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STATE DEPARTMENT
OF EDUCATION
SIS.O 00q 1I State Superintendent
F TALLAHASSEE, FLORIDA
t.I'7Z S
VL.1
BULLETIN 72H-5
AUGUST, 1968
DEVELOPING
OCCUPATIONAL
EXPERIENCE
PROGRAMS
in
AGRICULTURAL
EDUCATION
UNIVE? TV
BULLETIN 72H-5
AUGUST, 1968
DEVELOPING
OCCUPA TIONAL
EXPERIENCE
PROGRAMS
in
AGRICULTURAL
EDUCATION
DIVISION OF VOCATIONAL,
TECHNICAL, AND ADULT EDUCATION
CARL W. PROEHL, Assistant Superintendent
AGRICULTURAL
EDUCATION SECTION
C. M. Lawrence, Director
o75 Oo 975?7
14,
FOREWORD
This handbook is for teachers of vocational agriculture to
use as they provide meaningful supervised occupational experiences
for their students as an integral part of the total program of
vocational education in agriculture, experiences which meet the
needs of students as they explore different occupational areas and
develop a range of salable skills. Although prepared primarily
.N> for the teachers, the handbook may be used as a reference by school
administrators, guidance counselors, and other interested persons
seeking a better understanding of the role different types of occu-
pational experiences play in agricultural programs in high school,
area vocational school, and post high school settings.
The development of this handbook was a total staff effort. In
addition, we wish to acknowledge the suggestions and contributions
made by the following graduate students in agricultural education:
N> Jack Bateman, David Cuobas, Hiram Green, Daniel McKinnon, William
Morgan, Jr., Bradley Smith, Jr., and Donnie Treadwell.
Additional copies of this publication may be secured from
the Division of Vocational, Technical, and Adult Education, State
Department of Education, Tallahassee, Florida 32304.
James E. Christiansen
G. C. Norman
L. Warren Harrell
Y' ^
. '
-\i
INTRODUCTION
The changing character of the agricultural industry in our country
has created a need for changes in programs of agricultural education as
well. A major change has been the decrease in the number of persons directly
engaged in production agriculture but a greatly expanding increase in the
number of persons engaged in agriculturally related occupations who need
agricultural comptencies. In order to meet more effectively the needs of
those persons who will seek and find employment in the related agritultural
occupations, programs of agricultural education must break the bonds of
traditionalism and provide instruction and experiences in areas previously
untapped if students enrolled in such programs are to become successfully
prepared for entry level employment in an occupation.
One of the most effective means available to the teacher of providing
this instruction and experience is to establish and involve all students
enrolled in a well planned, systematic supervised occupational experience
program as an integral part of the total program of vocational education in
agriculture. Such experiences should begin in the first year of vocational
offerings in the high school setting and be carried over into the different
post-high school settings.
The materials presented on the following pages will not answer all
questions or problems arising in conjunction with the development, operation,
and supervision of different occupational experiences for students. Rather,
these materials are intended only as general guidelines to assist a teacher
of agriculture and the school's administrative personnel in organizing and
conducting an experience program as a part of the total program of vocational
agriculture. It is realized that each individual, school, and/or community
situation may pose unique circumstances and questions which can neither be
anticipated nor answered in advance. Solutions to those problems must be
worked out by the teacher of agriculture when they arise, working coopera-
tively with all persons concerned.
Participating in a planned program of systematic occupational exper-
iences under the supervision of concerned and committed :teachers )provides
the student with basic learningg" and valuable experiences which are often
unobtainable in other manners. Such participation may not, however, pre-
pare a student completely for entry into an agricultural occupation.
DEFINITION
The program of "supervised occupational experience" in agriculture
consists of a planned series of activities in which the student applies to
the occupational area of his choice the basic knowledge; skills; and con-
comitant interests, attitudes, appreciations, ideals, and habits learned
in the organized instructional program. As implied by the term itself,
the student will need instruction, supervision, guidance, and evaluation
in "learning by doing" through occupational experiences. This may be pro-
vided cooperatively by the teacher, an employer, or other knowledgeable
persons cooperating in his experience program. Supervised ooccupatiorial
experiences are an integral part of the program of vocational education in
agriculture; consequently, a close relationship must exist between the in-
struction received at school and the occupational experiences gained by the
student outside the school setting in order for the program in agriculture to
be meaningful and vocational.
The occupational experience program should consist of one or more of
the following: (a) agricultural productive enterprises, (b) placement for
on-farm occupational experiences, (c) placement for off-farm occupational
experiences, and (d) supplemental experiences such as improvement projects
or other supplementary activities. The term, supplemental, as used herein,
means additional experiences above and beyond those obtained in (a), (b),
or (c) above, and is explained-further on pages 25-35.
CONTENTS
Page
Foreword .............................................................. i
Introduction ......................................................... ii
Definition .................................................... ...... iii
Major Purpose and Contributory Objectives ............................. 1
Need for Occupational Experience Programs ............................ 1
Setting of Occupational Experience Programs in Relation to the Student,
School, Community, Curricula, and Levels of Instruction ............ 2
The Balanced Agricultural Production Programs as a Part of the
Supervised Occupational Experience Program ......................... 4
Productive Enterprises in the Supervised Occupational Experience
Program ........................................................ ... 5
Providing On and Off-Farm Agricultural Placement Experiences as a Part
of the Supervised Occupational Experience Program ................. 12
On-Farm Placement ....................................... ........ 12
Off-Farm Agricultural Placement ................................. 13
Procedures for Organizing Placement Experiences ................. 13
Operating Placement Programs ......................................... 19
Supplemental Contributory Experiences in the Supervised Occupational
Experience Program ................................................. 25
The Use of Improvement Projects ................................. 25
Other Supplemental Experiences ................................. 35
Appendices
"A" Checklist of Steps to be Followed in Initating and Conducting
Cooperative Occupational Experiences ........................ 37
"B" Application for Placement for Supervised Occupational
Experience in Agriculture ................................... 39
"C" Report of Medical Examination for Student Desiring On-Job
Placement for Occupational Experience in Agriculture ........ 41
"D" Survey of Business Firm Interest in Participating in a
Supervised Occupational Experience Placement Program for
Students of Agriculture ..................................... 43
"E" Check Sheet for Selecting Training Centers ...................... 45
"F-1" Training Agreement for Students Placed for Supervised
Occupational Experience in Agriculture ..................... 47
"F-2" Training Agreement for Students Placed for Supervised
Occupational Experience in Agriculture ...................... 49
"G" Example of a Portion of a Training Plan in Ornamental
Horticulture ................................................ 51
"H" Weekly On-The-Job Experience Record ............................. 53
"I" Employer Evaluation of Student-Learner .......................... 55
"J" Employer Evaluation of Student-Learner ......................... 57
"K" Summary of General Minimum Wage Provisions of Fair Labor
Standards Act as Amended in 1966 ............................ 59
"L" Summary of Salient Provisions of Part 1500 Child Labor
Regulations, Orders, and Interpretations .................... 61
"M" Developing a Schedule of Organized Progressive Work Processes
for Instruction in Hazardous Agricultural Occupations ....... 67
"N" Standards and Provisions for Student-Learner Certificates ....... 73
MAJOR PURPOSE AND CONTRIBUTORY OBJECTIVES
The primary purpose of the occupational experience phase of the pro-
gram of vocational agriculture is to enable the student to develop entry
level managerial and operative abilities under real life conditions which
will enable him to secure a position in and make satisfactory progress in an
agricultural occupation of his choice, whether on or off the farm.
/
The following are some of the more important contributory objectives
pertaining to occupational experience programs:
1. To provide an opportunity for students to learn better, through
application on their own agricultural enterprises, Ithe' basip"principles,
knowledge, and skills being learned at school.
2. To provide students greater assurance of successful full-time
employment upon completion of the vocational program in the high school or
post-high school setting.
3. To provide students an opportunity to gain knowledge and ;axpetience
in aspects of a job or career not available in the school setting.
4. To provide students an opportunity to develop desirable on-the-job
personality traits including learning to cooperate and work with fellow-
employees.
5. To provide students an opportunity to develop a sense of responsi-
bility toward a jobs
6. To serve a guidance function in providing students the opportunity
to explore agricultural and agriculturally related occupationss 'through a
"try-out" period.
7. To provide students an opportunity to earn while learning.
NEED FOR OCCUPATIONAL EXPERIENCE PROGRAMS
The need for occupational experience programs as an integral part of
-the total program of vocational education in agriculture is groundeddidithe
following principles of vocational education:
(1) Vocational education in all of its phases is an integral part of
the total program of education and should be in tune with pre-
vailing times and conditions.
(2) Programs of instruction should be directly related to employment
opportunities and determined by school officials in cooperation.-
with occupatiogally concerned and competent indimidu.-s and
groups.
(3) The environment and facilities in which the student is prepared
(trained) should duplicate as nearly as possible, the desirable
conditions and environment of the occupation in which the stu-
dent will subsequently work.
(4) The preparation tthe student receives should include practice in
the same operations, the same tools and equipment, and the same
types of managerial decisions as are found in the occupation it-
self,
(5) The students should be prepared in the mental habits and manipu-
lative habits required in the occupation itself.
(6) Training for an occupation is carried to the point of .,deve6lp#ng
marketable skills, abilities, understandings, attitudes and work
habits sufficient to enable the trainee to secure and progress in
a job in.that occupation.
(7) The closer the time of the training to actual job entry, the
more effective the training becomes.
The concept of "learning by doing" is woven throughout the principles
above. This means actual participation in meaningful experiences on the
part of the student and consequently is the central element in any occupa-
tional experience program. Occupational experience is one of the blocks
needed in the structure of vocational agriculture, along with class instruc-
tion, development of leadership abilities, career guidance and exploration,
and other school experiences.
Since there exists a decrease in number of jobs in the unskilled cate-
gory and an increase in skilled and semiskilled jobs in agricultural occu-
pations in Florida, students need experiences in their educational program
which will enable them to enter this nation's work force at a higher level
of employment. Congress became aware of this need in the early 1960's and
began to lay the groundwork for the Vocational Education Act of 1963 '(Pub-
lic Law 88-210). Under the provisions of this act, students in programs of
vocational agriculture receiving support from this act may receive traid-
ing not only for production farming, but also for the wide range of agri-
culturally related occupations requiring agricultural competencies.
SETTING OF OCCUPATIONAL EXPERIENCE PROGRAMS IN RELATION TO THE
STUDENT, SCHOOL, COMMUNITY, CURRICULA, AND LEVELS OF INSTRUCTION
Soundly developed occupational experience programs for students will
contribute to the total educational program of the school and community in
several different ways. Among them are the following:
1. Helps him make occupational choices in agriculture.
Benefits to the Student
2. Provides an opportunity to receive on the-job instruction in his
field of interest.
3. Provides an oppbrtdnity to become trained in entry level skills;
4. Provides an opportunity to grow in a selected octupatlon,
5. Provides realistic training by having him perform in an actual job
under regular working conditions.
6. Provides an opportunity to apply at-school iistraction received to
the position for which he is training;
7. Provides an opportunity to barn and learn while still in school;
Benefits to the School
1. Increases the interest and participation in school programs by
the community arid helps establish good relations between the school
and community.
2. Expands the high school Vocational agriculture program by incor-
porating off-farm placement activities into that program ata nomi-
nal cost.
3. RIeieves overcrowded classrooms by having some studderts in o'-the-
job training centers during specified periods of time.
4. Makes students aware of the need for, and importance of, other
general subject in the high school curriculum;
5. Reduces dropout problems by keeping some students in school Whb
might otherwise leave.
6. Provides an opportunity for the school to share in decreasing the
number of unemployed.
Benefits to the Community
1. Develops better citizens as stUdehts discover the satisfaction
of being able to hold a job and to support themselves.
2; Provides graduates with vocational training for entry level posi-
tions common in thb community.
3. Increases employment skill levels in the community which in turn
will provide incentives for industry to locate there.
4; Keeps graduates in the community when jobs are available.
Benefits to the Employer Cooperating in the Experience Program
1, Provides a possible source of future employees who are interested
in the fields in which the employer is engaged.
2; Helps reduce training problems and expenses.
3. May provide relief personnel in the form of trainees who can take
overv-hen key men are sick or on vacation.
4. Provides employers an opportunity to participate in and assist
with the school's'program.
5. Trainees efficiency and alertness is maintained and increased
through counsel and coordination of the vocational agriculture
teacher.
Relationship to the Curriculum
In the basic agricultural program for secondary students, normally
about two years, teachers should work toward the goal of having al students
develop prQductive enterprises in order to learn and develop managerial res-
ponsibilities, obtain realistic experiences in areas of plant and animal sci-
ence, learn basic budgeting and record keeping principles which are appli-
cable to any agricultural operation, develop confidence and pride in them-
selves and their abilities, provide exploratory experiences, and most im-
portantly, provide a means of learning.
In the advanced agricultural program for secondary students, the tea-
chers will find more students who are mature enough to be placed for occu-
pational experience in either an on-farm or off-farm job setting. This will
be particularly true of senior students and of students who do not have ready
made opportunities to enter an agricultural occupation through other avenues.
Students may be placed for on-the-job occupational experiences in addition
to the other supervised experiences which they may be developing, such as
productive enterprises or supplemental contributory experiences.
On-the-job occupational experiences engaged in by an advanced level
high school student as a part of his total occupational experience program
may also extend to and be coordinated with his post-high school educational
program in the area vocatipnal school or community college setting. This
will be especially true of agricultural occupations which are rather tech-
nical in nature and which require both longer periods of on-the-job experi-
ence as well as longer periods of at-school instruction than can be provided
in the high school setting. Occupational experience programs are just as
important to the preparation of students at the post-high school level as
they are at the high school level.
