As deve10ping countries expand their agricultural production, greater use is being made of agricultural mechanization. How- ever, as this may be new to the country, the educational system often includes little or no instruction in agri- cultural mechanics even though the economy of these countries may be based on agriculture. The addition of this instruction causes an increased strain on an already over-extended budget as agriculture mechanization is con— siderably more expensive than the more traditional edu- cational programs these countries are familiar with. Special education needs to be made available to instructors, additional physical facilities may need to be constructed, and special tools and equipment may need to be purchased. These additional expenses may be beyond the financial capability of the deve10ping country. Need for the Study Some of the agricultural equipment companies have become involved in international education by simply expanding the activities they conduct in the United States or other developed countries. Although some may believe this approach to be appropriate, no research was identi- fied to support this procedure. With the large differ~ ences that exist between the United States and the developing countries in literacy level, level of edu- cational deveIOpment, and many other measurements, it 13 appears questionable that educational activities appropri- ate for the United States are the most appropriate ones for developing countries. Some companies direct most of their educational activities towards providing scholarships for university students from developing countries to study for 3.8. degrees or advanced degrees in education, agri- cultural engineering, or agricultural mechanization within the United States. Other companies believe it is more appropriate to develop training centers within the develop- ing country for "middle level" students such as mechanics or technicians. Some companies prefer to work within the framework of the educational systems of the deve10ping countries while others prefer to work outside this frame- work. There appears to be a variety of approaches to agricultural mechanization education in deve10ping countries. Adams points out the desirability of diversity in international educational activities but emphasizes the need for research in the coordination of these activities. Just as we applaud diversity in other American educational activities, so do we welcome the differences in our international educational ap- proach. They make for a broad range of activities which are a potential source of strength for the national effort. Diversity can result in confusion, however, unless there are connecting relationships which promote unity among the diverse elements. A general unity of effort in international edu— cational activities is particularly important because of their increasingly vital role in the achievement of world peace and progress. It is timely to consider ways in which the cause of l4 unity may be furthered in view of the dramatic expansion of programs in this field in recent years.2 In reviewing literature and visiting with several of the United States agricultural equipment manufacturers and the Farm and Industrial Equipment Institute, the author was able to identify only one in-depth study con- ducted by these agencies concerning the appropriateness of educational activities that might be conducted in deve10ping countries. However, these representatives exhibited considerable interest in cooperating in such a study. Based on this situation, this study was initiated to identify characteristics of agricultural mechanization educational activities apprOpriate for the agricultural equipment industry to conduct in developing countries. Objectives of the Study The primary objective of this study was to determine the appropriateness of the agricultural equipment industry performing selected educational activities in developing countries as perceived by individuals with international agricultural mechanization experience. The specific objectives were summarized as follows: 21As quoted in Michael J. Flack, Sources of Information on International Educational ActivitIes (WhShIhgtBfi: American Couhcil on Education, 19587) P. V. 15 To identify the levels, within the educational system, that appeared most appropriate for the agricultural equipment industry to assist in agricultural mechanization education in developing countries. To determine the types of educational activities that were perceived most appropriate for the agricultural equipment industry to conduct in agricultural mechanization education in deve10p- ing countries. To determine if there was any significant difference in the types of educational activities that were perceived most appropriate for different groupings of developing countries according to geographical location, levels of economic develop- ment and levels of educational development. To determine if there was any significant difference between the perceptions of repre- sentatives of industry and education concerning the appropriate educational role of the agri— cultural equipment industry in deve10ping countries. To determine if there was any significant difference between the perceptions of United States and non-United States respondents con— cerning the appropriate educational role of the agricultural equipment industry in deve10p- ing countries. l6 Assumptions Underlying the Study The basic assumptions for this study were as follows: 1. The Agricultural mechanization education is needed in deve10ping countries. It is apprOpriate for the agricultural equipment industry to be involved in edu- cation in developing countries. The agricultural equipment industry is willing to make a contribution in agricultural mechani- zation education in developing countries. Industry and education leaders who have had experience in developing countries can effectively identify: (a) the appropriate level in the education system for industry to assist in education, (b) the appropriate type of educational activity for the agri- cultural equipment industry to conduct in these developing countries. Hypotheses basic hypotheses for this study were as follows: The perceptions of the respondents will indicate that it is more appropriate for the agricultural equipment industry to assist at the university and secondary level than at the elementary level when working within the context of the educational systems of the deve10ping countries. 17 If the agricultural equipment industry is to assist in education outside the framework of the educational system of a deve10ping country, the respondents will perceive it to be more appropriate for this assistance to be in the training of mechanics than village level literacy education. The respondents will perceive it to be more appropriate for the agricultural equipment in— dustry to assist in engine powered mechanization education than animal powered mechanization edu— cation. The respondents will perceive it to be more appropriate for the agricultural equipment in- dustry to provide software type educational aids, e.g., printed matter, charts, and films, than hardware type aids, e.g., projectors, tools, tractors and farm equipment. It will be perceived by the respondents to be more appropriate for the agricultural equip- ment industry to conduct seminars and workshops for agricultural mechanization teachers than for agricultural mechanization students. The respondents will perceive it to be more appropriate for the agricultural equipment in- dustry to provide student scholarships to be 10. 18 used inside the developing countries than outside these countries. The perceptions of the respondents will indi- cate that it is more appropriate for the agricultural equipment industry to provide educational aids than financial assistance in the form of scholarships or grants, when assisting within the educational system. The perceptions of the respondents will indi- cate that it is more appropriate for the agricultural equipment industry to provide scholarships or grants than conduct workshops and seminars, when assisting within the edu- cational system. If United States education personnel are to assist in developing countries, the perceptions of the respondents will indicate that these individuals should serve for more than six months in these positions. There will be few significant differences in the perceptions of various sub—groups of respondents, e.g., United States, non-United States, education, and industry, as to the apprOpriateness of the agricultural equipment industries' participation in various educational levels and educational activities for agri— cultural mechanization education in developing countries. 19 11. There will be few significant differences in the perceptions of various sub-groups of countries, e.g., geographical location, economic development, and educational develop- ment, as to the appropriateness of the agri- cultural equipment industries' participation in various educational levels and-educational activities for agricultural mechanization education in developing countries. Definition of Terms Most of the words and concepts used in this research are familiar and are used in the conventional manner. The following terms are clarified to delimit the intended understanding. Agricultural Equipment Indust;y.—-That industry which manufactures, distributes, and services the machinery and equipment for agricultural pursuits. These may or may not be United States based firms. Agricultural Mechanization.--The use of hand tools and equipment, animal powered equipment, and engine powered equipment for the production, transportation, storage, and processing of agricultural goods. Elementary Education.--Education for the grades one through eight. Secondary Education.--Education for the grades nine through twelve. 20 Post-Secondary Education.—-Education beyond grade twelve but not directed towards a university degree. Limitations of the Study This study was limited to the perceptions of indi— viduals who were experienced in agricultural mechanization in developing countries. A total of thirty-three develop- ing countries were represented by the eighty—six respond- ents. No attempt has been made to make specific statements about individual countries due to the limited number of responses from each country. This was not a study to determine the value of various educational activities but to determine the ap- prOpriateness of the agricultural equipment industry participating in these activities. CHAPTER II BASES FOR THE STUDY Introduction The primary concern of this study was to assess the appropriate role of the agricultural equipment industry in agricultural mechanization education in developing countries, as perceived by individuals who have had agri- cultural mechanization experience in deve10ping countries. This study derived its base from two distinct areas of concern. The first was to identify the areas of edu— cational deficiencies in developing countries and, more specifically, agricultural mechanization education. The second was to identify activities conducted by non- governmental agencies in assisting the development of education, and again more specifically, agricultural mechanization education in these developing countries. Educational Deficiencies Value of Education The development of human knowledge and skills is an essential component for developing countries. The world's more advanced countries have long assigned a high priority to increasing knowledge through research 21 22 and to increasing the level of education for all of the people. Dean Rusk's statement of 1962 is still apprOpri- ate today: I think if we look at the problems of develop- ment in country after country outside the West, we shall find that people.are the bottleneck, and this means that education has a crucial role to play. And this I suspect is the great difference between the possibilities of a program like the Marshall Plan and the problems of the developmental pro- grams in the non-Western parts of the world which we see at the present time.1 Measurements of Education There are many methods of examining the state of education in developing countries. To some it may be a series of statistical tables listing the percentage of the population that is literate, the percentage of the pOpulation of a certain age group which is enrolled in school, the number of schools per 1000 population, or the number of school teachers of a particular level per 1000 population. Such information is valuable in making judg— ments about the education but this is not sufficient without further delimitation. Statistics on literacy levels may be misleading as there are many different definitions of literacy. UNESCO defines literacy and illiteracy as: 1A5 quoted in John W. Hanson and Cole S. Brembeck, Education and the Development of Nations (New York: Holt, Rinehart and Winston, 1966), p. 31. 23 A person is literate who can with under- standing both read and write a short simple statement on his everyday life. A person is illiterate who cannot with understanding both read and write a short simple statement on his everyday life.2 Note that no reference is given to any particular language although some countries have chosen to further limit this definition by adding a specific language or languages. Others have given it a more liberal inter- pretation by stating one must be able to read pp write rather than read and write. Some countries use the term ”functional literacy" and this would normally require more education than the UNESCO definition. By United States standards, the completion of the fourth grade is a requirement for literacy. A measurement of the number or percentage of school-aged children that are in school is not a com- pletely satisfactory "yardstick" of education either as these figures seldom supply information on daily attend- ance, length of school day or length of school term. Miseducation The quality of the education in many of the deve10p- ing countries is low by Western standards. Often school curricula at all levels of instruction are characterized by excessively repetitious work and emphasis on details. 2UNESCO, Manual of Educational Statistics (lst ed.; Paris: UNESCO, I961), pp. 40-41. 24 Teaching methods are rigid, with emphasis on memorization rather than developing a Spirit of inquiry and the power of observation. Class instruction often bears little relationship to everyday experiences. Curle makes reference to some of the miseducation we find in deve10p- ing countries: The major instrument for producing the people to undertake the education of a country is the edu- cational system. But having made this statement, I must immediately qualify it. The wrong sorts of education, or disproportionate amounts of education not intrinsically undesirable, can be even more wasteful of human and economic resources than too little. Before attempting to say what might be done, we must examine some of the things which are wrongly done.3 Hanson cites numerous cases where we have ”confused schooling with education" in his stimulating and concise monograph on miseducation in Africa. In an attempt to prevent lowering of standards, the educated Africans have remained chary Of innovations. Too many have not yet come to recognize that genuine Africanization of the curriculum involves more than changing science illustrations from oak leaves to palm fronds, or weeding out such palpa- ble nonsense as the alleged requirement that Africans in the former French areas memorize and repeat, "Our ancestors, the Guals, were tall men with fair hair and blue eyes."4 3Curle, Op. cit., p. 82. 4John W. Hanson, Imagination and Hallucination in African Education (East Lansing, Michigan: Michigan State University, no date), p. 13. Centralized examination systems which command the nature of instructional programs is another area that Hanson criticizes. Centralized examinations, generally exter- nally controlled, have been viewed in Africa as elsewhere as the surest means of "maintaining standards." Persistent reliance in such tests upon the content familiar in France, Belgium, or Britain has been further complicated by an emphasis upon types of questions which stressed mastery Of a body of factual knowledge. "Exami— nation dominance," to an extent difficult for an American to believe, exercises a control over all schools below the university. When coupled with the belief in exact equivalence with European standards, the ridiculous situation develops where vocational students are eXpected to master the syllabus of the City and Guilds of London, resulting in such phenomena as students building European-style fireplaces in the 120 degree heat of Khartoum, Sudan, or hanging wallpaper in tropical climates which preclude its use. Educational Levels Another aspect of the educational systems of develop- ing countries which needs to be examined is the lack of adequate vocational and technical education. Too much of the education in the developing countries has been directed towards the preparation for the university, which is cur— rently within the possible realm of attainment for only a very small percentage Of the students, or towards employ- ment in a "white collar" position within the cities. Greater emphasis must be placed on education that has r v— v— 51bid., p. 15. 26 more immediate value to a larger portion of the countries' youth. Shane amplifies this by stating: "Each year (of schooling) must result in outcomes immediately useful in the society in order to be of value to the students who will go no further."6 Too often the educational system in developing countries have been patterned after those in more developed countries where the majority of the students complete at least twelve years of formal schooling. Primary and university levels of instruction have generally dominated the educational systems of developing countries. Provisions for vocational and technical training are usually considered in- adequate, particularly in view of the great need for technicians in most underdeveloped countries. There is often little demand for vocational schooling among students, just as there is little demand for technical subjects in secondary schools of general instruction or in universities. Prestige is primarily, if not exclusively, associ- ated with highly academic subjects such as the humanities and the fine arts. These subjects are emphasized as preparation for the professions of law, medicine, and civil service, which are highly esteemed because of their association with the governing class.7 Even where vocational or technical education has been included in the educational program, too Often the content of the education has been a "watered—down" 6Harold G. Shane, ed., The U. S. and International Education,’ The Sixty-Eighth Yearbook of the National SocIety for the Study of Education (Chicago: The University of Chicago Press, 1969), p. 359. 