For several decades and for many reasons agriculture as a subject in secondary schools in both industrialized and developing countries has waxed and waned. Its fortunes, like those of many other 'vocational' subjects often reflect educational policies which have been shaped by different political ideologies. The question of whether agriculture should be taught in secondary schools and, if so, what its content and methodologies should be raises wider questions relating to the role of agricultural education in public education and whether agriculture at school level should be a 'vocational' or a 'general' subject. The article reviews the arguments for these contrasting views and concludes that in countries of both the North and the South, the national community will be best served where education 'about' agriculture spreads across the school curriculum.
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