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A study of the food sector in Denmark was limited to the slaughterhouse, dairy, beverages sectors. The food sector was the most important single industry in the Danish economy. It was the largest manufacturing sector, generated one-third of total manufacturing, and comprised approximately 8 percent of the total Danish gross domestic product. It was a very heterogeneous sector predominantly made up of large companies. With no legal requirement for continuing training under Danish law, a tradition developed over the years with regard to initial and continuing training that was based solely on voluntary agreements between management and work force. The main principle of all vocational training was that the state made resources available in its budget. The chosen strategic course that aims to establish a customer-supplier relationship with foreign food companies by providing a high level of market readiness regarding quality, taste, appearance, and packaging of primary products would require the Danish food sector's product development efforts to be strengthened. The strategy would require the improvement of a number of commercial skills (languages, selling, marketing, and intercultural activities) in programs with a distinct European base. Four companies were involved in case studies: Loven Petfood A/S, Nr. Vium Mejeri, Carlsberg A/S, and Steff/Houlberg. Each case study described the company, continuing vocational training, specific training programs, and training assessment. (YLB)

This document is composed of European synthesis reports on retail trade, the agro-food sector, and the motor vehicle sales and repair sector. They are based on the most important findings of the European report and the 12 national reports for each sector. Section 1, "Retail Sector," deals in part 1 with the structure of retailing in the different countries, observed trends, and future prospects, and analyzes employment, skills, and labor force issues. Part 2 summarizes the findings concerning continuing training. It emphasizes the importance of training and the promotion of a training culture. Section 2, "Motor Vehicle Repair and Sales Sector," suggests in part 1 that the motor vehicle sector is the key sector for integration in Europe. Part 2 describes the repair shop structure: authorized dealers, independent repair shops, and mega-dealers. Part 3 focuses on social conditions, including remuneration, working hours, and collective agreements. Parts 4-5 discuss employment and recruitment conditions and staff structure. Part 6 describes the progress from repair shops to quality service points with a focus on continuing vocational training and its costs as an investment in high quality service. Section 3, "Food and Beverages Sector," describes the industry, market, producers, employment, training, and the future and discusses such general trends as development in the "human resources" issue, transformation of the work organization, and organization of training and the public targeted. The organizations that carried out the sectoral surveys are listed. (YLB)

The food and beverage industry is of overwhelming strategic importance to the Irish economy. It is also one of the fastest changing sectors. Recent trends in this largely indigenous industry in recent years include the following: globalization, large and accelerating capital outlay, company consolidation, added value product, enhanced quality demand, rapid and continuous technological change, and increased overseas operations. As the industry changes, so does the skill profile of its work force. Human resource development (HRD) specialists in the food and beverage industry face a number of challenges: a continuous training requirement, higher entry-level knowledge base, customized approach to meet company needs, certification of in-house training, production of transferable skills, and public and private sector partnership role. Five case studies suggest that, in terms of their HRD policies and practices, Irish companies emerge as world-class players. The companies studied are energetic, creative, and determined in their approach to developing their personnel for present and future requirements. The following themes can be extracted from the case studies: enhanced emphasis on social communication skills for all levels, development of in-house consultative systems, training that is increasingly technologically driven, and need for locally delivered but nationally recognized training. Training needs to be globalized. (The research methodology is appended.) (YLB)

A study examined the agricultural technology system in Venezuela with emphasis on the dairy industry. An analytical framework was used to identify the strengths and weaknesses of the following components of Venezuela's agricultural technology system: policy, technology development, technology transfer, and technology use. Selected government documents were revised, and the following individuals were interviewed: 7 national- and state-level policymakers, 22 agricultural researchers, 18 extension agents, and 33 dairy farmers. It was discovered that government expenditures on agriculture averaged 4% of the country's total expenditures during the past 10 years. Accessibility of external sources of technical dairy information to agricultural researchers was found to be low, and three-fourths of the extension personnel interviewed indicated that direct contact between public research and extension personnel occurred either never or only on an ad hoc basis. Although most farmers had knowledge of basic animal husbandry practices, those practices requiring higher input costs, modern equipment, specialized personnel/skills, and/or sophisticated management abilities were adopted less frequently. It was recommended that the government's financial commitment to the agricultural sector be increased and linkages among researchers, extension agents, and farmers be improved. (Contains 29 references.) (MN)

