EAP 098(16 C.2 Contract #1684 TRAINED AGRICULTURAL MANPOWER NEEDS IN TROPICAL AMERICA ZAMORANO Prepared for: ESCUELA AGRICOLA PANAMERICANA Tegucigalpa, Honduras EXPERIENCE, INCORPORATED MINNEAPOLIS. MINNESOTA 55402 December, 1985 EXPERIENCE, INCORPORATED 2000 DAIN TOWER • MINNEAPOLIS, MINNESOTA 55402 U.S.A. Contract #1684 0b> TRAINED AGRICULTURAL MANPOWER NEEDS IN TROPICAL AMERICA Prepared for: ESCUELA AGRICOLA PANAMERICANA Tegucigalpa, Honduras 20.7034 December, 1985 EXPERIENCE® — Agribusiness/Agriculture Worldwide EXPEFtlENC E , INCORPORATED EXPERIENCE0-Agribusiness /Agriculture Worldwide®l 2000 DAIN TOWER MINNEAPOLIS,MN 55402 U.S.A. (012) 371-7990 CABLE :EXPERIENCE TELEX :467326 EXPERIENCE CI PREFACE Experience, Incorporated wishes to acknowledge contributions to this study from a very cooperative EAP Board of Directors who provided guidance and direction for the study. Also con¬ tributing significantly were EAP Director Simon E. Malo, Dean Jorge Roman, and members of the faculty and staff who provided assistance in contacting graduates, assisting in selection of interviewers, and conducting the evaluation of curriculum. Alumni chapter officers and country representatives assist¬ ing in locating graduates and encouraging their responses included Jose Montenegro B., Honduras; Oscar Madrigal, Jose Antonio Guzman, and Bernardo Cordova, Costa Rica; Fernando Ferreros and Roberto Castillo, Dominican Republic; Luis So- lorzano and Marcel Roehrs, Guatemala; Moisés Cal, Belize; Oscar Arregoces, Colombia; Diego Moncayo and Raul de la Torre, Quito, Ecuador; Marco Soto and Rodolfo Arambulo, Guayaquil, Ecuador; Anel Canto de Gracia and Roryn Villalobos, Panama; Gerardo Cisneros, El Salvador; and Ricardo Coronel Kautz, Nicaragua. Finally, our gratitude is expressed to all graduates and em¬ ployers who responded to the surveys. Without their partici¬ pation, the data used in preparation of this report could not have been collected for these significant findings. BRANCH 1725 K STREET N. W. WAS HINGTO N, D. C. 20006 U.S.A. (202) 659-3864 CABLE :EXPERIENC E TELEX: 440615 El Ul TABLE OF CONTENTS Page I. PRINCIPAL FINDINGS 1 A. Summary and Conclusions 1 1. Employment Profile 1 2. Graduate Assessment of the School 1 3. Programs of Study 2 4. Program Specialization 9 5. Degree Program 10 6. Character of the School 12 B. Alternatives and Recommendations 12 1. Present Mission-Related Alternatives 13 2.- Alternatives Requiring Modification 18 in Mission II. INTRODUCTION 26 III. OBJECTIVES 31 IV. SUMMARY OF PROJECT STUDY METHODOLOGY 32 V. GRADUATE RESPONSE FINDINGS 34 A. Post-Graduate Employment and Education 34 1. Employment Status 35 2. Continuing Education 47 B. Graduates' Perceptions of EAP Program 60 and Environment 1. Program of Studies 61 2. Student Life 67 3. Miscellaneous Comments by Graduates 71 C. Satisfaction with the EAP Curriculum' 71 1. Related to Employment 71 2. Evaluation of Science Study Program 75 D. Opinions on Needed Changes at EAP 76 ii TABLE OF CONTENTS Page VI. EMPLOYERS' RESPONSE 80 A. Survey of Zamorano Employers 80 1. Size and Kind of Business 80 2. Manpower Supply and Demand 85 3. Personal Attributes of EAP Graduates 88 4. Importance of Personal Attributes 90 5. Reasons for Hiring EAP Graduates 92 B. Survey of Employers Not Hiring Zamoranos 93 1. Size and Kind of Business 93 2. Manpower Supply and Demand 97 3. Employers Not Hiring EAP Graduates: 103 Assessment of Desirable Attributes 4. Reasons for Not Employing EAP Graduates 104 as Reported by Employers Not Known to Employ Zamoranos 5. Job Profile and Future Employment 107 VII. INTERVIEWER REPORTS 110 A. Belize 110 B. Costa Rica 110 C. Colombia 111 D. Dominican Republic 111 E. Ecuador 111 F. Guatemala 112 G. Honduras 112 H. Nicaragua 112 I. Panama 113 iii TABLE OF CONTENTS Page VIII. SURVEY OF MINISTRIES AND SELECTED INSTITUTIONS 114 A. Universidad Central del Ecuador 114 B. Universidad de Guyaquil 115 C. Universidad de Costa Rica 116 D. Instituto Tecnológico y de Estudios 117 Superiores de Monterrey E. Instituto Superior de Agricultura 118 F. Private Sector 119 G. Conclusions 121 IX. REVIEW OF LITERATURE 124 A. Introduction 123 B. Agriculture/Agribusiness Manpower Issues 126 C. General Literature on Post-secondary 130 Agricultural Career Programs D. Macro Economic Influences 131 X. EAP EVALUATION 134 A. Overview 134 B. Student Body 135 C. Faculty and Staff 136 D. Facilities and Equipment 137 E. The Educational Program 137 1. Scheduling 138 2. Curriculum 139 3. Evaluation of Practical Experience 140 F. Assessment of Competencies Taught 145 iv TABLE OF CONTENTS Page G. Observations and Conclusions of EAP 155 Assessment 1. Strengths 155 2. Suggestions for Improvements 158 H. EAP Evaluation Summary 160 XI. COMPARISON OF PERFORMANCE LEVELS OF COMPETENCIES 161 A. Methodology 161 B. Performance Assessment 167 1. Agricultural Business 168 2. Agricultural Mechanization 172 3. Animal Science/Livestock 172 4. Crop Production 177 5. Economic Management and Marketing 180 6. Horticulture 184 7. Soils, Soil Fertility, and Conservation 187 8. Communication and Human Relations 190 Competencies C. Performance Assessment Summary 193 REFERENCES 197 V LIST OF TABLES TABLE V-l. TABLE V-2. TABLE V-3 . TABLE V-4. TABLE V-5. TABLE V-6 . TABLE V-7. TABLE V-8 . TABLE V-9. TABLE V-10. TABLE V-ll. TABLE V-l2. TABLE V-l3 . TABLE V-14. TABLE V-l5 . Page CURRENT EMPLOYMENT TYPE OF EAP GRADUATES 36 BY WORK FORCE SEGMENT AND YEAR OF GRADUATION CURRENT EMPLOYMENT CLASSIFICATION OF EAP 40 GRADUATES FIRST EMPLOYMENT TYPE AFTER GRADUATION 42 FROM EAP BY YEAR OF GRADUATION AND SEGMENT OF THE AG SECTOR FIRST JOB CLASS BY YEAR OF GRADUATION: 44 EAP GRADUATES JOB MOBILITY OF EAP GRADUATES MOVEMENT 45 BETWEEN INDUSTRY SECTORS FROM PREVIOUS JOB TO CURRENT JOB POST-EAP DEGREE EARNED IN UNIVERSITY STUDY 47 POST-EAP UNIVERSITY STUDY: LENGTH 48 OF STUDY POST-EAP UNIVERSITY STUDY: PLACE OF STUDY 49 FOR THE B.S. DEGREE POST-EAP UNIVERSITY STUDY: AREA OR 50 PROGRAM OF STUDY POST-B.S. DEGREE EQUIVALENT STUDY: 51 LENGTH OF STUDY POST-B.S. DEGREE EQUIVALENT STUDY: 52 PLACE OF STUDY POST-B.S. DEGREE EQUIVALENT STUDY: 53 AREA OF PROGRAM POST-EAP STUDY: NUMBER OF SPECIAL TRAINING 54 WORKSHOPS AND SEMINARS POST-EAP STUDY: DURATION OF SPECIAL 55 TRAINING WORKSHOPS AND SEMINARS PERCEIVED NEED FOR DEGREE BY EAP GRADUATES 56 WHO HAD OR WERE EARNING A DEGREE 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 vi LIST OF TABLES Page PERCEIVED LIMITATIONS OF HAVING NO DEGREE 57 BY EAP GRADUATES WITHOUT DEGREES EAP GRADUATES CHOICE OF PLACE TO EARN DEGREE 58 BENEFITS OF PROGRAM STUDIES REPORTED 10 BY EAP GRADUATES OF 1976-1983 BENEFITS OF PROGRAM STUDIES REPORTED 62 BY ZAMORANOS GRADUATING BEFORE 1976 DEFICIENCIES OF PROGRAM STUDIES REPORTED 63 BY EAP GRADUATES OF 1976-1983 DEFICIENCIES OF PROGRAM STUDIES REPORTED 65 BY ZAMORANOS GRADUATING BEFORE 1976 BENEFITS OF STUDENT LIFE REPORTED BY 67 EAP GRADUATES OF 1976-1983 BENEFITS OF STUDENT LIFE REPORTED BY 68 ZAMORANOS GRADUATING BEFORE 1976 DEFICIENCIES OF STUDENT LIFE REPORTED BY 69 EAP GRADUATES OF 1976-1983 DEFICIENCIES OF STUDENT LIFE REPORTED BY 70 ZAMORANOS GRADUATING BEFORE 1976 STUDY PROGRAM EVALUATION BY EAP GRADUATES 72 IN RELATION TO FIRST JOB STUDY PROGRAM EVALUATION BY EAP GRADUATES 74 IN RELATION TO CURRENT JOB RATINGS OF SCIENCE PROGRAM BY EAP GRADUATES 76 EAP GRADUATE CHOICES IN ALTERNATIVES FOR 77 ACADEMIC AND PRACTICAL PROGAMS AT ZAMORANO EAP GRADUATE OPINIONS OF HOW 24 FIRST CHOICE 78 ALTERNATIVE PROGRAMS WOULD ALTER THE EFFECTIVENESS OF ZAMORANO EAP GRADUATE OPINIONS OF HOW SECOND CHOICE 79 ALTERNATIVE PROGRAMS WOULD ALTER THE EFFECTIVENESS OF ZAMORANO vii LIST OF TABLES TABLE VI-1 NUMBER OF EMPLOYERS REPORTING BY SIZE AND SEGMENT OF THE AGRICULTURE INDUSTRY: EMPLOYERS OF EAP GRADUATES Page 82 TABLE VI-2. TABLE VI-3 . FULL-TIME EMPLOYEES OF BUSINESSES AND AGENCIES EMPLOYING EAP GRADUATES PART-TIME EMPLOYEES OF BUSINESSES AND AGENCIES EMPLOYING EAP GRADUATES 83 84 TABLE VI-4 PROJECTED EMPLOYMENT: EAP GRADUATES EMPLOYERS OF 85 TABLE VI-5 , CURRENT EMPLOYMENT, PROJECTED EMPLOYMENT, AND PERCEIVED SUPPLY BY ACADEMIC TRAINING LEVEL FOR EMPLOYERS IN ALL AGRICULTURAL BUSINESSES OR AGENCIES: EAP GRADUATE EMPLOYERS 86 TABLE VI-6 . EMPLOYER RATING OF PERSONAL ATTRIBUTES OF EAP GRADUATES COMPARED TO OTHER EMPLOYERS IN BUSINESSES OR AGENCIES EMPLOYING EAP GRADUATES 89 TABLE VI-7 . EMPLOYER ASSESSMENT OF THE IMPORTANCE OF EMPLOYEE PERSONAL ATTRIBUTES: BUSINESSES OR AGENCIES EMPLOYING EAP GRADUATES 91 TABLE VI-8. NUMBER OF EMPLOYERS BY SIZE AND PRIMARY BUSINESS ACTIVITY: A SAMPLE OF 447 EMPLOYERS NOT KNOWN TO EMPLOY EAP GRADUATES 94 TABLE VI-9 . NUMBER OF FULL-TIME EMPLOYEES BY SIZE 95 OF EMPLOYER AND PRIMARY BUSINESS ACTIVITY: A SAMPLE OF 447 EMPLOYERS NOT KNOWN TO EMPLOY EAP GRADUATES TABLE VI-10. NUMBER OF PART-TIME EMPLOYEES BY SIZE 96 OF EMPLOYER AND PRIMARY BUSINESS ACTIVITY: A SAMPLE OF 447 EMPLOYERS NOT KNOWN TO EMPLOY EAP GRADUATES TABLE VI-11. CURRENT EMPLOYMENT, PROJECTED EMPLOYMENT, 98 AND PERCEIVED SUPPLY BY ACADEMIC TRAINING LEVEL FOR EMPLOYEES IN TOTAL BUSINESSES OR AGENCIES NOT EMPLOYING EAP GRADUATES viii LIST OF TABLES TABLE VI-12. TABLE VI-13 TABLE VI-14 TABLE VI-15. TABLE VI-16. TABLE VI-17 TABLE IX-1. TABLE IX-2. TABLE X-l. TABLE X-2. TABLE X-3. TABLE X-4. TABLE X-5 . CURRENT AND PROJECTED EMPLOYMENT OF PERSONNEL WITH TRAINING IN AGRICULTURE: BUSINESSES NOT EMPLOYING EAP GRADUATES CURRENT AND PROJECTED EMPLOYMENT: EMPLOYERS OF EAP GRADUATES AND NON- EAP GRADUATE EMPLOYERS CURRENT AND PROJECTED LABOR FORCE STRUCTURE: ALL BUSINESSES, EMPLOYERS OF EAP GRADUATES AND NON-EAP ' GRADUATES NUMBER OF BUSINESSES REPORTING THE PERCEIVED FUTURE SUPPLY OF WORKERS TO BE INADEQUATE, ADEQUATE, OR IN SURPLUS BY- TRAINING LEVEL: ALL BUSINESSES EMPLOYING EAP GRADUATES AND NON-EAP GRADUATES EMPLOYERS ASSESSMENT OF THE IMPORTANCE OF EMPLOYEE PERSONAL ATTRIBUTES IN ALL TYPES OF BUSINESSES OR AGENCIES: BUSINESSES OR AGENCIES NOT EMPLOYING EAP GRADUATES COMPARISON OF EAP GRADUATE EMPLOYMENT WITH PROJECTIONS OF NEW JOBS FORECASTS OF KEY ECONOMIC GROWTH STATISTICS CHANGES IN REAL GDP, SELECTED COUNTRIES EAP FACULTY AND STAFF EDUCATION LEVELS DEPARTMENT CHAIRMAN ASSESSMENT OF LEVEL OF EMPHASIS IN FIELD/LAB EXPERIENCE MODULES IN HORTICULTURE CROPS MANAGEMENT DEPARTMENT CHAIRMAN ASSESSMENT OF LEVEL OF EMPHASIS IN FIELD/LAB EXPERIENCE MODULES IN FIELD CROP MANAGEMENT DEPARTMENT CHAIRMAN' ASSESSMENT OF LEVEL OF EMPHASIS IN FIELD/LAB EXPERIENCE MODULES IN LIVESTOCK MANAGEMENT DEPARTMENT CHAIRMAN ASSESSMENT OF LEVELS OF PERFORMANCE FOR COMPETENCIES TAUGHT IN AGRICULTURAL BUSINESS Page 99 101 102 103 105 108 132 133 136 142 143 144 146 IX LIST OF TABLES TABLE X-6. DEPARTMENT CHAIRMAN ASSESSMENT OF LEVELS OF PERFORMANCE FOR COMPETENCIES TAUGHT IN AGRICULTURAL MECHANIZATION Page 147 TABLE X-7. TABLE X-8. TABLE X-9 . TABLE X-10. TABLE X-ll. TABLE X-12 DEPARTMENT CHAIRMAN ASSESSMENT OF LEVELS OF PERFORMANCE FOR