Session #11 Ticket Out Responses

What are you curious about?

1.Earth Program?

• Refer to Earth Consortium blog post

2.Opportunities with UNICA (i.e teaching English)

•  Learn more opportunities here or talk directly to our guest speaker

3. How we can make FFA & 4h more globally assessable

• We will bring this questions to class as lingering question

4. Youth development challenges

• Youth Development: Issues, Challenges and Direction .Read more here

5.What about agriculture and UNICA? Do you think involving agriculture with this project would be successful

• Although agriculture was not mention in the presentation, the youth development Framework (PHY) can be apply across different field ( including agriculture) 

6. Do other nations typically have year round school?

• Different country have different systems

7.Are there more universities in Nicaragua?

•  List of universities in Nicaragua

8.What are the pros and cons of the system ran at Zamarano?

•  Talk directly to our guest speaker

9.Fulbright?

• Read more about Fulbright here

What did you learn?
1. Zamarano work and class at the same time
2.Dynamic of the youth in Central America/Caribbean
3.Differences in University culture
4.Youth development and comparison of 4H and FFA in other countries
5. International Forms of Education
6.UNICA is an example of a successful '' grassroots'' type program
7.Different youth program and system that are active in developing areas
8.Amazing opportunities over the world
9.How the Zamarano school started
10. Agriculture education in other countries and education in general
11.Another form of agriculture Ag. edu at the university at Zamorano (more focused on hands-on learning)

What do you want to learn more about?
1. Some other ways problem facing youth in Latin America are being address

• Youth at risk: Read more here

2. Are there any other global agriculture education organizations

• We will bring this question to class as Lingering question

3.4-H

• Read more about 4-H here

5.Are there short term opportunities to participate with either of these organization

• Talk to instructors

6.Hand-on school/education opportunities that are available

•  We will bring this question to class as Lingering question

7.PHY=Culture+ Society+ Social Capital

• Talk more about this with our guest speaker

Top 3 Reasons to Invite Guest Speakers

Thank you all for your attention and engagement with our guest speakers in class.  We do have many more coming in during the course of the semester, so the question begs, "Why all these guest speakers?" 


Reason 1: Internationalize
Let's go back to the original idea of the class.  We're trying to learn about global agricultural education in its many forms across the globe.  How can we do that without traveling?  One of the strategies to accomplish our learning goals is to invite in guest speakers, many of them from the Penn State community, to share their global experiences.

Yesterday we heard from a student's perspective about Zamorano University in Honduras.  It's hard to imagine an ag university where you get a demerit for walking on the grass, or where you have to wear a uniform at all times.  By inviting Loren in, we get to glimpse into the world of Zamorano without having to travel there.


Reason 2: Real Life Examples
We spent much of the first part of the semester learning about agriculture, education and agricultural education.  We also looked at diffusion of innovations and many different barriers to receiving an agricultural education - gender, location, literacy, race, language, etc.  The idea behind examining real-life examples is to go from our abstract classroom knowledge and apply it to real-life situations.

For example, we had Blaze Currie here from Agricorps.  Many of you asked poignant questions about the program i.e, "Is a year long enough?" and "Is language a barrier?"  These are great questions that really showcase the decisions that have to be made in real life.  Perhaps a longer time would be better, but then no one would sign up.  And sure, technically the official language is English, but other tribal languages may also be spoken.

It's a long way from the critical world of academia to a small school in rural Liberia.  How does a program such as Agricorps balance what they know in the abstract with what they think will work in real life?


Reason 3: Context
I think it is easy to sit in a classroom at Penn State and say that "culture" is a reason why some programs work and other programs don't work.  It's actually very shaky ground to "blame"culture, especially when talking about underdevelopment.  That's a viewpoint that was very popular in development work in the 1950s and 1960s, and has since been recognized as very damaging.

Bringing in a guest speaker can help us to understand the unique cultural context of different places.  For example, we had Dr. Nicole Webster come in yesterday to talk with us about her Fulbright experience developing a student organization at UNICA in Nicaragua.  After learning about how the lingering effects of the Sandinistas on Nicaragua, it was easy to see why student organizations were not a part of the culture of UNICA or any other university in the country.  This is a fabulous example of why context matters.  It would have been very easy to blame the lack of student organizations on culture, but really there is an underlying historical rationale that makes a lot of sense.

Why is this knowledge useful?  Well, if you wanted to bust into Nicaragua and start an FFA organization or 4-H Club you would certainly want to know about the context before you got started.  Dr. Webster's example provides us with the idea that you might have to dig deep to find the answers - history and politics, in this case.



Let's use the information presented by our guest speakers to our best advantage.  Think about the elements of the programs our speakers talk about in terms of what you've read and learned about in this class. 

Remember that this class is not just about critiquing examples, but it is also about building.  We hope to create positive change agents, so we strive to provide you with some real-life examples of programs that "work". 

Session #10 Ticket Out Responses

What are you curious about?

1. What can be done to lower the average age of farmer?

• Attract Young People to Food and Agriculture -Link

2. Will I ever ready to be qualified to be an AgriCorps volunteer?

• AgriCorps Future Volunteers

3. Volunteering with Agricorps

• How to Join and Help 

4. What if someone from a developing country wants to volunteer in another country?

• International Volunteer HQ- Link
• Through local organization

5. What the outcomes of 2014 (Agricorp) volunteer will be?

• Sign Up to learn and receive information from AgriCorps.

6. If smallholder farmers are the key to reducing hunger and poverty, what are the education need and how can they gain the education they need to be successful?

•  Scholarly Article: Can the smallholder model deliver poverty reduction and food security for a rapidly growing population in Africa?

7.What is the training process for volunteer (Agri Corps)

• Sign Up to learn and receive information from AgriCorps.

8. Did volunteers have a problem with post war trauma's with kids?

• Visit and communicate with AgriCorps community on their Facebook

9. Any info session on Agri Corps

• Sign Up to learn and receive information from AgriCorps.

10. What are specific activities Agri Corps volunteers participate in?

• Initiated the process to start a public school
• Started two 4-H clubs
• Elected club officers (both clubs elected female presidents)
• Held a Club Officer Leadership Training (COLT) Camp to teach leadership skills
• Constructed two school gardens from scratch, including site selection, mulching, bed construction and transplanting.
• Conducted a business planning session for the national management team of 4-H Liberia
• Troubleshot miscommunications between the Ministry of Education and the United Nations World Food Program, and
• Printed Agricultural Education Curriculum and distributed it to 90 schools.

11.Opportunities like Agri Cops in other Countries

• List of relief organization-  GlobalCorps
• 99 Great Organizations comforting poverty and hunger

What did you learn about?
1.How to provide nations with the abilities to grow their own communities.
2.The success story of Agri Corps
3.Agri Corps and how we can help
4.Agri Corps mission and vision in Liberia
5. About the Agri Corps and how they get where there are
6.Agri Corps is trying to be searchers and and focus on home grown solution
7. AN example of the three circle model can be applied in other atmosphere
8. About Agri Corps
9. ''We give no money, we give resources''
10.Liberia history facts. Background on Agri Corps
11. the dangers of foreign aid is the lack of feedback from the community
12. Corruption is institutionalize by the continuous supply of wrong doing

What do you want to learn more about?

1. What resources/support do volunteer receive for example with lesson plan development training?

• Sign Up to learn and receive information from AgriCorps or communicate with AgriCorps community on their Facebook

2.How can 4-H here help 4-H in other countries

• We will bring this question class as lingering question

3.What cultural barriers they (Agricorp volunteers) faces in implementing education strategies?

• Communicate with AgriCorps community on their Facebook 

4. What other areas are organizations looking to expand on solving the issues of hunger

• Millennium Development Goals 

6. Three circle Model

Session #9 Ticket Out Responses

What are you curious about?