Fifty percent of 60 farm managers responded to a survey regarding training practices and their attitudes toward training on the farm. The 30 respondents were primarily managers of larger farms with freestall barns and milking parlors, managers of dairies with above average production and profitability, and dairy farm owner-operators. Participants managed farms with 49 to 1,200 cows and hired both full- and part-time employees. Survey results suggested many dairy farm employees lacked basic work skills; the higher the skill level required for a job, the more difficult it was to find skilled employees to do the job; and hiring laborers was much easier than hiring independent employees or working managers. The majority of employers indicated they would prefer to hire untrained individuals and train them themselves. The majority of managers indicated that the person most responsible for training on the farm felt very confident about his/her ability as a trainer but that the training function on the farm would be improved if the manager or key employee became a better trainer. Managers responded positively about five alternative training techniques. Most managers indicated they would be willing to pay a modest amount for training services. Management time was the greatest barrier to effective on-the-job training. The two most important barriers to off-site training were lack of available courses in the community and concern that workers would leave. (YLB)

The process of transferring agricultural technology in many countries was studied to determine the perceived educational and financial needs of small-scale dairy farmers in Socopo, Venezuela. The following data were collected: (1) demographic characteristics--age, educational level, farm size, number of lactating cows, dairy farming experience, and family income; (2) perceived educational and financial needs; (3) sources of obtaining technical information and frequency of use; (4) teaching techniques; and (5) relationships between the demographic characteristics and perceived educational and financial needs. Data for the descriptive correlational study were collected through personal interviews (N=137). Descriptive statistics were used to accomplish study objectives. Study findings included the following: (1) there is a discrepancy in terms of educational needs in dairy farm management activities; (2) educational programs for farmers should be based on identified needs, not farmer characteristics; (3) farmers need the most financial help in forages and livestock areas; (4) farmers preferred veterinarians, county extension agents, and neighbors as information sources; and (5) farmers preferred interpersonal teaching techniques over mass media techniques. (NLA)

The study deals with various predictors of time spent on dairy subjects by Extension agents and predictors of contacts made by agents with dairy clientele. Purposes were to determine the relationships, if any, between various independent variables and groups of independent variables (agents' background and training, county dairy situation, agents' knowledge of dairying, and interest and attitudes of agents toward dairying) and two major dependent variables (amount of time spent by agents on various groups of dairy subjects and the number of contacts made by agents with dairy clientele). A description of methods used and a three-page summary of findings are presented, with six conclusions based on the findings. It was concluded that the overall best predictor of time an agent would spend and number of contacts he would make with dairymen is the number of Grade A dairymen in the county. (Tables of relationships among variables are appended.) (Author/AJ)

To improve vocational educational programs in agriculture, occupational information on a common core of basic skills within the occupational area of the dairy farmer is presented in the revised task inventory survey. The purpose of the occupational survey was to identify a common core of basic skills which are performed and are essential for success in the occupation. Objectives were accomplished by constructing an initial task inventory to identify duty areas and task statements for the occupation. The initial task inventory was reviewed by consultants in the field, and 312 tasks were identified. A random sample of 74 dairy farmers based on the 1974-75 Ohio Young Farmers Association, Inc. was obtained. Data were collected utilizing a questionnaire. Forty-eight questionnaires were returned of which 43 were usable. A compilation of basic sample background information is presented on size and type of dairy operation, years as a dairy farmer, and preparation as a dairy farmer. A compilation of duty areas of work performed and work essential for the occupation is given. Percentage performance by incumbent workers and the average level of importance of specific task statements are presented in tabular form. (Author/EC)