7Changes in Agriculture in 26 Developing Nations, Foreign"Agricultural EEOnomics Report NO. 27 YWashington: United States Department of Agriculture, Economic Re— search Service, November, 1965), p. 72. 04 | If". in 27 version of the university course in agriculture rather than a unique program to meet the direct needs of the students and the country.8 Teacher Supply One of the difficulties the educational system has had is to properly train and retain an adequate supply of teachers, particularly for the rural segment of the country. . . . teachers have viewed their education as a means of escaping the confines of the village; and with other young educated persons they tend to gravitate, if possible, toward the lights of the city-~in some countries even preferring un- employment in the city to "exile" in a remote community where their services are needed.9 The value of teachers and teacher training is further stressed by Curle: Teacher training is one of the nerve_centers of the education system. More can be done to raise standards of education and at less cost through teacher training than any other activity. But in the underdeveloped countries relatively little attention has been paid to this urgent task. In Africa, for example, the average number of children per teacher is 37.6 as against 26.6 in the countries of North America, Western Europe, and Australia. Moreover, in Africa fewer than half the teachers have themselves had any training whatsoever beyond an exiguous primary schooling. Any government which desires to promote development should therefore select, train, pay, 8Clifton R. Wharton, Jr., "Education and Agri- cultural Growth: The Role Of Education in Early-Stage Agriculture," in Education and Economic DeveIOpment (Chicago: Aldine Publishing Co.,fil9667, p. 218. 9Hanson, Op. cit., p. 24. 28 and provide for the further education of its teachers more lavishly and efficiently than is the rule.10 Agricultural Education Another deficiency area is the lack of inclusion of agriculture in the schools' curricula. For at least thirty years there has been talk of importing an "agri— cultural basis" into rural education, but in most countries this has hardly develOped beyond the stage of pious hOpe.ll Farming is left to the illiterate people as the educated ones tend to move away and farm only if forced to do so. Kline et al. point out the deficiency of trained operators in the field of agri- cultural mechanization at both animal and engine powered levels of mechanization, and state that practically no attention has been given to training farmers and private contractors in the field of agricultural mechanization.12 The summary of a comprehensive study by Mackson further emphasizes the need for trained middle level personnel: 10Curle, op. cit., p. 148. 11"Agricultural Education in Africa," Overseas Quarterl , IV, No. 3 (September, 1964), p. 79. (Extracts from a Report on the Seminar on Agricultural Education, Kampala, Uganda, September, 1963). 12C. K. Kline et al., Agricultural Power in Equatorial Africa, (Preliminary Draft) (East Lansing, Michigan? ‘Michigan State University, 1969), pp. 1-89. 29 The feasibility study indicated a great need for trained technicians in all aSpects of agri- cultural mechanization in the developing countries visited. Not only is there a need for more ade- quately trained tractor owners and Operators but also for better informed dealers, company repre- sentatives, government Officials and others work— ing in various phases of agricultural mechani- zation.l3 Image gf Agriculture From the aforementioned information it appears essential to make additional efforts to improve the edu— cation of the developing countries, especially the agri- cultural and rural sector. One of the first steps is to improve the image of agriculture so it is able to shed the terms "serf," "peasants," or "peon" which are commonly associated with it. Unless farming can be made to offer a reason- able livelihood and satisfactory condition of employment, there is no real point in attempting to gear the teaching in schools and colleges to encourage young people to enter rural occupations. If we are to upgrade the image of agriculture, it appears essential that instruction in improved agri— cultural methods be incorporated into the school programs. Agricultural mechanization appears to be one of the desired areas of instruction as it not only increases the . 13Chester J. Mackson, A Feasibility Study of Agricultural Mechanization Training in Selected Develgp- ing CBuntries (East Lansing, Michigan: Michigan State University, 1969), p. l. 14 p. 79. ”Agricultural Education in Africa," Op. cit., 3O agricultural productivity per man but also minimizes the drudgery of farm work. By using the broad definition of agricultural mechanization as given by Kline et al., we see that some form of agricultural mechanization can fit into any stage of agricultural development. Mechanization has been defined as the use of hand and animal Operated tools and equipment, to reduce the human effort, improve the timeliness and quality of various farm operations, thereby increasing yields, quality of product and overall efficiency of operation.1 If agricultural training is to be expanded into the schools, it is essential that training programs be de— signed and executed in such a manner that students respect and enjoy practical training and do not regard it as undignified menial labor.l6 Educatipnwand Private Ipdpstry Private industry is playing a large and important role in the area of international education but further exploration needs to be conducted in this area. The United States Congress recognizes the vital role of free enterprise in achieving rising levels of production and living standards essential to economic progress and development. This is shown in Section 601 of the Foreign Assistance Act of 1961: v—v ivvw 15Kline et al., op. cit., p. 1. 16"Agricultural Education in Africa," op. cit. 31 In order to encourage and facilitate partici- pation by private enterprise to the maximum extent practicable in achieving any of the purposes of this Act, the President shall: (1) make arrangements to find, and draw the attention of private enterprise to, opportunities for investment and develop- ment in less-developed friendly countries and areas. . . . (4) wherever appropriate carry out programs of assistance through private channels and to the extent practicable in con- junction with local, private or govern- mental participation, including loans under the authority of section 201 to any individual, corporation, or body of per- sons. Coombs emphasizes the COOperation and understanding that must exist between the private sector and government in order to make more complete use of private capabilities: A strategy for federal educational aid Openly arrived at in consultation with non-governmental experts and leaders, would also be of great ad- vantage to the private sector. For if the Govern— ment makes clear its own purposes and intentions and brings greater order to its own household, private groups will have sounder ground for making their own decisions and can contribute more effec- tively to the total national effort. The bulk of private effort in this realm is and should be entirely independent of government influence and financial support. But the private sector has an important additional role to play, in helping the government carry out its own poli- cies and programs as, for example, when universities contract with AID to operate overseas projects or when professional organizations contract with the State Department to administer various exchange programs.18 17International Development Act of 1961, Section 601(b), 75 Stat. 438 (1961). 18Coombs and Bigelow, Op. cit., p. 34. 32 To develop a better understanding of the magnitude of the private sector's contribution in international development, it is necessary to look at some of their activities. In 1966 there were close to a million American businessmen and their families living abroad, of which approximately 200,000 were actually engaged in business.19 The number is increasing all the time and they carry on a large number of projects. American industries in Caracas, Venzuela, for example, have a budget of $600,000 each year for educational, artistic, and related programs.20 In a census conducted by the Institute of International Education, it was found that ninety-seven American corporations brought to the United States 4,800 trainees in a single year.21 This number compares favorably with the number coming through organ— izations of governmental agencies such as the Department of State. The question now appears to be not one of whether the private sector should assist in education in develop- ing countries but how can it best assist. Is it more appropriate for the private sector to provide assistance within the context of the established educational system 19William Y. Elliott, Education and Training in Developing Countries (New York: FrederiEk'A. Praeger, 1966), p. 291. 20 21 Ibid. Ibid. 33 or work outside the educational framework? Should their assistance programs be conducted within the developing countries or provide for students to study in more developed countries? Should the assistance be directed towards the university, secondary, or primary level? These are just a few of the questions that need to be answered if the maximum returns are to be received on the investment of the private sector. Higher Education At the higher education levels, there are real shortages of qualified personnel well trained in the field of agriculture. Wharton states that very few of the leaders involved in agricultural policy making in developing coun- tries are specifically trained in agriculture.22 Mackson cites a case where an agricultural college in Iraq was not able to Open its doors in the fall quarter of 1968 due to shortage of professors and technicians.23 There are numerous examples of private firms pro- viding scholarships for higher education students. Speakman lists several organizations which contribute to the education of youth from deve10ping countries by providing funds for them to study abroad. American Overseas Petroleum, Ltd. has a scholarship program for six students from Indon- esia, Turkey, and Libya to study in the United 22Wharton, op. cit., p. 219. 23Mackson, op. cit., p. 26. 34 States. Sankie Scholarships have been estab- lished recently by Chigio Mizuno, a Japanese industrialist, for twenty Japanese undergraduates to study in the U. S. This program began in September Of 1965. Xerox sponsored a Xerox In- ternational Fellowship for Mexico as of 1965-66. In 1965 Braniff International Airways, Pan Ameri- can Grace Airways, and Pan American Airways supplied funds to Offset the living expenses of foreign graduate students in the U. S., in co- operation with a program of the Institute for International Education and the Council of Graduate Schools. Last year more than thirty firms gave unrestricted grants to the Institute for International Education while others con- tinued to support already established programs for scholarships from abroad.24 Many United States agricultural equipment firms are also engaged in this activity. Providing scholarships for students from a develop- ing country to study outside their home country has its drawbacks though as explained by Ryan. The reason why we started al-Hikma University was because we found that some of the most pro- mosing students were going abroad and staying abroad; they would not come back. As a result, the country was losing its best youth. There- fore, the more the United States, especially through private groups, can do in various pro- grams to develop education in foreign countries, the better it will be for all concerned.25 A good example of private sources assisting in higher education within a developing country is Egerton College near Nakuru, Kenya. Although there were only 24Cummins E. Speakman, Jr., International Exchange in Education (New York: The Center fOr Applied Research in Education, Inc., 1966), p. 72. 25As quoted in Elliott, op. cit., p. 316. 35 360 students enrolled in 1966-67, there were twenty-one different private organizations sponsoring students there.26 These organizations included banks, trust organizations, Oil companies, chemical firms, and agricultural firms such as canneries, sugar companies and marketing COOperatives.2‘7 Technical Education In the field of agricultural mechanization, con- siderable help can be supplied at the technical level by tractor and equipment manufacturers and their agents in the countries concerned. Boshoff suggests that when large amounts of new agricultural equipment are supplied, the manufacturer should send both Operator-instructor and field service personnel for sufficient periods to insure that all concerned are adequately instructed.28 Boshoff cites the following case where this is being conducted in Africa: One of the biggest manufacturers maintains a permanent Product Training Representative in Africa, who is available to give short, 2-3 week, courses in any country. Such courses on workshop practice, which are intended primarily for 26College Catalogue (Nakuru, Kenya: Egerton College, l966),fip. 3. 7 27Ibid. 28W. H. Boshoff and G. G. Corbett, Report on Agricultural Engineering Training and Education in Africa (Rome:I'UNFA0,'l965), p. 39. "7' "' 36 dealers' personnel, can often be attended by Government mechanics. Finally, manufacturers can give assistance in the organization of stores and the training of storemen and of clerks responsible for ordering spare parts. These are essential functions, demanding some technical knowledge, which are Often not given their due importance in Government establish- ments. The result is that workshop foremen and even professional officers often Spend a con- siderable portion of their time ordering and "chasing" spare parts.29 In Zambia, the African Farm Equipment Company assists in agricultural mechanization education by train- 30 ing Operators for their clients. In Rhodesia, the commercial farm equipment agencies and distributors train the majority of the farm mechanics.31 There are numerous opportunities for the agri- cultural equipment industry to assist in agricultural mechanization education at the technical level by pro- viding aids to established educational programs. Mackson points out some of the problems that exist at this level and suggests that the agricultural equipment industry might be interested in further study of these problems with the aim of improving the effectiveness and efficiency of the many instructors already in the field: (a) There is an indescribable lack of the most basic training aids, textbooks and other teaching materials. (b) Many of the instructors are not trained teachers and as a result have not develOped the techni— ques required to use the available materials to their best advantage. — vw fiv—v fi—v 291bid. 3OIbid., p. 102. 311bid., p. 84. 37 (c) There are several sources of information and assistance available: however, these are difficult for the instructor in the field to identify.32 Another area in which the agricultural equipment industry can make a contribution is assisting the edu- cational institutions in Obtaining modern agricultural equipment to use for teaching and demonstration purposes with the students. Kline et al. provide the following suggestions and guidelines on this subject: Obtaining loans of equipment and gifts of funds for training institutions from the various important companies of a country requires con- siderable diplomacy between the appropriate govern- ment departments, college administrations and the companies. Clearly, a considerable fund Of good will can be established in this way between both the training institutions and the companies, and between potential customers (students) and the companies. The following guidelines are presented: 1) Principal manufacturers and dealers may be requested to give Special discount privileges to training facilities. 2) Training facilities should be willing to meet the costs of repair. 3) Local dealers can provide instruction and demonstration in the current use of equipment. 4) Literature of all types, especially written in appropriate languages, should be available from equipment dealers. 5) Equipment on loan should on no account be used for commercial purposes. 6) Several brands of equipment should be repre— sented in the training institution (although governments should attempt to limit the number of types in practical operation in any one location). 7) Consignment of equipment should be renewable on an annual basis by mutual agreement between dealers and teaching institutions. 32Mackson, op. cit., pp. 45-46. 38 8) Major machinery importers should be gained to support adequate training programs. 9) Machinery companies who benefit from trained personnel in their employment should be willing to provide funds and equipment to the training facilities.33 Summary Some of the educational needs of developing countries, both needs for additional education and needs for redirection of emphasis on present education, have been presented in this chapter. In the past, much of the educational emphasis has been directed towards higher education and education for "prestige" or "white collar" jobs. A greater emphasis needs to be placed on education for the masses and education that has more immediate application. Vocational and technical education have been slighted in the past and need to be expanded. Agriculture has been considered by many of the youth of deve10ping countries as a lowly occupation and they have used education as a means of moving away from agri- culture to the bright lights of the cities. This has caused a "brain drain" from rural to the urban centers. If more of the educated youth are to be retained in the rural areas, the image of agriculture must be improved. The introduction of more agriculture education, parti— cularly agricultural mechanization education, is one method of accomplishing this as the goals of agricultural "— 33Kline et al., op. cit., pp. 123-124. 