1. What about the smallholder Farmers in more developed country?

• Agriculture in develop countries -1) Article  2) Article

2. "Rice Advice"

• Rice Advise Videos

3. About different success stories from MEAS projects

• MEAS Case Studies

4.Some of the incentives programs use to get enough volunteers

• INCENTIVE SYSTEMS:  INCENTIVES, MOTIVATION, AND DEVELOPMENT PERFORMANCE- Article

5.Farmers to Farmers program

•  Class session # 12 (Feb 20)

6.  Large farm is not reduce poverty as effectively?

• Interesting article about Urban Bias:  Article

What did you learn?

1. Small holder subsistence farms are more and/or just as effective and efficient as large farms

2.Barriers to smallholders are common across borders

3.Smallholder farmers and barriers to develop agriculture

4. Women Farmers use cell phone in Kenya

5.There are a lot of variables that arise when trying to assist developing countries with agriculture

6. Diverse case studies of program working to achieve food security in developing countries

7.Even when people have access to certain resources (ie. good infrastructure) thre are so many other factors that can make developing agriculture difficult

8.More about the different MEAS case studies that exist

9. What smallholders farmers is actually is

10.Farmers to farmers is a program with a good idea but brings lots questions about how well it works

11. Water need and how people in developing nations get water


What do you want to learn more about?

1. Issues developing nations are facing with other agriculture area( livestock)?

•  MEAS Case Studies has a lot of good examples

2. How barriers to smallholders farmers be overcome

• No # 1- Education

3.Role of peace corp volunteers

•  Peace corp volunteers Stories

4. Are there anything other than MEAS project that accomplish similar goal

• innoVATE

5. Are program such as the one in the case study impacting countries as a whole? hunger , poverty?

• Yes

6.How to develop nations economically

• Millennium Development Goals

7.Data on smallholders who gained more access thing such as credit/land?

    Examples of organization actively involve is helping smallholder farmers:  

• Land O’Lakes, Inc. is a national, farmer-owned food and agricultural cooperative with annual sales of nearly $13 billion.  Land O'Lakes International Development has improved the quality of life for millions of people in 76 nations through more than 275 projects worldwide that are generating economic growth, improving health and nutrition, and alleviate poverty by facilitating market-driven business solutions.
•  Unilever Global: Our goal is to engage with at least 500,000 smallholder farmers in our supply network. We will help them improve their agricultural practices and thus enable them to become more competitive. By doing so we will improve the quality of their livelihoods.

Session #8 Ticket Out Responses

What are you curious about?

1. Should people be educated?

•  We will bring this to class as lingering question.

2. How does the high value of education in Costa Rica affect support for Avancemos program?

• A very good article to read: Conditional Cash Transfers: Reducing Present and Future Poverty
  

3.Journal entry expectation?

• We will bring this to class as lingering question.

4.Cash Transfer Program in the US?

• Opportunity NYC- experimental Conditional Cash Transfer program (CCT) by the Mayor of New York City, Michael Bloomberg. Announced in April 2007, it was the first CCT program to be launched in the United States.

5.Specefic Of CCT program around the world

• The Social Assistance in Developing Countries Database

6.I am writing a research paper for another class about ATVET and AET in developing countries. Can I link this with My DIY project.

• Discuss with your instructors

7. Who Coordinate the report for CCT&UCT programs?

• The government or organization who organize the program will repot it to the organization who funded the program.

8.Why in some situation women give the money over men?

• Refer reading #5 and #7

9.How do we look at each community and determine what is ''appropriate" education for them specifically?

•  Great question to ask to our guest speaker -Theme: Type of Agriculture Education

10.The debate between CCT&UTC and more example of each program

• Conditional versus Unconditional Cash : a commentary
  

What did you learn?

1. We make a lot of assumptions about what we need to do for other people/countries even if they don't always agree
2. Deferent methods of CCT
3. I learned about CCT and UCT , very interesting
4.Cash Transfer program
5. CCT are one way to help education but not the only way
6. The pros and cons of UCT and CCT
7.A lot about CCT
8.Which countries are in which region of Asia
9.New York temporarily has a CCT program

What do you want to learn more about?

