Agriculture, forestry and fishery vocational teacher

Agriculture, forestry and fishery vocational teachers instruct students in their specialised field of study, agriculture, forestry and fishery, which is predominantly practical in nature. They provide theoretical instruction in service of the practical skills and techniques the students must subsequently master for an agriculture, forestry or fishery profession. Agriculture, forestry and fishery vocational teachers monitor the students’ progress, assist individually when necessary, and evaluate their knowledge and performance on the subject of agriculture, forestry and fishery through assignments, tests and examinations.

The following job titles also refer to agriculture, forestry and fishery vocational teacher:

vocational educator in agriculture, fishery and forestry
agriculture, forestry, and fishery vocational trainer
instructor in agriculture, forestry and fishery
trainer in agriculture, forestry and fishery
vocational teacher in agriculture, fishery, and forestry
vocational teacher of agriculture, forestry and fishery
agriculture, forestry, and fishery teacher
agriculture, forestry, and fishery vocational instructor
agriculture, fishery, and forestry educator
agriculture, forestry, and fishery instructor

Associate’s degree is generally required to work as agriculture, forestry and fishery vocational teacher. However, this requirement may differ in some countries.

ISCO skill level is defined as a function of the complexity and range of tasks and duties to be performed in an occupation. It is measured on a scale from 1 to 4, with 1 the lowest level and 4 the highest, by considering:

• the nature of the work performed in an occupation in relation to the characteristic tasks and duties
• the level of formal education required for competent performance of the tasks and duties involved and
• the amount of informal on-the-job training and/or previous experience in a related occupation required for competent performance of these tasks and duties.

Agriculture, forestry and fishery vocational teacher is a Skill level 4 occupation.

These occupations, although different, require a lot of knowledge and skills similar to agriculture, forestry and fishery vocational teacher.

hospitality vocational teacher
medical laboratory technology vocational teacher
business administration vocational teacher
hairdressing vocational teacher
electronics and automation vocational teacher

These occupations require some skills and knowledge of agriculture, forestry and fishery vocational teacher. They also require other skills and knowledge, but at a higher ISCO skill level, meaning these occupations are accessible from a position of agriculture, forestry and fishery vocational teacher with a significant experience and/or extensive training.

This knowledge should be acquired through learning to fulfill the role of agriculture, forestry and fishery vocational teacher.

Assessment processes: Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes.
Learning difficulties: The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
Teamwork principles: The cooperation between people characterised by a unified commitment to achieving a given goal, participating equally, maintaining open communication, facilitating effective usage of ideas etc.
Curriculum objectives: The goals identified in curricula and defined learning outcomes.

These skills are necessary for the role of agriculture, forestry and fishery vocational teacher.

Guarantee students’ safety: Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.
Prepare lesson content: Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
Facilitate teamwork between students: Encourage students to cooperate with others in their learning by working in teams, for example through group activities.
Monitor developments in field of expertise: Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation.
Observe student’s progress: Follow up on students’ learning progress and assess their achievements and needs.
Manage student relationships: Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.
Adapt teaching to student’s capabilities: Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.
Apply teaching strategies: Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners’ level, goals, and priorities.
Maintain students’ discipline: Make sure students follow the rules and code of behaviour established in the school and take the appropriate measures in case of violation or misbehaviour.
Assess students: Evaluate the students’ (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.
Adapt instruction to labour market: Identify developments in the labour market and recognise their relevance to the training of students.
Work with virtual learning environments: Incorporate the use of online learning environments and platforms into the process of instruction.
Give constructive feedback: Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.
Support fishery training procedures: Support colleagues progress in their line of work by increasing their job specific know-how.
Perform classroom management: Maintain discipline and engage students during instruction.
Provide lesson materials: Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.
Assist students in their learning: Support and coach students in their work, give learners practical support and encouragement.
Instruct on safety measures: Provide instruction on the possible causes of accidents or sources of danger and explain the protective measures that should be taken to guarantee health and safety.
Apply intercultural teaching strategies: Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.
Work in vocational school: Work in a vocational school that instructs students in practical courses.
Develop course outline: Research and establish an outline of the course to be taught and calculate a time frame for the instructional plan in accordance with school regulations and curriculum objectives.

This knowledge is sometimes, but not always, required for the role of agriculture, forestry and fishery vocational teacher. However, mastering this knowledge allows you to have more opportunities for career development.

Fisheries management: The principles, methods and equipment used in population management applied to fisheries: the concept of catch, by-catch, fishing effort, maximum sustainable yield, different sampling methods and how to use sampling material.
Forestry regulations: The legal rules applicable to forestry: agricultural law, rural law, and laws on hunting and fishing.
Agricultural raw materials, seeds and animal feed products: The offered agricultural raw materials, seeds and animal feed products, their functionalities, properties and legal and regulatory requirements.
Aquaculture reproduction: The techniques used to induce spawning, spawning on nests, stripping using appropriate techniques for specific species of fish, molluscs, crustaceans and others. The environmental control of spawning, the use of hormones to induce reproduction and the broodstock recruitment by genetic selection.
Agricultural business management: Understand business principles behind agricultural production and the marketing of its products.
Green space strategies: The authority’s vision on how to use its green space. This includes the goals it wants to achieve, the resources, methods, legislative framework, and time needed to meet these goals. 
Legislation in agriculture: Body of regional, national and European laws enacted in the field of agriculture and forestry concerning various issues such as product quality, environmental protection and trade.
Agronomical production principles: The techniques, methods and principles of conventional agronomical production.
Agricultural equipment: The offered agricultural machinery and equipment products, their functionalities, properties and legal and regulatory requirements.
Agricultural production principles: Principles and conditions of organic and sustainable agricultural production.
Disability types: The nature and types of disabilities affecting the human beings such as physical, cognitive, mental, sensory, emotional or developmental and the specific needs and access requirements of disabled people.
Forest conservation: Understand forest conservation: the practice of planting and maintaining forested areas.
Code of conduct for responsible fisheries: Food and Agriculture Organisation of the United Nations (FAO) Code of Conduct for Responsible Fisheries and the guidelines established for professional fishers.
Fisheries legislation: The study and analysis of different fisheries management approaches taking into account international treaties and industry norms in order to analyze fisheries management regulations. 
Forest ecology: The ecosystems existing in a forest, starting from bacteria to trees and soil types.

These skills and competences are sometimes, but not always, required for the role of agriculture, forestry and fishery vocational teacher. However, mastering these skills and competences allows you to have more opportunities for career development.

Maintain agricultural machinery: Maintain agricultural facilities and equipment in order to ensure that it is clean and in safe, working order. Perform routine maintenance on equipment and adjust or repair when necessary, using hand and power tools. Replace defective parts components or systems.
Assist students with equipment: Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
Manage resources for educational purposes: Identify the necessary resources needed for learning purposes, such as materials in class or arranged transportation for a field trip. Apply for the corresponding budget and follow up on the orders.
Maintain forestry equipment: Check forestry equipment to make sure that it is in working order.
Operate fishing equipment: Operate and maintain equipment used recreationally for fishing or in fisheries such as various kinds of nets and fishing gear.
Operate forestry machinery: Operate machinery on and off road for harvesting, forwarding and transportation of wood.
Operate forestry equipment: Operate various forest instruments such as skidders, bulldozers to pull scarification or site preparation equipment over forest areas to be regenerated.

2320 – Vocational education teachers

 

 

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References

1. Agriculture, forestry and fishery vocational teacher – ESCO