COMPETENCIES TAUGHT IN ANIMAL SCIENCE DEPARTMENT CHAIRMAN ASSESSMENT OF LEVELS OF PERFORMANCE FOR COMPETENCIES TAUGHT IN CROP PRODUCTION DEPARTMENT CHAIRMAN ASSESSMENT OF LEVELS OF PERFORMANCE FOR COMPETENCIES TAUGHT IN ECONOMIC MANAGEMENT AND MARKETING DEPARTMENT CHAIRMAN ASSESSMENT OF LEVELS OF PERFORMANCE FOR COMPETENCIES TAUGHT IN HORTICULTURE DEPARTMENT CHAIRMAN ASSESSMENT OF LEVELS OF PERFORMANCE FOR COMPETENCIES TAUGHT IN SOILS, SOIL FERTILITY, AND CONSERVATION DEPARTMENT CHAIRMAN ASSESSMENT OF LEVELS OF PERFORMANCE FOR COMPETENCIES TAUGHT: SUMMARY 148 149 150 151 152 154 TABLE XI-la. TABLE Xl-lb. TABLE XI-2a. TABLE XI-2b. AGRICULTURAL BUSINESS— SUMMARY OF GRADUATE PERFORMANCE: COMPARISON OF EAP FACULTY, EAP EMPLOYERS, AND OTHER EMPLOYERS AGRICULTURAL BUSINESS: FACULTY EMPLOYER ASSESSMENT OF COMPETENCIES AGRICULTURAL MECHANIZATION— SUMMARY OF GRADUATE PERFORMANCE: COMPARISON OF EAP FACULTY, EAP EMPLOYERS , AND OTHER EMPLOYERS AGRICULTURAL MECHANIZATION: ASSESSMENT OF COMPETENCIES FACULTY EMPLOYER 169 170 173 174 TABLE XI-3a. ANIMAL SCIENCE— SUMMARY OF GRADUATE PERFORMANCE: COMPARISON OF EAP FACULTY, EAP EMPLOYERS AND OTHER EMPLOYERS 175 X LIST OP TABLES TABLE XI-3b. TABLE XI-4a. TABLE XI-4b . TABLE XI-5a. TABLE XI-5b. TABLE XI-6a. TABLE XI-6b. TABLE XI-7a. TABLE XI-7b. TABLE XI-8a. ANIMAL SCIENCE/LIVESTOCK: FACULTY EMPLOYER ASSESSMENT OF COMPETENCIES CROP PRODUCTION— CUMMARY OF GRADUATE PERFORMANCE: COMPARISON OF EAP FACULTY, EAP EMPLOYERS AND OTHER EMPLOYERS CROP PRODUCTION/LIVESTOCK: ASSESSMENT OF COMPETENCIES FACULTY EMPLOYER ECONOMIC MANAGEMENT AND MARKETING— SUMMARY OF GRADUATE PERFORMANCE COMPARISON OF EAP FACULTY, EAP EMPLOYERS AND OTHER EMPLOYERS ECONOMIC MANAGEMENT AND MARKETING: FACULTY EMPLOYER ASSESSMENT OF COMPETENCIES HORTICULTURE--SUMMARY OF GRADUATE PERFORMANCE: COMPARISON OF EAP FACULTY, EAP EMPLOYERS AND OTHER EMPLOYERS HORTICULTURE: FACULTY EMPLOYER ASSESSMENT OF COMPETENCIES SOILS AND SOIL FERTILITY— SUMMARY OF GRADUATE PERFORMANCE: COMPARISON OF EAP FACULTY, EAP EMPLOYERS AND OTHER EMPLOYERS SOILS, SOIL FERTILITY AND CONSERVATION: FACULTY EMPLOYER ASSESSMENT OF COMPETENCIES COMMUNICATIONS AND HUMAN RELATIONS— SUMMARY OF GRADUATE PERFORMANCE: COMPARISON OF EAP EMPLOYERS AND OTHER EMPLOYERS Page 176 178 179 182 183 185 186 188 189 191 TABLE XI- 8b . COMMUNICATIONS AND HUMAN RELATIONS: EMPLOYER ASSESSMENT OF COMPENTENCIES 192 xi LIST OF FIGURES Page FIGURE V-l. CURRENT EMPLOYMENT OF EAP GRADUATES 37 FIGURE V-2 . DISTRIBUTION OF GRADUATES BY JOB 39 CLASSIFICATION LIST OF APPENDICES APPENDIX A METHODOLOGY--BACKGROUND INFORMATION SURVEY INSTRUMENTS APPENDIX B SUPPLY AND DEMAND PROJECTIONS BY AGRICULTURAL SECTOR--ZAMORANO EMPLOYERS APPENDIX C RATINGS OF PERSONAL ATTRIBUTES BY INDUSTRY SEGMENT APPENDIX D PROFILE OF 664 EMPLOYERS IN AGRICULTURALLY RELATED ACTIVITIES APPENDIX E SUPPLY AND DEMAND PROJECTIONS EMPLOYMENT BY INDUSTRY APPENDIX F INTERVIEW GUIDELINES FOR SURVEY OF INSTITUTIONS BIBLIOGRAPHY AND LIST OF CITED REFERENCES 8436A I. PRINCIPAL FINDINGS A . Summary and Conclusions This section summarizes the principal findings and results of the manpower study and presents conclusions on major dimen¬ sions of the market, programs of study, and selected issues. This summary identifies useful suggestions for change and their foundation. It also documents the respected job of training accomplished by EAP. Part B of this section proceeds from the summary to identify alternative new strategies, their conse¬ quences, and recommendations. 1. Employment Profile o Most EAP graduates surveyed find employment in agricul¬ tural production and government, few in marketing or processing. o The graduates are rather stable in the workforce, with most movement occurring in the same industry. o Administration, management, and upper level technical jobs are the most common job class of the graduates. 2 . Graduate Assessment of the School o Both early and recent graduates cite benefits of prac¬ tical education at EAP. o Recent graduates state "lack of title" upon graduation as a deficiency. o Training in mechanics and marketing is frequently iden¬ tified as "lacking depth" by recent graduates. o Early graduates cite their training as deficient in agricultural business, economics, and basic science. o Both early and recent graduates identify benefits of EAP discipline and training in work habits and benefit of close personal association. o Early graduates cite few deficiencies in the areas of student life. 3 . Programs of Study a . Communications and Human Relations o This area of study is widely used on both the first and current job as reported by graduates. o Employers also recorded this area as the most widely used by graduates. o Communications competencies ranked higher than tech¬ nical agriculture as employers' reasons for hiring, retaining, and promoting an employee. o In the competency assessment, this area was rated low in performance in comparison to employer expectations . o Responses indicating inadequate training in this area were repeated in the open-ended section of the graduate survey. 2 Conclusion Provisions need to be made for the inclusion of courses or activities that aid in the development of writing and speaking skills as evidenced by the results of this evaluation. b. Agricultural Crop Production o Graduates indicated a high degree of satisfaction with this area of the program of study, indicating the mix between theory and practice was very good for both the first and current jobs. o Competencies from this area are used widely in both the first and current jobs. o A balanced instructional approach is utilized for the field experience modules in this area. o Competencies for this area were among the most used as reported by employers. o There was a great deal of agreement between faculty and employers in assessing the level of performance for competencies in this area. Conclusion General satisfaction among employers, faculty, and stu¬ dents with this component results in little need for change in this area of the curriculum. 3 c. Soils o Graduates indicated that they were highly satisfied with this area of study for both their first and current jobs. o Although soils is taught as a part of the Agronomy program, there were more graduates who indicated that additional emphasis should be placed on the practical aspects of this subject area. o Employers expect over 40 percent of the graduates to be competent in conservation and utilization of soil resources. o Faculty assessments and employer judgments were about equal for the level of performance for the competencies in this area. o Future employees will be expected to have higher performance levels for this instructional area than are now required of EAP graduates. Conclusion Additional practical experience is needed for this com¬ ponent, especially when future employees will be ex¬ pected to have greater competence in conservation and utilization of soil. d. Animal Science/Livestock o Graduates expressed a high degree of satisfaction with the animal science training, and faculty judged them to perform well in most competencies. 4 o Graduates' comments relating to the mix between theory and practice reveal that there exists about the right proportion of each in the instructional program. o Employers preferred and expect graduates in the future to have a higher level of competence than exhibited at present. o Fifty percent of the graduates were judged to be non-performers in the competency related to an un¬ derstanding of policies that have an impact on the livestock market. Conclusion Technical skills are generally adequately developed for production; however, greater emphasis should be placed on training to provide market-oriented competencies. e . Agricultural Business o Early graduates cited their training as deficient in business and economics. o Too much theory and too little practice occur in this area of instruction according to graduates. o Faculty were conservative in their appraisal of graduates' performance in this area, rating the competency level well below that reported by em¬ ployers for both actual and preferred. o Employers preferred that graduates possess higher levels of competence for this area than when ini¬ tially employed. 5 o Graduates ranked this area among the lowest in sat¬ isfaction with the academic program. Conclusion This curriculum area requires close scrutiny in planning for changes at EAP . The whole area of agribusiness re¬ quires greater emphasis in both academic and practical instruction to develop these skills for a changing work¬ place. f . Agricultural Mechanization o Training in this area was frequently described as deficient by recent graduates. o The competencies in agricultural mechanics were used by less than one-third of the graduates. o Over two-thirds of the employers required the use and maintenance of major tools, yet indicated that graduates could not perform this competency. o Graduates were dissatisfied with the instructional program in this area. o The open-ended narrative included comments about the deficiencies in agricultural mechanics. o Graduates indicated that too much theory and too little practice are characteristic of this instruc¬ tional area. 6 Conclusion The agricultural mechanics program was characterized as the most deficient area by both the graduates and the curriculum evaluation segment of the study; yet, em¬ ployers require less than one-third of their employees to possess these competencies. This would suggest that careful consideration be given to this component before major changes are considered. With little emphasis in mechanics instruction at Latin American institutions, EAP may want to consider an optional program in this area. g. Economic Management and Marketing o This area was characterized by graduates as being too theoretical and in need of more practical ex¬ perience. o Employers judged graduate performance to be accep¬ table in this area and above faculty expectations. o About two-thirds of the graduates are not expected to use the competencies cited. o Faculty assessments of this area were realistic when compared with employer judgments, indicating that the faculty is aware that deficiencies exist and were consequently conservative in their evaluation. o The open-ended responses also included comments about the deficiencies which exist in this area. 7 Conclusion Increasing demand for these skills requires a practical training that will meet future agribusiness needs. h. Horticulture o These competencies are the least used of any program area of study for both the first and current jobs. o Employers judged graduates to be able to perform these competencies better than was expected by faculty . o Graduates were highly satisfied with the mix of theory and practical training in this area. o Only 9 percent of the graduates were expected to use competencies in the forestry component, perhaps in¬ dicating the low concern previously given by em¬ ployers for forestation and reforestation in many Latin American countries. o The field experience modules are very labor inten¬ sive as compared to the development of human rela¬ tions and management competencies. Conclusion Except for competencies in forestry training, this area of the curriculum appears good. However, the school should evaluate the time- and resources devoted to this area of instruction considering its limited use by the majority of graduates. A specialization option in this field may be a good choice. 