1. The Avancemos program

• Visit this Website

2.Are the benefit of conditional cash transfer worth it.

• The Social Assistance in Developing Countries Database

3. How can we help with cash transfer program

• We will bring this to class as lingering question

4. Effectiveness of CCT

• The Social Assistance in Developing Countries Database

5. Specific Ag education program in developing countries.

• We will have the opportunity to learn more about Ag. education in developing countries in class session #11, session #12, session #13, session # 17, session #18 and session #22.

Session #7 Ticket Out Responses

What are you curious about?

1. Is there anyway to create some sort of check system to make the MDGs are making some sort of progress?

• Millennium Development Goals Indicators 

2.How/who tells about the MDGs?

• The Millennium Development Goal Campaign  

3..How I am going to decide on the DIY project

• You need to talk to the instructors

4. How did the UN came up with the MDGs

• Read more here -MDGs

5. How developing countries working on gender issues/ Gender parity/ women right ?

• Take a class in women's studies - CED 420 Women in Developing Countries - is offered each spring.
• Refer to this Blog Post for more information

What did you learn?

1. Learn more about the 8 goals and how they need to have some other authority hold them accountable on time.
2.How education effect gender equality
3.There are 8 Millennium Development Goals
4.Education outside the box and thinking about new approaches
5. Tutorials on the library website
6.Ways to look up information
7.Regionla issues and Gender inequality
8.How developing countries can further themselves and the opinion of my classmate
9.Gender barriers
10.How to search the data
11.view of the role of gender and relations in society
12.The impact of millennium goals have on developing nations
13.Universal primary education is projected to not be met until 2090, even though the goal is 2015

What do you want to learn more about?

1. The funding for the Millennium Development Goals

• Read more here -MDGs

2.How we can help with the millennium goal

• We will bring this question to class a Lingering Question.

3.Sucess stories of education system in developing countries

• World bank data on Education

4. How to tackle the Millennium Development Goals

• Read more here -MDGs

5. How do we begin making women aware of these issues in other countries if many don't go to school

• Take a class in women's studies - CED 420 Women in Developing Countries - is offered each spring.
• Refer to this Blog Post for more information

6. The quote "women hold up half the sky''

• There is a movement around the Kristof and WuDunn book "Half the Sky"

7. Creating out of the box ways to teach Ag.

• Create a small discussion group with your classmate

8. AET programs.

• Talk to your instructors

Session #6 Education as Innovation Ticket out Responses

What are you curious about?
1. What is the land grant university?

• Refer blog post - http://goo.gl/y9pxIC 

2. What is AgroCorp? Where do I sign up?

• We will have a special session with the AgCorp February 13
• http://agricorps.org/

3. Are there analysis of ATVET programs from different parts of the world? How they are successful in different economy that we can compare?

• Check out this article- http://goo.gl/EEku77

4.Why would not work to use a mixture of method? since different areas have different problem concern? Why there are rigid framework?

• We will bring this to class as Lingering Question

5. Peace corp always a 3 year program?

• The traditional Peace Corps program is 27 months -[Lean More]

6.Example of when the workforce frame work has been sucessfull?

•  The USA

7. The quote by Kirstal Jones " if there is more diversity, there is probably less efficiency''

•  We will bring this to class as Lingering Question

 What did you learn?
1. The ATVET and some circumstances that need to be taken into account when intervening into other countries.
2. ATVET and how it can work to help developing nations
3.The framework is focused on economic development
4.Context matters so much
5. ATVET is a complicated system
6.USAID- framework may not be the best
7. Soft and Hard Skilss
8.The framework of working on developing program
9.Framework of education in developing countries
10.How ATVET select the group that they want for program

What do yo want to learn more about?

1. Multi-tiered agriculture system?

• We will bring this to class as Lingering Question

2.Peace Corps?