THE BALANCED AGRICULTURAL PRODUCTION PROGRAM AS A PART
OF THE SUPERVISED OCCUPATIONAL EXPERIENCE PROGRAM
Definition: The balanced agricultural production program comprises
those productive enterprises, supplemental contributory experiences,andTOn-
farm placement experiences in a type of production agriculture that best
utilizes the individual's time, equipment, abilities, money, and facilities.
Characteristics: Some of the characteristics of soundly developed,
balanced production programs are that they:
1. Provide opportunities for the student to acquire desirable under-
standings, interests, attitudes, abilities, skills, and habits through the
activities associated with planning, management, and labor involved.
2. Are planned jointly by the student, the parent or cooperating pro-
ducer, and the teacher of agriculture.
3. Include enterprises and experiences of sufficient size and variety
to be worthwhile and practical.
4. Provide opportunities for sharing in financial returns and risk-
bearing by the student including the earning and/or acquiring equity either
through ownership of property: or savings.
5. Are within the limits of finances and credit available to the
student.
6. Provide opportunities for expanding in scope as well as in being
able to assume increased managerial responsibilities from year to year.
7. Include practical record keeping experiences and the use of those
records in improving the farm business.
8. Include learning experiences which contribute to -the student's
acceptance of approved agricultural practices in his production program.
9. Result in the livestock raised, the crops produced, the )practices
used, and the management of the farming program being of high quality,
10. Are concerned with the likes and dislikes of the individual students.
PRODUCTIVE ENTERPRISES IN THE SUPERVISED
OCCUPATIONAL EXPERIENCE PROGRAM
Definition; A productive enterprise is a business venture for learning
experiences and profitin which the student has complete or partial ownership.
It involves a series of agricultural jobs usually making up a complete pro-
duction cycle in an agricultural operation, It is a part of the ove r a 1
supervised occupational experience program.
The student making a beginning and desiring to advance in a production
agricultural occupation should be made to realize early in his planning that
to carry a single productive enterprise for one year is not going to result
in achieving that objective. For maximum learning, advancement, and fin-
ancial returns, the student with such an objective should plan a complete
farming program made up of productive enterprises and supplemental experi-
ences. Supplemental experiences including improvement projects and other
activities such as the learning of additional skills dovetail with and sup-
port the value of the productive enterprises undertaken by the student. It
is also possible that arrangements for on-farm placement experiences may be
worked out for the student to provide additional agricultural competencies
not available through the carrying of productive enterprises.
A continuation type of productive enterprise is the most desirable,
since this type usually results in the student building up a greater finan-
cial investment and in increasing the scope of this farming program. This
type of enterprise may very well lead to the students establishment in farm-
ing. Most major productive enterprises should be of the continuation type.
Contributory enterprises should usually be found in an occupational
experience program which includes major continuation type productive enter-
prises if the student is to be successful with his major productive enter-
prises. For example, in the case of a student with a corn enterprise, a con-
tributory enterprise might be a legume grown as a green manure crop for the
corn enterprise.
The following is a list of examples of representative -productive
enterprises that students can carry out successfully in this state.
Animal Productive Enterprises
1. Bees
a. Honey production: Colonies of bees that are kept primarily for
their honey production.
b. Crop pollination: Colonies of bees kept primarily for service
as crop pollinat6ra.
2. Cattle, Beef
a. Breeding cow and calf: Female animals bred to calve during the
period of the enterprise.
b. Breeding heifer: Young females carried to breeding age for sale
or use in developing the herd.
c. Pen feeding: Animals fed roughage and concentrates and confined
in a pen to be fattened for sale and slaughter. This may also
include individual animals raised for exhibition as show steers.
d. Breeding bull: Purebred males raised for sale or use on the
home herd.
e. Range calf: Calves that are raised on the range with their
mothers until weaning age and are then sold as weaning calves
or stockers.
f. Feeder: Calves or stockers carried on pasture or on growing
rations to be sold or used as feeders.
3, Cattle, Dairy
a. Dairy cow: Females bred to freshen during the year of the enter-
prise and which are kept for milk production.
b. Breeding heifer: Young females carried to breeding age for sale
or use in developing the herd.
c. Veal: Baby calves fattened to a specific grade and weight as
veal.
d. Breeding bull: Purebred males raised for sale or use on the
home herd.
4. Fish
a. Aquarium: Freshwater or saltwater tropical fish bred and raised
for sale to homeowners and pet shops for stocking aquariums.
b. Food: Edible species of fish raised under controlled conditions
for sale as meat.
c. Restocking: Edible species of fish hatched and raised to stock-
ing size for the purpose of restocking ponds,streams, and lakes.
5. Fish Bait
a. Crickets: Enterprise carried togrow crickets or similar insects
for sale as live fish bait ,t6o"wholesalers or for the retail
trade.
b. Live minnow bait: Fish raised to bait size for sale as live
bait to fishermen.
c. Worms: Enterprise carried to grow worms such as catalpa,night
crawlers, earthworms, and red worms for sale as fish bait to
wholesalers or for retail trade.
6. Game bird: Wild birds such as pheasant, quail, turkeys, or chuk-
kar partridges hatched and raised for sale or release to restock
hunting or game management areas.
7. Goats
a. Milking goat: Female goats raised for production and sale of
their milk.
b. Meat or range goat: Goats raised for meat purposes.
8. Horses
a. Colt: Young animals kept to grow for breeding, work or sale
purposes.
b. Mare and foal: Females kept to foal during the enterprise year.
c. Riding horse: Animals raised, broken, and trained for sale as
riding stock for pleasure or work.
9. Oyster: Spat seeded on suitably natural or prepared beds for
growing to marketable size.
10. Poultry
a. Broiler or fryer: Chicks hatched or purchased at hatching
time and carried to the broiler or fryer stage for sale.
b. Capon: Caponized male birds fattened for meat purposes.
c. Duck meat: Chicks hatched or purchased at hatching time
and carried to the broiler or roaster stage for sale.
d. Guineas: Birds raised for sale of eggs or chicks.
e. Laying hen: Hens kept for the purpose of producing eggs
for sale.
f. Pigeon: Squabs raised for sale.
g. Quail: Chicks hatched or purchased at hatching time and
carried to maturity for sale as meat.
h. Turkey poult: Poults hatched or secured at hatching time,
carried to market weight, then sold.
i, Turkey breeding flock: Turkey hens and gobblers kept
for the purpose of producing hatching eggs.
11.. Rabbits
a. Breeding rabbit: Bucks and does raised for sale as breed-
ing animals.
b. Meat rabbit: Rabbits kept for production of fryers.
12. Sheep
a. Ewe and lamb: Ewes kept to produce lambs and wool crop.
b. Lamb fattening: Lambs secured as feeders to be carried to
slaughter weight and condition.
c. Feeder lamb: Light weight lambs carried on pasture or on
growing rations to be sold as heavy feeder lambs.
13. Swine
a. Breeding gilt: Young females raised to breeding age for
sale as bred gilts.
b. Breeding replacement: Pigs, either boars or gilts, raised
to breeding age for sale or as replacement stock.
c. Sow and litter: Sow or gilts kept to produce litters.
d. Swine fattening: Pigs, after weaning, fed to slaughter
weight and condition.
Plant Productive Enterprises
1. Aquatic plants: Plants propagated and grown for sale ;to home-
owners and pet supply houses as aquarium materials.
2. Beans
a. Field bean: A crop grown for the purpose of marketing as dry
beans.
b. Green bean: Snap or lima beans grown for sale as fresh pro-
duce.
3. Citrus fruit: Citrus crops grown'tor sale of fruit such as:
a. Orange d. Tangerine
b. Lemon e. Kumquat
c. Grapefruit f. Limes
4. Citrus, nonbearing: Established grove grown and managed to bear-
ing age.
5. Citrus nursery: Seddlings transplanted to nursery rows for bud-
ding and growth.
6. Citrus seedbed: Seed planted to furnish rootstock for nursery use.
7. Corn
a. Field corn: Crop grown for sale or own use as:a livestock feed.
b. Sweetcorn: Crop raised for freezing, canning, or for fre sh
consumption.
8. Cotton: Crop grown for sale of seed and lint.
9. Floral Crops
a. Cut flower: Flowers grown in field beds or hothouses for sale
as cut flowers.
b. Fern (asparagus plumosis): Ferns grown in field beds for sale
to florists.
c. Orchid: Plants grown for sale or for production and sale of
their flowers.
d. Bulb and tuber: Plants grown for sale of their rootstock.
10. Forestry
a. Farm woodlot: Forested plots managed for the production of saw-
timber, pulpwood, fuelwood, and posts or poles.
b. Gum farming: Forested plots managed for the production of tur-
pentine gum (naval stores).
c. Seed tree: Mature stands managed for production and sale of
seed or cones for breeding and nursery purposes.
11. Garden: A garden grown for sale of vegetables.
12. Hay: A single crop or combination of grass and legume crop varie-
ties grown for sale or home use as hay.
13. Melons: All melon crops grown for sale of their melon fruits, such
as;
a. Cantaloupe
b. Honeydew
c. Watermelon
14. Ornamental Horticulture:
a. Turfgrass: Lawn grasses grown in field plots for sale as plugs,
sprigp,.or sod.
b. Potted plant: Plants propagated, grown, and sold primarily for
use as potted flowers or specimen plants for indoor or outdoor
use.
c, Transplanting: Different plants propagated, grown, and sold
primarily as container plants for landscaping purposes.
15. Pasture: A single crop or combination of grass and legume crop
varieties grown for either seasonal or year-long pasturing of live-
stock,
16. Peach: Trees grown to bearing age for sale of fruit.
17. Peanut: A crop grown for sale of their nuts.
18. Pecan: Bearing trees grown for sale of their nuts.
19. Potatoes (Irish)
a. Potato: A crop grown for sale or home use.
b. Certified potato: A crop grown for sale of certified seed.
20. Potatoes (Sweet); A crop grown for sale or home use.
11
21. Small Fruits: Vine and bush crops grown for sale of fresh fruit
such as:
a. Blackberry
b. Blueberry
c. Grape
22. Small Grains:
Barley grain and pasture
Oat grain and pasture
Rye grain and pasture
Wheat grain and pasture
Crops grown for sale
feed and/or pasture
Certified
Certified
Certified
barley seed
oats seed
wheat seed
Small grain
duction and
seed
grown for the pro-
sale of certified
23.. Sorghums
a, Grain sorghum; A sorghum crop
grain.
grown for use or sale as feed
b. Forage sorghum: A sorghum crop grown for use as pasture,rough-
age, hay, silage, or soiling crop,
c. Certified sorghum seed; A sorghum crop grown for the production
and sale of certified seed.
d. Sudangrass: A crop grown for use as summer pasture, silage,or
hay.
24. Soybean; A crop grown primarily for sale of the beans.
25. Sugar cane: A crop raised for production and sale of cane, syrup,
and sugar.
26. Tobacco
Flue cured tobacco
Nursery
Shade grown tobacco
27. Tropical fruits: Tree fruits grown for sale as fresh fruit or for
preserves.
Avacado
Guava
c. Mango
d. Papaya
28. Vegetable field crops: Crops grown for sale to produce houses,
distant or local markets, or canneries.
or use as
a. Beet k. Greens turnips, mustard,
b. Broccoli collards
c. Cabbage 1. Lettuce
d. Carrot m. Onion
e. Celery n. Okra
f. Cauliflower o. Spinach
g. Cucumber p. Squash
h. English pea q. Strawberry
i. Egg plant r. Sweet peppers
j. Field peas, fresh s. Tomato
29. Vegetable transplant: Sets and transplants raised for sale in field
or garden use such as'sweet potato slips, tomato and pepper trans-
plants, strawberry runners, or onion sets.
Other Enterprises
1. Hunting Preserve: Private land developed and managed to .provide
income through fees assessed for hunting bird and game animals
grown and released on that land.
2. Rural Recreation: Land developed and managed to provide income
through admission fees for activities such as horseback riding,
picnicing, outdoor sports, fishing, camping, or nature study.
3. Wildlife management: Private land developed and managed to con-
serve and/or restock fish, game birds and/or game animals so as to
provide an income by charging a fee for harvesting such wildlife,
PROVIDING ON AND OFF-FARM AGRICULTURAL PLACEMENT EXPERIENCES
AS A PART OF THE SUPERVISED OCCUPATIONAL EXPERIENCE PROGRAM
On-Farm Placement
Definition: Locating a student on a farm or ranch for a considerable
period of time to provide him an opportunity to secure a variety of planned
experiences so that he develops and is able to apply knowledge and skills
in production agriculture.
Any student who needs knowledge, operative and managerial skills, and
practice in different areas of agricultural production and management
that cannot be provided realistically in another manner should be engaged
in on-farm placement as part of his overall occupational experience program,
A student who is carrying productive enterprises and learning supplementary
practices may very well be placed on a farm or ranch for addition I
experience which he cannot obtain from the other phases of his occupational
experience program.
Persons involved in the student's on-farm placement experiences should
include the student, the cooperating farmer or rancher, the student's par-
ents, and the teacher. These persons working cooperatively should plan the
variety of experiences, levels of competence to be achieved, sequence of
experiences to be followed, and length of placement period needed by the
student to develop his abilities to the extent of his capabilities with the
time and resources available.