8 4 . Program Specialization The issue of program specialization is addressed by grad¬ uates in their assessment of the program at EAP. The following information indicated the importance of this issue for the var¬ ious groups concerned with the study. o Within the crop production area, a great deal of time and resources are being expended in the integrated pest management (IPM) program during the three years. o Table V-29 shows that over one-fourth of the respondents in the second choice category selected the scenario which would encourage students to specialize in an area, and others believed specialization should be included in a fourth year. o In the open-ended segment of the survey, about 20 per¬ sons indicated a lack of opportunity to specialize in an area, and another 31 commented on the lack of oppor¬ tunity for in-depth study (Tables V-20-21) . o One program director indicated that less, not more, specialization is needed and that agriculture "genera- lists" will be in demand. o Nearly two-thirds of the respondents were involved in post-graduate training, workshops, and seminars. o Many jobs make use of in-depth knowledge in specific fields, suggesting that an opportunity for specializa¬ tion, while somewhat reducing the size of the uniform curriculum, might be considered. 9 5. Degree Program a. Current Advanced Education of Graduates o One-third of EAP graduates continue education for a B.S. degree, most of whom obtain the degree in United States institutions. It should be recog¬ nized, however, that the percentage who pursue the B.S. degree was higher for early graduates compared to graduates of the past eight years. Length of time for study was most frequently two years, from one to four years of study. Most of the post-EAP study is in agriculture. o In addition to those with an objective of a degree, a large percentage of the graduates participate in professional improvement workshops and seminars. b . Graduate Preferences o Of 359 responses from EAP graduates, over three- quarters would prefer to obtain a degree at EAP, if available . o Two-thirds of the EAP graduates, considering options for change, preferred continuing a three-year pro¬ gram at EAP with current enrollment and to add more courses and time leading to a degree. A majority of the graduates hold the opinion that a degree program would contribute to their employability , ability to receive promotions, and ability to pursue higher education, and also contribute to the employment needs of Latin America. They do not believe that a program change would alter the ability of EAP to maintain strong discipline, good work habits, and other values deemed as desirable attributes in their training. 10 o Many graduates cited the lack of a title as a limi¬ tation to their professional advancement. c . Market Requirements o The supply of B.S. degree equivalent personnel in agriculture is considered adequate to surplus. Yet, a significant number of new jobs are projected for this level of training. o The quality of the EAP training is identified by both employers and graduates as highly desirable in the marketplace. Of 186 responses from employers of EAP graduates, 55 percent rated Zamoranos above average in nine personal attributes thought to be important by employers, while only 3 percent rated them below average. High levels of technical train¬ ing and practical experience are frequently cited by employers of EAP graduates. o In the future, employers generally expect to hire persons with a higher level of skill than presently possessed by EAP graduates. Additionally, perfor¬ mance levels of some skills in agriculture business, economic management and marketing, and communica¬ tions fall short of employers' preferences and future expectations. It is doubtful that EAP can meet these needs while maintaining the integrity of the current program without extending the program. o Most significant is the realization that the school in its present form now serves the needs of stu¬ dents, employers, and the Latin American community very well. It is an institution that receives high marks from students, employers, and educators. It 11 would be an error to destroy what is working and what is accepted. It may, however, be altered to provide a B.S. equivalent degree and curriculum changes that are identified by this study. Grad¬ uates with a degree from a high quality program will be absorbed in the marketplace from a school that continues to demonstrate the superior quality of the product. 6 . Character of the School The educational program at EAP is characterized by a sound philosophy and approach. A general impression that is evident from reviewing the results of the study is that the school has done and continues to do a very good job of preparing manpower for the Latin American marketplace. Moreover, the evaluation of the curriculum, graduates, and employment opportunities gives cause for optimism where Zamorano is concerned. Therefore, the basic result of this study is to provide information that will assist the administration and board of directors in fine tuning and improving an existing quality institution. B. Alternatives and Recommendations The purpose of this section is to define more clearly a num¬ ber of alternatives for the organization of the program of study at EAP. Because EAP is already highly rated by its faculty, its graduates, and those who employ EAP graduates, the alternatives are not intended to signal specific weaknesses in the EAP pro¬ gram. Rather, they provide a range of options for modifying the program of study to improve upon the ability of the school to meet the demands of the marketplace and provide service to stu¬ dents. 12 The alternatives are divided into two categories: modifica¬ tion that can take place within the present mission statement of EAP, and modifications that could occur only if the mission of EAP were expanded or changed in focus. A number of alternatives are presented for consideration. The evidence produced in this study may suggest that one alternative is superior or more de¬ sirable than another, yet all of the alternatives merit consid¬ eration. Changing the character of the school through modification or changes in mission is a policy decision best deliberated by the board of directors, administration, and student body. The consequences of a major change must ±>e carefully studied and re¬ lated to the values and beliefs upon which they would impinge. Likewise, not to alter the character of the school also has con¬ sequences which must be given the same careful consideration. To aid the board of directors in deliberating on the future direction of EAP, a number of alternatives, each thought to be viable, are presented. Each alternative is described, evidence is presented as to its viability, modifications necessary to im¬ plement the alternative are suggested, and some of the major consequences of the alternative are outlined. It should be un¬ derstood that all alternatives would be accompanied by needed modifications in curriculum and activities, even if they are not specifically mentioned. 1. Present Mission Related Alternatives There are two alternatives that could be considered within the current mission statement of EAP that would leave the char¬ acter of the school basically unaltered. o Retain EAP as it now exists with adjustments in curricu¬ lum content to better meet the needs of the marketplace. 13 o Retain the basic character of EAP as it now exists, but allow some opportunity for students to specialize in one of the technical areas. a • Alternative One: Leave EAP as it now exists with cur¬ riculum modification. This alternative needs little description since the changes suggested relate to internal curriculum modi¬ fications only, rather than an adjustment in organization and/or management . The evidence: o Graduates are generally very satisfied with the overall program of EAP. o Employers express a high level of satisfaction with EAP graduates. o The future demand for existing (agronomo level) graduates is expected to remain fairly high. o Almost all EAP graduates were employed in jobs or positions that utilized skills learned at EAP. o The practical experience character of the educa¬ tional program was thought to be very important by a larger number of graduates. o The mismatch between employer expectations for fu¬ ture employees and their assessment of the skill levels of EAP graduates suggests some areas where curriculum modification is warranted. 14 Modifications Necessary: The only modifications necessary are adjustments in the cur¬ riculum. A careful study by the faculty and department chair¬ persons in each discipline area of the competency information gathered in this study would provide clues for curriculum modi¬ fication. A periodic follow-up of a sample of graduates and em¬ ployers would determine if the modifications were meeting the needs of the marketplace and resulting in student satisfaction with the program. Consequences : o Graduates of EAP may become less competitive in the marketplace in the future as employers place in¬ creasing value on the B.S. level degree. o Graduates will continue to fill the same general niche in the employment market as past history would indicate, at a lower starting salary than enjoyed by those with degree credentials. o No major modifications would need to be made in the staff or facilities at EAP, and costs could be more easily projected in plannning. o Potential students who have specialized interests or seek a B.S. degree (or equivalent) would not be attracted to EAP. b. Alternative Two: Leave the basic program at EAP in place with some opportunity for specialization. The basic two- year program of study would be the same for all students, with specialization allowed in the third year of the program. Spe¬ cializations would be limited to three or four areas the school was best equipped to provide, such as animal science, crops and 15 soils, horticulture, or agriculture business, management, and marketing. A general curriculum would also be allowed for those who chose not to specialize. The evidence: o While employers are generally satisfied with grad¬ uate performance, the level of performance desired in the future is higher than is now produced. o Many of the competency areas are not used by grad¬ uates in their ÿ employment . o Graduates looked favorably on the opportunity to specialize or study in depth. o Graduates are not highly mobile among the various segments of the agricultural sector, suggesting that specialized study would not further reduce mobility. o Some degree of specialization may ease the transi¬ tion into specialized degree study programs where most study a specific agricultural discipline. Modifications necessary: o Restructuring curriculum so that most of the basic courses expected to be part of every graduate's pro¬ gram of study are offered in the first two years. o Development of a series of advanced courses in each specialization area. 16 o Development of a system of student counseling and advising for the selection of a specialization with current data available on the demand for graduates in each specialization area. o Restructuring the procedure for accomplishing the work required for the operation of the school farm production and processing enterprises to compensate for the uneven distribution of students among the various specialties. o Improved placement procedures for graduates so spe¬ cialized students find employment in industries for which' they are trained. o Persistent monitoring of the skills demanded by em¬ ployers so that the level of satisfaction with grad¬ uates can be maintained and improved. Consequences: o Employers would have graduates more highly skilled in their specialty and able to perform at the high levels of performance expected by employers. o Without careful placement in the industry for which the student is trained, employer satisfaction could decline . o Graduates may lose some job mobility to industries for which their specialization does not apply. o Some increase in faculty may be required to handle the increased number of courses. 17 o Class size would be smaller in the advanced special¬ ization courses, resulting in less efficient opera¬ tion of the school. o Student satisfaction with the EAP program may in¬ crease if students specialize in an area of high interest. o Time required to administer the program of study would increase. o More attention would be necessary for scheduling student practical experiences with stand-by em¬ ployees needed in areas where student labor was not adequate for school farm needs. o The graduates' desire for specialization and in- depth study would be met. o The basic character of EAP with a strong emphasis on hands-on experience would not be altered. o Graduates of EAP may become less competitive in the marketplace in the future as employers place in¬ creasing value on the B.S. equivalent degree. o Graduates will continue to fill the same general niche in the employment market as past history would indicate, at a lower starting salary than enjoyed by those with degree credentials. 2 . Alternatives Requiring Modification in Mission Two alternatives requiring a modification of the mission of EAP appear to be viable. Both would require an expansion of the 18 curriculum of EAP to prepare part or all of the graduates at the B.S. degree level. o Retain the agronomo level for the majority of students, but provide additional instruction requiring another year leading to the B.S. degree equivalent for students of high ability and high performance. o Expand the curriculum for all students so the terminal degree was the B.S. degree equivalent. a . Alternative One: Retain agronomo level instruction with B.S. equivalent education for selected students. The basic pro¬ gram of EAP would remain intact for the majority of students. Specialization as previously described would be implemented for those seeking the agronomo as the terminal degree. A portion of the students (30-50 percent) , on the basis of their ability and performance, would be given the option to enroll for a fourth year to complete the additional requirements for a B.S. equiva¬ lent degree. Such opportunity may or may not be tied to the use of these students as field instructors in the experience mod¬ ules . The evidence: o The most frequently expressed complaint of graduates was the lack of title. o A significant number of EAP graduates continue their education after leaving EAP. Most would prefer to train for a degree at Zamorano. o A significant number of graduates perceived that the lack of a B.S. equivalent degree hampered their job advancement in the work force and restricted their ability to capitalize on their EAP training. 19 o Retaining the agronomo level is in keeping with the projected demand for technically trained personnel. o The level of training of EAP faculty is consistent with other colleges offering the B.S. equivalent degree . o Employers project that future employees will need to be more highly skilled and specialized. o EAP has been highly successful in producing quality graduates with the current diploma level training, a track record that should not be ignored. Modifications necessary: o Expansion of the curriculum in the basic sciences, mathematics, communications, business, economics, and liberal arts. o Expansion of faculty and support staff. o Development of a limited number of specialization areas with advanced courses. o An expanded student services unit to provide coun¬ seling, guidance, programming, and advising for stu¬ dents selected for B.S. equivalent degree study. o An expansion in the library and learning resources center to accompany advanced study. o Application for and pursuit of accreditation for B.S. equivalent degree training. 20 o An expanded work/scholarship opportunity for fourth year students to defray the direct and opportunity costs of the additional year. o A careful review and expansion of the mission state¬ ment of EAP. o Additional administrative and support staff to man¬ age the complexities brought about by an altered educational program and the expansion of student numbers through retention of a portion of students for the fourth year of study. Consequences : o Added staff, courses, and services will increase the cost per student at EAP. o Two segments of the labor market (those seeking technicians and those seeking B.S. equivalent degree students) will be served, thus expanding the influ¬ ence of EAP on the labor markets of Central America. o Some segments of the labor market which now employ primarily persons with B.S. equivalent degrees (edu¬ cation, credit institutions, etc.) will absorb a larger share of EAP graduates, thus changing the first-job profile of graduates. o There may be some social divisions among the student body between those in diploma study and those who continue for a B.S. equivalent degree, depending on how the program is structured. 21 o Employers of B.S. equivalent degree students may ex¬ pect a greater emphasis on knowledge, principles, and theory and place less value on the ability of students to be able to actually perform skills and competencies, with the effect that the hands-on ex¬ perience emphasized at EAP will be perceived to have less value for B.S. equivalent degree candidates. o With an altered system of education, it may be more difficult for administration, faculty, and staff to understand and communicate the mission of the insti¬ tution. o With high costs of instruction, there may be a lack of students who can afford EAP education unless there is a major expansion of scholarships and stu¬ dent support. b . Alternative Two: Convert EAP to a B.S. equivalent de¬ gree granting institution. Through an expansion of curriculum, faculty, staff, facilities, and services, convert the current three-year EAP agronomo program to a four-year B.S. degree equivalent level program. Evidence: o The EAP program is already rigorous and highly re¬ spected in Central America. o Employers project an increased demand for B.S. level graduates almost equal in number to the expanded need for technician-level personnel. o Many graduates of EAP continue study for a B.S. equivalent degree. 22 o Graduates who ..thought a B.S. equivalent degree was important elected EAP as their first choice of a location for training. o Lack of title was frequently cited as a deficiency by EAP graduates. o Faculty and staff have the level of education com¬ mensurate with B.S. equivalent preparation as found in most small colleges of agriculture. o Some employers suggested that the agronomo level was not adequate to meet their employment needs. o While employees perceived the future supply of B.S. level graduates to be adequate or in surplus, the high quality of EAP graduates and the reputation of the school would still put EAP graduates in a com¬ petitive position. o Employers generally expect future employees to be more highly skilled than was true of past employees. Modifications necessary: Modifications necessary to implement this change are essen¬ tially the same as presented for Alternative One, offering a B.S. equivalent degree for selected students. Differences will occur as follows. o A larger number of specialization areas with ad¬ vanced courses. 23 o More financial- assistance ÿto accommodate all stu¬ dents . o Simplified administration to one system for all students. Consequences o It is unlikely that EAP could maintain the intensive hands-on experience program if the focus were shifted to B.S. equivalent degree training. o Graduates would compete only in the B.S. level mar¬ ket, a market employers perceive to be adequately supplied or over supplied. o Changing the mission of the school would, over time, change the characteristics of the kind of student attracted to EAP. o EAP is now a unique institution in Central America. Changing the mission would put EAP in a larger fra¬ ternity of schools in Central America that have sim¬ ilar missions and compete in the same job markets and for the same students. o Expansion of faculty, staff, facilities, and ser¬ vices would require a larger operating budget. o The loss of the unique character of EAP would make it less competitive for students who have more choices of B.S. level institutions. 24 o If the nature ¿of training reduced the emphasis on hands-on experience, there would be an increased need for a larger employed work force to conduct the day-to-day operation of the production enterprises. o Higher costs per graduate would require more atten¬ tion to student aid in the form of scholarships or work opportunities. Only the most likely options for organization of EAP have been included in this analysis. Obviously, there are others. The key to the selection of any option for change is the preci¬ sion with which the mission of EAP will be defined and the wil¬ lingness of the board of directors to assess carefully the likely consequences of any change. To aid in defining conse¬ quences, a short list has been suggested for each alternative. Other consequences not defined may be of equal importance in guiding the decision of the board as to the future direction of EAP. Faculty, school administration, and board members may justifiably disagree with some of the recommended modifications or the consequences. Some of these areas of judgment are in¬ tended to be constructively, provocative. Providing guidance for the decision-making framework is the objective upon which this study focused. 