3. More similarities/differences between the Ethiopian DA program and the extension and how their work?

•  We will bring this to class as Lingering Question

4.What countries or people to or want help

5. I want to learn more about Ag extension

• http://extension.psu.edu/

6. Can we have/ be given resources to get involved in the Krystal and other future guest speaker project?

• You might want to ask the guest speakers

7. Internationally, what are some good places to place the trained?

• We will bring this to class as Lingering Question

Session #5 Education as Innovation Ticket Out Responses

What are you curios about?
1. What the guest speaker is going to talk about

•  Refer reading #6

2. Can we look at twitter posts if we do not have a twitter

•  Twitter post is display at our course blog  

3. How can we reserve the youth trend back into Ag related areas/make the agriculture industry more appealing to young people

• We will reserve this question as our Lingering Questions

4. If liberalizing term of trade can do a lot to improve situations (like in China and India) why it is not done more often?

• We will reserve this question as our Lingering Questions

5. Is interest in agriculture increasing in developing countries?

• World bank Data [INFO]

7.What is the WTO's role in the trade and helping developing countries?

• More information of [WTO]

8.Who I'm going to get as my pen pal & if we could discuss thing more from an ag. standpoint, how we can communicate with our student pen pal?

• Those who choose to have Ag student pen pal, you will connected to students in Malaysia who is in a teacher preparation program and taking Ag courses as part of their requirement. However you only will be able to get their information and exchanging emails a week after February 10. Discussion about Ag is definitely encourage.

9. Learn more about Engel's law

• Distinguish Professor Lecture:  Engel's law  by Rulon D. Pope [ Youtube]

10.What is the direct connection between labor wages and land-to-labor ratio

•  Revisit reading #2

11. What is the speaker do to actually develop her work?

•  More about our speaker [LINK]

 What did you learn?

1. Land to labor ratio
2. Agriculture makes a difference
3.Engel's law
4.Land to labor ratio can be interpreted differently based on perception
5.The importance of money and education in relation to food
6. Land and labor ratio is very simple but complicated concept
7.Implication of land to labor ratio
8.Interconnection of agriculture in rural communities
9.The development of agriculture is incredibly complex and relates to so many aspect of society
10. There is an online volunteering opportunity through the UN
11.Land to labor ratio in developing countries is low

What are you want to learn more about?

1. Trend among youth in area that were not covered in class

• This might be a good questions for our guest speakers 

2. More information about the organizations and people that were involve in the #AskAg

• Talk to your instructors

4. Ways is which people are currently trying to encourage the idea of sustainable agriculture around the world

• We will reserve this question as our Lingering Questions

5. The economic of breaking though poverty

• Refer to reading #2

6. What is social entrepreneur is?

• Will be answer in our next class session

Session #4 Education as Innovation Ticket out Responses

What are you curious about?

1. The best way to evaluate the quality/impact of an education and why is it important?

• Refer reading #1 and #2 and you can look at this [Article]

2. Is there an accepted definition for education?

• Refer reading #1

3. Do we have to pay to send letters to our pen pals?

• You will exchange emails with your pen pals.

4. Mexico's Progresa Program mention in the reading

• Check out Progress against poverty : sustaining Mexico's Progresa-Oportunidades program Book  available at PSU [ Library]

5. Factor affecting education progressing

• We will keep this question as our lingering questions.

7. I would like to learn more about health & fertility and education roles

• Refer reading #1

8. Are other nations or developing nations welcome our help? is it our place to step in?

• Bill Gates' 2014 open [LETTER] 

9. Education (Agriculture education) in other developing countries

• You will get the chance to talk to our guest speakers and also exchange stories with your Pen Pals. 

10.How does government funding towards education effect the education system of a particular country?

• This is good question to ask our guest speakers.

11.Since education is hard to quantify how do researchers that study it go about their work

• Excellent question. you might be interested to read this Book :
  Challenges for educational research,  edited by Jean Rudduck and Donald McIntyre

What did you learn?