The use of training plan to determine in advance what activities the
student is to participate in while placed on a farm is just as important
for students entering production agriculture as it is for students;enter-
ing off-farm agricultural occupations. Appendix "G", page 51,is an example
of one part of a training plan developed for a student preparing to' be a
landscape gardener which could be adapted to the program of a student
placed for on-farm experiences. It will be noted that the training plans
should show the related instruction which the student is to receive whi le
at school.
Like the student in the off-farm placement program, the student in the
on-farm placement program should be expected to keep a record of the ex-
periences he has and the abilities he develops while engaged in on-farm
placement activities. A sample weekly experience record sheet is attached
as Appendix "H", page 53.
Off-Farm Agricultural Placement
Definition: Placement for off-farm agricultural experience is the
assignment of a student for on-the-job training to a business firm as an
occupational area of his choice that requires agricultural competencies so
as to provide that student with the opportunity to develop entry level
operative and managerial abilities in a planned sequence of activities.
A student who is placed in an off-farm training station for occupa-
tional experience could well be placed on a farm or ranch for additional
experiences or could be carrying productive enterprises, improvement pro-
jects, and other supplementary experiences to make up a complete occupational
experience program. Off-farm placement experiences are appropriate for
students from both farm and non-farm backgrounds.
It should be emphasized that off-farm placement is more than just
placing a boy in a job to earn some money; instead, it is a cooperatively
planned, realistic, supervised, on-the-job training program for a :student
which is considered just as important as his at-school agricultural in-
struction and which is inseparably tied to that instruction. Generally
speaking high school students placed for such experiences should be mature
responsible persons of senior standing or equivalent capability.
Procedures for Organizing Placement Experiences
Appendix "A on page 37 outlines a checklist of steps to be followed
in initiating and ,conducting cooperative occupational placement experi-
ences. Just a few crucial comments will be made in the following pages.
Teachers are referred also to two other very complete detailed placement
experience handbooks for further information. They are:.
Planning and Conducting Cooperative Occupational Experience in Off-
Farm Agriculture. Columbus, Ohio: The Center for Research and Leader-
ship Developments in Vocational and Technical Education,The Ohio State
University, 980 Kinnear Road. August 1965. 138 pp.
Cooperative Part-Time Training in Vocational Agriculture: Teachers'
Handbook. College Station, Texas: Teaching Materials Center, Depart-
ment of Agricultural Education, Texas A & M University. 1967. 95 pp.
Developing Local Policy Statements
A written local policy should be developed to help in administering
cooperative placement experience programs. This policy, subscribed to by
the school board, should include provisions for:
1. Objectives of the program
2. Administrative relationships
3. Selection standards for students
4. Age and/or grade level of students to be enrolled
5. Time and travel allowances for the teacher
6. Amount of school time to be permitted for the students' on-the-job
training
7. Requirements for student training plans
8. Length of classroom instruction periods
9. Responsibility for student safety and liability
10. Standards for supervision and instruction by the cooperating
employer.
Conducting School and Community Surveys
An initial survey of the students in the school and the community
residents should be conducted to determine the general interest in and sup-
port for this type of program. These surveys should be conducted before
students are placed in placement centers. Student surveys should yield
such information as the number of students interested in the program, their
background, and their specific occupational interests at that particular
time. The community survey should determine:
1. Willingness of firms or farms to cooperate as on-the-job training
centers.
2. Number of training centers meeting minimum standards.
3. Existence of labor unions or company policies affecting the hir-
ing of student workers.
4. Number of jobs available.
5. Number of new positions available five years from now.
6. Name of person to contact for future meetings on the placement
program.
7. Names of personnel capable of serving as on-the-job instructors or
supervisors.
8. Workmen's compensation and other benefits ;available to student
workers.
9. Minimum wage available for student workers.
10. Classification of employees in the organization, i.e., professional
skilled, etc.
An example of a brief survey form used to determine business firm
interest in a supervised occupational experience placement program is
attached as Appendix "D", page 43.
Exploring Placement Program Possibilities with School Administrative Person-
nel
With the summarized and analyzed data gathered from the types of sur-
veys referred to above, the vocational agriculture teacher should meet with
administrative personnel to discuss the possibility of beginning such a
program. School officials should be kept informed of developments at all
stages as the teacher works out the details of the placement programs.
Using the Advisory Committee
The regularly established departmental advisory committee should as-
sist the teacher in the establishment of the placement programs. This com-
mittee should be supplemented with knowledgeable persons from the different
occupational areas involved in the placement programs.
If an advisory committee is not presently in operation, one ranging in
size from five to twelve members should be appointed to serve in an advisory
capacity on matters relating to the placement program. The members of this
committee should be appointed by the school board from recommendations made
by the teacher of vocational agriculture in consultation with school admin-
istrattie personnel. All advisory committee members should understand that
they serve in an advisory capacity only and have no policy-making authority.
The committee should be made up of members with the following quali-
fications:
1. Respected members in their field
2. Imaginative and farsighted in outlook
3. Interested in problems of the school system
4. Willing to devote time to the program
5. A representative of the community, i.e., business, labor, an d
public
6. Possess integrity, responsibility, open-mindedness, and construc-
tive attitudes
7. Have an adequate understanding of educational processes.
Areas in which the advisory committee could be of assistance to the
teacher include determining community situations and needs, publicizing and
promoting the placement programs as well as the total agricultural program,
evaluating the program, in developing employment opportunities, providing
guidance in wage and hour problems, conducting community surveys, securing
resource personnel for related classroom instruction, in setting local
training standards, and locating training centers for on-the-job placement
experience.
Selecting Students and Training Stations
Knowledgeable school personnel, i.e., principals, guidance counselors,
and teachers of vocational agriculture,working cooperatively, should select
students for the placement programs through personal interviews with stu-
dents using all available records, personal knowledge of the individuals,
and standardized test scores. It should be remembered that students selec-
ted for the different placement programs will be in community businesses
and farms and will represent the school system to the general public. Only
students who are dependable, trustworthy, and responsible should be allowed
to participate in on-the-job placement programs. The occupational aspir-
ations of the student and the personality of both the training center per-
sonnel and the student should be matched to some degree. Students should
be selected who:
1. Have a definite occupational objective in mind.
2. Have demonstrated their ability and willingness to work.
3. Have the approval of their parents for participating in the program
4. Are old enough to enroll in a formal placement program if.state or.
federal child labor age standards are applicable, or are mature-
responsible persons of senior standing or equivalent capability.
5. Will be able to work the required number of hours on the job.
6. Will be able to furnish their own transportation to the placement
centers.
7. Have demonstrated reliability, punctuality, and good attendance
records.
8. Have high moral character.
9. Are interested in occupations for which placement centers are
available.
10. Do not have physical or mental handicaps which will prevent them
from being placed in suitable placement situations.
11. Possess a basic knowledge and interest in agriculture and prefer-
ably have completed two years in vocational agriculture.
One example of a student application form for participation in an
agricultural occupational experience placement program is attached as Ap-
pendix "B", page 39.
The advisory committee can be of great assistance in selecting train-
ing stations or centers. Training centers should be selected keeping the
following criteria in mind:
1. Good employer-employee relationships exist within the organization.
2. Training can be provided in an approved occupation for which vacan-
cies in the labor force exist.
3. The job at which the student works should require training, not
just work experience of a routine, repetitive nature.
4. The center offers opportunities for advancement so as to develop
the student's potential ability to the point that he will be occu-
pationally competent.
5. The center can provide the trainee with experience in many facets
of the occupation for which he is preparing.
6. The center can provide the student trainee with a supervisor or
training sponsor.
7. The center has a good reputation in the community.
8. Personnel working at the center also have good reputation in the
community.
9. The moral "climate" at the center is good.
10. Personnel working at the center understand and accept the purpose..
11. The center is willing to provide an adequate amount of time'for
training.
12. The center has adequate facilities, equipment, and uses1-up-to-date
methods.
13. Working conditions are satisfactory, safe, and representative of
the occupation as a whole.
14. Pay scales at the center are on a par with similar co~ndarnms in
other areas and minimum wages for student-learners can be paid.
15. The center is within a reasonable distance of the school.
An example of a checklist for selecting training centers has been
included as Appendix "E", page 45.
19
OPERATING PLACEMENT PROGRAMS
Obviously, recommendations cannot be made concerning all questions
which might arise concerning the operation of the many possible different
placement programs. The statements below pertain to phases of placement
programs which must be considered by each teacher.
Length of Placement Experience
The amount of time students spend in actual on-the-job placement ex-
perience will depend entirely on the requirements of the occupatioa for
which the student is preparing and the experience he already possesses. For
some occupations, placement programs have not been in operation long enough
to establish dependable time guidelines for on-the-job experience. For
others, however, realistic amounts of time for different programs have been
determined from experience, the analysis of the job competencies i-req1ired
of entry level employees, and the recommendations of industry advisory com-
mittees. They are as follows:
1. Ornamental horticultural service occupations: .......... 500 hours
2. Agricultural machinery set-up man: ..................... 200 hours
3. Agricultural machinery mechanic's helper:. .............. 390 hours
4. Agricultural machinery mechanic (post-high school): .... 700 hours
5. Agricultural machinery parts man: (post-high school): .. 550 hours
6. Agricultural machinery service department
manager (pobsthigh.school): ..... .................... 690 hours
7. Agricultural supply sales and service occupations:
a. Basic for all trainees excluding specialization..... 100 hours
b. Additional hours for specialization:
1) Feeds .......................................... 150 hours
2) Crop, lawn, garden seed area ................... 170 hours
3) Fertilizers ................................... 150 hours
4) Agricultural chemicals ......................... 170 hours
5) Petroleum products .......... ................... 140 hours
6) Hardware and building supplies ................. 140 hours
7) Miscellaneous agricultural supplies ............. 120 hours
8. Meat cutting program (on basis of limited information): 600 hours
The amount of released school time, if any, permitted for students to
work at the training center will need to be determined locally depending
upon the conditions involved. For example, because of the seasonal nature
of some types of occupations, some students in one school might need to be
placed for a large portion of their on-the-job time during the summer, or
during one semester but not during the other, in order to receive appropri-
ate occupational experiences. Appendices "L", 'M", and "N", pp. 61, 67, 73.
cover the legal considerations involved in placement program. However, the
teacher should remember that the time spent by the student aat school at-
tending classes, e.g., agriculture, science, English, or mathematics,and the
time spent in work at the training center should not exceed forty hours per
week, nor:' sh6tld it exceed eight hours in any one day.
Wages for Students
While it would be nice if students were paid for working at the train-
ing center for occupational experience, all students enrolled in placement
programs don't have to receive compensation for work done at the training
centers. However, it is true that students employed in firms affected by
minimum wage laws must be paid the minimum wage or else the rate specified
in the Student-Learner Certificate under which they have been placed, which
is generally 75% of the minimum wage for the position in which they are
receiving training. Appendices M'K" and 'N", pages 59 and 73, : provide
the basic information needed concerning wages or the preapration and use of
student-learner certificates.
Student Safety and Liability
Students enrolled in the placement programs should be covered by some
type of liability insurance. Where applicable, students should be covered
by Workmens' Compensation provisions and disability insurance. Training
centers should be selected that provide for the maximum safety of the
students.
Student Transportation
Students should be responsible for providing their own transportation
to the training centers.
Class Sizes
In terms of student needs, a separate class probably should be provided
for related instruction when there are six or more students engaged in on-
the-job placement programs. In terms of teacher efficiency, class,enroll-
ments for students in placement programs should be limited to about fifteen
students.
Training Agreement
Before a student begins working in a training center to gain occupa-.
tional experiences, he, the cooperating employer, the parentsnor guardians,
and the teacher of vocational agriculture should have prepared and agreed
to a training agreement. Three copies should be completed with one copy
going to the cooperating employer, one copy to the student, and one copy to
the department of vocational agriculture. The typical forms for training
agreements have been included as Appendices! "V-1" and "F-2" pp. 47 and 49.
Training Plan for Placement Experience
In addition to the training agreement, the student, teacher, and co-
operating employer need to develop a systematic, sequential training plan
for the different experiences which the student is to receive while on
placement. This plan has its primary purpose the determination in advance
of the type of activities in which the student is to participate while on
the job. The training plans for a particular occupation will be of value
to the teacher as it will enable him to understand job requirements and
specifications, and consequently, to develop the related instruction which
will be needed. Then too, cooperating employer will know what related
instruction is being provided at school. The plan then serves as a guide
to those involved in the training to see that these experiences are pro-
vided. It may be amended as necessary to serve better the needs of the
students. A training plan should be developed for each student.
When developing training plans, keep the following procedures in mind.
1. Thoroughly explain the need and value of training plans before in-
volving the employer in their development.
2. Discuss with the employer samples of training plans which have
been developed and completed by students.
3. Do not expect the employer or the student to prepare the actual
plan. The teacher should assume the responsibility for the prepa-
ration of the final plan after suggestions and recommendations
have been made by the employer.
4. The training plans should list both the at-school related instruc-
tion and the on-the-job instruction to be provided.
Appendix "G", page 51, is an example of one part of a training plan
developed for a student preparing to be a landscape gardener which could
serve as a model for developing other plans.
Related At-Sphool Instruction
The at-school instruction for students in occupational experience place-
ment programs includes that related to the occupational choice of the stu-
dent. The teacher will probably have to spend approximately one half of
the class time teaching areas common to all students engaged in placement
programs and one half of the time assisting the students individually or in
small groups with problems and information pertinent to their particular
occupational choice. The related instruction should include the following
modules from the Advanced Agriculture Section of the Curriculum Guide For
Constructing Courses in Vocational Agriculture for Florida Schools:
1. Developing Sound Human Relations in Agricultural Occupations
2. Becoming Acquainted with Legal Problems Affecting Agriculture and
Agriculturally Related Occupations
In addition,specialized instruction in areas related to business mana-
gement, insurance coverage, union activity, industrial safety standards
and economics may be appropriate depending upon the occupational objectives
of the students, the nature of the training center, and the cooperating
employer's suggestions.