39 mechanization are to increase the productive capacity of the farmer and reduce the drudgery of agricultural labor. Agricultural mechanization education is new to many of the developing countries and therefore there is a shortage of teachers trained in this area, a shortage of physical facilities and equipment, and a Shortage of instructional aids for agricultural mechanization. The agricultural equipment industry has assisted in this area of instruction but it is not known how this in- dustry can best apply its assistance toward the agri- cultural mechanization education of deve10ping countries. CHAPTER III PROCEDURES FOR THE STUDY Introduction Early in the study it was discovered that little research had been conducted on agricultural mechanization education in developing countries and even less on the role of the agricultural equipment industry in education in these countries. Prior to deve10ping the prOposal, the author conferred with personnel of the Ford Motor Company, Detroit, Michigan and the Farm and Industrial Equipment Institute, Chicago, Illinois to develop a better appreciation of the problems of mechanization in deve10ping countries as viewed by industry. Also attempts were made to identify any research personnel in these organizations had conducted that was relevant to the study. Although information was obtained on some of the educational activities conducted in these countries, only one related study was identified.1 The author also corresponded with personnel Of the Agency for International Development, Washington, D. C., but was unable to identify much research directly applicable to this study. 1Mackson, op. cit. 4O 41 In order to Obtain the perceptions of individuals fandliar with the problems of agricultural mechanization Ln.developing countries, a questionnaire was developed and submitted tO men who were experienced in this field. To receive the perceptions from the field of education and industry, the questionnaire was mailed to repre- sentatives of agricultural mechanization education and the agricultural equipment industry. Albracht,2 Gleason,3 and Zareian4 had successfully used this approach in earlier agricultural mechanization education studies, although Zareian's study was the only one concerning developing countries and it pertained to only one country, Iran. Another dimension was added to this study through the use of overseas mailings to individuals currently working in agricultural mechanization in developing countries. These individuals represented educatiOn and industry as well as being of many different nationalities. 2James Joseph Albracht, "A Process for Determining Vocational Competencies for the Performance of Essential Activities for the Sales Functions by Sales Personnel in the Feed Industry, and the Loci at Which the Competencies Could be Taught" (unpublished Ph.D. dissertation, Michi- gan State University, 1966). 3William E. Gleason, "Functions of Industry Approach to Curriculum for Vocational Education" (unpublished Ph.D. dissertation, Michigan State University, 1967). 4Soleiman Zareian, "An Investigation and DevelOpment of a Technical Curriculum for Technician Preparation in Agricultural Mechanization for Iran" (unpublished Ph.D. dissertation, Michigan State University, 1969). 42 Additional international perspective was added to the respondent list by the inclusion Of the foreign students of Michigan State University and the University of Illinois, who were seeking advanced degrees in either agricultural mechanization or agricultural engineering. \ Development of Data Gathering 1. Instrument Through the review of literature, interviews with representatives of the agricultural equipment industry and representatives of the Agricultural Engineering Department, Michigan State University, a general skeleton of the instrument was developed. The three primary ques- tions appeared to be: 1. Is it more appropriate for the agricultural equipment industry to offer assistance within or outside the framework of the educational systems of the developing countries? 2. At what educational level should this assistance be directed? 3. Should this assistance be in the form of edu— cational aids, financial assistance, or man- power? A series Of questions was develOped concerning these three major points. The questionnaire was submitted to a jury consisting of agricultural educators and agricultural engineers of Michigan State University for their evaluation of the 43 completeness and clarity Of the questions. These jury members were not part of the ultimate respondent list. From these responses, the questionnaire was revised and commercially reproduced (Appendix A). The.questionnaire, with cover letter (Appendix B and C), was then mailed to all respondents. Organization of the Questionnaire The data gathering instrument was designed to identify the perceptions of the respondents in five major areas, hereafter referred to as clusters, with nine or ten questions in each of these clusters. It was not intended that the questions be all-inclusive but that they be a representative sample of questions covering a broad spectrum. The respondent was asked to indicate his perceptions as to the appropriateness of the agricultural equipment industry's participation in each individual level or activity on the following five point scale: 5 - Very appropriate 4 - Appropriate 3 - Undecided 2 - InapprOpriate 1 - Very inappropriate For purposes Of interpretation, only those items or clusters Of items receiving mean scores of 3.50, the mid-point between "undecided" and "appropriate," or above were considered as apprOpriate for the agricultural equipment industry. 44 The first cluster consisted of a series of nine questions relative to the apprOpriateness of the agri- cultural equipment industry assisting in agricultural mechanization in deve10ping countries within the context of the established educational systems and to determine the level this participation appeared most appropriate. This included both animal and engine powered agricultural mechanization. Cluster II consisted of a series of questions relative to educational assistance outside the context of the established educational systems of the developing countries. These questions pertained to adult and youth education in the areas of animal and engine powered mechanization. In addition to the analysis made within Clusters I and II, it was possible to make some general analysis between the two clusters. The three remaining clusters concerned types of educational assistance in which the agricultural equip- ment industry might contribute and included items such as charts and printed materials on agricultural machinery; films, slides, and other audio-visual aids; shop tools and equipment; and agricultural tractors and machinery. Cluster IV consisted of questions pertaining to the appropriateness of the agricultural equipment in— dustry conducting seminars or workshops in the area of 45 agricultural mechanization for students, teachers, teacher educators, and governmental workers. The last cluster, V, consisted of ten questions relative to financial assistance the agricultural equip- ment industry might make in agricultural mechanization education in developing countries and was directed primarily towards scholarships. The questions concerned scholarships to be used both within and outside the home country of the student for non-degree agricultural mechani- zation education, university degrees, and teacher education. The last three clusters might be referred to as pertaining to "materials," "manpower," and "money" respectively. The next four items on the questionnaire were directed towards the appropriateness of United States personnel working in developing countries in the area of teaching and advising on short term assignments of six months or less and long term assignments of more than six months. Selection of Respondents UnitedfiStates Educatorp To identify United States agricultural mechanization and agricultural engineering educators who had received experience in developing countries, a letter was mailed to the chairman (Appendix D) of each of the thirty-eight agricultural engineering departments in the United States 46 accredited by the Engineering Council for Professional DevelOpment as listed in the 1968 ASAE Yearbpok.S This letter requested the names of their staff members who had worked in the area of agricultural mechanization or agricultural engineering education in a developing country for at least one year out of the past ten years. .All department chairmen responded to these letters and a list of forty-one names was compiled. All of these indi- viduals were mailed a questionnaire. Seven stated, in their response, they were not qualified due to length of stay being less than one year, their experience being more than ten years ago, or they had not been involved in agricultural mechanization or agricultural engineering education. One returned a non-usable form and two did not respond. This provided thirty-one usable question- naires for a 91 per cent response of the qualified individuals. Foreign Graduate Stpdents Twenty-one foreign graduate students seeking ad- vanced degrees in agricultural mechanization or agri- cultural engineering at Michigan State University and the University of Illinois were identified and mailed questionnaires. Twenty of these completed and returned the questionnaire for a 95 per cent return. 51968 ASAE Yeapbook (St. Joseph, Michigan: American Society of Agricultural Engineers, May, 1968), p. 175. 47 United States Agricultural Equipment Industry Respondents Through correspondence with the former chairman of the Foreign Trade Committee of the Farm.and Industrial Equipment Institute, a list of seven major agricultural equipment firms involved in agricultural mechanization in developing countries was compiled. Each of these was mailed a questionnaire. Five of these returned usable forms, one responded with a letter stating they did not care to participate and one did not reSpond, thus pro- viding a 71 per cent usable return. Overseas Personnel A list of forty-three men actively involved in agricultural mechanization in developing countries was formed through consultation with staff members of the Agricultural Engineering Department of Michigan State University. The men selected represented eXperience in many different countries, were of a variety of nationali- ties, and represented education and industry. Thirty responses were received from this group for a 70 per cent return. Summaryof Reppondents A total of 86 usable questionnaires were returned out of a total of 105 for an 82 per cent return. These represented thirty-three different countries and con- sisted of United States and non—United States personnel 48 from the field of agricultural mechanization-engineering education and the agricultural equipment industry. Classification of Reppondents Classification by Nationality and Profession 1__ _' I As hypothesis 10 concerned the perceptions of the respondents by nationality and profession, the respondents were classified into United States and non-United States personnel. Professionally, they were classified as repre- senting education, industry, students, and others. The "others" included administration and research personnel not actively engaged in either teaching or industry, e.g., FAO administrators. For analysis of perceptions by occupations, only the education and industrial groupings were used as the graduate students did not represent any particular occupation and the "others" were not a homo— geneous occupational group. Classification of Copptries Provisions were made in the questionnaire for each respondent to indicate the developing country in which he had the most agricultural mechanization experience. The respondent was instructed to use this country as the focal point in guiding his response to the questions. From this information, the author was able to identify thirty-three developing countries. Four respondents 49 indicated they had not worked in any particular deve10p— ing country but had worked in many deve10ping countries for shorter periods. These were placed into a thirty— fourth classification designated "world wide." In order to test hypothesis 11, these countries ‘were divided into groups by geographical location, levels of economic development, and levels of educational development. Geogpaphical Classificatipp Mackson recommended the establishment of educational centers according to geographical locations throughout the world.6 There are advantages to this grouping system as these countries tend to have the same language and similar culture and traditions. However, countries in similar geographical locations may differ considerably in stages of economic development and levels of educational develOp— ment. The four geographical groupings used in this study are shown in Table 1. Economic Development Classification Russett states it is not universally accepted that it is possible to classify countries by their stages of economic development but suggests: 6Mackson, Op. cit., p. 37. 50 TABLE l.--Geographical classification of countries. Group I Group II Mediterranean and Middle East Sub—Sahara Afr1ca Iran EthiOpia Iraq Kenya Jordan Liberia Saudi Arabia Nigeria Tunisia Sierra Leone Turkey Tanzania United Arab Uganda Republic Group III Group IV South Asia South and Central America Afghanistan Brazil Burma Chile India Colombia Indonesia Costa Rica Pakistan Guiana Philippines Jamaica New Hebrides Mexico Taiwan Panama Thailand Peru Uruguay 51 . . . if one thinks Of stages theory not in any rigid sense, but in terms of seeking consistent patterns and relationships at various levels among variables, it would be rash to dismiss it before a careful examination of relevant data.7 Although gross national product per capita is frequently employed as a measure of comfort or well being, it has some hazards. If the income is concen- trated in the hands of a wealthy minority, the gross national product per capita will not reflect the welfare of the majority.8 As increasing the level of agricultural mechani- zation normally calls for additional capital investment, the gross national product per capita measurement appeared relevant to this study. The thirty—three countries of the study were divided into four classifications according to the 1966 estimated gross national product per capita (Table 2). Group I consists of countries with an esti- mated 1966 gross national product per capita of less than $100 (United States dollars at 1964 exchange rate). Group II consists of countries with a gross national product per capita of $101 to $200, Group III ranged from $201 to $300, and Group IV were the balance which ranged from $354 to $569.9 m v v W w 7Bruce M. Russett, World Handbook of Political and Social Indicators (New Haven and London: Yale University PreSS, 1964), p.—293. 8Ibid., p. 151. 9USAID, Selected Economic Data for Less Developed TABLE 2.--Economic classification of countries.a Group I Group II Primitive Traditional Afghanistan India Burma Liberia Ethiopia Nigeria Indonesia Philippines Kenya Thailand Pakistan Tunisia Tanzania United Arab Uganda Republic Group III Group IV Transitional Industrial Revolution Brazil Chile Colombia Costa Rica Guiana Jamaica Iran Mexico Iraq Panama Jordan Peru Taiwan Saudi Arabia Turkey Uruguay aNew Hebrides and Sierra Leone not included as comparable data was not available. Data Source: Selected Economic Data for Less Developed Countries, Economic Trends‘TWashington: Statistical and Report DivisiOH, June, 1967), pp. 2-8. 53 miucational Development Classification As educational plans differ throughout the world, it.appeared somewhat of a problem to arrive at a meaning- ful educational scale. Russett suggested the percentage of the population, ages five through nineteen, enrolled in primary and secondary education as a measure of edu- cational development.10 By combining primary and secondary education, we avoid many problems of incom- parability as to the distinction actually drawn in various countries. For purposes of this study, four classifi— cations were used so as to maximize the internal con- sistency of the groups (Table 3). The classifications were labeled "primitive," "traditional," "transitional," and "industrial revolution." The countries in the "primi- tive" classification ranged from 2 to 14 per cent of the population between the ages of five and nineteen enrolled in primary and secondary education. The "traditional" group ranged from 20 to 29 per cent, the "transitional" ranged from 31 to 42 per cent, and the "industrial revolu— tion" ranged from 46 to 59 per cent.11 "' v—v—v‘r—vv v '——V CountriesL Economic Trends (Washington: Statistical and Report Division: June, 1967), pp. 2-8. 10Russett, op. cit., p. 217. llIbid., p. 281. 54 TABLE 3.-—Educational classification of countries. a Group I Group II Afghanistan Burma Ethiopia India Liberia Iran Saudi Arabia Nigeria Sierra Leone Pakistan Tanzania Uganda Group III Group IV Brazil Chile Colombia Costa Rica Indonesia Jamaica Iraq Jordan Kenya Panama Mexico Philippines Peru Taiwan Tunisia Thailand Turkey Uruguay United Arab - Republic aGuiana and New Hebrides not included as comparable data was not available. Data Source: Bruce M. Russett, World Handbook of Political and Social Indicators (New Haven: Yale Uni- versity Press, 1964), pp. 218:220. 55 Treatment of Data Information obtained from the questionnaires was transferred to data processing cards and processed by the 3600 computer of Michigan State University. Con- sultations were held with personnel of the Office of Research Consultation, College of Education, Michigan State University regarding appropriate statistical procedures. As the first objectives of the study were to identify the educational levels and types of educational activities perceived most appropriate for the agri- cultural equipment industry to contribute, mean scores of all respondents were Obtained for each question and cluster of questions. These were rank ordered to indi— cate the relative perceived appropriateness of each item and cluster of items. Other Objectives were to determine if there were any insignificant differences among the perceptions of the various classifications of respondents and countries. The one-way-analysis of variance test was used to deter- mine if this difference was significant. CHAPTER IV PRESENTATION AND ANALYSIS OF DATA Summarized data and pertinent findings relative to the purposes of the study are presented in this chapter. It is organized into two parts. Part one analyzes the data within each of the clusters of questions and the relationship between these clusters. The second part analyzes the data by various classifications of respond- ents and countries to determine if significant differences existed within these classifications. Analysis by Clusters of Qupstions Cluster I: Assistance Within the Context'of the Established Edu- EationaIWSystems of Developing Countries Three of the nine items in Cluster I received scores of 3.50 or above, thus placing them in the classification as "perceived appropriate" for the agricultural equipment industry (Table 4). All three of these pertained to agricultural mechanization education in engine powered agricultural equipment. Item 9b, assistance in post- secondary agricultural, trade, and technical schools, received the highest score of 4.71 out of a possible 5.00. 