8 4 8 8A 25 II. INTRODUCTION Effective planning for development requires knowledge of im¬ mediate and projected manpower needs in all sectors of the trop¬ ical Latin American economy. Since agriculture and its related activities employ by far the greatest number of people in most developing countries of Latin America, knowledge of the demand for agriculturally trained manpower and the sources for training to meet the demand are of prime concern to Latin American schools and colleges of higher education. The quality and type of training must fit the direction of development the agricul¬ tural industry is taking, beginning with improving production and following with processing and distribution and related ser¬ vices . Escuela Agricola Panamericana (EAP ) has successfully trained agricultural manpower for tropical America for many years. "The prime purpose of EAP is to offer to young men and women a high quality university level of education in the scientific, techno¬ logical, and managerial aspects of tropical agriculture." The objectives of the school are strongly oriented to the practical needs of tropical agriculture, the student, and the region. The motto of "Aprender Haciendo" connotes the basic principles upon which the school was founded and upon which rests the school's success. The trustees of EAP are acutely aware of the rapidly chang¬ ing world and want to ensure that EAP continues to make an out¬ standing contribution to the region in the future. They have sensed the need to evaluate their existing program and the need to design an educational format for the years ahead that will serve Latin America and preserve the reputation of the- school as a responsive pre-eminent institution for the training of agri¬ cultural professionals. The board has raised major questions in the areas of: 26 o The need for trained agricultural manpower in the future , o The niche of the demand for trained agricultural man¬ power that EAP should supply, o The sources of information to help make major decisions, and o Explicitly, should EAP became a four-year, college-level institution? A review of literature reveals little in the way of quanti¬ tative or quality dimensions of future agricultural manpower demand in Latin America that is directly applicable to the ques¬ tions raised by the EAP board of trustees. The literature tends to deal either with broad levels of education, education's contribution to development, or with the methodological issues in manpower planning. Some of the issues raised are useful to review. First is the basic effort to include manpower needs planning as a guide to broad actions of governments or their donor agen¬ cies in educational projects. The information to be used in planning is a part of the issue. The procedures for estimating manpower needs have been criticized by scholars based on their lack of accuracy or based on the limited contribution that fu¬ ture manpower estimates make to the overall subject of manpower planning. While this is an issue related to those raised by the EAP trustees, it is not directly helpful for a school such as EAP that supplies a very small . percentage of its market and seeks to do so in a unique manner for a special niche of the market. 27 Second, it is common to use numerical estimates of manpower requirements as a foundation for educational planning. The estimates tend to be prepared by estimating growth in an indus¬ try and then associating a certain increase in employment with each unit increase in growth in the industry. A debate exists regarding the limitations of an analysis that attempts to spec¬ ify a numerical manpower requirement. Scholars argue that this method, while useful for specifying the need for teachers or nurses as they relate to demographics and to political deci¬ sions, is much less dependable for market driven industries. These manpower requirement estimates are often received with considerable skepticism by decision makers in education. Surveys of employers regarding future needs are recognized as another source or method of estimating future manpower re¬ quirements. However, the record shows that employers are not good predictors. This is true largely because they rarely pre¬ pare employment forecasts and therefore have little experience at it. Third, in a recent collection of World Bank working papers, the authors suggest using a wide range of analytical methods in a continuous planning process to optimize education investment. Cost benefit analysis, focus on the occupation rather than edu¬ cation, and tracer studies are suggested supplements to the usual manpower requirement analyses. Tracer studies refer to administering questionnaires to graduating students and follow¬ ing up with the same group when they are employed to evaluate the impact of education on earnings and employment. The focus for tracer studies is education institutions and therefore pro¬ vides these institutions with specifically useful information. The design of the EAP study has recognized the value of a range of approaches, most of which have been briefly reviewed above. Fundamentally, EAP is concerned with the market for its services. It is important to recognize that this market has two components . 28 o One is the market 'for its graduates and agriculturally trained people in general. The demand for EAP services is, in part, derived from this demand. However, this demand component is an indirect one since employers do not pay the tuition at EAP. o The second component may be equally critical. It is the direct demand for EAP educational services based on the buyer's perception of desirability of the educational services supplied. The buyers are the new students and their financial supporters. Their perceptions of the value of the EAP education may be as important a factor to EAP as the manpower market for graduates. In this study, a survey of employers was undertaken to help clarify the understanding of the demand for graduates. The sur¬ vey of graduates is undertaken to represent a "reasonable sub¬ stitute" for the students, who would be buyers of EAP 1 s educa¬ tional services in the future. These former students likely are more suitable representatives of the direct demand than future students because of their experience at the school and in the marketplace. Therefore, this study develops substantial infor¬ mation about the two components of demand for the services sup¬ plied by EAP. In addition, qualitative aspects of demand in the form of skills, attitudes, and competencies are given special attention. Three key questions regarding the education of current and future manpower for agriculture and agribusiness were addressed in the study: 1. What are the appropriate .instructional disciplines? 2. What are the specific competencies needed in these dis¬ ciplines? 29 3. When is the certificate, diploma, or degree the most appropriate level of preparation for professionals working in various parts of the agricultural sector? EAP serves an important training function for students from the countries of Belize, Bolivia, Colombia, Costa Rica, Domini¬ can Republic, Ecuador, El Salvador, Guatemala, Honduras, Mexico, Nicaragua, Panama, Peru, and Venezuela. All graduates for whom addresses could be obtained were included in the mail survey. For efficiency, interviews for the study were restricted to the countries that have had EAP graduates during the past eight years in sufficient numbers to contribute to the determinations of employment demand and supply. Consequently, interviews of graduates and employers were scheduled for Belize, Colombia, Costa Rica, Dominican Republic, Ecuador, Guatemala, Honduras, Nicaragua, and Panama. Attempts to secure personal interviews in Nicaragua were not successful. 30 III. OBJECTIVES The general objective of the study was to identify the most appropriate educational niche for EAP in the agricultural educa¬ tion needs of tropical America. More specific objectives in¬ cluded: 1. Identification of the future needs for agricultural training in the region considering the growth of the economy; the re¬ lative growth of the agricultural sector; and the expected technological, social, and cultural changes affecting the agricultural sectors; 2. Identification of the most useful training that EAP can pro¬ vide given the demand of agricultural industry and govern¬ ment and the training supplied by other educational institu¬ tions in the region; 3. A determination of the merits, from the points of view of former students and the employing industry, of EAP making modifications in the program, including deletions from the present curriculum, addition of new curriculum thrusts, changes in the mix of theory and practice, or adjustments in the length of the programs. 31 IV. SUMMARY OF PROJECT STUDY METHODOLOGY The primary activities of the project study included a mail survey of EAP graduates, personal interviews of graduates, per¬ sonal interviews of employers of EAP graduates and other em¬ ployers, and an evaluation of EAP programs. Secondary activi¬ ties included a survey of selected institutions supplying agri¬ cultural manpower and a review of previous studies related to agricultural manpower in the region. Procedures to locate graduates and employers were developed from vocational education studies conducted in Minnesota and adapted to conditions existing at EAP and in Latin America. Innovative sampling techniques were based on random selection to eliminate bias. Personal interviews were grouped to permit data collection from EAP graduates and employers in the same geo¬ graphical location. Initially, addresses of graduates were provided by the school and a mail survey was made of uver 1,300 of the 2,142 EAP graduates since the school began in 1946. Assistance in loca¬ ting addresses and the first mailing was provided by the direc¬ tor of EAP, its faculty, and alumni chapter officers, Asociación de Graduados de la Escuela Agricola Panamericana (AGEAP) country representatives. Subsequent mailings and personal contacts re¬ sulted in a response of 374 returns, the data from which were used for analyses. Mail survey responses provided names and addresses of em¬ ployers of EAP graduates who were subjects for interview. In¬ terviewers for this activity were selected from 1984 graduates of EAP. The selection and training of these interviewers were made possible with the aid of Zamorano staff and alumni. A second group of agricultural/agribusiness employers, those not 32 known to employ EAP graduates, was selected for interview in a random process to collect data similar to data gathered from EAP employers. Instruments