This study analyzes the 1980s upturn in per capita consumption of dairy products in the United States. The study found that per capita consumption of total dairy products in the United States first trended downward then stagnated for the two decades prior to the early 1980s. Per capita consumption of items such as whole milk declined, whereas items such as lowfat milk and cheese tended to move upward. In the 1980s, per capita consumption of items such as lowfat milk and cheese increased at rates that more than offset decreases in other products, leading to an increase in the overall average consumption of dairy products. Despite a slowdown in the U.S. population growth rate, per capita consumption increased enough during the 1980s to generate the sharpest prolonged increase in total consumption of all dairy products at the national level in decades. Rising consumer incomes and declining prices for dairy products relative to other foods caused most of the 2 percent average annual increase in per capita consumption and the 3 percent increase in total consumption posted from 1983 through 1986. Advertising, concern about health and nutrition, changes in demographics, and government donations also affected consumption. However, these influences were small for most dairy products compared with the effects of changes in relative prices and consumer incomes. (Author/KC)

The financial well-being of farm households in 29 Mississippi and Tennessee counties in 1980 and 8 Wisconsin counties in 1982 were analyzed. More than 90 percent of families planning to leave farming were viable under economic conditions at survey time. Almost half of Wisconsin dairy farm households were not viable. Higher debt, younger operator age, and lower farm production efficiency were typical of the least viable households. Less than 20 percent of families with part-time farm operators and nondairy farms were not viable. The most severely stressed operated the largest and least profitable farms. Of families with full-time operators and smaller nondairy farms, 55 percent in Mississippi-Tennessee and 32 percent in Wisconsin were not viable. The typical farm was too small to support a household. Forty-two percent of families with full-time operators and larger nondairy farms were not viable. Production inefficiency and high interest costs aggravated income problems. Options suggested to improve farm family well-being included development of nonfarm job opportunities, vocational training to help younger operators change occupations, greater availability of credit, and commodity programs. (YLB)

This report includes a description of a project to develop and field-test competency-based instructional materials for handicapped students enrolled in regular vocational agriculture programs; a list of project advisory personnel; the clusters of skills identified as appropriate for handicapped students enrolled in courses in dairy production, horse husbandry, plant production, and agricultural mechanics; and sample task instruction sheets. Checklists for use in evaluating students' skills in the following areas are provided: employability; occupational safety; production economics, management, and mechanics; and broiler and egg, dairy, swine, and beef cattle production. Included among the topics covered in the sample task instruction sheets provided are various recordkeeping, technical, feeding, breeding, calving, grooming, handling, planting, and growing skills. Each task instruction sheet contains some or all of the following: a task statement, a task description, a list of materials and tools needed, a description of information to be provided to students, lists of skills addressed and new words, and student evaluation criteria in the form of task statements. During the course of the project, materials for use in teaching 53 separate skills in the 4 target subject areas were developed and field-tested. The personnel list, skills lists, and task instruction sheets are contained in appendixes which constitute the bulk of the document. (MN)

Costs of producing milk rose 53 percent between 1975 and 1984 to $13.57 per hundredweight, whereas cash (out-of-pocket) costs rose 56 percent to $10.64 per hundredweight. Cash receipts, which measure gross production value, peaked in 1981 at $14.94 per hundredweight compared with $9.23 in 1975. Production costs in the Pacific region were more than $1 per hundredweight lower than costs in other regions every year during the period from 1975 to 1984. Appalachia and the Corn Belt had the highest costs. In 1983, the Economic Research Service revised its cost-of-production estimating procedures and cost-and-return budget formats to incorporate new concepts and methodologies. The old estimate format contained an estimate of variable costs and costs imputed to the operator-supplied inputs (including machinery, overhead, management, and land). The current format, on the other hand, contains the following three major categories of revised cost-and-return measures: cash receipts, cash costs (including variable and fixed expenses), and economic costs (which are the sum of farm overhead, taxes and insurance, capital replacement charges, and interest on loans). Cash receipts, variable and fixed cash expenses, and economic costs computed according to the old estimate format were then readjusted to make the old and new estimates consistent. (A total of 6 figures and 16 tables are included.) (MN)