56 TABLE 4.--The perceived appropriateness of the agricultural 57 equipment industry providing educational assistance at various levels within the established educational systems of developing countries. Question Mean Score Rank 10. Assist in basic literacy education of elementary level students Assist in agricultural mechanization education in elementary schools in the use and care of: (a) animal powered agricultural equipment (b) engine powered agricultural equipment Assist in agricultural mechanization education in the secondary schools in the use and care of: (a) animal powered agricultural equipment (b) engine powered agricultural equipment Assist in agricultural mechanization education in post-secondary, but non-university schools (e.g., agri— cultural schools, trade schools, and technical schools) in the use and care of: (a) animal powered agricultural equipment (b) engine powered agricultural equipment Assist in agricultural mechanization education in the university level for the: (a) animal powered agricultural equipment (b) engine powered agricultural equipment Cluster Mean 58 The second ranking item was 10b which pertained to engine powered agricultural mechanization education at the uni- versity level. This item received a mean score of 4.50. The third ranking item was 8b which pertained to engine powered agricultural mechanization educational assistance at the secondary level. This item received a mean score of 4.06. None of the remaining items which pertained to animal powered agricultural mechanization education, basic literacy education, or assistance at the elementary levels received mean scores high enough to classify them as "perceived appropriate" for the agricultural equipment industry's assistance. However, as many attitudes on agri- cultural mechanization are formed at the elementary level, it may be short-sighted to not involve the agricultural equipment industry in some agricultural mechanization education in the elementary schools. The above information supports hypothesis one, "The perceptions of the respondents will indicate that it is more appropriate for the agricultural equipment industry to assist at the university and secondary level than at the elementary level when working within the context of the educational systems of developing countries," and hypothesis three, "The respondents will perceive it to be more appropriate for the agricultural equipment in- dustry to assist in engine powered mechanization edu- cation than animal powered mechanization education." 11 (I) .A; l ( 0 ‘TI (”J (1 w l‘. .1 . f t’, 59 Cluster II: Assistance Outside the Context'Of the Established Edu- ' cational SyStems Of'DevélOping Countries From the responses received to items in Cluster II it appeared that if the agricultural equipment industry was to assist in agricultural mechanization education, outside the context of the educational systems of develOp- ing countries, it was most appropriate for this assistance to be in-service education directed towards mechanics and governmental personnel working in the field of agricul- tural mechanization (Table 5). These two areas received the highest mean scores of 4.69 and 4.58 respectively. The responses also indicated it was apprOpriate for the agricultural equipment industry to be involved in pre— employment training for mechanics as this item received a score of 4.34 which was third in rank for this_cluster. Assisting at the village level in engine powered agri— cultural mechanization education for out-of—school youth and adults ranked fourth and fifth with scores of 4.01 and 3.89 respectively. All of the above mentioned items received mean scores above 3.50 so were therefore per- ceived as "appropriate" for the agricultural equipment industry's participation in the agricultural mechani— zation education of deve10ping countries. Assisting in basic literacy education and animal powered mechanization education for out—of-school youth and adults at the village level did not appear apprOpriate 60 TABLE 5.--The perceived appropriateness of the agricultural equipment industry providing educational assistance at various levels outside the established educational systems of deve10ping countries. Question Mean Rank Score ll. Assist in village level basic literacy of: (a) out-of—school youth 3.02 9 (b) adults 3.03 8 12. Assist in village level animal powered agricultural mechanization education for: (a) out-of-school youth 3.08 7 (b) adults 3.16 6 13. Assist in village level engine powered agricultural mechanization education for: (a) out-of—school youth 4.01 (b) adults 3.98 5 4:. l4. Assist in in-service agricultural mechanization education for governmental personnel working in agricultural mechanization 4.58 2 15. Assist in training of mechanics. (Not limited to employee of agency conducting the educational service.) (a) pre-employment training 4.34 (b) in-service training 4.69 l—‘w Cluster Mean 3.81 v 61 for the agricultural equipment industry as these each received scores only slightly above 3.00 which placed them below the "appropriate" level. This information supports hypothesis two, "If the agricultural equipment industry is to assist in education outside the framework of the educational system of a developing country, the respondents will perceive it to be more appropriate for this assistance to be in the training of mechanics than village level literacy education." Analysis Between Clusters I and II M In comparing Clusters I and II, the results tended to compliment each other. In both cases it was perceived inappropriate for the agricultural equipment industry to become involved in basic literacy education but apprOpri- ate for them to participate in technical training and training that had direct application towards engine powered agricultural equipment. It also appeared in- appropriate for the agricultural equipment industry to assist in animal powered agricultural mechanization edu- cation within Or outside the context of the educational systems. This information again supports hypothesis three, "The respondents will perceive it to be more appropriate for the agricultural equipment industry to assist in engine powered mechanization education than animal powered mechanization education." 62 From the total mean scores of the two clusters it appeared slightly more appropriate for the agricultural equipment industry to assist in agricultural mechani- zation education outside the context of the educational systems of developing countries than within these edu- cational systems. However, further research would be needed to determine if this difference is significant. Cluster III: Assistance by Providing Instruciional Aids The purpose of Cluster III was to identify the per- ceived types of instructional aids that the agricultural equipment industry might most appropriately provide. In this cluster, all items received mean scores in the "appropriate" range of 3.50 or above which gave this cluster the highest total mean score of any of the clusters (Table 6). This indicated the respondents believed this to be an apprOpriate area in which the agricultural equip- ment industry might assist. Instructional aids to be used in the classroom, such as charts, printed matter, films, and slides, received a higher rank than laboratory items such as shop tools and equipment, and tractors and machinery. This supports hypothesis four, "The respond— ents will perceive it to be more appropriate for the agricultural equipment industry to provide software type educational aids, e.g., printed matter, charts, and films, than hardware type aids, e.g., projectors, tools, tractors, and farm equipment." 63 TABLE 6.--The perceived appropriateness of the agricultural equipment industry providing educational aids to schools. Question Mean Rank Score 16. 17. 18. 19. 20. 21. 22. ‘23. 24. Provide teachers with detailed wall charts concerning the construction, operation, and maintenance of agri- cultural equipment Provide printed materials on the Operation, maintenance, and repair of agricultural equipment Provide schools with filmstrips/ slides on the Operation, mainten- ance, and repair of agricultural equipment Provide schools with educational films on the Operation, mainten- ance, and repair of agricultural equipment Provide schools with audio-visual hardware such as motion picture projectors, overhead projectors, or slide projectors Provide schools with Shop tools and equipment Provide schools with tractor assemblies, such as engines, trans- missions, and differentials, to be used for teaching purposes Provide schools with complete cut-away or sectioned tractors to be used for teaching purposes Loan tractors and other farm equipment to schools Cluster Mean 64 It is interesting to note that the respondents ranked the providing of filmstrips/Slides and educational films third and fourth but ranked the providing Of pro- jectors to utilize these aids eighth. It appeared that the closer an item came to being a capital investment, the lower it ranked on the scale. However, providing educational aids appeared to be a very appropriate area for the agricultural equipment industry to assist and could make a major contribution to the agricultural mechanization education of developing countries. Cluster IV: Assistance by CondfiEiingfiWorRSEOps andiw Semihars In Cluster IV an attempt was made to identify what educational activities in the area of workshOps and semi- nars would be perceived apprOpriate for the agricultural equipment industry to conduct in the agricultural mechani- zation of developing countries. From the responses re- ceived, this area of instructional assistance had limited appropriateness. Five of the items received scores of 3.50 or above which placed them in the "appropriate" range. However, none of the items received a mean score above the 4.00 level (Table 7). The item that received the highest score of 3.99 was the provision of in-service workshops, of more than five days length, for agricultural mechani- zation teachers. The second ranked item pertained to providing representatives to serve on advisory committees 65 TABLE 7.--The perceived appropriateness Of the agricultural equipment industry conducting workshops or seminars on agricultural mechanization. Question Mean Rank Score 25. Conduct workshops for students, on subjects such as hydraulic systems or new equipment, with a length of: (a) one to five days 3.40 (b) more than five days 3.19 8 \l 26. Conduct workshOps for in-service education of agricultural mechani- zation teachers, on subjects such as hydraulidisystems or new equipment, with a length of: (a) one to five days 3 (b) more than five days 3. o \D\l \l HQ 27. Conduct workshops for elementary school teachers, to inform them of the valueiOfIagricultural mechani- zation, with the length of: (a) one to five days 3.51 (b) more than five days 2.87 OUT 28. Provide complete agricultural mechanization training for some agricultural mechanization teachers for the public schools. 3.90 3 29. Provide representatives to serve on advisory committees for: (a) conduct manpower needs surveys 3.48 6 (b) evaluate and develOp agricul- tural mechanization curricula 3.96 2 Cluster Mean 3.63 v— vvv wrv i V— 66 for agricultural mechanization curriculum evaluation. This received a mean score of 3.96. Item 28, "Provide complete agricultural mechani- zation training for some agricultural mechanization teachers for the public schools," ranked third with a score of 3.90. The undertaking of this activity would require considerable time and investment on the part of the agricultural equipment industry. However, it agrees with Chapter II of this study where it was found that teacher training in agricultural mechanization was one of the main shortages in developing countries. Working with elementary students again ranked near the bottom of the scale and was judged inappropriate. The findings of this cluster support hypothesis five, "It will be perceived by the respondents to be more apprOpriate for the agricultural equipment industry to conduct seminars and workshops for agricultural mechani— zation teachers than for agricultural mechanization stu— dents." Cluster V: Assistance in tpp Form of SEholarships and Grants In Cluster V, which pertained to financial assistance for agricultural mechanization education from the agri- cultural equipment industry, the responses indicated that it was slightly more appropriate for the agricultural equipment industry to make grants to schools for expansion 67 of agricultural mechanization education than it was to provide scholarships directly to students (Table 8). Scholarships for non-degree training within the home country appeared to be appropriate, however, scholar- ships for education directed towards a degree appeared to be more appropriately used outside the developing country than within. The responses also showed, when providing scholarships, it was more appropriate for these to be directed towards teachers of agricultural mechani- zation than non-degree, undergraduate, or advanced degree students of agricultural mechanization. From this infor- mation, one might assume that the respondents believed it more apprOpriate to utilize the multiplying effect obtained by working through teachers rather than working directly with students. Information obtained from Cluster V does nOt entirely support hypothesis six, "The respondents will perceive it to be more appropriate for the agricultural equipment in— dustry to provide students scholarships to be used inside the developing countries than outside these countries.” The hypothesis is supported at the non-degree level but not at the degree level, advanced degree level, or in the advanced training for agricultural mechanization teachers. At these levels, it appeared more appropriate for scholar- ships to be awarded for study outside the deve10ping countries. One possible explanation for this is the 68 TABLE 8.--The perceived appropriateness of the agricultural equipment industry providing financial assistance in the form of scholarships and grants. Question Mean Rank Score 30. Provide scholarships for students to attend non-degree agricultural mechanization training centers: (a) within their home country 4.00 3 (b) outside their home country 3.37 9 31. Provide scholarships for university students to Obtain a degree in agri- cultural engineering or agricultural mechanization: (a) within their home country 3.45 (b) outside their home country 3.82 6 CD 32. Provide scholarships for advanced university degrees in agricultural engineerihg or agricultural mechanization: (a) within their home country 2.86 10 (b) outside their home country 3.90 4 33. Provide scholarships for teachers of agricultural mechanization to receive advanced training: (a) within their home country 3.57 (b) outside their home country 4.01 N\l 34. Assist agricultural mechanization education by making grants to schools to allow them to: (a) establish agricultural mechanization education 3.86 5 (b) expand agricultural mechanization education 4.06 l Cluster Mean 3.79 69 limited agricultural mechanization education facilities available at higher levels in developing countries. The only item in this cluster that showed much deviation from the norm was item 32a which dealt with scholarships for advanced degrees in agricultural mechanization or agricultural engineering within the developing countries. This item received the low score for the cluster of 2.86 which might again be attributed to the limited number of institutions offering advanced degrees in this area. Analysis Among Clusters III, IV, and V'ifi Upon examination of the total mean scores of Clusters III, IV, and V it appeared most appropriate for the agri— cultural equipment industry to participate in agricultural mechanization educational activities by providing instruc— tional aids as Cluster III received a total mean score of 4.12 while Clusters IV and V received total mean scores of 3.63 and 3.79 respectively (Table 9). These figures support hypothesis seven, "The perceptions of the respond- ents will indicate that it is more appropriate for the agricultural equipment industry to provide educational aids than financial assistance in the form of scholarships or grants, when assisting within the educational system." Hypothesis eight, "The perceptions of the respondents will indicate that it is more appropriate for the agricultural 70 TABLE 9.--The perceived apprOpriateness of the agricultural equipment industry engaging in various t es of educational activities for the agricultural mechanization education of developing countries. ‘ Total Cluster Means Mean Rank Score III. Providing educational aids to schools 4.12 1 IV. Conducting workshops and semi- nars on agricultural mechanization 3.63 3 V. Providing financial assistance in the form of scholarships and grants 3.79 2 equipment industry to provide scholarships or grants than conduct workshops and seminars, when assisting within the educational systems,‘ is also supported with these figures but with limited confidence as the spread between the total mean scores is only 0.16 points. Teachingyversus Advisory Assignments The last four items on the questionnaire were associ- ated with the appropriateness of the agricultural equipment industry providing funds for United States education per- sonnel to work in developing countries in advisory and teaching capacities. These were sub—divided into Short term assignments, six months or less, and long term assignments, more than six months. The responses indicated 71 a slight preference for teaching assignments over advisory assignments (Table 10). TABLE 10.