On-The-Job Instruction
The employer should be encouraged to provide on-the-job instruction
and experiences for the student as listed on the training plan and be re-
sponsible for the student's training while on the job. In some cases, it
may be feasible to provide short "in-service" clinics for a group of co-
operating employers or supervisors of student trainees to prepate them in
ways of teaching the students with whom they will be working. As recogni-
tion to the employers, provide them with a certificate of'recognitiofl upon
completion of such a short course. Among items to be covered" in such a
formal short course or through informal visitation with individuAl co-
operating employers might be the need for stressing safety practices asso-
ciated with specific skills, the need for permitting students to ask ques-
tions, some techniques of demonstration, and the type of evaluations of
student progress desired by the teacher. Examples of a checklist that dight
be used by an employer to evaluate students placed with him, appear as Ap-
pendices "I" and "J", pages 51 and 57.
Supervising the On-The-Job Placement Phase of the Occupational Experience
Program
The teacher of vocational agriculture acts as the csupervisor- coordi-
nator of the placement program. His job is to coordinate all activities of
the program; to establish effective working relationships amongthestudents,
the school, and the training center; to provide the at-school instruction;
and to organize, develop, promote, and operate the total program. The
teacher's responsibilities include the following:
1. Select training centers representing all areas of the field of
agriculture where placement needs exist and where such centers
would be desirable environments for preparing students.
2. Select students with career objectives in the field of agriculture
and assist them in being placed in a training center whichwill
contribute to their career objectives.
3. Make regular visits to the training center to observe the student
on the job and to check with the employer concerning his progress.
4. Develop training plans for each individual student making certain
that each plan is tailored to fit each individual student's career
objective.
5. Provide students with general and specific related instruction
through core material, individual study and research, and'by dis-
cussions between individual students and the teacher.
6. Collect and keep current all instructional materials needed for
individual and small group study and research.
7. Secure additional training centers as the need arises.
8. Keep records concerning the different facets of the .placement
programs.
9. Develop and carry out a continuous follow-up program to assist the
students who have been in the program and to furnish evidence for
revising and improving succeeding programs.
10. Continually evaluate the worth of the on-the-job placement program
in relation to the total agricultural program.
11. Serve as secretary to the advisory committee.
Legal Considerations
1. Make certain that all students have a social security number.
Application blanks may beobtained from the nearest social security
office or the local post office.
2. Assist students in filing federal income tax returns. MOast em-
ployers will withhold federal and state taxes ffom the student's
pay.
3. Study carefully the provisions of the Fair Labor Standards Act,
Child Labor Laws, and the requirements for student-learner certi-
fication. Pertinent provisions of these acts and regulations are
found as Appendices "K", "L", "M", and 'N", pp. 59, 61, 67, and 73.
4. Where labor unions are present in placement centers, secure any
necessary clearance needed from them before placing students on
the job in the center.
5. Check the requirements for placing students in hazardous occupa-
tions before the students begin on the job.
Records, Reports, and Grades
The essential records the student will be expected to keep are the
following:
1. His copy of the training agreement
2. A copy of the training plan
3. A record of hours worked and money earned
4. Activities he has performed
An example of a student's weekly on-the-job placement experience
record is included as Appendix "M", page 67. However, several different
record books are available commercially that are suitable for the use of
the student who is placed on a job to gain occupational experience to use
in keeping all his records.
The employer should be asked to fill out an evaluation sheet on each
student at the end of each grading period. These evaluation sheets will be
useful to the teacher in grading the student and working with the student
to overcome difficulties identified by the employer. Examples of such an
evaluation checklist appear as Appendices "I" and "J", pages 55 and 57. The
student's own records will be checked by the instructor also and maybe used
in grading the student.
SUPPLEMENTAL CONTRIBUTORY EXPERIENCES IN THE
SUPERVISED OCCUPATIONAL EXPERIENCE PROGRAM
While productive enterprises, placement for non-farm occupational ex-
periences, and/or placement for off-farm occupational experiences will usu-
ally constitute the major portion of a student's occupational experiences,
it is also recognized that sometimes the student will need to gain addi-
tional experiences in order to develop managerial and operative skills or to
acquire desirable attitudes which cannot be secured through the types of
experiences listed above. The concept of having a student gain skills
through supplementary experiences not a part of his productive enterprises
or placement programs but which will contribute to his well rounded prepa-
ration for vocational entry must not be slighted, particularly for students
with limited backgrounds in or opportunities for occupational experience.
The supplemental or contributory experiences gained by a stu-dent
could take place in animal production, sales, service, and processing (occu-
pations; in crop, forest, or ornamental horticultural production, sales,
service, and processing occupations; in the ggtiiultural mechanics service
occupations; or in any other agricultural occupations. Such supplemental
experiences may take the form of engaging in and becoming proficient in
managerial practices and/or theilearning of specific skills. They albonmay
take the form of the development and completion of rather extensive related
activities such as the traditionally encouraged improvement projects.
Selecting these supplemental experiences for students must be done on an
individual basis considering each student's background of experience and
what he needs to round out his vocational preparation.
The Use of Improvement Projects
A good improvement project is an undertaking involving series of rela-
ted activities which contributes to the development of abilities needed in
agriculture and which accomplishes one or more of the following objectives:
1. To improve the efficiency or income of a major phase of an agri-
cultural business or of atsingle agricultural enterprise.
2. To improve the appearance and the real estate value of the agri-
cultural business or the home.
3. To decrease health and accident hazards.
4. To contribute to improved family living and welfare.
The improvement project usually has the following characteristics:
1. It possesses a scope broad enough to involve planning .and the
adoption of several approved practices.
2. It involves responsibilities extending over a rather long period
of time.
26
3. It does not necessarily require investment and/or ownership on
the part of the student.
4. It does not usually involve either expense or financial return to
the student.
5. It is not a part of the productive enterprises conducted or place-
ment activities performed by the student in his occupational ex-
perience program.
If a student is in doubt as to whether a proposed activity should be
classified as an improvement project or as another type of supplementary
activity, he should keep in mind that the scope involved will usually be the
determining factor. In comparison to supplementary practices, improvement
projects are larger in scope and involve more :than developingg a single
skill. As an example, a student may acquire the skill of welding by doing
welding exercises; however, if the proposed activity involving welding is
to be considered an improvement project, he must do some planning, obtain
the necessary materials, construct and paint pieces of equipment such as
a cattle squeeze, chutes, watering troughs, and other devices thatcan be
considered an improvement to the farmstead. This involves con'siaderae 1 e
scope.
Below is a list of improvement projects along with representative acti-
vities that are commonly associated with each project. Some of these acti-
vities under certain conditions may be involved enough to become improve-
ment projects in themselves. Neither this list of improvement projects nor
the activities associated with each project are meant to be
they may suggest other projects better suited to: a pArticulatustudent 's
situation.
1. Developing a home shop
a. Locating or constructing building for shop
b. Conducting an inventory of existing tools and shop supplies on
the farm
c. Sharpening and reconditioning existing tools and equipment
d. Constructing tool cabinets, tool boards, storage cabinets,work
bench, welding table, saw horses, miter boxes, and rather re-
quired facilities
e. Arranging interior of shop
f. Selecting and securing additional equipment and tools
g;. Wiring shop for lights and power tool outlets
2. Constructing a building
a. Repairing or acquiring plans for a building such as milk house;
machinery shed, laying house, slat house, greenhouse, storage
shed, workshop, or garage.
b. Selecting and acquiring materials for the building.
c. Constructing the building.
3. Constructing a septic disposal system
a. Planning the layout and location
b. Selecting piping, fitting and other materials
c. Building a septic tank
d. Constructing the drainage field.
4. Repairing and improving the home
a. Repairing, installing, and painting window screens
b. Repairing and/or constructing porches and walks
c. Building fences and repairing old fences
d. Replacing window panes
e. Repairing, repainting, and installing sash windows
f. Installing well and attic insulation
g. Repainting rooms and/or the exterior of the home
h. Laying and/or refinishing floors
i. Installing a cooling or heating system
j. Installing weatherstripping around doors and windows
k. Repairing and/or installing gutters and downspouts
1. Conducting a survey for and remedying fire and other hazards
in the home
m. Constructing an outdoor barbecue pit
n. Building an outdoor dining table
o. Planning and constructing a screened outdoor living area.
5. Installing a bathroom and fixtures
a. Selecting fixtures and planning their locations
b. Planning the pipe runs and selecting pipe and fittings
c. Roughing in the plumbing
d. Hooking up the fixtures.
6. Planning and installing a water system in the home
a. Planning the pipe runs and outlets
b. Selecting kind and sizes of piping and water heater
c. Cutting, fitting, and installing pipe.
7. Electrifying a building
a. Planning the outlets and entrance
b. Selecting wiring and other material
c. Roughing in the wiring and outlet boxes
d. Hooking up the wiring and fixtures.
8. Improving the farm electrical facilities
a. Planning electrical needs for the farm and/or home
b. Repairing and maintaining electrical equipment
c. Extending electrical lines and outlets and providing electrici-
ty where needed
d. Building electrically operated equipment such as circular saws
and pig brooders
e. Selecting the proper electrical equipment for the home and
farm.
9. Developing a watering system for livestock
a. Planning system
b. Securing or arranging for necessary materials for construction
of the system
c. Laying pipelines to faucets and troughs
d. Constructing water troughs, installing floats in water troughs
e. Building up area around water troughs to permit young stock to
drink.
10. Constructing a safety bull pen
a. Planning the pen and arranging the location
b. Securing materials for the pen
c. Constructing the pen.
11. Constructing and/or rebuilding farm fences
a. Determining fencing needs
b. Preparing lists of materials needed, and securing materials
c. Building fences and repairing old fences (small repair or con-
struction jobs should be listed as supplementary farm practi-
ces)
d. Constructing and/or installing gates
e. Constructing and/or installing cattle guards.
12. Rearranging fences and fields
a. Determining best land use plan
b. Deciding on best fencing and field layout
c. Securing materials
d. Building fences, gates, lanes, cattle guards, etc.
13. Repairing and painting farm buildings
a. Determining best method of repair
b. Securing materials and making repairs
c. Selecting proper paint
d. Repairing surface for painting
e. Painting the buildings (at least 1,000 sq. ft.).
14. Beautifying and maintaining the home grounds
a. Making home beautification plan
b. Fencing yard
c. Leveling ground and planting lawn
d. Planting shrubs and trees, and pruning them when necessary
e. Installing irrigation system for lawn, trees, and flower beds
f. Selecting site for, planting, and caring for ground covers
g. Planning and following a fertilization program
h. Surveying and removing potential safety hazards
i. Planting suitable border plants or installing appropriate rock,
concrete, redwood, or metal
j. Controlling diseases and insect pests of trees, shrubs, lawns,
and ground cover
k. Taking care of the lawn, trees, flowers, shrubs, and lawn co-
ver until they are established
1. Constructing and installing a farm or house sign; erecting and
painting mailbox.
15. Improving the farmstead's appearance
a.. Arranging an orderly machinery log and/or providing a machinery
shed
b. Collecting and hauling away junk
c. Tearing down and removing old, ramshackle, useless sheds
d. Cutting and removing weeds and brush around corrals, along
fence rows and farm roads, and removing dead trees
e. Stacking such materials as fence posts in an orderly manner
f. Graveling lanes and open spaces around barnyards and between
farm buildings to keep down dust and mud conditions.
16. Repairing and maintaining farm equipment and machinery
a. Replacing worn or broken parts, changing oil, greasing where
needed, installing lubrication fittings, installing safety
shields
b. Hardfacing cultivator shovels and sweeps, plowshares, mowing
machine cutter bar shoes, and other fast-wearing parts of
machinery.
17. Painting farm equipment and machinery
a. Cleaning and preparing the surface for painting
b. Painting several pieces of equipment and machinery with proper
paints.
18. Installing and improving irrigation systems
a. Planning and installing a mist bed for rooting cuttings
b. Planning and installing field sprinkler system
c. planning and constructing durable ditches
d. Planning, installing, and using durable headgates and turnouts
e. Installing Parshall flumes or weirs for measuring water flow
and determining the amount of water applied at each irrigation
f. Surveying field to determine grades needed and amount of earth-
work required for leveling
g. Arranging field layout and constructing tailwater ditches so
that tailwater from one field may be used in irrigating another
field
h. Using irrigation methods and arranging schedules so that the
most efficient use is made of irrigation water for the crop
involved
i. Determining the size of head required for efficient irrigation
j. Determining pump discharge capacity in order to plan total rum-
ber of acres to plant and to arrange irrigation schedules.
19. Constructing water reservoirs and fish ponds
a. Selecting site
b. Calculating size of watershed and watershed discharge capacity
c. Calculating size of pond and spillway needed
d. Planning operations and constructing pond.
20. Draining and reclaiming land
a. Determining level to which to be drained
b. Surveying land to be drained
c. Installing drainage ditches and lines
d. Planting first cover crop.