Designed to acquaint young men and women with the agricultural education programs currently available in Ireland's institutions of vocational and higher education, this prospectus describes the educational requirements, facilities, and programs under the auspices of Ireland's Department of Agriculture and Fisheries. Specifically, this document provides information relative to: (1) general agriculture (winter agricultural classes; winter farm schools; scholarships at State and private agricultural colleges; the farm apprenticeship scheme); (2) poultry-keeping, dairying, and domestic economy (day classes; scholarships at private schools of rural domestic economy; private State-aided schools for young women; Munster Institute at Cork); (3) horticulture and bee-keeping (day classes and courses of training); (4) creamery management, butter-making, cheese-making, and poultry (course for diploma in dairy science; training of creamery butter-makers and cheese-makers; and commercial handling of eggs and dead poultry); (5) university degrees in dairy science, veterinary medicine and surgery, agriculture, horticulture (scholarship availability at Cork and Dublin); (6) advisory services (services provided by the Committees of Agriculture re: advice; special instruction in congested districts; soils; veterinary research; special subjects and publications); (7) agricultural employment opportunities. (JC)

A Canadian extension program in Russia revealed two major problems facing Western extension agents: failure of Russian farms to treat dairy farming as a holistic, interdependent system, and a low level of human resource management skills due to the past history of direction by command. (SK)

Intensive rotational grazing by Wisconsin dairy farmers represents a local expression of the sustainable agriculture movement. Contrary to interpretations that view local knowledge in agriculture as idiosyncratic, these graziers use horizontal forms of organizing and information exchange to overcome the limits of personal experience and share local knowledge in networks created for that purpose. Contains 36 references. (Author/SV)

Tompkins Cortland Community College (New York) developed a procedure to recruit and train potential dairy farm workers. A number of marketing efforts were undertaken: distribution of 150 recruitment posters, distribution of public service announcements to 27 area news agencies, 76 paid radio spots broadcast by 4 stations, and staff member follow-up on 48 local residents' request for information on the dairy training program. The curriculum, designed by the advisory board with the cooperation of several dairy training experts, included three primary parts: orientation, classroom training, and job shadowing. The 20-hour dairy skills curriculum had four primary parts: feeding and nutrition, dairy cattle reproduction, the milking process, and milking equipment. Twenty-five enrollees began the program; 22 completed the classroom training. Almost half of those completing the training became employed on local dairy farms. A pretest-posttest assessed the effectiveness of the teaching methods. The average score on the pretest was 56 percent; the average score on the posttest was 85 percent. According to the student course evaluation, students responded well to the course, would have liked to be able to have more "hands-on" experience, and believed the program was pertinent to their needs and interests. The farmers who participated in the program were, for the most part, pleased with the students they worked with and were impressed with the program. (Appendixes include the curriculum and results of the student course evaluation and farmer evaluation. The back cover page lists other Agricultural Economics Extension publications and their report numbers. (YLB)

The Agriculture 2+2 Curriculum Development Project was an articulated training program linking the last 2 years of secondary and the first 2 years of postsecondary training designed to prepare students for employment in 3 or more agricultural technology occupations. The curriculum provided for the development of saleable skills after grade 12 and advanced employment in technical agriculture at the associate degree level. Administrators developed and implemented a competency-based program using input from secondary schools, postsecondary institutions, business, industry, the Texas Higher Education Coordinating Board, and the Texas Education Association. Three procedures were executed in the second project year: instructional materials were identified; a basic certificate program with course outlines was developed; and a "how-to" manual was developed. (The bulk of this document contains reference materials and information on basic certificate programs for four occupational areas: dairy products, garden center management, poultry products, and retail florist. Catalog numbers and titles of all reference materials are included. For each program listed, course objectives and course outlines are included.) (NLA)