--The perceived appropriateness of the agricultural equipment industry providing funds for United States edu— cation personnel to work in deve10ping countries. Item Mean Rank Score 35. Provide funds for United States education personnel to serve in advisory capacities on agri- cultural mechanization in deve10ping countries for: (a) six months or less 2.76 (b) more than six months 3.77 Mb») 36. Provide funds for United States education personnel to assist in the agricultural mechani- zation education by teaching in developing countries for: (a) six months or less 2.45 (b) more than six months 4.02 Pub The most striking difference appeared between the short term and long term assignments. The short term advisory assignment received a mean score of 2.76 while the long term advisory assignment received a mean score of 3.77. At the teaching level, the difference was greater as the Short term teaching assignment received a score of 2.45 while the long term teaching assignment received a mean score of 4.02. Several of the respondents added notes to the questionnaire further indicating the inadvisability of short term assignments in deve10ping countries. They 72 indicated it requires six months to a year to become familiar with the problems and culture of a new country and the advisor or teacher has limited effectiveness during this period. This information supports hypothesis nine, "If United States education personnel are to assist in developing countries, the perceptions of the respond— ents will indicate that these individuals should serve for more than six months in these positions." Analysis by Classifications of Respondents At the initiation of the study there was concern about the possibility of differences in responses due to the varied backgrounds of respondents. In order to test if such differences existed, and if so at what level, the respondents were separated into sub-groups by nationality and occupation. A one-way-analysis of variance-test was then performed to identify these differences. This test was performed on the mean scores of each cluster as well as each individual item (Appendix E). Classification of Respondents by Nationality The respondents were divided into two sub-groups of United States and non-United States nationalities. Of the eighty-six respondents, forty—three were of United States nationality and forty-three were of nationalities other than United States. In analyzing the mean scores 73 of the respondents to the clusters of questions, signifi- cant differences1 were identified in Cluster IV, the agricultural equipment industry conducting workshOps and seminars, and Cluster V, the agricultural equipment in- dustry providing financial assistance in the form Of scholarships and grants (Figure 1). In both instances, the non-United States respondents scored these clusters significantly higher than the United States respondents. In the other three clusters of questions, the non-United States respondents provided a higher mean score for each cluster than the United States respondents, but not at a significant level. In analyzing the responses to individual questions, there were no items with significant differences in Cluster I. In Cluster II, item 11a, "Assist in village level basic literacy education of out-of—school youth,‘ was Scored Significantly higher by the non—United States respondents. In Cluster III, item 20, "Provide schools with audio- visual hardware such as motion picture projectors, over- head projectors, or Slide projectors," and item 23, "Provide schools with tractor assemblies such as engines, trans— missions, and differentials, to be used for teaching pur- poses," were both scored significantly higher by the non-United States respondents. 1Significant at the .05 level. 74 .mmHuHHMSOADMQ mmumum confidante: can mmumum omuflco mcflucmmmummu mnemocommmu an mcofiummoq mo mumumsao on mmuoom :mmzll.a musmwm mcofiummso mo mumumsHO > >H HHH HH t p _ 4 qr— oo.m 11,-.. :1 H lrmm.m 11mm.v Amsuzv mmDpo empacsucoz them.e Amsuzv mmumum pauses- n n u u 1 amps Aomuzv muemceommmm Hmuoe pmusmfloz 75 Item 29a of Cluster IV, "Provide representatives to serve on advisory committees for conducting manpower needs surveys," was again scored significantly higher by the non-United States respondents. In Cluster V, Item 32b, "Provide scholarships for advanced university degrees in agricultural engineering or agricultural mechanization outside their home country," and item 34b, "Assist agri- cultural mechanization education by making grants to schools to allow them to expand agricultural mechanization education," both received significantly higher scores from the non-United States reSpondents. In the final four questions item 36b, "Provide funds for United States education personnel to assist in agri- cultural mechanization by teaching in developing countries for more than six months,‘ received a significantly higher score from the United States respondents. Summary.-—Of the fifty questions, there was a signifi- cant difference in the mean scores of the United States and non-United States respondents for seven questions. In six of these, the non-United States respondents produced the higher scores and in the seventh, the United States respondents produced the higher score. This indicated that the non-United States respondents perceived it apprOpriate for the agricultural equipment industry to play a slightly greater role in the agricultural mechani- zation education of the deve10ping countries than the United States respondents. 76 Classification of Respondents By Occupations In order to identify any differences in responses due to different occupations of respondents, they were divided into four sub-groups: education, industry, graduate students, and others. For purposes of this analysis, only the first two classifications of education and industry were used as the graduate students did not represent any particular occupation and the "others" were not a homogeneous occupational group. In analyzing the mean scores received by the clusters of questions, no significant differences were identified between the responses of education and industry personnel (Figure 2). In analyzing the responses to the individual questions in Cluster I, item 8a, "Assist in agricultural mechanization education in the secondary schools in the use and care of animal powered agricultural equipment," and item 9a, "Assist in agricultural mechanization edu— cation in post-secondary, but non—university schools in the use and care of animal powered agricultural equipment," both received significantly higher scores from education personnel. In Cluster II, item 12a, "Assist in village level animal powered agricultural mechanization education for out-of—school youth,‘ also received a significantly higher score from education personnel. No item in Cluster III or IV received significantly different scores from education and industry personnel. .mcoflummsooo amauumsccw can Hmcoflumosom mcfiucmmwummu mnemocommwu >3 mGOHumOSO mo mumumoao OD mmuoom cmmzll.m madman mcoflummso mo mnwumsHO >H HHH HH H F — > r - 1 p A a 77 F.om.v Avcflzv COHDMODUmI I I I I I Gmmz Ammuzv uneconommmm Hence cmucmawz Aoanzv muumdccH 78 In Cluster V item 30a, "Provide scholarships to students to attend non-degree agricultural mechanization training centers within their home country," item 31a, "Provide scholarships for university students to obtain a degree in agricultural engineering or agricultural mechanization within their home country," and item 33a, "Provide scholarships for teachers of agricultural mechanization to receive advanced training within their home country," all received significantly higher scores from education personnel. From this information, it appeared that edu- cation personnel perceived it more appropriate for the agricultural equipment industry to provide scholarships, to be used at various educational levels within the develop- ing countries, than industry personnel. There were no significant differences in the scores received from education and industry personnel fOr the remaining four questions. Summary.--When the responses of industry and edu- cation personnel to the fifty individual questions were analyzed, only six items showed a Significant difference. However, in each of these cases, the education personnel produced the higher score. This indicated that the respondents representing education perceived the edu— cational role of the agricultural equipment industry to be slightly higher than respondents of industry. 79 Analysis by Classifications of'Cbuntries As agricultural equipment industry personnel and professional educators assist in educational programs for deve10ping countries, it is desirable to know if certain educational activities are more appropriate for some countries than others. Because of this need, attempts were made to identify any significant differences in the responses to the questionnaire according to various classifications of countries. The countries of the study were classified into sub-groups by geographical location, levels of economic development, and levels of educational development. A one-way-analysis of variance test was per- formed on each of these classifications to identify the differences in the mean scores received by the sub—groups for each cluster of questions as well as for each indi— vidual question. Classification of Countries by Geographical Locatibn For this analysis, the countries were divided into the following four sub-groups: Mediterranean and Middle East, Sub-Sahara Africa, South Asia, and South and Central America (Table 1, p. 50). In the analysis of the mean scores for the clusters of questions, there were no significant differences among the scores of the four sub-groups (Figure 3). 80 .cauo3 we» no mmwum Housemmumomm Room mo mwfluucooo unaccommummu mnemocommmu an mcoflumwsv mo mumumsao ou mmuoom cmmzll.m madman meowummso mo mumumSHO III).- > >H HHH HH H F 4 cup-- «+- Ifl oo.m _ om.m m>.m oo.¢ Amauzv coaumfid Hmuucmu cam Epsom III 0 III Ammnzv mama Epsom III I III Amauzv moaumd mumnmmnnsm II II. II Llom.v Amauzv ummm maooflz a :mmemunouflomz I I I I I cum: Ammuzv mDSOUCOdmmm Hmuoe emugmflmz 81 In analyzing the individual questions, a significant difference appeared in the score received by the sub- groups for item 7b, "Assist in agricultural mechanization education in elementary schools in the use and care of engine powered agricultural equipment." The Mediterranean and Middle East sub-group of countries received the highest score of 3.89 with Central and South American countries, South Asia countries, and Sub-Sahara countries following with scores of 3.67, 3.00, and 2.84 respectively. In Cluster II, a significant difference appeared in item 15a, "Assist in pre-employment training of mechanics." In this case, the highest score of 4.58 was received by the Sub-Sahara countries. The South Asia countries re- ceived similar scores of 4.52 and 4.50 respectively while the lowest score of 3.83 was received by the Mediterranean and Middle East countries. No significant differences appeared in the mean scores received by the sub-groups for individual questions in Clusters III and IV. In Cluster V, there was a significant difference in the response received by the sub-groups for item 31a, "Provide scholarships for university students to obtain a degree in agricultural engineering or agricultural mechanization within their home country," and 32a, "Provide scholarships for advanced university degrees in agricultural engineering or agricultural mechanization 82 within their home country." In question 31a, the high score Of 4.32 was received by the South Asia countries with the Sub-Sahara African countries receiving a score of 4.10. The Central and South American countries re- ceived a score of 3.06 while the lowest score of 2.11 was received by the Mediterranean and Middle East countries. The highest score of 3.47 for question 32a was received by the Sub-Sahara African countries. The second high score of 3.24 was received by the South Asia countries while a score of 2.78 was received by the South and Central American countries. The Mediterranean and Middle East countries received the lowest score of 1.89. In the final four questions, a significant difference appeared in the scores for questions 35a, "Provide funds for United States education personnel to serve in advisory capacities on agricultural mechanization in developing countries for six months or less," and question 36a, "Provide funds for United States education personnel to assist in the agricultural mechanization education by teaching in developing countries for six months or less." For question 35a, the South Asia countries received the highest score of 3.24 while the Central and South American countries, Mediterranean and Middle East countries, and Sub-Sahara African countries received scores of 3.06, 2.33, and 2.21 respectively. In question 36a, the same 83 sequence of sub—groupings appeared with the scores being 3.08, 2.72, 1.94, and 1.84 respectively. Summary.-—When analyzed by geographical locations of countries, none of the sub—groups of countries received significantly different mean scores for clusters of ques- tions and only six of the fifty individual questions pro— duced significantly different scores. There appeared to be no pattern as to which grOUp of countries received the highest scores to these six questions. Classification of Countries by LevelsiOi'EcOnomic Development To provide an analysis of countries by levels of economic development, the countries were divided into the following four sub-groups according to their gross national product per capita. The labels used for these four levels were: primitive, traditional, transitional, and industrial revolution (Table 2, p. 52). In analyzing the mean scores to the clusters of questions, no significant differences were identified among the four sub-groups (Figure 4). In analyzing the individual questions, a significant difference appeared for item 7a, "Assist in agricultural mechanization education in ele- mentary schools in the care and use of animal powered agricultural equipment." The highest score of 3.70 was received by the "primitive" countries with the "industrial revolution" countries, "transitional" countries, and 84 .ucoEmoam>mc OHEocoom mo mam>wa anew mo mmflnucsoo ocflucmmmummu mucmocoamou >3 mcoflummsv mo mumumSHo o» mmuoom cmmzll.¢ mudmwm mcoflummso mo mumumSHO > >H HHH HH 1 1 - 1 .T I- oo.m Aoauzv cofluSHo>mm HmauumsccH_lll 0 III Ammuzv Hmcofluwmcmue III I III r . Ammuzv apposuappps II II II .. om s Romnze m>auassum I I I I I new: Ipsuzv mucmpcoammm Space panamapz 85 "traditional" countries receiving scores of 2.90, 2.88, and 2.32 respectively. There were no items in Clusters II, III, or IV that received Significantly different scores. However, in Cluster V, item 31a, "Provide scholarships for uni— versity students to obtain a degree in agricultural engineering or agricultural mechanization within their home country," received significantly different scores. The highest score of 4.04 was received by the "tradi- tional" countries. The "primitive" countries received the second high score of 3.90 while the "transitional" and "industrial revolution" countries received scores of 2.96 and 2.90. Also in Cluster V, item 33a, "Provide scholarships for teachers of agricultural mechanization to receive advanced training within their home country," produced significantly different scores for the sub-groups. The "traditional" countries received the highest score of 4.14 while the "industrial revolution" countries received a score of 3.80 and the "primitive" countries received a score of 3.60. The bottom score of 2.96 was received by the "transitional" countries. NO item in the last four questions produced significantly different scores for the sub-groups of countries. Summary.--When analyzed by levels of economic development, none of the sub—groups of countries received 86 significantly different scores for the clusters of questions and only three Of the individual questions produced significantly different scores. Classification of Countries by Levels of Educational DeveIOpment There was concern that there might be significant differences in reSponses when the countries were sub- grouped according to levels of educational develOpment. The guide used to establish levels of educational develop- ment was the percentage of the youth between the ages of five and nineteen enrolled in primary and secondary edu- cation (Table 3, p. 54). Four sub-groups were identified with Level I having the lowest percentage of children in school and Level IV having the highest percentage. When the mean scores for the clusters of questions were analyzed, no significant difference was identified among the four sub-groups (Figure 5). When the mean scores of the respondents were analyzed by individual questions, a significant difference was found in only two items: 7a, "Assist in agricultural mechanization education in ele- mentary schools in the use and care of animal powered agricultural equipment," and 13b, "Assist in village level engine powered agricultural mechanization education for adults." In item 7a, the highest score of 4.08 was received by education Level I while the other three levels received scores under 3.00 with the lowest of 2.75 going 87 .ucmEmon>mc Hmcoflumosom mo maw>ma meow mo mmfluucsoo mcfiucmmmummu mucmocommmu >2 mcofiummsq mo mumumsHO on mmuoom cmmzll.m madman mcoflummso mo mumumsHO Amanzv >H Asmuzv HHH Asmuzv HH Amauzv H Ammnzv mpcmpcommmm Hm>mq III D III . Ho>mq III I III Hm>mq I l. I ll om.” Hm>mq I I I I I one: appoa appease: 88 to educational Level II. In question 13b, the highest score of 4.47 was received by educational Level IV with educational Level II, Level III, and Level I receiving scores of 4.25, 3.89, and 3.33 respectively. Summary.--When the countries were classified according to levels of educational development, no significant differences were found between the responses of the four sub—groups for any of the cluster means. On individual questions, a significant difference was identi— fied in the responses of the four sub—groups in only two questions. Summary of Analysis by Classifications of RespondentS'and Countries" Ii The responses were classified into two different sub-grouping systems by reSpondentS and three different sub-grouping systems by the countries they represented. These responses were then analyzed by the one-way- analysis of variance test. Only twenty-six cases of significant differences of responses, at the .05 level, were identified out of 275 tests. Two of these differ— ences were at the cluster of question level and the other twenty-four differences pertained to individual question. From this information it was interpreted that there was a high degree of agreement among the respond- ents on the questions in the instrument and there was 89 very limited value in dividing the respondents or countries into any of the sub-grouping systems tested. This information supports hypothesis ten, "There will be few significant differences in the perceptions of various sub—groups Of respondents, e.g., United States, non-United States, education, and industry, as to the appropriateness Of the agricultural equipment industry's participation in various educational levels and educa- tional activities for agricultural mechanization education in developing countries." This information also supports hypothesis eleven, "There will be few significant differ- ences in the perceptions of various sub-groups of coun- tries, e.g., geographical location, economic development, and educational development, as to the appropriateness of the agricultural equipment industry's participation in various educational levels and educational activities for agricultural mechanization education in deve10ping countries." CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS This was a study to identify the apprOpriate role of the agricultural equipment industry in agricultural mechanization education in deve10ping countries as per- ceived by men experienced in the problems of agricultural mechanization in these countries. Method and Procedure A survey instrument was developed through the review Of literature and the assistance of representatives of the agricultural equipment industry and university personnel who were experienced in agricultural mechanization edu- catiOn in developing countries. The instrument contained fifty items which were sub—divided into clusters pertaining to the appropriateness of the agricultural equipment industry assisting in agricultural mechanization edu- cation within the context Of the educational systems of developing countries, assisting outside the educational system of these countries, assistance in the form of instructional aids, assistance in the form of workshops and seminars, and assistance in the form of scholarships and grants. 