used in data gathering were developed and tested among the members of the Experience, Incorporated re¬ search team and subjects in various locations in Latin America. Except in Belize, all survey instruments used in data collection were in Spanish. Another study, conducted among EAP faculty, permitted a com¬ parison to employers' assessments of employee competency. Levels of performance of competencies taught at EAP were com¬ pared in eight categories of agriculture/agribusiness, with per¬ formance levels of employees when entering employment. Employ¬ ers also provided assessments of preferred and future expected levels of performance. In addition to the qualitative analyses of the EAP program and the employment market for graduates, a quantitative analysis was made to determine present and future supply and demand. Other assessments were made of EAP physical facilities and staff. Literature was searched for agr icultultural manpower studies in Latin America, and macro economic analyses were reviewed. Visits were made to selected agricultural colleges, and personal interviews were conducted to obtain an understanding of other programs similar to EAP. A detailed explanation of project methodology may be found in Appendix A. 33 V. GRADUATE RESPONSE FINDINGS In setting the course for the school's future, the Trustees must understand the graduate's perception of his/her EAP educa¬ tion. Deficiencies or redundancies identified by graduates are logical targets for change. The graduate's satisfaction with the contribution of the education to his/her employment is of special importance. Other valuable information was also avail¬ able from the graduate survey. The data objectives achieved from the graduate survey include the following: 1. Provided data on present employment such as employer, location of job, job title or description, and employ¬ ment history since graduation from EAP. 2. Provided a mechanism to receive permission from the graduate to interview his/her employer to discern mea¬ sures of satisfaction with the employee and other em¬ ployer views. 3. Provided brief measures of perceptions of the satisfac¬ tion each graduate had with the training he/she received at EAP in each of the categories of competence that are used in this study. 4. Determined the strengths and weaknesses in his/her EAP training. A. Post-graduate Employment and Education Two important factors to consider in examining the graduates of EAP are: (1) the placement of graduates in the work force, and (2) the education they have obtained after leaving EAP. It 34 is recognized that the jobs or positions currently held by grad¬ uates may not be the same jobs they previously held. If eco¬ nomic forces are working normally, there should be some mobility within the work force by EAP graduates. Some may, through job promotion and betterment, be taking advantage of the opportunity to change careers. Job change may also occur as a result of increased education or training that prepares for lateral or upward mobility within the work force. 1. Employment Status The current segment of the work force in which the graduate is employed is shown in Table V-l according to the year in which the student graduated. Almost every graduate responding to the survey is either working or engaged in further education. Of the 374 respon¬ dents, only 6, or less than 2 percent, would be classified as unemployed. Of the total number of respondents only 9, or less than 3 percent, are working in business engaged primarily in marketing and distribution. About 30 percent are employed in some phase of agricultural production. Public sector employment through the government or in education positions accounts for almost a third (32.6 percent) of the respondents. Over 14 percent of graduates are employed in the supply and service segment of the work force. 35 TABLE V-l. CURRENT EMPLOYMENT TYPE OF EAP GRADUATES BY WORK FORCE SEGMENT AND YEAR OF GRADUATION CURRENT JOB TYPE Year of Graduation Ag. Prod. Ag. Proc. Mkt . í Dist. Sup. t & Serv Credit Education Gov't. Non Ag. Student Unemployed Total 1983 12 1 0 5 0 9 8 1 4 40 1982 12 1 1 1 2 2 3 1 3 26 1981 11 2 0 6 2 3 4 2 3 33 1980 11 1 0 1 4 2 6 1 1 27 1979 10 2 1 1 1 1 7 0 2 25 1978 5 1 1 4 3 0 10 1 3 28 1977 9 0 0 8 2 0 10 0 2 31 1976 3 1 0 2 4 0 3 1 0 14 1968-75 12 3 3 7 6 5 18 1 1 56 Prior to 1968 26 _3 _3 20 __8 _9 22 _2 _JL 94 TOTAL 111 15 9 55 32 31 91 10 20 a/ 374 a/ 14 graduates 4/8230A are enrolled in school leaving only 6 without employment at the time of the :survey. The distribution of graduates within the various categories of employment is displayed in Figure V-l. FIGURE V-l. . CURRENT EMPLOYMENT OF EAP GRADUATES 9 7 TABLE V-5 . JOB MOBILITY OF EAP GRADUATES' MOVEMENT BETWEEN INDUSTRY SECTORS FROM PREVIOUS JOB TO CURRENT JOB Previous Job Current Job No Previous Ag. Ag. Job Prod. Proc. Sup . Mkt . & & Dist. Serv. Credit Education Gov't. Non-Ag Total Students/ Unemployed 3 Ag Production Ag Processing 48 a/ 48 b/ 0 1 6 a./ 2 b/ 1 1 1 3 0 20 0 111 0 15 Mkt. & Dist. Sup. & Serv. 11 0 1a/ 5 b/ 0 27 a/ 9 b/ 55 Credit 12 a/ 8 b/ 32 Education 0 12 a/ 12 b/ 12 c/ 31 Government 49 a/ 23 b/ 91 Non-Ag TOTAL 132 13 10 47 30 33 101 5 a/ 0 b/ 10 374 a/ A previous job in this sector b/ Same employer as first job I/8230A The two categories of agricultural production and government show the most job movement or mobility from previous jobs to current jobs. In agricultural production, 36 graduates who held a previous job in agricultural production now work in some other category. Of those who previously worked in government, 29 now work in some other segment of the agricultural sector. Only 15 graduates moved into the agricultural production sector from some other agricultural segment, while 19 moved into government positions from other employment. Perhaps most striking is the stability of the work force. Of the 374 respondents, almost 30 percent of the employees have had no other employer. Another 40 percent changed employers but within the same segment of the agricultural sector. Only 30 percent of the graduates moved from one major segment of the agricultural sector to another during the period covered by this study. 46 2. Continuing Education Of the graduates of Zamorano in this study, 123 of the 374 (32.8 percent) have gone on to complete a B.S. degree as re¬ ported in Table V-6. Only one respondent who reported univer¬ sity study beyond EAP indicated he did not have a B.S. degree. One graduate had an M.S. degree completed, while 11 of those responding are currently enrolled in an advanced degree program. There does not seem to be a trend over the years. No doubt opportunity and other factors have influenced the pursuit of an advanced degree. The availability of financial assistance either by scholarship or grants has probably played an important part in the decision to enroll in a graduate program, since most preferred to attend in countries other than where they were em- ployed. TABLE V-6. POST-EAP DEGREE EARNED IN UNIVERSITY STUDY Ingeniero No Agr onomo Currently Answer B.S. Master 1 s Ph • D. Enrolled Total 1983 39 1 0 0 0 40 1982 19 3 0 0 4 26 1981 18 15 0 0 0 33 1980 21 6 0 0 0 27 1979 17 3 1 0 4 25 1978 16 11 0 0 1 28 1977 17 13 0 0 1 31 1976 9 5 0 0 0 14 1968-75 30 25 0 0 1 56 Prior to 1968 53 41 0 0 0 94 TOTAL 239 123 1 0 11 374 8417A 47 TABLE V-7. POST-EAP UNIVERSITY STUDY: LENGTH OF STUDY Less than Year of 1 1 to 2 2 to 3 3 to 4 Graduation None Year Years Years Years Total 1983 39 1 0 0 0 40 1982 19 1 6 0 0 26 1981 18 5 9 1 0 33 1980 17 5 5 0 0 27 1979 16 2 6 1 0 25 1978 15 5 6 1 0 27 1977 17 3 9 1 1 31 1976 9 2 3 0 0 14 1968-75 29 6 16 5 0 56 Prior to 1968 47 10 30 5 1 94 TOTAL 226 40 90 14 2 373 8417A Of the 136 students who reported post-Z amorano study, 146 different study episodes were reported (Table V-7 ) . Forty re- spondents reported less than a year, while ninety reported be¬ tween one and two years of university study. Sixteen graduates have had more than two years of university study. Of that sixteen, two have had extensive study beyond two years but less than three years. Both have graduated 8 and 10 years ago and have apparently continued to seek improved profes¬ sional development through university study. Approximately 10 of the graduates attended more than one university in pursuit of a B.S. degree. 48 TABLE V-8. POST-EAP UNIVERSITY STUDY: PLACE OF STUDY FOR THE B.S . DEGREE None Listed University of Florida Other U.S. Latin America Other Total 1983 39 0 1 0 0 40 1982 20 2 2 2 0 26 1981 18 11 0 4 0 33 1980 19 2 3 3 0 27 1979 17 2 1 5 0 25 1978 14 8 3 2 1 28 1977 20 6 2 3 0 31 1976 8 4 0 2 0 14 1968-75 34 3 11 8 0 56 Prior to 1968 51 18 19 6_ 0_ 94 TOTAL 240 56 42 35 1 374 8417A The graduates who listed their place of study (Table V-8) were quite evenly distributed among the University of Florida, other United States universities, and Latin American universi¬ ties . The University of Florida in 1981, and other United States universities in the years 1968-75, were reported as the places of study by 11 graduates. Perhaps there were opportunities at other universities that made those particular years somewhat different from the more recent years where the place of study is more diverse. Perhaps there' were other incentives at the University of Florida in 1981. 49 TABLE V-9. POST-EAP STUDY5» AREA OR PROGRAM OF STUDY None Listed Agr i- cultural Edu¬ cation Admin¬ istrative Other Total 1983 39 1 0 0 0 40 1982 19 6 0 1 0 26 1981 18 15 0 0 0 33 1980 17 8 0 0 2 27 1979 15 7 0 3 0 25 1978 15 9 4 0 0 28 1977 17 13 0 1 0 31 1976 8 5 0 1 0 14 1968-75 28 26 1 1 0 56 Prior to 1968 46 45 0_ _0 3 94 TOTAL 222 135 5 7 5 374 8417A Some EAP graduates reported study in more than one area pro¬ gram. The vast majority (135) continued post-EAP study in agri¬ cultural fields. Five graduates reported doing post-EAP work in education, seven in administration, and five in other non- related areas as reported in Table V-9. The large number pursuing further study in agriculture is understandable since their EAP training has been a broad compre¬ hensive program covering all areas of agriculture. The back¬ ground of EAP graduates prepares them to be able to elect many different specializations in the broad field of agriculture. 50 TABLE V-10 . POST-B.S. EQUIVALENT DEGREE STUDY: LENGTH OF STUDY None 1 Years 1-2 Years 2-3 Years 3+ Years Total 1983 40 0 0 0 0 40 1982 26 0 0 0 0 26 1981 31 1 1 0 0 33 1980 25 1 1 0 0 27 1979 24 0 1 0 0 25 1978 22 2 4 0 0 28 1977 23 0 7 1 0 31 1976 11 1 2 0 0 14 1968-75 41 3 9 3 0 56 Prior to 1968 64 6 22 1 1 94 TOTAL 307 14 47 5 1 374 8417A Sixty-seven of the graduates indicated they had participated in some study following the B.S. equivalent degree study. The largest number, 47 out of the 67, studied from one to two years, whereas only six were in graduate study beyond two years. The two-year attendance may be explained as being the gen¬ eral length of time to obtain an M.S. degree. Responses from Table V-10 would indicate that most students did not obtain the degree, but the way in which the questionnaire was constructed may have prompted some who had advanced degrees to leave the question on advanced degree attainment blank. No response for years 1982 and 1983 could be explained by the fact that graduates cannot enroll in a graduate program un¬ til they have a B.S. degree and in some cases additional pro¬ fessional work experience. 