21. Establishing a balanced fertilizer program
a. Determining present cropping program, field arrangement, and
cropping history of each field
b. Calculating fertility depletion rate under present farming
program
c. Replanning rotation and field arrangement
d. Using barnyard manure to best advantage
e. Selecting kind and determining proper amount of commercial
fertilizer
f. Applying commercial fertilizer and manure properly
22. Planting soil improvement crops
a. Determining where crop best fits into the rotation program
b. Determining crop to plant and its cultural requirements
c. Helping to grow crop
d. Turning crop under at right time.
23. Improving or planting permanent pastures
a. Installing and using a deferred, strip, or rotational grazing
system
b. Placing cattle on and removing them from pasture at proper
time
c. Irrigating pasture properly
d. Mowing weeds and mature coarse forage at proper time
e. Determining fertilization program and applying fertilizers
including manure
f. Planning and establishing a good pasture, either temporary or
permanent.
24. Protecting forest lands from fire
a. Surveying for fire lanes
b. Constructing fire lines
c. Acquiring a kit of fire fighting tools for fighting small
fires
d, Maintaining fire lines.
25. Renovating old orchards and groves
a, Pruning trees
b, Removing and replacing old and diseased trees
c, Tppworking trees to new variett~e
4, Establishing and following an orchard fertilizing schedule.
26, Sitablishing new home orchards
a. Selecting site and planning orchard lJyout
b. Preparing ground, selecting trees and planting them
c. Irrigating and cultivating established orchards
d. Pruning trees after establishment,
27. Stumping and improving land
a. Removing brush and stumps
b. Leveling the land
c. Planting :to: commercial crop or pasture.
28. Terracing lands
a, Running survey lines
b. Leveling the land
c, Planting to, commercial crop or pasture.
29, Reforesting lands
a, Preparing the ground
b. Selecting and securing species to be planted
c. Operating transplanting equipment.
30. Building and/or improving roads
a. Surveying and staking route and grade
b. Clearing right-of-way
c, Installing culverts
d, Building right-of-way fences
e. Hauling and grading fill
31. Ply9loping and installing a crop rotation gvstem
a4, Determining type and sequence of crops in rotation system
b, Helping grow crops,
32
32. Improving the efficiency of labor on the farm
a. Studying present chore schedules and developing improved
schedules
b. Constructing equipment for saving labor such as feed carts,
self-feeders, loading chutes, gates
c. Rearranging and remodeling buildings, corrals, and equipment
storage on the farm
d. Plan a long-range farm layout
e. Determining machinery and power needs for saving labor
f. Analyzing peak seasonal labor periods on the farm and changing
production patterns to make suitable adjustments
g. Establishing a new cash crop.
33. Developing an agricultural library for the farm
a. Selecting a place for the library in the home
b. Making book cases and bulletin file
c. Planning a system for filing bulletins and periodicals
d. Procuring and filing agricultural books, bulletins, clippings,
and farm papers
e. Subscribing to worthwhile publications.
34. Keeping and using accounts
a. Taking inventories
b. Recording all expenses and receipts incurred in managing the
operation
c. Summarizing and analyzing the records
d. Making changes in the farming or business operations as a
result of record use and analysis.
35. Conserving wildlife resources
a. Planting game cover in fencelines
b. Planting "living" hedges
c. Planting shelter and windbreak belts
d. Building nesting boxes
e. Planting feed strips for birds
f. Leaving game cover in open fields
g. Providing and keeping feeding stations stocked.
36. Growing a home vegetable garden
a. Selecting site
b. Preparing the ground
c. Selecting varieties and quantities
d. Planting, fertilizing, irrigating, cultivating, and harvesting.
37. Improving the dairy herd and milk production
a. Keeping production records on each cow
b. Preparing a system of breeding records and an identification
system for each cow
c. Developing an improved feeding program
d. Using records for checking the transmitting ability of indi-
vidual cows and bulls and for culling the herd
e. Controlling diseases and parasites.
38. Improving the quality of dairy products
a. Developing a program for the control of brucellosis, tubereu-
losis, and mastitis
b. Setting up an efficient system of cleaning the barn and cows,
and for keeping them clean
c. Setting up efficient method of keeping utensils clean
d. Providing equipment for and using proper methods for cooling
milk
e. Planning and providing methods of controlling flies.
39. Improving the quality of poultry products
a. Developing and using a program of frequent gathering and pro-
per storage of eggs
b. Keeping nests clean and providing the proper number of nests
c. Producing infertile eggs
d. Setting up an efficient candling, grading, cleaning and pack-
aging system for eggs.
40. Improving the poultry flock
a. Controlling diseases and parasites; maintaining sanitary con-
ditions
b. Improving houses and equipment
c. Providing balanced rations
d. Keeping egg records on the laying flock
e. Establishing and using a rigid culling system.
41. Improving beef production
a. Keeping herd production records
b. Developing and using an improved feeding program including the
use of mineral supplements
c. Following a systematic disease and parasite control program
d. Following a rigid sire and dam selection program.
42. Improying swine production
a. Developing and using the most modern system of swine sanitation
b. Selecting and using balanced rations
c. Improving buildings and equipment
d. Following a rigid sire and dam selection program.
34
43. Eradicating noxious weeds and poisonous plants
a. Determining what noxious weeds are present in the crops on-the
farm
b. Determining how to destroy the important weeds and poisonous
plants
c. Destroying such pests through cultivation or chemical treatment
(and follow through in successive seasons).
44. Eradicating farm pests
a. Destroy pocket gophers and rats on the farm
b. Eradicate any other pests from the infested area.
45. Establishing outdoor recreational areas
a. Surveying site
b. Planting game cover
c. Building and installing picnic tables, benches, water fountains,
garbage racks, etc.
d. Stocking ponds and lakes with fish
e. Raising and releasing game birds
f. Laying out and clearing trails or paths
g. Laying out and developing safety designed archery or rifle
ranges.
46. Establishing and maintaining a display for an agricultural supply
outlet
a. Planning the size and scope of the display
b. Preparing the bill of materials required for construction
c. Constructing shelves and tables for the display
d. Stocking the display
e. Rotating stock in the display
47. Expanding the greenhouse and shade area facilities of a nursery
a. Planning the size and scope of the new structures
b. Preparing the bill of materials required for construction
c. Doing the construction or contracting it to be done
d. Stocking the new area.
48. Developing an advertising campaign for a business
a. Planning the size and scope of the campaign
b. Selecting and contacting the media to use (newspaper, T.V., or
radio)
c. Preparing copy for use in the campaign
d. Analyzing the effectiveness of the campaign.
49. Expanding the physical plant for an agriculturally related business
a. Planning the size and scope of the new facility
b. Making an estimate of the cost and a bill of materials needed
c. Accomplishing the work or contracting it to be done
d. Stocking the new facility.
50. Developing a home recreational area
a. Building sandboxes, swings, see-saws, and other equipment for
play areas for small children
b. Designing and building a barbecue pit
c. D@pigning, acquiring materials for, and building picnic
tables or other outdoor furniture
d. Laying out and developing a safely designed archery or
small bore rifle range.
51. Other improvement projects
Other Supplemental. Experiences
Where supplemental experiences planned for a student take the form of
engaging in and becoming proficient in managerial practices and/or the
learning of specific skills, they might follow the philosophy and format of
the traditional supplementary farm practices which teachers have encouraged
students to have. Such experiences could be developed for students going
into either production agriculture or into off-farm agriculture. They are
activities that provide for the learning of new skills not a part of the
student's productive enterprises, improvement projects, placement for on-
farm experience programs, or off-farm occupational experience programs.
They are an important phase of the student's occupational experience program,
are smaller in scope and detail, usually being a single activity that can
be learned quickly and completed in a short period of time, and'are ,supple-
mental to the other parts of his total supervised experience program. These
practices, as such should not be considered supplementary practices if they
are routine chores or are any other jbb the student can do proficiently al-
ready, but should be those done in order to learn and to master new practi-
ces. For example, a student might learn how to prepare copy for use in an
advertising campaign being conducted by a retail nursery, or he might learn
how to inoculate legume seed, neither practice of which he would be able to
learn in his productive enterprise, placement program, or improvement pro-
jects.
In performing a supplementary type of agricultural practice, approved
practices are used, and in some cases this will mean the first time that
the approved practice has been introduced to the agricultural business or
farm where the practice is being used. Usually, these practices should be
performed as a result of instruction and study in vocational agriculture.
From a practical and preplanning standpoint, some of the supplementary
practices selected by a student to learn in one year might be those that it
would be necessary for him to perform when starting new productive enter-
prises, improvement projects, or an on-the-job placement program the follow-
ing year. For example, a student may have dairy heifers and feeder pigs
as his productive enterprises for the current year but plans next year to
add three acres of strawberries and a landscaping improvement project to
his occupational experience program. Some supplementary agricultural prac-
tices that the student could learn this year are: driving a tractor, greas-
ing and servicing a tractor, applying plastic mulch, planting different
landscaping plants, and pruning ornamentals. However, if the student has
been placed on a farm, other than the home farm, or on an off-farm occu-
pational experience program to learn the skills necessary and to gain the
experiences necessary to expand his own productive enterprise program,these
new skills learned are not "in addition to" the other parts of his super-
vised experience program and are not in a category to be counted as supple-
mental activities.
Many of the activities listed under each of the improvement projects
on the proceeding pages are suitable supplementary experiences in themsel-
ves; consequently, this list may be used by the student, teacher, and par-
ents in selecting appropriate skills to learn. Approved practices in the
different areas of livestock and crop production also suggest supplementary
practices which may be learned by the student.
A P P E N D I C E S
APPENDIX "A"
Checklist of Steps to be Followed
in
Initiating and Conducting Cooperative Occupational Experiences
1. Have the vocational agriculture teacher and appropriate school admin-
istrat6rs (including the superintendent) discussed the program and
agreed on the organizational procedures which should be carried out?
2. Has a local survey been made to determine the number and kinds of agri-
cultural businesses or firms existing in the community?
3. Has the vocational agriculture teacher surveyed his present and pros-
pective students to determine what types of occupational experiences
are needed?
4. Has the state vocational agriculture section within the state depart-
ment of education been contacted for any assistance they may be able
to offer?
5. Has a consulting committee been appointed?
6. Has the program been promoted?
7. Has the school developed and adopted a policy statement to serve as
an operational guide for the administration of the program?
8. Have arrangements for the necessary facilities and equipment been made?
9. Have students been selected?
10. Have training stations been selected?
11. Have students been placed in training stations?
12. Have the training plans and agreements been developed?
13. Have the necessary forms and certificates been completed?
14. Have arrangements been made with the school administration concerning
class schedules, travel allowance, instructional materials, and other
factors so that an adequate job of coordination can be accomplished?
15. Have the necessary records and reports been maintained?
16. Have students been "followed-up" upon graduation?
17. Has the program been evaluated?
APPENDIX "B"
39
High School
Vocational Agriculture Department
Application for Placement for Supervided Occupational Experience in Agriculture
Name: Date:
Address: Soc. Sec. No.:
Phone No.: Date of Birth: Grade in Sch.:
Parent or Guardian's Name:
Parent or Guardian's Occupation:
Sex: Height: ____ Weight: ____ No. in Family __ Gen. Health:
Explain any physical handicaps such as poor hearing, wearing glasses, being al-
lergic to pollen, heart condition, etc.
List the high school credits you have already earned in Math: English
Science Soc. Science Bus. or Commercial Agriculture
Other (list)
What subjects do you need to graduate?
Do you plan to attend a vocational-technical school? A college?
What hobbies do you enjoy?
To what clubs and organizations do you belong? (If you have held an office,
list that also.)
What general types of work do you enjoy?
What general types of work do you dislike?
Present School Schedule School Year 19 -19
Period Teacher Room Period Teacher Room
School Year 19 -19 Days Absent School Year 19 -19 Days Absent
School Year 19 -19 Days Absent School Year 19 -19 Days Absent
Comments on Attendance Record:
If you have ever been employed, fill in the following. If not, list one or more
persons other than relatives to use as character references:
Type of Work
Employer or Character Reference Address Dates You Did
In what types of occupation do you prefer to receive training?
1st choice
2nd choice
Have you a preference for any company, agency, or farmer with whom y o:u would
like to be placed for experience? Why?
Address of company, agency or individual:
Do you know somebody to contact in this company or agency? If so, please list
his name and title.
Will you be available for work after school? __ On Saturdays?
Earliest date you could start work:
Do you wish to be placed this summer?
Will you be able to provide your own transportation?
(Student's Signature)
has my permission to participate in a placement program
for supervised occupational experience in agriculture. I shall do my part in
assisting him/her to fulfill his/her obligations in the program, includingbeing
regular in attendance and maintaining a satisfactory scholastic record.
(Parent's of Guardian's Signature)
APPROVED DISAPPROVED
Date Date
Date
Date
APPENDIX "C"
Citrus Corners Consolidated High School
Vocational Agriculture Department
Report of Medical Examination for Student Desiring On-Job Placement
for Occupational Experience in Agriculture
TO WHOM IT MAY CONCERN:
This is to certify that on
19 I examined
a student at Citrus
Corners Consolidated High School, and found (him) (her) to be
from organic and contagious diseases.
I believe (he) (she) is capable of performing the 'duties
quired in this placement program.
Remarks:
M. D.
(Signed)
free
I
APPENDIX "D"
High School
Vocational Agriculture Department
Survey of Business Firm Interest in Participating in a Supervised Occupational
Experience Placement Program for Students of Agriculture
Date
1. Name of company Type of business
2. Address Telephone Number
3. Name of person contacted
4. Would the firm consider serving as a training center for one or more high
school students?
If yes, in what specific jobs or areas?
5. In reference to company policy, can this firm hire high school age (16 to
18) personnel?