9O 91 The instrument was completed by eighty-six indi- viduals who had first-hand experience in agricultural mechanization in a total of thirty-three different deve10ping countries. The respondents were asked to rate each item on the following five point scale as to their perception of the appropriateness of the agricul- tural equipment industry's involvement in that activity: 5 - Very appropriate 4 - Appropriate 3 - Undecided 2 - Inappropriate 1 - Very inappropriate Items receiving mean scores of 3.50, mid point be- tween "undecided" and "apprOpriate," or above were con- sidered appropriate for the agricultural equipment industry's participation. To identify significant differences that might be due to various experiences and backgrounds of the respondents, they were classified into sub—groups by nationality and occupation. The sub—groups by nationality consisted of United States and non-United States respond- ents. The sub-groups for the occupation classification consisted of education, industry, graduate students, and "others." For this analysis, only the education and industry sub-groups were used as the students did not represent any particular occupation and the "others" were not a homogeneous occupational group. 92 To identify differences that might be due to the different countries represented, the countries were classified by geographical location, levels Of economic development, and levels of educational development with four sub-groups in each of these classifications. The mean scores received to questions and clusters of questions by the above classifications were analyzed through the one-way-analysis of variance test to deter- mine the differences within these classifications.l Significant differences2 were found in 26 of the 275 tests.3 Summary of Findings Based on the perceptions of the respondents, the major findings of this study are as follows: 1. It is more appropriate for representatives of the agricultural equipment industry to direct their assistance towards the secondary level, post—secondary level, or university level edu- cation than elementary education. 1Computed on the CDC 3600 computer of Michigan State University. 2Significant at the .05 level. 3Fifty item means and five cluster means X five independent variables. 93 When assisting outside the context of the educational systems of deve10ping countries, it is more appropriate for the agricultural equipment industry to assist in the training of mechanics and governmental personnel work- ing in agricultural mechanization than assist- ing in basic literacy education. It is apprOpriate for the agricultural equip— ment industry to assist in agricultural mechanization education of engine powered equipment in developing countries. However, it is not appropriate for this industry to assist in animal powered agricultural mechani- zation education in these countries. It is more apprOpriate for the agricultural equipment industry to provide software type educational aids, e.g., printed matter, charts, and films than educational hardware, e.g., projectors, tools, tractors, and farm equipment. It is more appropriate for the agricultural equipment industry to conduct workshops and seminars for agricultural mechanization teachers than for agricultural mechanization students. It is more appropriate for the agricultural equipment industry to provide instructional aids than scholarships or grants for the 10. ll. 94 agricultural mechanization education of developing countries. There was a significant difference* in seven of the fifty items on the questionnaire when the mean scores were analyzed by nationalities of the respondents. This indicates very little disagreement among the respondents. When the mean scores of the items were analyzed by occupations of respondents, six of the fifty items showed significant differences.* This indicates a high degree of agreement. Little disagreement was found when the reSponses were analyzed by geographical location of the countries represented as only Six items showed significantly different* scores. When analyzed by four levels of economic develop- ment, based on gross national product per capita, only three items showed significantly different* scores. This again indicates a high degree of agreement. The final analyses, according to four levels of educational develOpment, showed a high level of agreement as only two items had significantly different* scores. *Significant at the .05 level. 95 Conclusions and Implications The following conclusions and implications are drawn regarding the appropriate role of the agricultural equipment industry in agricultural mechanization edu- cation in deve10ping countries. 1. It is most appropriate for the agricultural equip— ment industry to place a high priority on the develOpment of instructional aids for the schools of developing countries. These aids should consist of printed material, wall charts, film strips, and motion films pertaining to the area of engine powered agricultural machinery and should be directed towards the secondary, post—secondary, and university level students. It is less appropriate for the agricultural equipment industry to provide the schools with projectors, tools and shop equipment. 2. It is not appropriate for the agricultural equip— ment industry to become involved in elementary education or literacy training in these deve10ping countries. Until these countries have developed a sizeable cadre of literate youth, it does not appear logical for the agricultural equipment industry to become greatly involved in agri- cultural mechanization education. However, from the inter- national experience of the author and review of literature, it appears that most of these countries have develOped a sizeable pOpulation of literate youth and are ready for greater vocational and technical education in which the agricultural equipment industry can be of considerable assiStance. 96 Although the respondents did not perceive it appropri— ate for the agricultural equipment industry to become in— volved in elementary education, it may be proper to give this further consideration as many attitudes about agri— cultural mechanization are formed during these early years. 3. It is appropriate for the agricultural equipment industry to conduct workshops and seminars on agricultural mechanization education but these should be directed towards governmental agricultural mechanization specialists of the developing countries and the agricultural mechanization in— structors rather than the students of the schools. This relates to the first conclusion, develOpment of instructional aids, in that after the agricultural equipment industry has developed a series of instructional aids, it will be essen— tial to have some formal method of introducing these to the instructors. This can be implemented through workshops and seminars where the instructors can be informed of the availa- bility, value and correct use of these aids. Many of the schools in deve10ping countries have extended vacations during the year and, with proper planning, it should be possible for the agricultural equipment industry, with the cooperation of the edu— cational systems, to schedule agricultural mechanization workShOps or seminars for the instructors of these schools. The instructional aids which have been developed by the agricultural equipment industry could be used in these workshops to teach the instructors and, at the end 97 Of the workShOp, each instructor could be supplied with a similar kit to take back to his school. 4. The agricultural equipment industry can make educational contributions outside the context of the educational systems Of developing countries. However, these should be directed towards the training of me- chancis or in-service education of governmental personnel rather than the development of literacy training programs. The author is familiar with a program in Nigeria where several of the major agricultural equipment companies cooperate in an annual agricultural field day by demon— strating and explaining their new and modified equipment to government agricultural officers. Many of these officers are located in remote areas and have limited Opportunities to keep abreast of new agricultural equip- ment develOpmentS. Such activities appear to make a major contribution in agricultural develOpment and need to be extended to other countries. Throughout this study, the respondents have indi- cated that the agricultural equipment industry should not deviate far from educational programs that have very direct application to engine powered agricultural mechani— zation. This is the area in which they are specialists and can make the greatest contribution. 5. There was a high level of agreement among the scores when analyzed by nationality and occupation of 98 the respondents and by geographical location, levels of economic develOpment, and levels Of educational develOp- ment of the countries. This information appears to be very important as it indicates that the agricultural equipment industry does not need to develop separate educational programs for individual developing countries. A broad overall educational program may be designated for all developing countries with limited modifications for individual countries. The language may need to be trans- lated and different special machines covered to fit the crops of a particular country but it does not appear necessary to emphasize financial aids in one area of the world, instructional aids in another, and the development of a program of workshops and seminars in a third part of the world. As instructional aids ranked high in all parts of the world, the agricultural equipment industry can develop a series of these and, with little adaptation, utilize them in educational programs in many countries. This continuity should make the development of educational programs more inviting to the industry. Recommendations for Further Study 1. Numerous studies have been conducted on how students learn and the development of learning theories in more develOped countries but little research has been conducted to determine if the same principles and theories apply in developing countries. The entry behavior of a 99 student from a developing country may be much different and educational practices accepted in the United States may not be apprOpriate in developing countries. Research needs to be conducted in this broad field to substantiate these practices. 2. As agricultural mechanization educational pro- grams are developed, they need to be submitted to experi- mental trials in the field to determine if they are suited to the conditions within the specific country. Indi- vidualized instruction has proven to be very satisfactory under certain conditions in the more developed countries but it is not known if it is apprOpriate for the develOp— ing societies. 3. One point which was brought out several times in the study was the lack of adequate communication channels between the teachers in the schools and repre- sentatives of the agricultural equipment industry in the developing countries. Research should be conducted in these countries to improve this communication. Although this study has shown that workshops and seminars are appropriate methods of conducting this communication, the final plans must be developed within the individual countries. 4. As this study did not attempt to identify the types Of agricultural machines used or needed in the individual countries, research should be conducted in 100 this area to identify the specific types Of educational aids needed. This will vary with the crOps grown and the intensity of the agriculture. Instructional charts on large diesel tractors and wheat combines may be desirable in Ethiopia whereas instructional aids on small two-wheeled rice paddy tractors may be more appropriate for parts of Pakistan. This type of study is needed in each individual country. 5. There is need for a detailed study to identify the various instructional assistance programs the agri- cultural equipment industry is conducting in deve10ping countries. Some of these should be selected for evalu- ation to identify strong and weak points in their Oper- ation. This would facilitate the planning of additional programs. 6. A study to identify the instructional aids available from the agricultural equipment industry needs to be conducted. This should involve agricultural equip- ment firms throughout the world. This information should then be developed into a catalogue stating the type of aid, languages in which it is printed, educational level to which it is directed, costs, and address from which it is available. This catalogue should then be produced in several languages and distributed to agricultural mechanization teachers throughout the developing countries. This might best be handled through the Food and Agricul- ture Division of the United Nations. BIBLIOGRAPHY BIBLIOGRAPHY Agricultural Development in Nigeria 1965-1980. Rome: FAO , 1966 . “7 "Agricultural Education in Africa." Overseas Quarterly, IV, No. 3 (September, 1964), 78-BUI (Extracts from a Report on the Seminar on Agricultural Education, Kampala, Uganda, September, 1963. Rome: FAO, 1963, p. 44). Aids to BusinessyyU. S. Memorandum to Businessmen. Washington: Department of State, Agency for International DevelOpment, Office of DevelOpment Finance and Private Enterprise, January, 1963. Albracht, James Joseph. "A Process for Determining Vocational Competencies for the Performance of Essential Activities for the Sales Functions by Sales Personnel in the Feed Industry, and the Loci at Which the Competencies Could be Taught." Unpublished Ph.D. dissertation, Michigan State University, 1966. American Technicians Overseas. Washington: Office of InduStrial Resources, International Cooperation Administration, April, 1959. 1968 ASAE Yearbook. St. Joseph Michigan: American Society of Agricultural Engineers, May, 1968. A Study of Agricultural Industry Information and Edu- cation ActiVitiEs. Washington: Committee on Industry Information and Education Activities, Federal Extension Service, January, 1969. Borton, Raymond E., ed. Case Studies to Accompany Getting Agriculture Moying._iNew YorR} The Agricultural DeveIOpment Council, Inc., 1967. Boshoff, W. H. and Corbett, G. G. "Report on Agricul- tural Engineering Training and Education in Africa." Rome: UNFAO, 1965. 101 102 Brown, James W.; Lewis, Richard B.; and Harcleroad, Fred F. Instruction Materials and Methods. 2nd ed. New York: McGraw-Hill Bock Cbmpany, 1959. Brown, Lester R. Man! Land and Food. Foreign Agricul— tural EconomiEs Report No. II. Washington: United States Department of Agriculture, 1963. Burt, Samuel M. Industry and Vocational—Technical Edu- cation. New York: McGraw-Hill Book Company, 1967. Cardozier, V. R., ed. Teacher Education in Agriculture. Danville, Illinois: Interstate Printers andflw Publishers, Inc., 1967. Carriche, Marc. "The New Senegal is Built in the Villages." International Labor Organization Pano- rama, No. 17 (March—April, 1966), 23-32. Changes in Agriculture in 26 Developinngations. Foreign Agiicultfiral Economics RepOrt NO. 27. Washington: United States Department of Agriculture, Economic Research Service, November 1965. Chaplin, B. H. G. "School Attitudes to Agriculture." West African Journal of Education, V, No. 3 (OctOber, 1961), 94396. I College Capalogdp. Nakuru, Kenya: Egerton College, 1966. Coombs, Philip H. The World Educational Crisis. New York: Oxford UhiverSity Pressj’l968} Coombs, Philip H. and Bigelow, Karl W. Education and Foreign Aid. Cambridge, Mass." Harvard UniVersity Press,_l965. Cottier, R. T. "World Youth vs. World Hunger--A Potential Breakthrough." Paper read at the Future Farmers of America Annual Convention, Kansas City, Missouri, October 11, 1966. Curle, Adam. Educational Strategy for Peveloping Sogieties. London: VTrEVistock Publications, 1963. Dale, Edgar. Audio-Visual Methods in Teaching. New York: The Drydéh Press, 1954. DeCecco, John P. The Psychology of Learning and Instruc- tion: Educational PsychoIOgy. Englewood'Clifis, N. J.: PrentiCe-Hall, 1968. 103 Downie, N. M. and Heath, R. W. Basic Statistical Methods. 2nd ed. New York: Harper andfiRow, 1959. Eisenstadt, S. N. Modernization: Protest and Change. Englewood Cliffs, N. J.: Prentice-Hall, Inc., 1966. Elliott, William Y. Education and Training in Developing Countries. New York: Frederick A. Praeger,—1966. Esmay, Merle L. Institutionalization of the Facultad De Agronomia at BalcarceJ Argentina. East Lansing, Mich}: Michigan State University, 1969. Faidley, LeVern. "A COOperative Approach to Agricultural Mechanization." Unpublished Special Report for the Degree of Master of Science, Michigan State Uni- versity, 1969. Flack, Michael J. Sources of Information on International Educational ActivitieSIiWWaShington, D. C.: American CouneiIWOn'EdUCation, 1958. Foreign Aid Through Private Initiative. Washington: AgenEy for International DeveIOpment, 1965. Foster, Phillip W. Research on Agricultural Development in North Africa. New York: The Agricultural DevelOpment Council, Inc., 1967. Gardner, John W. AID and the Universities, A Report to the Administrators of AID. New York: Education andfiworid Affairs, l964. Gleason, William E. "Functions of Industry Approach to Curriculum for Vocational Education." Unpublished Ph.D. dissertation, Michigan State University, 1967. Hanson, John W. Imagination and Hallucination in African Education. East Lansing, Mich.: Michigan State University, no date. Hanson, John W. and Brembeck, Cole S. Education and the Development of Nations. New York: Holt, Rinehart and Winston, I966. Hapgood, David, ed. Policies for Promoting Agricultural Development. CamBridgéT'Mass.: Center fer Inter- naiibnal Studies, Massachusetts Institute of Technology, 1965. 