1.The factors of education (income, health and fertility) affect education and are affected by it, and affect each other
2. The effect of education and fertility
3.Factor involved in developing education systems
4.People's view points on education
5.Income, Education, Fertility
6. How education can impact health and fertility
7.That I am grateful to have had CED classes in the past to integrate into this course material
8. About Education impact on the world
9.Many variables inhibit the study of achieving universal education
10. Everyone defines education and being educated differently making researching education hard


What do you want to learn more about
1. What other aspect of human such as capital/health contributes to success

• Almost everything!

2. How school should decide how to use their resources to best meet the need of their children esp if they have very limited resources.

• This is another good question to ask our guest speakers.

3.How the UN plan on implementing their MDG of universal education goal

• MDG Action [Plan]

5. How do researchers identify and isolate factor that effect education.

• In an educational research there is a process called Identifying Research Problem. Read More [Here]

Diffusion of Innovations and AEE 400

From the wealth of "Ticket Out" responses, it seems that the Rogers' model of diffusion of innovations captured the interest of many students. 

There are many lingering questions, including:

• How the diffusion model can be used for good and seen as destructive?
• Developing nation and communities wants vs needs? Are we forcing something on the people?
• Does the diffusion of Innovation process/model ever not happen? Example?
• What are some best practices for facilitating diffusion?

These are all GREAT questions!  I'm glad that the reading and brief discussion of this model has your minds turning in all different directions.

As we'll discover throughout this class, the Rogers' model of diffusion is just one model. There are other models of diffusion, which were largely developed because researchers saw so many flaws with the Rogers model.

If you take a look at the model, there are some limitations that you can see right off the bat.  Why should 100% adoption of the innovation be the goal?  Doesn't that assume that the innovation is the right thing for everyone?  These biases are called the pro-innovation bias and the individual-blame bias, which assume that the innovation is "right" and people are "wrong" for not adopting it. 

Decades of research was conducted using this model, trying to pinpoint the best practices to rapidly diffuse new innovations among populations in developing countries.  You can find examples in the readings, as well as by searching for research articles through Penn State libraries.  In the end, many development experts found that each context is unique and that it is very hard to generalize results in across cultures and different geographic locations. 

Doesn't this idea tie right in with the development question?  How do outsiders, mainly Westerners, decide what is right for other people?  If you keep reading in Rogers or look at the literature, many development projects that utilized this model have had unintended consequences and many have tried to diffuse Western innovations in a non-Western context.  In the process, the needs and wants, as well as the indigenous knowledge, of local people are often ignored.

This is a big idea!  There are entire college courses taught JUST on Rogers' model.  In fact, there is an entire graduate class in Workforce Education taught on this topic.  There are folks that have dedicated their academic lives to thinking and researching this model.  So don't be frustrated!

Here are some things you can do: I encourage you to fill out the worksheet passed out at the end of class and reread the assigned reading to make sure you have the basics down.  Come talk to me if you have questions or if you want to learn more about this model.  Also, check out the rest of Rogers' book for more examples and detail about the issues touched on above.  It's an easy read and the examples are great illustrations of his main points.

Session # 3 Education as Innovation Ticket Out Responses

**Note: due to many "Ticket Out" responses focused on "Three Cups of Tea" and "Diffusion of Innovations" there will be separate blog entries addressing those topics.

What are you curious about?

1. The journal entries?

•  The journal entries are for you to write about your thoughts and feelings regarding the class and course readings. You will keep your journal for yourself and only turn it in when journal checks are noted in the syllabus.

2.  Official definition of diffusion  of innovation

• Refer to reading # 9

3. Who I will become pen pals with and how difficult it will be to make a podcast?

• It could be a peace corps volunteer or an agriculture student in a developing country.  We will connect you with a pen pal, if you choose one of these assignments for your "Pick One".
• This is  a video [LINK] for how to create a podcast.

4. Listening to ''This I Believe''

• You can listen to some example of this is believe podcast here [LINK] 

5. How many people go out and try still try to introduce new things? Is there a certain program

• There are a lot of great individuals or organizations who goes out helping  and making other people's lives better. During the course of the semester we will be taking a look at many different types of organizations focused on agricultural education as a vehicle for diffusing new innovations.  Many of the guest speakers in this course represent or have participated in these programs.