6. Is there a minimum wage? If so, what?
7. Is there a labor union in the firm? If so, will it cooperate in
permitting the placement of student-learners in the firm?
8. Total number of employees: ......... Male Female
a. Number in office work .......... Male Female
b. Number in sales work ........... Male Female
c. Number in service work ......... Male ; Female
d. Number of skilled or technical.. Male Fmale :
9. Years company has been in business
10. Persons recommended as on-the-job instructors or supervisors
(Name) (Position)
11. Benefits available to student workers
APPENDIX "E"
High School
Vocational Agriculture Department
Check Sheet for Selecting Training Centers
Establishment
Date
Address
Phone Number
Very Out-
F a c t o r s Poor Fair Good Good standing
Type of occupation ....,..,.., ........
Opportunities for rotation .,..,.......
On-the-job supervision ,,...... -
Working conditions ................. ......
Reputation ..,...,....................
Business climate ..... ,.,,. .... ,...,,. -
Stability of employment .,.............. -- __
Hours of employment ...... ,,..,..,,,.
Facilities and equipment .............. -,
Employer-employee relationships .........
Accessibility ...........,,............... ,, -
Wages .,,,.... .............. ...... -
Remark as:
Overall Rating; Outstanding Very Good p d
Fair Poor
Criteria for Selecting Training Centers
The following items should be used as criteria in selecting training
centers:
1. Type of occupation The training center can provide experience in an
occupation that requires some knowledge, understanding, and skill in
agriculture and for which vacancies in the labor force exist.
2. Opportunities for rotation The training center'can provide a wide va-
riety of experiences associated with the occupation. It should not be
just work experience of a repetitive, routine nature.
3. On-the-job supervision The training center can provide the trainee with
a supervisor or on-the-job instructor. This person is thoroughly compe-
tent in the skills and technical aspects of the occupation. He should
be interested in the program and will enjoy cooperating in the training
program.
4. Working conditions The working conditions of training center are clean
and representative of the occupation as a whole. The center has a good
record of accident prevention.
5. Reputation The training center should have a good reputation as a re-
liable business establishment and be respected by the community.
6. Business climate The training center uses ethical business practices.
The firm has a record of participation in civic affairs and exhibits a
favorable attitude toward the welfare of its employees.
7. Stability of employment The training center should have a reputation
of continuous operation. It should have a record of few or no lay-offs,
lock-outs, close-downs, or extensive periods of work curtailment.
8. Hours of employment The training center should be able to provide a
sufficient number of training hours at times which are conducive to the
employment of student learners.
9. Facilities and equipment The training center possesses adequate facili-
ties and equipment and uses up-to-date methods.
10. Employer-employee relationships The training center maintains good em-
ployer-employee relationships. Firms that make it a policy to train
and promote their own personnel score high on this point.
11. Accessibility The training center is within a reasonable distance of
the school and is accessible to the trainee. In some cases, the train-
ing center may be outside the normal limits if the student has. adequate
transportation to and from work, and the training station rates high on
other factors.
12. Wages Pay scales at the center are on a par with similar concerns in
other areas and minimum wages for student-learners can be paid.
APPENDIX "F-l"
High School
Vocational Agriculture Department
Training Agreement for
Students Placed for Supervised Occupational
Experience in Agriculture
(Name of Student)
(Agricultural Occupation)
(Person Responsible for Training
Student)
HOURS:
MON.
TUES.
(Age)
(Grade)
(Training Center)
(Length of Training Period-In Weeks@
WED.
THUR.
FRI.
SAT.
In School
In Center
Beginning Wages: $ per hour.
Starting Date:
Provisions
1. The school shall be responsible for providing technical and related in-
struction.
2. The training shall progress from job to job in order to gain experience
in all phases of the occupation listed above.
3. The schedule of compensation shall be fixed by the training center and
shall be paid the same as to others with the same experience and ability.
4. The Vo-Ag instructor will assist with the adjustment of any problems.
5. The parent shall be responsible for conduct of the student while in
training.
6. The student agrees to perform his duties at the training center and in
school diligently and faithfully.
7. The student shall have the same status as other employees of the center
and the training may be terminated for the same reason as any other em-
ployee.
8. No regular employee shall be laid off to train the student.
9. If the student drops out of school, he will not be employed by the train-
ing center for a period of less than 90 days.
(Student)
(Employer)
(Vocational Agriculture Instructor)
(Parent or Guardian)
APPENDIX "F-2"
___ High School
Vocational Agriculture Department
Training Agreement for Students Placed for Supervised Occupational
Experience in Agriculture
To provide a basis of understanding and to promote a sound business relation-
ship, thistmemrandum of agreement is established on __...______ _, 19.__, by
.....______. ., Student, _______________, employer
..... .. ... ... parent or guardian, and ...... ._ teacher of
agriculture for _____............. High School,
The occupational experience covered by this agreement will begin on ..
19 and will end on or about ______, 19__, unless the agreement
becomes unsatisfactory to either the student or the employer.
Person immediately responsible for the student's on-the-job training:
The usual working hours will be as follows:
While attending school _______....
When not attending school _____________ ......
Provisions for overtime;
Provisions for time off: __________ ........
Liability insurance coverage (type and amount): __
Wages will be at the following rates: Trial Period ______
Remainder of the Agreement Petiod .........
Wages will be paid at the following times: ...........
THE STUDENT AGREES TO:
Do an honest day's work recognizing that the employer must profit .from
his labor in order to justify hiring him.
Keep the employer's interest in mind and be punctual, dependable, and
loyal
Follow instruction, avoid unsafe acts, and be alert to unsafe conditions
Be courteous and considerate of the employer, his family, and others.
Keep such records of work experience and make such reports as the schdE-
may require.
Develop plans for management decisions with the employer and teacher.
Remember that the employer is often making an economic sacrifice in giv-
ing him on-the-job instruction as a student-learnkr.
Other:
IT IS UNDERSTOOD THAT THE EMPLOYER OR ON-THE-JOB SUPERVISOR WILL:
Provide the student with opportunities to learn how to do well as many
jobs as possible, with particular reference t6 those contained in the
training plan.
_ Coach the student in the ways which he has found desirable in perform-
ing work and handling management problems.
_ Help the teacher make an honest appraisal of the student's performance.
Avoid subjecting the student to unnecessary hazards.
____ Notify the parent and the school immediately in case of accidentorsick-
ness and if any other serious problem arises.
Assign the student new responsibilities when he can handle them.
Cooperate with the teacher in arranging for a conference with the stu-
dent on supervisory visits.
_ Not lay off a regular employee in order to train the student.
__ Not hire the student for at least ninety days if he drops out of school.
Provide other considerations:
THE TEACHER, IN BEHALF OF THE SCHOOL, AGREES TO:
_ Give systematic instruction at the school enabling the student to under-
stand and carry out his duties and responsibilities at the training
center better.
Visit the student on the job at frequent intervals for the purpose of
coordinating at-school instruction and to insure that he gets the most.
education out of his experience.
Show discretion on the time and circumstances chosen for supervisory
visits, especially when the work is pressing.
_ Work with the employer, student, and parents to provide the best pos-
sible training for the student.
THE PARENT AGREES TO:
_ Assist in promoting the value of the student's experience by cooperat-
ing with the employer and the teacher of vocational agriculture.
_ To satisfy himself in regard to the living and working conditions made
available to the student.
Assume full responsibility for any action or happening pertainingtothe
student-trainee from the time he leaves school until he reports to his
training station.
Other:
ALL PARTIES AGREE TO:
An initial trial period of working days to allow the student to
adjust and prove himself.
___ Discuss the issues with the teacher before ending employment.
Other:
STUDENT EMPLOYER
Address Address
Telephone No. Telephone No.
Social Security No. School Telephone No.
PARENT TEACHER
Address Tel. No. Address Tel. No.
APPENDIX "G"
Example of a Portion of a Training Plan in Ornamental Horticulture
Part 5 Establishing a Lawn
On-the-Job Training Related Instruction -
What the Student-Learner Should Do What the Student-Learner Should Know
Progress* Completed
or Grade
1. Develop plan for estab- 1. Steps and procedures in
lishing a lawn planning for a lawn.
2. Rough grade the area
3. Test soil. 3. Procedures in testing
soil.
4. Add topsoil. 4. Types and character-
istics of topsoil.
5. Apply organic matter. 5. Types and character-
istics of organic matter.
6. Apply fertilizer. 6. Types and character-
istics of lawn ferti-
lizers.
7. Adjust pH. 7. Methods and procedures
in adjusting pH of
soils.
8. Operate rototiller. 8. Characteristics of good
seedbeds for lawns.
9. Rake to finish grade.
10. Seed grass. 10, Methods and procedures
in planting a lawn.
11. Plant stolons.
12. Place sod.
13. Place plugs.
14. Water newly established 14, Methods and procedures
lawns, in watering lawns.
* 0:
S:
P:
Observes::
Performed
Performed
under close supervision
without close supervision
APPENDIX "H"
High School
Vocational Agriculture Department
WEEKLY ON-THE-JOB EXPERIENCE RECORD
Student
Occupational Area
From
To
Week Number:
Employer or
Cooperator:
Work Schedule
M T W TH F S
Date Time Spent On-the-Job Instruc-
(mo. & day) Hours Min. Type of Work Done tion Received
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Total hours Total hours worked to date:
worked this Total salary this week: $
week Total salary to date: $
Comments:
55
APPENDIX "I"
High School
Vocational Agriciulture Department
Employer Evaluation of Student-Learner
(For Use by Employers in Rating Students in
the Supervised Occupational Experience Program)
Student's Name Date
Training Station Employer ______.....
In rating this student, please check (V) the column that is the most
applicable after each trait listed.
AFFIRMATIVE TRAITS
High Medium Low
CO-OPERATION Degree Degree Degree
Shows sincerity and interest ( ) ( ) ( )
Observes rules of the firm ( ) ( ) ( )
Co-operates naturally and willingly ( ) ( ) ( )
Works harmoniously with employer or supervisor ( ) ( ) ( )
Works harmoniously with other employees ( ) ( ) ( )
DEPENDABILITY
Sticks to the job through difficulties ( ) ( ) ( )
Assumes responsibility ( ) ( ) ( )
Gets to work on time ( ) ( ) ( )
Returns from lunch or relief on time ( ) ( ) ( )
Does a dependable job, though supervisor notathand ( ) ( ) ( )
MANNERS AND APPEARANCE
Wears clean, neat clothes ( ) ( ) ( )
Wears appropriate clothes for job ( ) ( ) ( )
Shows courtesy to customers ( ) ( ) ( )
Shows consideration for other employees ( ) ( ) ( )
Speaks in 4 refined voice ( ) ( ) ( )
Maintains poise ( ) ( ) ( )
QUALITY OF WORK
Shows skill and accuracy ( ) ( ) ( )
Suggests additional merchandise ( ) ( ) ( )
Tries to make customer satisfied ( ) ( ) ( )
ATTITUDES
Indicates enthusiasm for work
Asks for constructive criticism and help
Welcomes suggestions wholeheartedly
Feels that it is important to do a job well
Shows loyalty to firm
Maintains cheerful disposition
INDUSTRY AND INITIATIVE
Takes pride in completing job
Works continuously
Studies merchandise when there are no customers
Does stock work
Shows ambition for advancement
OBSERVATION AND MEMORY
High Medium Low
Degree Degree Degree
(
(
(
(
Observes customer types
Observes trends in customer's tastes
Observes selling points in merchandise
Remembers prices
Remembers stock locations
Remembers customers and their names
Remembers customers' need and wants
NEGATIVE TRAITS
Headstrong
Talks too much
Talks too loudly
Requires tact in handling
Alibis
Indifferent to his work
Has to be told things to do
Wastes time while on the job
Chews gum
Complains about not feeling well
Talks about personal life
Remarks:
Employer's Signature
APPENDIX "J"
High School
Vocational Agriculture Department
Employer Evaluation of Student-Learner*
Date
Training Station
0 Unsatisfactory
1 Below Average
2 Average
PERSONAL QUALITIES:
Ability to get along with others ...............
Adaptability, ability to work under pressure ...
Aggressiveness, forcefulness ...................
Attitude, enthusiasm, interest .................
Cheerfulness, friendliness .....................
Courtesy, manners ............................. ,
Dependability, punctuality, reliability ........
Determination, persistence, following through ..
Efficiency, thoroughness .......................
Following instructions, cooperation, judgment ..
Helpfulness, thoughtfulness ....................
Honesty, fairness, loyalty .....................
Industriousness, using time wisely .............
Initiative, observing, imaginative .............
Maturity, poise, self-confidence ...............
Patience, self-control, sense of humor .........
Personal appearance, grooming, fitness .........
Selling ability, personality for selling .......
JOB SKILLS:
Knowledge of business and jobs performed .......
Mathematical ability ...........................
Writing ability ....................... .........
Speech, ability to convey ideas ................
Use of good English ............................
Rating for liabilities: 0 Does not possess 3 -
1 Not noticeable 4 -
2 Seldom notices
LIABILITIES:
Annoying mannerisms ...............................
Familiarity .......................................
Giving excuses ................ ........... ........
Tendency to argue ...............................
Tendency to complain ..............................
- Above Average
- Superior
- No chance to observe
0 1 2 3 4 X
- t 1 1
-1- -i-I- -
-I---'-
Frequently noticed
Frequently noticed
Highly noticed
0 1 2 3 4
PLEASE FEEL FREE TO WRITE ANY COMMENTS ON THE BACK ON THIS SHEET.
__ Rated by
*Adapted from the form used Position
by James McMullen, Vocational Agriculture Teacher, Indiana, Pennsylvania.