104 Haynes, D. W. M. The Development of Agricultural Imple- ments in Northern Nigeria. ISamarfiiNigefia: * InStitfite fer Agfidhliural Research, Ahmadu Bello University. Hill, C. W. TeachingpAgricultural Mechanics. Ithaca, N. Y.: Cornell University, 1964. Hollenberg, Alvin H. Farm Mechanics in Vocational Agriculture. WaShington: United Staies DEpartment of HeaIth,*Education, and Welfare, 1959. Humphrey, Richard A., ed. Universities and Development Assistance Abroad. WaShihgton: 'The American iii Council’on'EdUCation, 1967. International Development Act of 1961 S 601(b) 75 Stat. 438 (1961). International Developmental Assistance. A Statement by wThe Task Ferce 5n‘InternationaIwDevelopmental Assistance and International Education. Washington: National Association of State Universities and Land-Grant Colleges, January, 1969. International Labour Organization. "First African Regional Conference." Industry and Labour, IIV, No. 4 (February, 1961), 108-117} International Labour Organization. African Regional Conference 1960: Vocational and Technieal Training. Genevaiw"lnternational Labour Orgahization, I960. Kline, C. K. et a1. Agricultural Power in Equatorial Africa. PreliminaryiDrafE{fifiEast Lansifig, Mich.: Michigan State University, 1969. Lewis, Arthur W. "Education and Economic Development." Social and Economic Studies, X, No. 2 (June, 1961), 113-127:fi_ Mackson, Chester J. A Feasibility Study of Agricultural Mechanization Trainihg in SeleCEed Developing Cofihtries: East LanEihg, MiCh.) Michigan State UhivéiSity, 1969. Marshall, Alfred. Principles of Economics. 8th ed. London: Macmillan, l952. Mellor, John W. The Economics of Agricultural Development. Ithaca, N. Y.: Cornell UniverSity Press, 1966. 105 Mohsenin, Nuredin N. "Mechanization of Agriculture in Iran." Unpublished M.S. thesis, Michigan State University, 1953. Moore, Wilbert E. The Impact of Industry. Englewood Cliffs, N. J.: Prentice-Hall Inc., 1965. Moseman, Albert H., ed. Agricultural SCience for the Developing Nations. CrawsfordSville, Ind.: RT’R. Donneley afid Sons, 1964. Mosher, A. T. Getting Agriculture Moving. New York: Frederick A. Praeger, 1966. w O'Connell, J. "Education, Economics, and Politics." West AfricapflJournalfiof_Education, VII (June, 1963). Organization and Membership. Chicago: Farm and Industrial EquipmenE'Institute, July, 1968. Ozaki, Chiyiro and McColly, Howard F. Report of the Survey on Agricultural Mechanization. Tokyo: Asian Pro- dhctivity Organizatien, 1967. Paddock, William and Paddock, Paul. Famine--l975. Boston: Little, Brown and Co.,il967. Phipps, Lloyd J. Handbook on Agricultural Education in Public Schools. Danville, IllihoisififThe Inter- stateIPfihters and Publishers, Inc., 1966. Proceedings of the 4th Meeting of Agricultural Engineers if in Northern Nigeria. Samaru, Zaria, Nigeria: Institute for Agricultural Research, November, 1966. Report of the Working Group for Formulation of Fourth FivéfiYear'Plan Proposalsvon Agricultural Implements. Ministry of Food ahd Agricfiltfire, Department of Agriculture, Government of India, 1965. Rogers, Everett M. Diffusion of Innovations. New York: The Free Press, 1962. Rogers, Everett M. Social Change in Rural Society. New York: Appleton-Century-Crofts, Inc., 1960. Russett, Bruce M. World Handbook of Political and Social Indicators. New Haven: Yale UniversityiPress, 1964. Sands, Lester B. Audio-Visual Procedures in Teaching. New York: The Ronald'PreSSWCompany, 1956. 106 Schultz, Theodore W. Transforming Traditional Agriculture. New Haven: Yale University Press, I964. Shane, Harold 6., ed. The U. S. and International Edu- cation. The Sixty-eighth Yearbook ofathe National Soc1ety for the Study of Education. Chicago: The University of Chicago Press, 1969. Speakman, Cummins E., Jr. International Exchange in Education. New York: ThEICenter for Applied Research in Education, Inc., 1966. Staiger, John G. "The Response of the Equipment Industry." Paper read at the First International Agribusiness Conference, Chicago, May 11, 1967. Stevens, Robert D. Elasticity of Food Consumption Associated witH'Changes in Income in Developing Countries.' Foreign AgriCuIturaI'Economics Report No. 23} Washington: United States Department of Agriculture, 1965. "The Farm Settlement Scheme of the Western Region of Nigeria." International African Labour Bulletin, X, No. 4 (November, 1963), 402L405i' Thornbrough, Albert A. "Industry's Responsibilities to the Developing World." Paper read at the 97th Annual General Meeting, The Canadian Manufacturers' Association, Halifax, Nova Scotia, June 3, 1968. Travers, Robert M. W. An Introduction to Edppational Research. New York: McMillaD—Book Co., 1964. UNESCO. Education and Agricultural DevelOpment. Freedom from—HUnger Campaign, BaSiC Study No. I5. Paris: UNESCO, 1964. UNESCO. Manual of Educational Statistics. lst ed. Paris: UNESCO, I961. UNESCO. Statistical Yearbook--l967. Paris: UNESCO, 1968} ii UNESCO. World Survey of Education. Vol. II. Paris: UNESCO,‘I9GI. United Nations. Production Yearbook. Vol. XXI. Rome: FAO, Statistical Division, 1967. United Nations. Report on the Agricultural Survenyeam of Northprn Nigeria. Rome:_'FAO, 1960. 107 United Nations. 1968 Statistical Yearbook. New York: Publishing Service of United Nations, 1969. United Nations. The Third World Food Supply. Rome: United Nations, FAO, I963. United Nations. Trade Yearbook. Vol. XX. Rome: FAO, Statistical Division, 1967. United Nations. World Population ProsPects as Assessed in 1963. New Yofk: Uniiad‘Nations, I966. USAID. Selected Economic Data for Less Developed Coun— trias, Economic Trends. Washington: Statistical and Report DiVISiOn, June, 1967. Van Dalen, Deobold B. Understanding Educational Research. New York: McGraw3HilI'Book CO.;'Inc., 1962. Wharton, Clifton R., Jr. "Education and Agricultural Growth: The Role of Education in Early-Stage Agriculture." In Education and Economic Development. Chicago: Aldine Publishing Co., I966. Wharton, Clifton R., Jr. Research on Agricultural Develop— ment in Southeast Asia. New York: Agricultural - Development Council, 1965. Wittich, Walter and Schuller, Charles F. Audio Visual Materials. 2nd ed. New York: Harper and Row, 1957. ‘ ' World Food Supply--The President's Science Advisory Committee. “VOI. II. Washington: U.‘S. Govarnment Prihtihg Office, November, 1965. Zareian, Soleiman. "An Investigation and Development of a Technical Curriculum for Technician Preparation in Agricultural Mechanization for Iran." Unpublished Ph.D. dissertation, Michigan State University, 1969. APPENDICES APPENDIX A SAMPLE INSTRUMENT WITH RESPONSE FREQUENCIES INSERTED Sample Instrument with Response Frequencies Inserted* SURVEY OF THE ROLE OF THE AGRICULTURAL EQUIPMENT INDUSTRY IN AGRICULTURAL MECHANIZATION EDUCATION IN DEVELOPING COUNTRIES INTRODUCTION Instructions: Please supply the following information about yourself, your current position, and international experience. Col. 1. Name: (1-3) 2. Current position or title: (4) 3. Total months Spent working in developing countries since July 1, 1959: (5) 4. Developing country in which you have had the most experience in international agricultural mechanization education in the past 10 years: (6-7) PLEASE USE THIS COUNTRY AS THE FOCAL POINT IN GUIDING YOUR RESPONSES TO THE FOLLOWING QUESTIONS 5. Dates within that country: (9) to (10) Definition Of terms: Agricultural Mechanization: Unless stated otherwise, includes the use of hand tools and equipment, animal powered equipment, and engine powered equipment for the production, transportation, storage, and processing of agricultural goods. *Responses will not always total 86 due to some missing data. 108 109 Appropriate: Refers to how fitting or suitable you believe it is for the agricultural equipment in- dustry to engage in a particular level of education or educational activity after considering the political, economic, social, educational, and agricultural develop- ment of the developing country under consideration. Educational Levels: Refers to the various stages of formal or informal education from basic literacy upward. Elementary Education: Education for the grades one through eight. Secondary Education: Education for the grades nine through twelve. Part I Instructions: There are several educational levels to which the agricultural equipment industry may direct their assistance in the agricultural mechanization education for developing countries. Please read each of the following items and check (v’) the extent to which you believe it would be appropriate for the agricultural equipment in- dustry to engage in that level of education. Please use the following five point scale Very appropriate ----- 5 Appropriate ------- 4 Undediced -------- 3 Inappropriate ------ 2 Very inappropriate — — - - l A. One possibility is for the agricultural equipment in— dustry to provide educational assistance at various levels within the established educational system of the developing country. Please indicate your reSponse to this in the following questions. 10. 110 Assist in basic literacy education of elementary level students Assist in agricultural mechanization education in elementary schools in the use and care of: a) animal powered agri- cultural equipment b) engine powered agri— cultural equipment Assist in agricultural mechanization education in the secondary schools in the use and care of: a) animal powered agri- cultural equipment b) engine powered agri— cultural equipment Assist in agricultural mechanization education in post-secondary, but non-university schools (e.g. agricultural schools, trade schools, and technical schools) in the use and care of: a) animal powered agri- cultural equipment b) engine powered agri- cultural equipment Assist in agricultural mechanization education in the university level for the: a) animal powered agri- cultural equipment b) engine powered agri- cultural equipment 5 4 3 2 1 15 15 10 28 18 11 24 13 24 l4 18 29 7 22 9 14 31 11 2O 9 37 34 4 6 4 26 21 12 21 11 67 16 l l 1 20 20 12 21 ll 61 16 2 5 2 (ll) (12) (13) (14) (15) (16) (17) (18) (19) (20) Another possibility is for the agricultural equipment industry to provide educational assistance at various levels outside the established educational system of the developing country. to this in the following questions. Please indicate your response 11. 12. 13. 14. 15. Part II 111 Assist in village level basis literacy of: a) out-Of-school youth b) adults Assist in village level animal powered agri- cultural mechanization education for: a) out—Of-school youth b) adults Assist in village level engine powered agri- cultural mechanization education for: a) out-of—school youth b) adults Assist in in-service agricultural mechani- zation education for governmental personnel working in agricultural mechanization Assist in training of mechanics. (Not limited to employee of the agency conducting the educational ser- vice.) a) pre-employment training b) in-service training 24 15 18 20 23 17 0‘00 21 18 13 16 19 10 I3 l2 16 ll 31 34 Elm 58 23_ 25 22 )PJQ I-‘w OH (21) (22) (23) (24) (25) (26) (27) (28) (29) (30) Instructions: The following educational activities are contrihuticns that might be made within the educational system of the developing country by the agricultural equipment industry. These are divided into three sub- headings of instructional aids, workshops and seminars, and financial assistance. Please check (v’) each of these as to the extent to which you believe it would be apprOpriate for the agricultural equipment industry to make that contribution. Please note that you are not asked to evaluate the activities, but to indicate the extent to which you believe it is apprOpriate for the 112 industry to make that contribution. ing five point scale. Please use the follow- Very appropriate - - - - 5 Appropriate ------ 4 Undecided ------- 3 InapprOpriate ----- 2 Very inapprOpriate - - - 1 One possibility is for the agricultural equipment industry to provide educational aids to the schools. Please indicate your response to this in the following questions. 16. 17. 18. 19. 20. Provide teachers with detailed wall charts concerning the con- struction, Operation, and maintenance of agricultural equipment Provide printed mater- ials on the Operation, maintenance, and re- pair Of agricultural equipment Provide schools with filmstrips/slides on the Operation, mainte- nance, and repair of agricultural equipment Provide schools with educational films on the operation, mainte- nance, and repair of agricultural equipment Provide schools with audio-visual hardware such as motion picture projectors, overhead projectors, or slide projectors 5 4 3 '2 46 31 3 3 1 (31) 48 31 1 2 3 (32) 46 28 7 2 2 (33) 45 29 6 4 1 (34) 28 31 14 9 3 (35) B. 21. 22. 23. 24. 113 Provide schools with shop tools and equipment Provide schools with tractor assemblies, such as engines, transmis- sions, and differen- tials, to be used for teaching purposes Provide schools with complete cut-away or sectioned tractors to be used for teaching purposes Loan tractors and other farm equipment to schools 5 4 3 ' 2 l 33 26 17 5 3 39 36 6 3 l 41 28 8 6 2 24 34 12 10 5 (36) (37) (38) (39) (40) A second possibility is for the agricultural equipment industry to conduct workshops or seminars on agricul- tural mechanization. to this. 25. 26. Conduct workShOps for students, on subjects such as hydraulic systems or new equip— ment, with a length of: a) one to five days b) more than five days Conduct workshops for in-service education of agricultural mechani- zation teachers, on sdbjects sudh as hy- draulic systems or new equipment, with a length of: a) one to five days b) more than five days 5 4 3 2 18 30 18 11 6 15 I9 30 I4 23 37 14 9 l 41 23 11 5 3 Please indicate your response (41) (42) (43) (44) C. 27. 28. 29. 114 Conduct workshops for elementary school teaChers, to infcrm them of the value Of agri- cultural mechanization, with the length of: a) one to five days b) more than five days Provide complete agri- cultural mechanization training for some agri- cultural mechanization teachers for the public schools Provide representatives to serve on advisory committees for: a) conduct manpower needs surveys b) evaluate and develop agricultural mechani- zation curricula 5 4 3 2 1 22 32 9 16 5 2 18 20 22 II 33 29 8 14 2 22 20 25 15 4 32 32 12 8 1 (45) (46) (47) (48) (49) (50) A third possibility is for the agricultural equipment industry to provide financial assistance in the form of scholarships and grants. response to this. 30. Provide scholarships for students to attend pppf de ree agricultural mechanization training centers: a) within their home country b) outside their home country I Please indicate your 5 4 3 31 1 37 31 6 7 3 23 23 14 17 7 (51) (52) 31. 32. 33. 34. 115 Provide scholarships for university students to Obtain a de ree in agri- cultural engineering or agricultural mechaniza- tion: a) within their home country b) outside their home country Provide scholarships for advanced university de- ree‘in agricu1tural engineering or agri- cultural mechanization: a) within their home country b) outside their home country Provide scholarships for teachers Of agricultural mechanization to receive advanced training: a) within their home country b) outside their home country Assist agricultural mechanization education by making grants to schools to allow them to:’ a) establish agricultural mechanization edu- cation b) expand agricultural mechanization education 5 4 3 2 1 31 18 12 13 8 36 22 13 8 6 16 16 15 22 13 38 22 12 8 5 2; 31 11 9' 7 38 3o 7 4 _6 39 21 10 10 3 4o 26 9 _ 7 4 (53) (54) (55) (56) (57) (58) (59) (60) (61) 35. 36. 37. 38. RMS/kd 116 Provide funds for United States education per- sonnel to serve in advisory capacities on agricultural mechani- zation in developing countries for: a) six months or less b) more than six months Provide funds for United States education per— sonnel to assist in the agricultural mechani- zation education by teaching in developing countries for: a) six months or less b) more than six months In your Opinion, to what extent should the agricultural equipment industry cooperate with 5 4 3 2 1 28 24 10 15 4 34' 23 13 '8 '6 6 15 16 30 13 36 23 13 5 4 (62) (63) (64) (65) other companies and agencies for the establish- ment of a fund within some international agency such as PAC to develOp teaching aids and other agricultural mechanization educational services? Please feel free to make additional comments. APPENDIX B COVER LETTER TO UNITED STATES EDUCATORS 117 Dear Dr. : I am conducting a study concerning the educational activities that the agricultural equipment industry might contribute towards agricultural mechanization in develOp- ing countries. In order to Obtain further information on this, I am asking the cooperation of representatives of the agricultural equipment industry, agricultural engi— neers and mechanization specialists from developing countries, and U. S. university agricultural engineers who have worked in developing countries. Dr. , Chairman of your Department, has been kind enough to provide me with your name as an agricultural engineer who has worked in a deve10ping country within the past ten years. I would certainly appreciate it if you would complete the enclosed questionnaire and return it to me in the enclosed self-addressed and stamped envelope. If this study can be carried through as planned, I believe it will contribute to the efficiency of professional edu- cators and industrial representatives as we work together towards the agricultural advancement of deve10ping coun- tries. I sincerely appreciate your cooperation in this study. Sincerely, Robert M. Schneider Assistant Instructor RMS/cs APPENDIX C COVER LETTER TO OVERSEAS PERSONNEL 118 Dear Mr. 2 I am conducting a study concerning the educational activities that the agricultural equipment industry might contribute towards agricultural mechanization in develOp- ing countries. In order to~obtain further information on this, I am seeking the COOperation of representatives of the agricultural equipment industry, U. S. agricultural engineers who have worked in developing countries, and agricultural engineers and mechanization specialists from developing countries. Professor C. J. Mackson, Specialist in Agricultural Mechani- zation, Agricultural Engineering Department, Michigan State University, has been kind enough to provide me with your name as an individual very directly involved in agricultural mechanization in a developing country. I would certainly appreciate it if you would complete the enclosed question- naire and return it to me in the enclosed self-addressed envelope. If this study can be carried through as planned, I believe it will contribute to the efficiency of professional edu- cators and industrial representatives as we work together