6. Do we need to force changes in places that we perceive to be under-developed?

•  This is a debate when considering the idea of "development".  What does "developed" mean?  Does it mean that countries will be regarded as "undeveloped" until they look like the so-called "developed" countries?  Or is there a new pathway forward?  This is a broader debate that you can explore by taking more classes on this topic.  We'll take a look at this issue regarding agricultural education in this class.

What did you learn?

1. The innovation is all about perception

2. Not all innovation are as highly valued in some cultures as we may expect

4. Education can tie into the diffusion of innovation because it id both affected by it and is a form of diffusion

5.








6. Innovation depends on perspective

7. How to present ideas in our new classroom

8. Roger's Diffusion of innovation chart

9. The diffusion model

10. Innovation and Diffusion

11.The World is a Challenging Place



What do you want to learn more about?

1. How to conduct a case study

• You can talk more about this with your instructors.

2. How the model connects with everything that we find innovative in today's world

• I encourage you to continue reading Rogers' Diffusion of Innovations available at PSU [LIBRARY].  Each element of diffusion is discussed in detail, along with many examples.

3. Interested in reading more of the story

• Three Cups of Tea book is available at PSU [LIBRARY]

4.   The solid definition of diffusion

• Refer to reading #9

5. Who the peace corp volunteers are

• Learn more about the volunteers here [LINK]

6. Factor behind accepting agriculture innovation/ ideas in developing countries

• In general- Relative advantage, Compatibility, Complexity, Trialability, and Observability. Refer to reading #9

7. The DIY project oppurtunity

• Talk to the instructors

8. The Mortenson story 

• Find more story about Mortenson story here [LINK]

Session # 2 Welcome - Ticket Out Responses

 Ticket out responses

What are you curious about?

1. Agriculture Student Digital Pen Pal?

The instructor will connect you with a post-secondary student studying agriculture in a developing country. We will have future discussion about this session as the class progresses.  

2. How could agriculture be a part in combating the issues from the film?

You have the similar question this course is trying to answer. Good question .We can think about it together. 

3. How everyone involved is doing now: what the kids are up?

            You might find some interesting update here
              https:/  /www.facebook.com/asmallact

4. How student learn in developing countries?

International students at Penn State came from 141 countries and I bet most of them are from developing countries. Find new friends and learn from them. You can visit http://global.psu.edu/uogp  and find about more about the Global PSU.

5. About similar foundation and how we can help different foundation?

There is a lot of foundation out there you can find and one of them is UNICEF (United Nations International Children's Emergency Fund).  They are in over 190 countries around the world we are doing whatever it takes to reach the world's most vulnerable children. They are saving lives, protecting childhoods and getting children to school. Check here in [How You Can Help]

6. How far has the Hilde Backed Foundation Grown?

You can visit this page and see how they grown http://www.hildebackeducationfund.com/

7. About this course?

These course expectations can be learned from the course syllabus  

8. History of Ethnic conflict?

This might be a good book to look at, Ethnic Conflicts and the Nation-State (Author: Rodolfo Stavenhagen)

 What did you learn?

1. Public education is still very similar across continent

2. Change how I think of things

3. Open my mind to other culture

4. The impact of a small action a single person can do

5. Programs in the different countries

6. How we can help in our area

7. How intense the education system is in the Africa

8.  About the education system in Kenya

9.  KPCE result were reported through text message

10.The generosity of others really makes a big impact

11. How different educational access and value in other countries

12. Politics/political interest has a huge effect on students and their ability to perform

13. The need for education  changes in developing countries

What do you want to learn more about?

1. Agriculture Specific education for these kids / Agriculture programs/K-12 sciences program to improve education in developing countries?

 Learn more and ask question when you have chance to meet our guest speakers. They are individuals  with experiences and knowledge in global agricultural education

2. How to properly communicate with international student/people/ leaders

 “To effectively communicate, we must realize that we are all different in the way we perceive the world and use this understanding as a guide to our communication with others.”           

       (Tony Robbins)