Trainee
Basis for Rating:
59
APPENDIX "K"
Summary of General Minimum Wage Provisions of
Fair Labor Standards Act as Amended in 1966
A. Those employees covered prior to 1967 must be paid $1.60 per hour.
B. Those employees coming under the provisions of the act as amended must
be paid
1. $1.15 per hour starting February 1, 1968
2. $1.30 per hour starting February 1, 1969
3. $1.45 per hour starting February 1, 1970
4. $1.60 per hour starting February 1, 1971
C. Those affected before 1966 amendment
1. Employees producing goods for interstate commerce
2. Employees receiving goods from interstate commerce
3. Employees producing goods for products in interstate commerce
4. Employees in any form of interstate commerce
Only two employees of a business need to receive or to produce for
interstate commerce for the business to come under the act,
D. Additional dovered employment under 1966 amendment
1. Any and all businesses with $500,000 gross volume of business to
be reduced to $250,000 after 1969
2. Businesses in construction or re-construction
3. Any business engaged in laundering, cleaning or repairing clothing
4. Operations of Hospitals, Nursing Homes, and Schools
5. County Elevators
6. Farmers,if the employing farmer used more than 500 man-days of agri-
cultural labor in any one calendar quarter (approximately 7employ-
ees) Farmers so affected must pay
a. $1.15 per hour starting February 1, 1968
b. $1.30 per hour starting February 1, 1969
E. Those exempted from minimum wage provisions of Fair Labor Standards Act
as amended
1. Executive, administrative, professional employees such as teachers,
outside salesmen,
2. Retail and service establishments with less than $250,000 gro ss
sales, engaged in little or no interstate commerce.
3. Amusement and recreational establishments, theaters, and small news-
papers.
4. Employees of farmers who did not use over 500 man days of labor in
any one calendar quarter in the previous year.
APPENDIX "L"
Summary of Salient Provisions of Part 1500 Child Labor Regulations,
Orders, and Statements of Interpretation Effective January 1. 1968
A. Employment of Children in Hazardous Occupations in Agriculture
1. Children under the age of sixteen are not permitted to be employed
in agricultural occupations classified as hazardous unless:
A4 The child is employed by his parent or guardian on a farm owned
or operated by such parent or guardian
b. the child is employed as a vocational agriculture student-
learner who meets all of the following qualifications.
1) The student-learner is enrolled in a
training in a cooperative vocational education training pro-
gram in agriculture under a recognized State or local edu-
cational authority or in a course of study in a substanti-
ally similar program conducted by a private school, and
2) Such student-learner is employed under a written agreement
which provides:
a) That the work of the student-learner in the occupations
declared particularly hazardous shall be incidental to
his training;
b) That such work shall be intermittent and for short
periods of time, and under thd direct and close super-
vision of a qualified person;
c) That safety instructions shall be given by the school
and correlated by the employer with on-the-jbb train-
ing; and
d) That a schedule of organized and progressive work pro-
cesses to be performed on the job shall have been pre-
pared. Each such written agreement shall contain the
name of the student-learner, and shall be signed by the
employer and a person authorized to represent the school.
Copies of each agreement shall be kept on file by both
the school and the employer. This 'exemption for the
employment of student-learners may be revoked in any
individual situation where it is found that reasonable
precautions have not been observed for the safety of minors
employed thereunder.
2. The agricultural occupations considered hazardous are:
a. Handling or applying anhydrous ammonia, organic arsenic herbi-
cides, organic phosphate pesticides, halogenated hydrocarbon
pdticidds, ot heavy-metal fungicides, including cleaning or
decontaminating equipment used in application or mixing of such
chemicais.
b. Handling or using a blasting agent. For the purpose of this
subparagraph, the term "blasting agent" shall include explo-
sives such as, but not limited to, dynamite, black powder,
sensitized ammonium nitrate, blasting caps, and primer cord.
c. Serving as flagman for aircraft.
d. Working as:
1) Driver of a truck or automobile on a public road or highway
2) Driver of a bus.
e. Operating, driving, or riding on a tractor (track or wheel),
over 20-belt horsepower, or attaching or detaching an imple-
ment of power-take-off unit to or from such tractor while the
motor is running.
f. Operating or riding on a self-unloading bunk feeder wagon, a
self-unloading bunk feeder trailer, a self-unloading forage
box wagon, or a self-unloading auger trailer.
g. Operating or riding on a dump wagon, hoist wagon, fork lift,
rotary tiller (except walking type), or power-driven earth-
moving equipment or power-driven trenching equipment.
h. Operating or unclogging a power-driven combine, field baler,
hay conditioner, corn picker, forage harvester, or vegetable
harvester.
i. Operating, feeding, or unclogging any of the following machines
when power-driven: Stationary baler, thresher, huller, feed
grinder, chopper, silo filler, or drop dryer.
j. Feeding materials into or unclogging a roughage blower or auger
conveyor.
k. Operating a power-driven post-hole digger or power-driven driver.
1. Operating, adjusting, or cleaning a power-driven saw.
m. Felling, bucking, skidding, loading, or unloading timber with
a butt diameter of more than 6 inches.
n. Working from a ladder or scaffold at a height of over 20 feet.
o. Working inside a gas-tight type fruit enclosure, gas-tight type
grain enclosure or gas-tight type forage enclosure, or inside
a silo when a top unloading device is in operating position.
p. Working in a yard, pen, or stall occupied by a dairy bull,
boar, or stud horse.
B. Employment of Children in Non-Agricultural Hazardous Occupations
1. Children under the age of eighteen may not work in non-agricultural
occupations declared hazardous unless they are bona-fide student
learners at least sixteen years of age working in a hazardous occu-
pation for which an exemption has been issued.
2. Student-learners in non-agricultural hazardous occupations must
meet the same requirements as those outlined in (A-l-b) above.
3. An example of the type of written agreement referred to in (A-l-b)
above appears on following page.
High School
Vocational Agriculture Department
Mr. John McAhee, Manager
Cox-s Meat Packing Co., Inc.
6271 South Dade Avenue
Miami, Florida 32789
Dear Mr. McAhee:
We recognize that Jack Butcher, who is enrolled in our school as a
vocational agriculture student and who has been placed in your firm as a
student-learner to gain occupational experience may, during the course of
his employment with you, be called upon to learn to operate machines that
have been declared by the Secretary of Labor to be particularly hazardous
for minors under 18 years of age.
Consequently, this letter stands as an agreement that you as the em-
ployer, and I, as a representative of the school, understand that the work
of the student in those occupations declared particularly hazardous shall be
incidental to his training, that such work shall be intermittent and for
short periods of time and shall be under the direct and close ;supervision
of a qualified and experienced person, that safety instructions shall be
given by the school and correlated by the employer with on-the-job training,
and that a schedule of organized and progressive work process to be per-
formed on the job shall be prepared.
As an indication of your concurrence with this agreement, would you
please sign this letter in the space provided below? Please retain the
duplicate copy for your files and return the original copy to me.
Sincerely,
Gilbert Andrews
Vocational Agriculture
Teacher-Coordinator
(Date)
(Name and address of employer)
4. The following have been declared non-agricultural hazardous occupa-
tions for which an employee must be at least eighteen years of age.
a. In or about plants storing or manufacturing of explosives
b. Occupations of motor vehicle driver, or helper
c. Coal mine operations
d. Fogging operations, sawmill operations
e. Occupations involving exposure to radio-active substances, and
ionizing substances
f. operations of elevators, power driven hoisting apparatus
g. Mining other than coal
h. Power driven bakery machines
i. Manufacturing of brick, tile, and kindred products
j. Wrecking, demolition, ship wrecking operations.
5. The following have been declared non-agricultural hazardous occupa-
tions in which a bona fide student-learner who is at least sixteen
years of age may be employed if an exemption has been issued.
a. Operating power driven wood working machines
b. Operating power driven metal forming, punching, and shearing
machines
c. Occupations in slaughtering, and meat packing houses and ren-
dering plants
d. Operating power driven paper-products machines
e. Operating circular saws, band saws, guillotine shears
f. Roofing operations
g. Excavation.
C. Employment of Minors Between Fourteen and Sixteen Years of Age in Eco-
nomic Opportunity Programs
1. Such employment is permissable provided it is confined to the fol-
lowing periods:
a. Outside school hours
b. Not more than 40 hours in any I week when school is not in
session
c. Not more than 18 hours in any 1 week when school is in session
d. Not more than 8 hours in any 1 day when school is not in session
e. Not more than 3 hours in any 1 day when school is in session
f. Between 7 a.m. and 7 p.m. in any 1 day, except during the summer
(June 1 through Labor Day) when the evening hour will be 9 p.m.
2. In the case of enrollees in work-training programs conducted under
Part P of Title I of the Economic Opportunity Act of 1964, there is
an exception to the requirement of paragraph (1)(a) of this section
if the employer has on file with his records kept pursuant to Part
516 of this title an unrevoked written statement of the Administra-
tor of the Bureau of Work Programs or his representative setting out
the periods which the minor will work and certify that his employ-
ment confined to such periods will not interfere with his health and
well-being, countersigned by the principal og phe school which the
minor is attending with his certificate that such employment will not
interfere with the minor's schooling.
D. Additional Information
For more information concerning the Fair Labor Standards Act as amended
in 1966 and the child labor provisions of the same act, see the follow-
ing bulletins:
1. U. S. Department of Labor. Handy Reference Guide to the Fair Labor
Standards Act as Amended in 1966. Washington, D. C., U. S. Gov-
ernment Printing Office.
2. U. S. Department of Labor. A Guide to Child Labor Provisions of
the Fair Labor Standards Act as Amended in 1966. Washington, D.C.
U. S. Government Printing Office.
Both are obtainable from:
1. State Department of Education, Division of Vocational, Technical
and Adult Education, Knott Building, Tallahassee, Florida.
2. Field Office, U. S. Department of Labor, Wage and Hour Division,
a. P. 0. Box 1170
Jacksonville, Florida
b. 308 Tampa Street
Tampa, Florida
c. Room 107
1200 S. W. First Street
Miami, Florida
APPENDIX 'M"
Developing a Schedule of Organized and Progressive Work Processes for
Instruction in Hazardous Agricultural Occupations*
The following guidelines and examples are included to aid teachers in
meeting the requirements of the Federal Hazardous Occupations Orders, which
specify that the written agreement under which student-learner is employed
provide for a schedule of organized and progressive work processes to be
performed on the job.
The following four steps are suggested in developing such a program:
Identify the hazardous occupation:
I. Analyze the job to be performed in terms of skills or competen-
cies required.
A. Pre-operational
B. Operational
C. Post-operational
II. Organize these skills or competencies in a logical sequence in
terms of operation, procedures and difficulty.
III. For each skill or competency listed identify the safety practices
that should be followed.
IV. Develop a check sheet which includes a listing of skills and
competencies needed to safely perform the job.
A. Provide two levels of evaluation
1. Check when student first demonstrates skill under super-
vision. This will normally be checked by the teacher.
2. Evaluate when the student has acquired the ability to per-
form the activity in a work situation. This may be the
teacher and/or employer.
B. It is desirable that these check sheets be attached to the
agreement form for the following reasons:
1. To provide a schedule of organized and progressive work
processes.
2. As a record of a student's progress in acquiring the skills
and competencies listed.
The following is one example of the above checklist developed as a
guide for teachers of agriculture in developing materials appropriate to the
occupational experience program of students in their classes.
Originally developed by Division of Occupational Education, Bureau
of Agricultural Education, State Education Department, New York, March 25,
1968.
Tractor Operation and Maintenance--
Skills & Work Processes Check Sheet
Skill or Job:
A. Pre-operation
Student exhibits ability to carry out
skills of operation of tractor by:
1. Filling gas tank .....................
2. Checking oil and oil cleaner .........
3. Checking and filling cooling system
(including anti-freeze) ..............
4. Check tires proper inflation .......
5. Adjust seat to proper fit for
operation ............................
6. Gets on and off tractor properly -
using steps, etc. ....................
B. Operations (actual)
1. Starts tractor .......................
2. Exhibits ability to clutch and
shift gears ..........................
3. Uses gas pedal and throttle for
starting driving ...................
4. Stops tractor smoothly, turns using
brakes, sets brake when standing .....
5. Chooses correct speed and gear for. -
a. Road work ........................
b. Field work .......................
C. Driving Skills
1. Turns tractor properly with and
without attachments ..................
2. Manipulate tractor and attachments
under various conditions:
a. Narrow space .....................
b. Limited room .....................
3. Can back tractor with:
a. Two wheel rig ....................
b. Four wheel wagon or rig ..........
4. Demonstrate ability to lay out work
in field according to a plan, after
first inspection job .................
D. Operating with machines attached (2 and
4 wheel)
1. Uses judgment in driving forward,
allowing for terrain, obstacles, etc.
2. Choose right machine for tractor size
3. Choose correct gear and speed for
all attachments ......................
Demonstrated Job
Skill Competency
Rated Rated
by Date by Date
4 I 4
_____ 4 4
E. PTO and Hitching
1. Attach PTO properly to
equipment .......... ............ .....
2. Hitches to drawbar for proper
height and line-up ...................
3. Uses properly the controls for PTO ...
4. Handles throttle in correct relation
to PTO and control ...................
F. Post-Operation Parking tractor and
machine
1. Shuts off tractor and machine
properly when not in use .............
2. Applies safety precautions when work-
ing on tractor and any machine -
alertness of individual ..............
3. Parks tractor and/or attached
machines in proper position (on level
if possible), proper position, uses
jacks ................................