towards the agricultural advancement of developing countries. Weplan to publish a summary of this study. If you are interested in receiving a reprint of this article, please indicate this on the questionnaire. I sincerely appreciate your COOperation in this study. Cordially, Robert M. Schneider Assistant Instructor RMS/cs Enclosure APPENDIX D COVER LETTER TO CHAIRMEN OF UNITED STATES AGRICULTURAL ENGINEERING DEPARTMENTS 119 Dear Dr. : I am conducting a doctoral study concerning the educational activities that the U. S. agricultural machinery industry might contribute towards agricultural mechanization in developing countries. To do this, I wish to contact repre- sentatives of agricultural mechanization and engineering education and request their cooperation by answering a questionnaire which I have developed. In order to obtain a list of agricultural mechanization and engineering educators who have had international experience, I am contacting each of the ECPD accredited institutions and asking your cooperation. I would Sincerely appreciate it if you would supply me with the following: a) A list of the names and addresses of members Of your staff who have devoted at least one year out of the past ten years to working as agri- cultural mechanization or engineering educators in developing countries. b) A listing of the country in which each of these men has had the majority of his experience. After this list has been compiled, I will select some of these men to be included in my study and will mail them a questionnaire. Your cooperation will certainly be appreciated. A self- addressed and stamped enveIOpe is enclosed for your convenience. Sincerely, Robert M. Schneider Assistant Instructor RMS/cs APPENDIX E STATISTICAL TABLES .mm 0muou mxm30m uoc moon 2 .mc00umozc 00m mc0um3mcm uoc MDSOUCOQMOH meow CD one C cmumum cmnu mmmqa 120 00.0_\00.0 00.0\.00.0 00.0\ 00.0 00.0\ 00.0 00.0\.00.0 000\0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 m 000 00.0000 00.0\00.0 00.0\00.0 00.0\00.0 00.0\00.0 0002 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 m 000 00.0 \00.0 00.0\.00.0 00.0\ 00.0 00.0\ 00.0 00.0\.00.0 000\0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 pm 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 m 00 00.0.000.0 00.0..00.0 00.0\ 00.0 00.0\ 00.0 00.0\.00.0 000\0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 pm 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 m 00 00.0\.00.0 00.0\.00.0 00.0\ 00.0 00.0\ 00.0 00.0..00.0 000\0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 60 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 m 00 00.0\.00.0 00.0\00.0 00.0\00.0 00.0\00.0 00.0\00.0 0000 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 m 00 00.0 \000 00.0\ 00.0 00.0\ 00.0 00.0\ 00.0 00.0\ 00.0 0002 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 pm 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 m 00 00.0\00.0 000.0\00.0 00.0\00.0 00.0\00.0 00.0\00.0 000\0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 60 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 m 00 00.0\00.0 00.0\00.0 00.0\00.0 00.00010 00.0\00.0 0000 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 m 0 00 00 00 00 00 00 00 00 00 00 00 00 .0 0 0 0 0 00 0.0 0. 0 00 0.0 00 m 0. 0 0 .n 00. A A A A AD. 09 9 I. U In 10. D. D. n U 83 8 a a a 0n UU D. w W...» 93 0.... D. n D . 5 do. T. T. T. I IS 98 I. 0... J u. OS I S 9 0 . OT. n .4 T. I. 3. m. m w... e W a n n. . w. nonesz M H H I "Mu. . m A T. e S .A o S a c00ummzo I 09 U 8 39 J P U . U U01 9 a. v. S 3 0L .4 B maw>oq ucoEQO0m>wo c00m0>0o Hoc00umoscm O0Eocoom 0600cmmumomo c00ummoooo >900mc000mz .muCOSSOQmwu no mdsouounsm can mucmpcoammu Houou 0:» >3 co>0moumm mm mm0uucsoo 0:0QO0O>OO no mEmum>m 06:00umoscw conm00nmumo on» :0n003 M0U>O0 m900uu> um mocmum0mmm 06:00uoospo OD c0muumd 20053 H noum90u cw mc00umwsc 00u moco00m0cm0m wo MHO>O0 can .mc00um0>oc cuupcuum .mouoom coozII.00 m0mo30m Doc mooc z .mc00umosw 00m OC0uwzmcm uoc mucmoc0dmmu @500 Cu use a ooumum cmnu mama. oo.o\mo.o m~.o\mm.0 0~.o\mm.0 mv.o\0m.o m0.0\0m.0 m00\m ov.o mv.o ~0.o oo.0 mm.o oo.0 m0.o mv.o o0.o 00.0 ov.o mv.o ~0.o mo.o vm.o 00.0 oo.0 cm m0.v «v.0 oo.0 no.0 oo.0 No.0 oo.0 oo.0 ~0.0 oo.0 mm.0 no.0 oo.0 0o.0 oo.0 00.0 mo. M om0 ~m.O\o0.0 0~.o\0m.0 vo.o\~o.~ mo.O\00.m m~.o\vv.0 0000\m ov.o mo.o v~.0 oo.0 oo.0 o0.0 om.o mo.o 0o.o nh.o mo.o mv.0 0m.0 on.o ~0.0 no.0 mm.o om m0.v o0.0 mm.v om.v 00.0 oo.0 00.0 oo.0 oo.0 No.0 oo.0 mm.m om.m m0.0 0~.v ov.0 cm.0 m 600 0o.o\~m.o a0.0\0o.0 0~.o\3..0 om.o\mm.o mm.O\om.o m0m\m ~m.o om.o mm.o mv.o oo.0 o0.o oo.0 m0.o oo.0 vo.0 oo.0 mm.o mv.o oo.0 om.o ~o.o 00.0 cm no.0 mo.v ov.v mb.v oo.m 0m.v 0v.v mo.v ho.v om.v oo.0 o0.v 00.0 00.0 no.0 no.0 mm.v m 00 mo.o.\vn.~ m0.o_\mo.0 oh.o\ mn.o 0m.o\ ev.o mm.o\ 0m.o m0m\m Nm.o m~.0 no.0 00.0 mm.o oo.0 o~.0 0m.0 ~m.o oo.0 om.0 m~.0 00.0 v~.0 mo.0 mm.0 o0.0 cm 00.0 om.m m~.0 mm.m om.v oo.0 m0.0 oo.m 00.0 0o.0 oh.m 00.0 oo.0 mo.m oo.0 0m.m oo.0 m nm0 o~.o_\hm.0 m0.o.\0m.0 vv.o\.0m.o mv.o.\0o.o mo.o\ v~.m m0m\m no.o om.0 No.0 om.0 00.0 mm.o m~.0 0m.0 no.0 o~.0 00.0 m0.0 0~.0 o~.0 oo.0 o~.0 m0.0 pm bv.v ~m.m 0~.v no.m oo.0 n~.0 oo.0 mo.m mm.0 mm.m oo.0 m~.0 om.m em.m m~.v o0.m 00.0 m mm0 0v.o\mm.o o0..o\ mic ~m.o\ o0.0 oo.0 \00.m mm.o\ No.0 m0M\r.0 oo.0 m~.0 no.0 hm.0 00.0 mm.0 oo.0 mm.0 m0.0 o~.0 «v.0 hm.0 oo.0 0m.0 ov.0 om.0 nm.0 om no.~ m0.m om.m no.m om.~ m~.m m0.m mv.m vm.~ om.m hm.m mm.~ oc.~ m~.m v0.m o0.m o0.m m n~0 ~m.o.\m0.0 vu.o_\~v.o ~m.c\.0m.o mo.o\ vo.m vm.o\ 0o.o O0M\m v0.0 ~m.0 nv.0 m~.0 No.0 ov.0 ov.0 -.0 oo.0 o~.0 vm.0 ov.0 ~m.0 n~.0 «0.0 m~.0 mn.0 om mw.~ om.m vo.m no.n om.~ m~.m om.m mm.m oo.m o~.m nm.m oo.m o~.~ o~.m no.m mo.m oo.m m m~0 mo.o\o~..o 00.0\~0.o 0.0.o\0o.o om.o\oo.0 ~0.o\ mm.~ 0000\m oo.0 om.0 no.0 oo.0 oo.0 0m.0 0m.0 0m.0 0m.0 no.0 0v.0 ~o.0 00.0 00.0 0o.0 0m.0 oo.0 om oo.m oa.~ oo.0 mm.m o~.m 0~.m om.m mm.~ mm.~ ov.m mm.~ 00.m o~.~ om.~ om.m 0>.~ mo.m M £00 0o.O\o~.o 0o.0\0m.o mm.o\vo.o 0m.O\mm.o mo.o\~m.m m0m\m 00.0 ~o.0 0m.0 oo.0 m0.0 oo.0 oo.0 m0.0 m0.0 00.0 oo.0 No.0 00.0 vm.0 no.0 oo.0 oo.0 cm m0.m 00.m ~0.m om.m om.m mm.m 0m.~ oo.m oo.m o0.m vo.~ om.m om.~ ~m.~ ~0.m mo.~ ~o.m m 600 m0 0N cm ~0 O0 om - ON o0 mm m0 Q0 00 00 no no oo 0: m .0. 0.. m an mm m m on .0”... .00.. WW 0. m m 0 mm. 0 0 0 0 0.0 00 0. 0. 40. 0.0 u... 0.0. p n u f. T. T. T. T. m.s p. s I. I. m J u. 3 S T. .n... m 0.“ mp 0% m. 000232 I I I I 3 n .10... u. U. m w... e w. a w n U. . w. 0000030050 A I I 1.1. O A t. 9 cap K O S a I O s u a O 9 1 e u . u u.1 e e e S 3 I 3 S m0o>oq ucoEd00o>oo :00M0>0o J 0mco0umosom O0Eocoom 0600nmmuuooo c00ummsIoo >000mc00umz .mucoccommou mo manoumInnm can mDSOOGOQMUH 0600u on» an co>0ooumm mm mm0uucaoo mc0d00o>0p uo mEoum>n 0mc00umospo omnm00nmumm on» 000muso mo:ODM0mmm 06:00060900 ou :0muuod 500:3 00 umuw50u :0 mc00umosc 00o wocmO0u0cm0m uo M0o>m0 can .m200um0>mo cumoceum .mououm cmszI.~0 m0m¢e .oo 0auou o>a30a ya: noon 2 6:00.325 00c 9.00.0032; no: nucovcomnou «Sou on one o sauna» can» 00000 1122 nn.o\nv.0 ov.o\oo.o oo.O\nn.o mm.o\oo.o vm.o\nn.o m0u\m oo.0 «0.0 00.0 oo.0 oo.0 oo.0 o0.0 on.0 nv.0 o0.0 no.0 00.0. 0n.0 00.0 nn.0 cm on.o o0.n mn.n 0o.n 0o.n mn.n nn.n oo.n oo.n om.n on.n n0.n oo.n 00.n oo.n m 0n o0.o\oo.0 nn.o\0v.o on.o\on.0 o0.o\oo.n 0o.o\on.v O0n\m ov.o «0.0 o0.0 om.o 00.0 on.0 oo.o no.o oo.0 o0.0 00.0 oo.0 no.0 n0.0 0o.0 on nn.v oo.v vo.v mn.v oo.0 oo.0 on.v oo.0 v0.n 00.v on.n no.v nn.v oo.n n0.v m nn o0.o\ o0.n oo.o\ on.o nv.o \voo nn.o\ no.0 mo.o \ on.o m0m\m ov.o oo.0 on.o oo.o .oo.o o0.0 o0.o nn.o on.0 oo.0 no.0 no.o oo.0 no.o om.o en nn.v 00.. on.v mn.v o0.v o0.v mn.v 00.. oo.v 00.v oo.n o0.v on.v o0.v nn.v M nn o0.o\no.0 mo.o\0n.o nm.o\n0.o o0.o\oo.n on.o\ 0n.0 0000\00 nn.0 on.0 no.o nn.0 no.o mn.0 o0.0 oo.0 vn.0 0n.0 on.0 00.0 0n.0 o0.0 nn.0 cu on.v nm.n n0.v 0o.n o0.v oo.n o0.n oo.0 oo.n vo.n o0.n oo.n no.0 n0.n no.n m 0n o0.o\mo.0 nn.o\ 0.0.0 no.o\ mo.o 00..o\ v0.o mo.o\ nn.n m0m\..0 vo.o on.0 no.0 no.0 no.0 oo.0 0o.o 00.0 00.0 oo.0 oo.0 n0.0 00.0 v0.0 o0.0 on n0.v no.n oo.v no.n oo.0 mv.n on.n vo.v nm.n oo.o ov.n no.n oo.0 om.n oo.n M on 0n.o\oo.0 mn.o\o0.0 nn.o\m0.0 no.o\oo.o on.o\o0.0 O0u\m oo.o oo.o oo.0 om.o oo.0 no.0 mo.o oo.0 oo.0 om.o oo.0 on.o mo.o oo.0 oo.0 on nn.v 0v.o on.v om.v nn.0 mo.n nn.v on.v oo.0 0o.v o0.v 00.1 ov.v o0.v on.v m m0 no.o\mo.o mn.o\mn.o oo.O\vm.o no.o\0o.o nm.o\0o.o O0n>m 0m.o on.o o0.0 on.o o0.0 oo.0 0o.o oo.o 0m.0 on.o nn.0 no.0 oo.0 oo.o no.0 cu ov.v vv.c on.w on.v o0.v on.0 mn.v on.v mo.v oo.0 o0.v v0.v on.v on.v on.v M o0 nn.o\n0.0 0o.o\nn.o 00.o\nn.o oo.o\oo.o o0.o\00.o o0u\m oo.o no.o no.0 oo.0 oo.0 on.0 0m.o 00.0 on.0 oo.o no.0 no.0 v0.0 0m.o no.0 on no.0 om.v nv.o 0n.0 on.v on.v om.v on.v o0.v oo.v on.0 on.v on.v 00.v mn.v M 00 on.o\nn.o oo.o\oo.o no.o\oo.o no.o\oo.o o0.o\v0.n m0m\..0 on.0 oo.o oo.0 on.0 oo.0 n0.0 0n.0 no.0 00.0 nm.o oo.0 00.0 nn.0 no.o oo.0 on no.v 0v.v nn.v oo.v nn.v mn.0 nn.v on.0 on.o on.v on.v o0.v n0.v oo.0 on.v m o0 m0 0n on on nn on «0 on m0 o0 o0 00 n0 no on 0: 1 a m .0. .0. 0.0. P... u u on 0...”. am. mm m m w .n .00. A A A A Any 009 e r. u 0In 0.a. 019 p. n u 9.4 W a a a on“ "an o. m W.+ 2.4 1.. p: n o . S 40: T. T. T. m..- 38 0... t. 1 u. 05 I I U n.. . OT. 009.32 M H H I Wm. 0...... n. n. n n. e m. a m n “0.. . w. 00000326 I O a w M 00“.! u "up. K W Mb W u01 a e a I 3 T. 3 8 n0o>o0 unmea00o>oo cO0o0>0o 0uc00unoopu O0Eocoou 0n00nmouooou :00uuooooo >900oc00uuz .uucoocomuou no nmsoumlnon can aucoocommou 0auou onu an po>0oouom no n0oonuu ou nc0o 00:00uoauunc0 ocnp0>oum ou :0cuuom 500:3 HHH uouuo0u c0 0:00umaav new oocuu0u0cO0u no n0o>00 use .nc00uu0>op cumccmum .uouoon cuozII.n0 manta .$o 0000» u>a30a uo: 0000 2 .n:00uoosv 00o uc0uuzncm HOG nuaflflr—Oflmflh 0300 OH 0000 E COUGUQ can» «000. 123 00.0 \0«.0 00.0\mm.« 05.0\ 50.0 mm.0\ 00.0 «0.0 \00.0 D0u\m 00.0 00.0 00.0 $0.0 n«.0 $0.0 0«.0 $0.0 00.0 «0.0 50.0 00.0 cu 50.0 m0.m M5.n 00.0 00.0 00.0 05.m $0.0 00.0 00.m mm.m mm.m M n0« M$.0 \0m.0 0«.0\mm.0 $m.0\mo.0 «$.0\$«.0 00.0\$m.0 m0m\h $0.0 0«.0 50.0 0m.0 no.0 00.0 «0.0 m«.0 n$.0 $«.0 00.0 0«.0 0m 0m.n nm.m 0$.m 00.m 5$.m «$.n $0.n n0.m 0«.n 00.m 05.m 0«.m M 00« m«.0\00.0 00.0\00.0 nm.0\ 05.0 m0.0\00.0 00.0\ 0«.m m0u\h 0m.0 $0.0 m0.0 «m.0 00.0 0«.0 n0.0 «0.0 m«.0 n«.0 no.0 m«.0 flu M$.n 00.0 «0.m $0.n 05.0 «o.m m5.n 0«.0 05.m M5.m «0.0 5$.m M m« 50.0 \00.0 00.0\$0.0 05.0\ «0.0 55.0\00.0 m0.0 \0n.« m0n\h mm.0 mn.0 nm.0 0m.0 0m.0 00.0 $0.0 00.0 0«.0 00.0 00.0 00.0 no 00.« 00.n 00.« 0m.« n0.« 00.m M$.« 00.m 00.« $$.« 00.m m$.« M n5« 00.0 \0$.0 0m.0 \$«.0 50.0 \0«.0 0$.0 \ 5«.0 0«.0\ 0$.0 m0m\...0 50.0 $0.0 50.0 nn.0 00.0 m«.0 0n.0 m$.0 0$.0 $«.0 «0.0 0m.0 fin nn.m m«.m «0.m $m.n 5$.M 0$.m 5$.m 0m.n 00.m 0m.m 05.m mm.m M M5« 0$.0.\«$.0 «0.0\0n.0 $0.0 \00.0 «n.0\ 00.0 00.0\ 00.0 U0a\m 00.0 «0.0 00.0 5«.0 mn.0 50.0 ««.0 00.0 0m.0 ««.0 «0.0 0«.0 flu 00.0 mn.0 $0.n 00.0 $0.0 $0.0 mm.m 00.0 0m.n m0.m 00.m 00.0 M n$« «$.0 \0m.0 0$.0\m5.0 5m.0 \5$.0 55.0\ 00.0 05.0\ 00.0 m0m\m «0.0 ««.0 nm.0 00.0 m5.0 $0.0 mm.0 0m.0 00.0 «0.0 0m.0 $0.0 cu mm.m m5.m mm.n «0.0 05.n 00.0 0m.m $m.m 00.n 0$.m «5.0 0m.n M o$« $0.0 \mo.0 $0.0\00.0 00.0\ «0.0 am.0\0m.0 00.0\ «5.0 00n\.m 0«.0 n0.0 mm.0 m«.0 0«.0 00.0 0«.0 00.0 $0.0 00.0 «m.0 ««.0 flu 00.n «0.m m0.m «n.m 0m.« «m.m 00.n ««.n 00.« 00.m om.m 50.m M nm« mm.0 \m5.0 00.0 \00.0 m0.0 \$o.0 0$.0 \00.0 M$.0\ m«.0 m0u\.m 0n.0 00.0 0m.0 00.0 00.0 «0.0 $0.0 0$.0 «m.0 0«.0 om.0 0«.0 cm 00.0 m«.n 0m.m 0m.m 00.0 00.n 00.« mn.n 00.m 00.m «m.n $0.n H mm« 5« 0« $« «« 00 m« 00 00 00 00 m0 m0 0: 1 T 1 1 8.1 .3rw L d 3.0 Y.: cue. Hun I 3 N n u.& .A. m m m mm. mu. n u. . u um 00 mm w m. m . am a a a a on an D. m W3 9.3 1.. P. n o . S d! T. T. I T. 7.8 v.8 t. T. 1 u. 35 T. 8 a D . OT. 008552 n 3 T.t. 3 3 3.0 v a a a 3 3 . u I I I I 3 1 . T. I. 1 T. u. u 1 T. D. 000unflao A I I 7...... O A T. 3 30. K O S a I O? U a 0!. J 9 u . U “T. 9 E P I 0.0 T. 3 I m00>00 00050000>oa :O0n0>0o 00:00u0090m. 00800000 0000nmuumooo :O0unmsuoo >0000¢00uoz .aucoocomnou no unsoumlnsn 0:0 auaovcomuou 0000» an uo>000u0m an c00uon0aunooe 0ousu0300uud co nuac0adn no «00000003 0600050 Icou o» c0muu0m 200:3 >0 uoun=0u c0 0:0000050 new 00:000u0cu0m mo u0o>00 can .m:00uu0>00 Uuovcduu .uouoou :aoxlu.00 uqm¢a 124 .00 0000» m>030m uoc mmoc z .mc00umwsv 00m 0:0umzmcm 00c mucwucoamou 080m Cu 030 c nwumum can» mmch 00.o\nm.o mn.o\on.0 mn.o\mn.0 m0.o\o5.0 mo.o\oo.0 005nm 0n.0 $0.0 nn.0 n0.0 nm.0 00.0 5$.o mn.0 no.0 50.0 5n.0 mn.0 50.0 no.0 00.0 $0.0 m0.0 0m on.0 0o.0 on.0 m5.m on.0 0o.0 m0.0 om.m nn.0 o0.0 m5.m oo.0 o$.m ao.0 on.0 00.n $0.0 M £00 5.0 \5$.0 mm.o\ o5.o n0.o\ no.n 50.o\om.0 mm.o\ go 0340 no.0 50.0 5n.0 no.0 m0.0 no.0 5n.0 no.0 om.0 om.o 5m.o mm.0 oo.0 0n.0 nn.0 nn.0 nn.0 0m mm.n 5$.m 50.0 50.0 00.0 no.n oo.0 o0.0 mm.n 00.0 mm.m 00.n on.0 00.n oo.0 n5.m $0.0 m 000 mm.o\on.o oo.0 \ oo.0 m0.o\ 0m.o m5.o\ o0.o on.o\ on.0 00m\m 00.0 00.0 m0.0 0n.0 o0.0 00.0 0m.0 no.0 $0.o mm.o nn.0 m$.0 nn.0 m0.0 5n.0 0n.0 0n.0 0m on.0 mm.n nn.0 oo.0 o0.0 n0.0 oo.0 00.0 50.0 $m.0 mm.m no.n oo.0 00.n $0.0 $o.m 0o.0 M nmm m0.o \mo.0 0o.o\ mm.n o0.o \$5.0 0o.o\ on.0 o5.o\ m0.o v0m\m 05.0 0m.0 $~.0 5m.o no.0 05.0 o0.o o0.0 00.0 nn.0 0m.o 00.0 5n.0 nn.0 nm.0 on.0 o0.0 0m on.m on.0 00.n mn.0 00.n $m.n 00.0 oo.0 on.0 $5.m mo.0 00.n om.n no.n 0m.m m$.m 5m.m m can 5o.o\ mo.o mn.o \00.0 m5.o\ o0.o m5.o\ mo.o no.o \ mm.m m0m\m $0.0 on.0 no.0 0m.0 o$.0 oa.o mm.0 «0.0 00.0 on.0 0m.o 5n.0 oo.0 nn.0 0n.0 nn.0 on.0 0m oo.0 oo.0 n0.0 n¢.m om.m n0.0 05.0 mm.m 00.n 00.n oo.0 nn.0 o5.m no.n 0n.0 mm.m oa.m M nnm o0.o\oo.o $m.o\m$.o 0o.o\0m.0 nn.o\m0.0 oo.0\oo.o o0m\m m$.0 00.0 00.0 $$.0 mm.0 0$.0 5m.0 on.0 $m.0 n0.0 00.0 m0.0 00.0 00.0 5m.0 n0.0 m0.0 0m 5o.n $m.n 0n.n mn.m om.n m5.n mn.n oo.0 o5.n 0n.n 50.m 00.0 om.n mo.n $0.n $0.n $0.n m nnm 00.0 \mm.o 0m.o\ 5.5.o om.o\ on.0 m0.o\ 00.n 5n.o\ o0.o m0m\m mn.0 mm.0 00.0 0n.0 mo.0 00.0 00.0 mn.0 mm.0 om.o on.0 nn.0 5n.0 n0.0 mn.0 mm.0 nn.0 0m on.0 o5.m no.n nm.m o5.n nn.0 no.n m5.m oo.0 oo.0 50.m on.0 o0.m no.n mm.m o5.m no.n m 00m $o.o.\m$.n 0o.o.\no.m mooo.ov\mm.00 0o.o\ mn.5 n$.o\_mn.o o0m\m «5.0 mm.0 o0.0 0n.0 oo.0 05.0 m0.0 on.0 $$.0 50.0 0n.0 m0.0 00.0 m0.0 m$.0 50.0 mm.0 0m 5n.m oo.0 0o.0 oo.0 o¢.n $m.n 0o.0 om.m $o.m nn.0 00.0 00.n om.n 00.0 50.0 mm.n m0.m m 00m om.o.\mn.o o5.o\.5m.o om.o\.$$.o mo.o\ mo.o $m.o\ om.o 00m\m 00.0 0m.0 00.0 0m.0 o0.0 50.0 m0.0 mn.0 m0.0 nn.0 n0.0 00.0 00.0 m0.0 on.0 o0.0 o0.0 0m oo.n nn.n n0.n om.m 00.n mm.m mn.n o0.m on.0 00.n $0.m o5.m on.m 00.n 0m.n nn.0 5m.m m non m5.o\00.o om.o\om.o 00.o\oa.o no.o\00.$ mo.o\no.o 00m\m nn.0 0nq0 «0.0 00.0 5m.o 5n.0 no.0 oo.0 nn.0 oo.0 5m.o 0$.0 $m.0 m0.0 00.0 $o.0 0n.0 0m on.0 oo.0 mn.0 mm.m on.0 mo.m oo.0 on.0 oo.0 nn.0 mo.0 5$.m oo.m 50.0 no.0 00.n co. m Mom I 0 m0 5n 0n n0 o0 $n nn on 00 mn m0 m0 o0 00 w 00 m0 . $0 «a u . _ . m m. m m an up. u m 1% .00 mm. mm m. m , w. m an A A A A AD. 09 D. I. u I.n la. PD. D. n u 5.3 a a a a o n u u p. m V3. 9.4 1.. P. _ n a _ . S d v I I I I Is a. s I. t. m 1 u. a S I s a. ._ n . o I .3952 n 3 7.1. 3 3 .ue a e a p , .3 3 . . u I I I I 3.. . r. 1. 1.L q u . 1 I. P c00unmso A I I I... o A t. a an. _ .A o S a I o w u a no! u n 4 u . w u... W. a. .3 m s m00>00 uc050000>00 :0000>0o _ 00:00u0090m 00Eocoom 0000cmmuoooo c00uaaauuo >000uc00umz .mucmvcomnou uo mascumunsm 0:0 mucovcoamvu 0000a 50 00>0wouwm mu mucmuo 0cm mm0nmuu0onum uo Shaw 0:» :0 00:0000000 0000cuc0u 0:000>Oum Ou :0auuwm 200:3 > umums0u c0 mc00ummsv new 00cmo0w0cu0m mo m00>00 0cm .mc00uu0>00 oumncuun .aouoon cowznn.m0 mqm<9 .00 0000» «>0300 000 0000 2 .000000000 000 000003000 000 «0000000000 0600 00 000 0 000000 0000 0000a 12.5 5w.o\nm.o o5.o\om.o mm.o\0m.o mo.o\o0.o 0o.o\00.5 000\m 0m.o nn.0 nm.o nn.0 00.0 nm.0 no.0 nn.0 ao.o 0m.0 00 on.0 00.n m0.0 0o.m n0.0 05.n oo.0 nn.0 5n.0 5w.m M 00m nn.o\on.0 m0.o\nm.0 moo.o\0w.0 a0.o\0m.o 5m.o\nm.o 00050 no.0 on.0 on.0 on.0 on.0 50.0 no.o wm.0 on.0 on.0 0n nn.n on.n 00.n 00.n oo.m 0«.0 on.n nm.n 5m.n mm.n M 00m on.o\0n.0 55.o\ nn.o m0.o\ 0o.0 n5.o\ m0.o nm.o\mm.o u.0n\.w nn.0 n0.0 00.0 nn.0 5m.o 05.0 oo.0 50.0 00.0 on.0 00 00.n. 50.0 n5.n oo.0 0n.0 50.m on.n no.n no.n 5m.n m 0mm 5o.o \n0.n mo.o\ nn.n 0o.o\ 00.n on.o\ n5.0 mm.o\ mn.o 0005a 00.0 o0.0 0m.0 nn.0 5n.0 o0.0 nm.o n0.0 00.0 0m.0 0a nm.n 05.n ao.n 00.n 0n.n 0n.n on.n no.n 5o.n 0o.n H 0mm m0 5n 0n n0 o0 an nn on 00 mn 00 m0 o0 00 m0 «0 no .0 w. w. w. 8.... 3... I .0 SD VS VS NH I 3 N 0 8L .A. .A. m m ”m 3 u u :n. P... a... m» w. w w . a... a a a a o.“ u". n. 0 mg. 0.3 1.. D; n 0 . S Au: T. I T. I II DI I. I. 1 u. D S T. I 9 fl . o T. I r. I .. nun 1:” n“ n. ..n. 0m“ .00 n. n. . W A I I 1.0.. o A t. I SW. .A o S a 009.32 I 0 .- u 0 a! 1 0 u . 0 00000000 u.L I 0 t I 3 I 3 0 00o>00 u0030000>0a 00000>00 00000000000 00000000 A 000000000000 0000000000 00000000002 .0000000000» 00 nmaoumunau 000 00000000000 0000» 000 an 00>000000 00 000000000 0000000>00 00 3003 cu 000000000 000000000 0000um 000000 000 00000 00000>oum 0» 0000000 00003 on 000 mm 000000000 000 000000000000 00 n0o>00 000 .0000000>00 00000000 .000000 00ozll.m0 Manda .00 00000 000300 000 0000 2 .000000000 000 000003000 000 00000000000 0500 00 000 0 000000 0000 0000c JJZG . o~.o\mm.0 35:06 30:36 34:30 3.3 3.0. FEE m>.o ms.o mm.o o0.o mm.o mh.o em.o co.o 0m.o ~m.o 00.o on.0 mm.o o0.o mo.o 00.0 en.o 0m mm.m 00.n no.0 mm.m m0.m 00.n mm.m m0.m 0m.n no.0 om.n mn.m 00.n nn.0 00.0 00.0 00.0 m > 000m00u oméxmmé 25x34 Zéxwmé oa.o\3.o 3.3 3..” 3m; mm.o m0.o mw.o mm.o «0.0 o0.o 00.o 0m.o mm.o 00.0 mm.o mm.o on.o mn.o qw.o v».o on.0 0m 0«.0 mm.m 00.n oh.m oo.0 00.n oo.0 mm.m -.m mc.m ~0.m on.n 00.n mm.n mp.m mq.m 00.0 0 >0 000m00U $620.0 30:36 3.3 3.0 3.o\mo.o 34:26 330 0«.o no.o ~0.o mm.0 0m.o mm.o ~0.o ~0.0 0m.o 00.0 ~0.0 on.o vm.0 o0.o 0a.o 00.0 mn.o 0m on.0 no.0 m0.q oo.0 o~.v o~.q 00.0 ~m.m o~.e 00.0 00.n o~.v 00.n No.0 m0.¢ oo.0 ~0.v m 000 0000000 o0.o \Sé. $523.0. 3.3 3.0 o~.o\ 3.0 3.: 3.0 033 ev.o om.o 00.0 oo.0 mm.o co.o o0.o Nw.o 0m.o Hm.o ~m.o wm.o cm.o mm.o mo.o a~.o qn.o 0m oo.0 00.n ma.m ~a.m oo.0 mm.m on.n 00.0 00.0 mm.m 0m.m «0.0 00.0 00.0 ~m.m 00.n 00.0 m 00 0000000 26):}. o0.oxqwé 3.32.0 3012.0 30:36 330 mm.o 00.0 oo.o mo.o em.o mm.o mm.o 00.0 hm.o cp.o on.o mm.o e~.0 mm.o mm.o mn.o mn.o 0m om.m ~0.n No.0 00.0 00.0 «0.0 00.0 me.m mm.m mm.m mm.m 0m.m m0.m mm.m «0.0 0m.m mm.n m H HQUmSHU m0 00 «N N0 00 mm mm om m m0 mm m0 m0 00 we . me me H mm «a . _ . U a m a m. an E u m :5 3. mm. mm _ m. m m m :3. A A A A Any 0 e e I. _ u r.n 1.0. “an. 0. n 0 05.4 n w n w .0“ 00 m. m. «mm 20 may w... m m m s d... I I I I . nun 7.4. «A 3 .00 p.0 3.: 1 4 . . m.L 000502 A I I H 0.: m m. u;L w. cum 0 m. s w co0ummso I _ 009 u a a 9 1 e u . .u m u.L a e e s .3 T. . 1.. .S m00>00 00050000>0o . 000m0>0o W A 0 00000000000 00500000 _ 000000000000 h0000000000 “0000000000ZW . .m0000000m00 no 000000In0m 000 00000000000 00000 000 an 00>000000 00 > 000 .>0 .000 .00 .0 00000000 00 00005 000 000000000000 00 m00>00 000 .m000000>00 00000000 .000000 000z|n.h0 mAmda l 1 mm 69 5061 mmiggigmufifltnmimnm