51 TABLE V-ll. POST-B.S. EQUIVALENT DEGREE STUDY: PLACE OF STUDY Other Latin None Florida U.S. America Other Total 1983 1982 1981 1980 1979 1978 1977 1976 1968-75 Prior to 1968 TOTAL 8417A The 56 graduates responding to the question about location of post-B.S. equivalent degree study attended a wide variety of institutions both in the United States and in Latin America. It is interesting to note that while the University of Florida was selected by more students than any other place to study for the B.S. degree (56 of 134), at the post-EAP study level, only 10 of the 56 who studied for advanced work chose Florida. The place of study by year of graduation from EAP is shown in Table V-ll. 40 0 0 26 0 0 31 0 1 26 0 0 25 0 0 23 0 3 25 11 10 1 1 44 0 7 68 8 9 318 10 22 0 0 40 0 0 26 1 0 33 1 0 27 0 0 25 1128 4 0 31 1 1 14 5 156 8 £ 94 21 3 374 52 TABLE V-12 . POST-B.S. EQUIVALENT DEGREE STUDY: AREA OF PROGRAM None Ag Education Admin . Other Total 1983 40 0 0 0 0 40 1982 26 0 0 0 0 26 1981 31 2 0 0 0 33 1980 25 0 0 1 1 27 1979 24 0 0 1 0 25 1978 22 3 1 2 0 28 1977 23 3 0 4 1 31 1976 10 4 0 0 0 14 1968-75 41 8 0 6 1 56 Prior tp 1968 65 27 0_ 0_ 2 94 TOTAL 307 47 1 14 5 374 8417A Forty-seven of the sixty-seven people reporting post-B.S. equivalent degree study indicated that they continued in some area of agriculture. Only one person reported majoring in edu¬ cation, while fourteen enrolled in a program in administration. As in the case of the B.S. degree, the desire to pursue further study in some area of agriculture is probably to be ex¬ pected from the comprehensive agriculture program at Zamorano. A summary of the areas of study selected is shown in Table V-12. 53 TABLE V-13 . POST-EAP STUDY: NUMBER OF SPECIAL TRAINING WORKSHOPS AND SEMINARS None 1-2 3-4 5-6 7 Total 1983 28 9 3 0 0 40 1982 14 10 2 0 0 26 1981 13 18 2 0 0 33 1980 10 12 4 1 0 27 1979 8 13 2 2 0 25 1978 9 11 7 0 1 28 1977 9 17 4 0 1 31 1976 3 6 2 1 2 14 1968-75 17 24 12 3 0 56 Prior to 1968 29 42 8 7 •8 94 TOTAL 140 162 46 14 12 374 8417A EAP graduates reported participating in a number of work¬ shops and seminars in addition to post-EAP and university degree programs. Of the 374 respondents, 162 have attended 1 or 2 special events, 46 attended 3 or 4, 14 attended 5 or 6, and 12 have attended more than 7 special workshops or seminars. Graduates have been involved in professional improvement on a selective basis according to perceived needs. Tables V-15 ana V-16 indicate that for a large number of the graduates a degree was not important, whereas Table V-13 and 14 show the consider¬ able interest in professional improvement on a selective basis. 54 TABLE V-14. POST-EAP STUDY DURATION OF SPECIAL TRAINING WORK¬ SHOPS AND SEMINARS Weeks None 1-5 6-10 11-15 16-20 2-30 30 Total 1983 29 8 1 1 0 1 0 40 1982 15 3 3 1 2 1 1 26 1981 16 9 2 3 2 0 1 33 1980 11 8 3 1 1 1 2 27 1979 9 5 5 3 2 1 0 25 1978 13 6 0 2 3 0 4 28 1977 11 8 4 2 1 3 2 31 1976 4 4 1 0 1 2 2 14 1968-75 19 17 2 3 1 6 8 56 Prior to 1968 40 11 5 7 3 8 20 94 TOTAL 167 79 26 23 16 23 40 374 8417A The number of weeks EAP graduates have attended workshops or seminars varies from one to more than thirty weeks. No pat¬ tern or trend is apparent. Each graduating class reported about the same total weeks of workshops or seminars, with those grad¬ uating before 1975 reporting a few more total weeks. This is to be expected, since they have been in the field for more years. The total number of weeks of workshops and seminars being reported is an indication that such training is an important method of providing professional updating. 55 TABLE V-15. PERCEIVED NEED, FOR DEGREE BY EAP GRADUATES WHO HAD OR WERE EARNING A DEGREE Number With Number With Degree No Degree Needed Not Needed Total 1983 39 0 1 40 1982 19 1 6 26 1981 16 5 12 33 1980 22 3 2 27 1979 18 2 5 25 1978 12 7 9 28 1977 14 5 12 31 1976 8 0 6 14 1968-75 27 4 25 56 Prior to 1968 43 21 30 94 TOTAL 218 a/ 48 108 374 a./ Includes ten graduates who did not respond to question. 8417A Two-hundr ed-eighteen EAP graduates responded that they did not have a degree when asked if they had obtained a degree or were required to get one to avoid having limited opportunities for development. Forty-eight graduates indicated it was neces¬ sary to acquire the degree to avoid limiting their opportunities for career development, while 108 persons indicated the degree was not necessary for normal career development. Responses by those who already had or were studying for a degree are reported in Table V-15 by year of graduation. 56 TABLE V-16. PERCEIVED LIMITATIONS OF HAVING NO DEGREE BY EAP GRADUATES WITHOUT DEGREES No Limitation Has Limited Opportunity Total 1983 22 15 37 1982 9 9 18 1981 11 5 16 1980 7 14 21 1979 9 9 18 1978 6 6 12 1977 6 7 13 1976 2 6 8 1968-75 14 13 27 Prior to 1968 20 18 38 TOTAL 106 102 208 8417A EAP graduates without a degree who responded to the question of whether they believed the lack of the university title lim¬ ited their career opportunities responded about equally; 106 felt they had not been limited, while 102 indicated they be¬ lieved their opportunities for career development were limited. Responses by year are reported in Table V-16. While the need for an advanced degree (B.S. equivalent or above) is considered by some to be necessary, this is not an overwhelming perception. Graduates generally responded that the lack of a degree did not limit their opportunities, but it did limit their salaries. The need for a degree is experienced more strongly by those who do not have a degree (102 of 208 respon¬ dents) than by those who do (48 of 156) . There is no consistent pattern of responses related to the year or time period during which the student graduated. 57 TABLE V-17. EAP GRADUATES GHOICE OF PLACE TO EARN DEGREE None Zamorano Another School Total 1983 1 31 8 29 1982 2 15 9 26 1981 2 22 9 33 1980 0 21 6 27 1979 1 20 4 25 1978 1 23 4 28 1977 0 22 9 31 1976 1 9 4 14 1968-75 5 40 11 56 Prior to 1968 2 76 16 94 TOTAL 15 279 80 374 8417A When students were asked whether they would prefer to get a university degree at Zamorano or at some other institution, the great majority, 279 of the 374 respondents, indicated a prefer¬ ence for Zamorano. Another 80 would elect another institution. Most did not elaborate on the institution. The large number favoring Zamorano is understandable since they are familiar with the college and its desirable location. Graduates attending colleges in the United States as well as United States origin faculty at Zamorano give students some con¬ tacts and knowledge of possible programs. Other Latin American universities are also considerations for a place to earn a de¬ gree. 58 The response to the question about post-graduate study indi¬ cated that 239 of the 374 graduates had not taken any university study beyond EAP graduation- Of those that had participated in advanced study, 123 received either a B.S. in agriculture or an Ingeniero Agronomo degree, while 11 people responded that they are currently enrolled in a university study program. One re¬ spondent from the 1979 class had completed an M.S. degree. The number of graduates reporting where they did their post¬ graduate work were split about equally between Latin America and United States universities other than Florida. Ten people re¬ ported that they had attended the University of Florida. The cooperative arrangement between the University of Florida and Zamorano has no doubt been influential. Of those graduates reporting, 47 pursued post-graduate work in agriculture, 14 in administration, 1 in education, and 5 in other fields. When looking at all of the post-Zamor ano programs, the greatest number (135, or 88 percent of the 152 people) re¬ porting continued their study in some area of agriculture. Seven of the graduates did graduate work in administration and five in education. The remaining five reported advanced work in the other category. The responses relating the need for a university degree were not strong one way or the other. Forty-eight of those who had degrees said they were a requirement for career development, while 108 indicated they were not necessary. Of those respon¬ dents who did not have a degree, 102 felt their opportunities for career development were limited but 106 indicated no limitations because of a lack of a university degree. 59 Areas of employment no doubt vary as to whether a university degree provides more opportunities for professional growth. Em¬ ployment in education generally rewards advanced degrees by pro¬ motion, but a vast majority of Zamorano graduates are employed in agriculture, where performance criteria would play a more impor¬ tant part in job advancement than would advanced study. B. Graduates' Perceptions of EAP Program and Environment Graduates were provided the opportunity to comment on EAP. Many recorded what they particularly liked or disliked about the school. Each comment was carefully read and categorized as to its reference to the program of study or to student life in gen¬ eral. Comments were then categorized, to allow some discussion and analysis by the study team. Since recent graduates could have different perceptions than earlier graduates, the comments were divided according to time periods of graduation; the last eight years in one group and earlier graduates in another. The comments are summarized in table format in Tables V-18-25. 60 1. Program of Studies TABLE V-18 . BENEFITS OF PROGRAM STUDIES REPORTED UATES OF 1976-83 BY EAP GRAD- Rank No . Responding 1. Good combination of theory and practice 68 2. Well rounded education 28 3 . Opportunity to study practical agricultural methods 18 4 . Competence in practical agriculture 13 5 . Able to work in various areas of agriculture 12 6 . No difficulty in finding employment 10 7. Good teachers 6 8 . Excellent nutrition courses/animal science 2 9 . English courses very useful 2 10 . Able to select an area of interest 1 11. Good laboratory experience 1 8417A The 145 responses of the graduates of the past eight years relate the most important benefits of their study program to the practical application methods involving both technical informa¬ tion and field experiences.. The five responses ranked highest by 139 of the 145 respondents all relate the practical emphasis in addition to classroom study. Ten people reported no diffi¬ culty in finding a job, which may be a result of the practical training that is part of Zamorano's program. 