4. Wheel chocks used to hold in place
for idling of machine ................
5. Prepares machine for next job to
be done ..............................
General
1. Student exhibits correct attitude
for job ... .. ...... .................
2. Student appears to understand job ....
3. Student understands and practices
safety in all aspects of job .........
4. Can understand and take directions
and criticism ........................
5. Employer and employee go over check
list on each machine .................
Student Certification:
I have read all the above and agree that I
instruction and have been checked out for satisf
NAME OF STUDENT
(Signature)
Acknowledgement
(Teacher of Agriculture)
Demonstrated Job
Skill Competency
Rated Rated
by Date by Date
4 It t
__ __ I __ __
have received the indicated
actory performance in each.
Date
APPENDIX "N"
Standards and Provisions for Student-Learner Certificates*
The following section is taken from the information guide and instruc-
tions for completing applications for student-learner certificates and from
title 29, part 520 Employment of Student-Learners.
Under t6gulations established pursuant to both the Fair Labor Stand-
ards Act Aid the Walsh-Heaiey Public Contracts Act, student-learners iay be
e6ipoyi d at *Ages below the minimum wages established under those acds in
actbrdaic6b Wieh the certificates issued by the Wage aid Hour Public Con-
tracts Dii3.idois bf the U. S. Department of Labor; T6h employment of stu-
dfHt-learners at special minimum wages subject to Regulations, part 520,
issued utnde authority of section 14 of the Fair Labor Standards Act.
Section 56-20i.1102 of the general regulations under the Walsh-Healey Rblic
Contracts Act recognizes the standards and procedures of Regulations, part
520, as applicable to the issuance of certificates permitting employment of
stddeht-learides at special minimum wages in the performance of government
tdntratfs.
1. Conditions Governing Issuance of Special Student-Learner Certificates
The following conditions must be satisfied before a special certifi-
edte may be issued authorizing the employment of a student-learner at sub-
(aj Any training program under which the student-learner will be em-
pldyed must be a bona fide vocational training program;
(b) The employment of the student-learner at subminimum wages author-
ized by the special certificate must be necessary to prevent cur-
tailment of opportunities for employment;
(e) The student-learner must be at least 16 years of age (or older as
may be required pursuant to paragraph (d) d this sub-section);
(d) The student-learner must be at least 18 years of age if he is to
be employed in any activity prohibited by virtue of a hazardous
occupation order of the Secretary of Labor (See Hazardous Occupa-
tions);
(e) The occupation for which the student-learner is receiving prepara-
tory training must require a sufficient degree of skill to neces-
sitate a substantial learning period;
(f) The training must not be for the purpose of acquiring manual dex-
terity and high production speed in repetitive operations;
* Planning and Conducting Cooperative Occupational Experience in Off-Farm
Agriculture. Columbus, Ohio: The Center for Vocational and Technical
Education, pp. 122-130.
(g) The employment of a student-learner must not have the effect of
displacing a worker employed in the establishment;
(h) The employment of the student-learners at subminimum wages must
not tend to impair or depress the wage rates or working standards
established for experienced workers for work of a likeor compar-
able character;
(i) The occupational needs of the community or industry warrant the
training of student-learners;
(j) There are no serious outstanding violations of the provisions of
a student-learner certificate previously issued to the employer,
or serious violations of any other provisions of the Fair Labor
Standards Act of 1938, as amended, by the employer which provide
reasonable grounds to conclude that the terms of the certificate
would not be complied with, if issued;
(k) The issuance of such a certificate would not tend to prevent the
development of apprenticeship in accordance with the regulations
applicable thereto or would not impair established apprentice-
ship standards in the occupation or industry involved;
(1) The number of student-learners, to be employed in one establish-
ment must not be more than a small proportion of the working
force;
(m) The special minimum wage rate shall be not less than 75 per cent
of the applicable minimum under section 6 of the Act;
(n) No special student-learner certificate may be issued retroactively.
2. Who Is A Student-Learner?
As defined in the regulations, a student-learner is a student who is
receiving instruction in an accredited school, college or university, and
who is employed on a part-time basis pursuant to a bona fide vocational
training program administered by his school. A bona fide vocational train-
ing program is one authorized and approved by a State Board of "Vocational
Education or another recognized educational body. These programs must pro-
vide for part-time employment training supplemented by and integrated with
a definitely organized plan of instruction designed to teach technical
knowledge and related industrial information which is given as a regular
part of the student-learner's course of study in the educational institution
he attends. Such programs may be either retail and service occupations or
in trade and industrial skills.
3. Who May File?
Whenever it is believed necessary in order to prevent curtailment of
employment opportunities, application may be made for a certificate author-
izing an employer to pay student-learners special minimum wages below the
applicable statutory (or wage order) minimum wage under the Fair Labor
Standards Act or below a minimum wage determination under the Walsh-Healey
Public Contracts Act. A separate application on official forms furnished
for the purpose must be filed by the employer for each such student-learner.
Parts of this application are best completed by a school official, other
parts by the employer. The appropriate school official, the employer, and
the student-learner must sign the application. Before a certificate can be
issued, the conditions specified in section 520.5 of the regulation must be
met. (See section 4 on "Completing Student-Learner Certificates" for these
conditions.) An example of a completed application for a certificate tO
employ a student-learner appears on the last page of this appendix.
4. Where Do You File?
Applications must be made on official forms supplied by the Divisions.
The original of the completed application must be filed with the original
office of these Divisions serving your area. A copy must be retained in
the employer's files. Additional copies may be made available to school
officials and the student-learner.
5. When Should You File?
Applications should be filed 15 or 30 days in advance of the date the
student-learner begins his employment so that the Divisions can take action
on the application before employment begins. Certificates cannot be issued
retroactively.
When the student's employment opportunity might be lost by delay in
obtaining a certificate, section 520.6 (c)(2) of the regulation establishes
a procedure for a temporary authorization. A description of this procedure
appears at the top of the face of the application.
6. Age and Proof of Age
Minors under 16 years of age in non-agricultural occupations are not
eligible for student-learner certificates. Furthermore, in occupations
declared to be hazardous by the Secretary of Labor,the student learner must
be at least 18 years of age. (Hazardous Occupations Nos. 5, 8, 10, 12, 14,
16, and 17, permit student-learner employment at 16 and 17 years of age
under certain specified conditions.) For additional information concerning
child-labor provisions of the Fair Labor Standards Act, see Child-Labor
Bulletin No. 101.
For employment subject to the Walsh-Realey Public Contracts Act, male
employees must be at least 16 years old and female employees must be at
least 18 years old.
In addition to entering the student-learner's birthdate in item 3 of
the application, the employer should obtain and keeP on file an employment
or age certificate showing the student-learner to be at least th4 minimum
age for the occupation in which he is employed. Such a certificate also
provides assurance that the employer is in compliance with the requirements
of the state child-labor law. The form currently used in Florida for this
purpose is the yellow State of Florida Age Certificate Form AT-30, revised
in January, 1964.
7. Period of Employment Training at Special Minimum Wages
A certificate may be issued only for that portion of the employment
training period for which special minimum wages below the minimum wages
under the Fair Labor Standards Act or the Walsh-Healey Public Contracts Act
are necessary. This period may not exceed the length of one school year
unless a longer period is found to be justified by extraordinary circum-
stances which must be explained in detail at the time of the application.
No certificate shall authorize employment training beyond the date of grad-
uation of the student-learner.
Employment training at special minimum wage rates during the summer
vacation period will not generally be authorized. However, in exceptional
cases summer employment training may be authorized when it is an integral
part of the vocational training program. Requests for summer vacation em-
ployment must be accompanied by a statement explaining the extraordinary
circumstances justifying this employment, including the number of hours per
week for which special minimum wages are requested.
In item 16 of the application, show only the number of weeks of employ-
ment during which special minimum wages will be paid. The beginning and end-
ing dates of employment shown in items 8 and 9 should coincide with this
period.
8. Hours of Work and School Instruction
The term "hours of school instruction" applies to all hours spent by
the student-learner in actual classes of school instruction and does not
include school hours spent in study hall, homeroom, and activity periods
for which no academic credit is given.
The combined hours of school instruction and employment training author-
ized under a certificate may not exceed 40 hours a week unless justified by
extraordinary circumstances. Such extraordinary circumstances must be ex-
plained in detail in a statement submitted with the application. Hours at
special minimum wages in addition to these authorized ona certificate may
be worked provided that the total hours worked do not exceed:
(a) 8 hours on any school day when school is not in session;
(b) 40 hours in any week during the school term when school is not in
session for the entire week.
The employer shall note in his records the number of such additional hours
and that they were worked because school was not is session. A student-
learner may not be employed in any week at special minimum wage rates for
hours in addition to those authorized in the paragraph above.
In item 17 of the application, show only those hours employment dur-
ing a week for which you intend to pay wages below the wage determination
minimum applicable under the Public Contracts Act.
9. Wage Rates
The hourly wage rate shall be not less than 75 per cent of the appli-
cable statutory minimum wage under the Fair Labor Standards Act. It is
suggested that consideration be given to the payment of a progressive wage
schedule, particularly if a full school year of employment training at spe-
cial minimum wages is requested. If a progressive wage schedule is pro-
posed, the special minimum starting rate must be not less than 75 per cent
of the applicable statutory minimum. In item 18, show only those wages
which are below the applicable minimum wage under the Fair Labor Standards
Act. (This paragraph also applies to work subject to Public Contracts Act
wage determinations.)
SAMPLE SHEET
U. S. Department of Labor
Wage and Hour and Public Contracts Division
P. 0. Box 1170, Jacksonville, Florida
APPLICATION FOR A CERTIFICATE TO EMPLOY A STUDENT-LEARNER
The certification of the appropriate school official on the reverse side of this appli-
cation shall constitute a temporary authorization for the employment of the named student-
learner at less than the statutory minimum wage applicable under Hazardous Occupations
Orders of the Fair Labor Standards Act of 1938, as amended, or at wages below the appli-
cable Walsh-Healey Public Contracts Act minimum wage determination, effective from the date
this application is forwarded to the Divisions until student-learner certificate is issued
or denied by the Administrator or his authorized representative, provided the conditions
specified in Section 520.6 (c) (2) of the Student-Learner Regulation (29 CFR 520) are
satisfied,
PLEASE READ CAREFULLY THE INSTRUCTIONS FOR COMPLETING THIS FORM
PRINT OR TYPE ALL ANSWERS
1. Name and address of establishment 3. Name and address of student-learner:
making application:
John Carl Burton
Hale Agricultural Supplies 5115 Lantern Lane
4115 Lamar Foster, Florida 39081
Foster, Florida 39081
Date of Birth: January 1, 1951
2. Type of business and products manu- 4. Name and address of school in which
factured, sold, or services rendered student-learner is enrolled:
J. R. Mason Senior High School
Agricultural Supplies 228 Glendale Avenue
Foster, Florida 39081
Information on school instruction:
5. Number of weeks in 11. Are Smith-Hughes Act or George-
school year 36 Barden Act Funds being used for YES
6. Total hours of school this program? (Yes or No)
instruction per week 15 12. Was this program authorized by
7. Number of such hours directly the State board for vocational YES
related to employment training 8 education?
8. Proposed beginning date 13. If the answer to item 12 is "No",
of employment 1-2-68 give the name of the recognized
9. Proposed ending date local educational body which has
of employment 5-9-68 approved this vocational training
10. Proposed graduation date program:
of student-learner 5-9-68
11. Outline the school instruction directly related to the employment training.
(List courses, etc.)
Structure of Business S amp I e
ATTACH SEPARATE SHEETS IF NECESSARY
Information on employment training at special minimum wage:
15. How is employment scheduled 19. Title of Student-Learner occupation:
(weekly, alternate weeks, etc.)?
Agricultural Supplies Salesman
Weekly 20. Number of employees in this
establishment 4
16. Number of weeks of employment 21. Number of experienced employees
training at special minimum wage 17 in student-learner's occu-
17. Number of hours of employment pation shown in question 19 1
training a week 15
18. Special minimum wage(s) to be paid 22. Minimum hourly wage rate of
student-learner (if a progressive experienced workers in 21 $1.40
wage scale is proposed, enter each 23. Is an age or employment certi-
rate and specify the'period during ficate on file in this estab-
which it will be paid): lishment for this student-lear- YES
ner? (If not, see instructions)
24. Is it anticipated that the stu-
Not less than $1.05 per hour dent-learner will be employed in
the performance of a Government NO
contract subject to the Walsh-
Healey Public Contracts Act?
25. Outline training on-the-job (describe briefly the work process in which the
student-learner will be trained and list the types of any machines used).
Duties: Making calls with salesman. Inventory and ordering. Working
with customers.
Machines Used: Adding machine, calculator.
26. Signature of student-learner:
I have read the statement made above and ask that the requested certificate author-
izing my employment training at special minimum wages and under the conditions
stated, be granted by the Administrator or his authorized representative.
S12-30-67
(Signature of Student) (Date)
27. Certification by school official: 28. Certification by employer or
authorized representative:
I certify that the student named here-
in will be receiving instruction in an I certify, in applying for this
accredited school and will be employed special certificate, that all of the
pursuant to a bona fide vocational foregoing statement are, to the best
training program, as defined in sec- of my knowledge and belief, true and
tion 520.2 of Student-Learner Regu- correct.
lations.
Signature of Sch ol Official) Da e) (Signature of Employer or (Date)
Representative)
Title Vocational Agriculture Teacher Title Owner
ATTACH SEPARATE SHEETS IF NECESSARY
TALLAHASSEE, FLORIDA
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