61 TABLE V-19 . BENEFITS OF PROGRAM STUDIES REPORTED GRADUATING BEFORE 1976 BY ZAMORANOS Rank No. Responding 1. Combination of course work and field experience 47 2. Well-rounded education 31 3 . Hands-on work experience 26 4 . Teaches good study and work habits; meet goals; responsibility 14 5 . Ability to work in various agricultural areas (diversification) 6 6 . Laboratories and library 5 7 . Don't know current situation 5 8 . Variety of courses/areas of study in program 4 9 . No difficulty in post-graduate work abroad due to good basic education at EAP 4 OH Satisfactory 2 8417A The responses of those graduates before 1976 emphasized the same strengths as the more recent graduates. One hundred eigh¬ teen responses refer to the practical hands-on experience asso¬ ciated with classroom and laboratory work for a well-rounded program. Four students also mentioned they had no difficulty in post-graduate work abroad due to good basic education at EAP. 62 TABLE V-20. DEFICIENCIES OF PROGRAM STUDIES REPORTED BY EAP GRAD¬ UATES OF 1976-1983 No. Rank Responding 1. Lack of title 99 2 . Lack of personnel specialized in teaching 33 3. Lack of in-depth study in agricultural mechanics, soils & horticulture 25 4 . More courses in agri-computers, marketing, communications, agribusiness & human relations 20 5 . No opportunity to specialize in area of interest 9 6. Lack of laboratory facilities - agronomy-animal science 8 7 . Artificial insemination course to theoretical 4 8 . Lack of competence of personnel in Spanish 4 9 . Lack of crop specialization in bananas, coffee, and sugarcane 3 10 . No deficiencies 3 11. Teach agriculture technology & methods applied to home country 1 8417A The most significant response recorded as a deficiency by recent graduates was "Lack of Title: Zamorano education is supe¬ rior to the present title award." While 10 graduates reported no difficulty in finding a job, the lack of title was thought to be a definite deficiency by 99 of those reporting. They also reported a need for more courses computers, marketing, communication, agribusiness and lations. There were several other deficiencies noted in the program of studies. The most frequently mentioned was the lack of per¬ sonnel specialized in teaching. While graduates did not remark about the technical competence of staff, they did express a major concern over the ability of the technical staff to teach. Language skills of staff were also noted, drawing attention to the lack of Spanish skills by some instructors. in agri- human re- 63 Graduates rated their training as deficient in the areas of agriculture mechanics, soils and horticulture. Other deficien¬ cies reported in small numbers tend to deal more with individual concerns with no pattern of consistency. 64 TABLE V-21. DEFICIENCIES OF PROGRAM STUDIES REPORTED BY ZAMORANOS GRADUATING BEFORE 1976 No . Rank Responding 1. Needed statistics, farm management, accounting, credit, with practical application; economic production, business administration 39 2. Some professors were not well qualified; most were; needed updating in their areas of study 18 3. No opportunity to specialize 8 4. Needed more math and marketing 8 5. Lack of laboratories and research in some areas 7 6. 33 months is too short a time for in-depth study and other complementary courses to be added 6 7. Too expensive 6 8. EAP should teach agricultural techniques and xiethods applicable to the different countries where students come from 6 9. Some basic courses were not of high enough level 5 10. Few programs in human relations 4 11. Needed more practice with agricultural machinery 3 12. Don't know present curriculum 3 13. Generally the education was not very good 1 14. Lack technology transfer methods 1 15. Create more scholarships 1 8417A The same general deficiencies reported by recent graduates were also reported by the early graduates. Both groups reported the need for more marketing, business, credit and statistics, and practice in agricultural mechanics. These areas should be of concern to the administration of EAP since the reports were consistent. One notable difference between the deficiencies reported by the early graduates and recent graduates is in their criticisms of the qualification of the professors and in techniques of in¬ struction. Recent graduates more frequently reported what they thought were weaknesses in basic teaching skills. Comparing the two groups appears to show that both professor qualifications and teaching methods need to be upgraded. 65 Many graduates specified curriculum areas that they thought needed strengthening. Graduates also noted the lack of oppor¬ tunity to specialize. Also of major interest is the fact that early graduates did not mention the lack of title as a deficiency, while this item was the most frequently expressed by the recent graduates. 66 2. Student Life TABLE V-22. BENEFITS OF STUDENT LIFE REPORTED BY EAP GRADUATES OF 1976-83 Rank No . Responding 1. Discipline and work habits 101 2. Friends from many Latin countries 50 3 . Social aspects - learn from others 31 4 . More responsible - good habits 17 5 . Creates spirit of competition - motivation 13 6 . Good place to exchange ideas and develop professional mind 8 7. Teaches to budget time 7 8 . Entire system good 6 9 . Good activities, many fond memories 5 8417A The responses of 125 recent graduates referred to the bene¬ fits of the disciplined life while a student. One-hundred-one mentioned discipline and work habits, seventeen identified re¬ sponsible habits, and seven listed learning to budget time as a benefit. Other frequently mentioned benefits referred to friendships and ideas as a result of the different countries represented by the student body. 67 TABLE V-23 . BENEFITS OF STUDENT LIFE REPORTED BY ZAMORANOS GRADUATING BEFORE 1976 No. Rank Responding 1. Discipline is the major benefit 92 2 . Got to know and learn from others of varied backgrounds; learned to accept others as they really are; formed good friendships 58 3 . Very beneficial in general 25 4 . One develops responsibility 6 5 . Students adjusted to studying and future needs 5 6 . Maintaining order and cleanliness in the dormitories led to good lifelong habits 3 7. Staying on campus and developing "esprit de corps" 2 8 . A brotherly atmosphere 2 9 . Good sports facilities and activities 1 10 . OK 1 B417A The number one benefit in both the early graduates and the recent graduates is the discipline they learned as students. The early graduates placed even higher value on the association with persons of varied backgrounds and the friendships they de¬ veloped while at EAP. 68 TABLE V-24. DEFICIENCIES OF STUDENT LIFE REPORTED BY EAR GRAD¬ UATES OF 1976-83 No. Rank Responding 1. None 18 2. Bad human relations and communications: teacher/student/administration 16 3 . Drugs and alcohol becoming a problem 15 4 . Too short a time for travel and sightseeing in the country 9 5 . Lack of student participation in planning and organizing student activities 6 6. Few student activities other than sports; lack of social life 4 7 . 8 . More attention needed for personal problems Many injustices committed in treatment of 3 females 3 9 . Preferential treatment given to some students 3 10. Too expensive 3 11. Students who can afford to "buy" their way past rules and regulations 2 12. Not enough discipline 1 8417A Three items were mentioned frequently enough by recent grad¬ uates to be of interest to the school's administration. Eigh¬ teen graduates, the largest response, said they did not believe there were any deficiencies. But 16 graduates were critical of the human relations and teacher/student/administration communi¬ cation, and 15 believed drugs and alcohol were becoming a prob¬ lem. These two problems were mentioned frequently enough to be a concern to the administration. The item summarized as "many injustices committed in treat¬ ment of females" was not received from female graduates, but from three males. There was some concern expressed about student activities for recreation and social development. Students expressed the need for greater participation in planning social activities. 69 TABLE V-25. DEFICIENCIES OF STUDENT LIFE REPORTED BY ZAMORANOS GRADUATING BEFORE 1976 Rank No. Responding 1. None 2. Boredom if you were not involved in sports; lack of more cultural entertainment 3. Need opportunities to be in an environment like the one that exists outside of school (reality) 4. No opportunity for weekend trips outside the school; more social life 5 . Weak human relations between teachers and students 6. Lack of student participation in planning and organizing social activities 7. Better orientation; counseling students with personal problems 8. Don't know the current situation 17 3 3 5 8 7 7 9 8417A The graduates before 1976 had little to report as deficien¬ cies of their student life. Seventeen of the 59 graduates re¬ ported no deficiencies. Seven indicated a weakness in the rela¬ tionship between teachers and students which was also reported by the more recent graduates. Also evident with early graduates was some concern over the social life on campus and the lack of recreational/social activity other than sports. These comments are similar to those made by recent graduates and may indicate an area that needs further study. In summary the comments on deficiencies revealed nothing un¬ usual. ÿ They tended to represent a cross section of thought and feeling that might be found in many advanced education institu¬ tions . 70 3 . Miscellaneous Comments "By Graduates Some miscellaneous comments gleaned from all groups are re¬ ported below. The most frequent comment related to the lack of a title for the degree; this was reported by 32 graduates. Other comments from Zamorano graduates included expensive tui¬ tion, personnel training should be taught, and laboratories and other facilities should be updated. C . Satisfaction with the EAP Curriculum 1. Related to Employment Graduates 'were asked to provide a single response as to their perceived level of satisfaction with the eight applied areas of study in the EAP curriculum both in relation to their current job and in relation to their first job after graduation. Study program evaluations in relation to their first job are shown in Table V-26. The most widely used skills were in com¬ munications and human relations, with 85 percent of the respon¬ dents indicating they used the skill or knowledge in their first job. The least used skills and knowledges were in horticulture, with 39 percent of the graduates indicating the skills or know¬ ledges were not used. The study areas can be divided into three general groups according to use. Most used skills and knowledges were in com¬ munications and human relations, soils, and agricultural crop production. The next group consisted of agricultural machinery and agricultural economics. The least us