Curricular Imperatives
in Developing NextGeneration Leaders ofthe Agriculture Sector
in Southeast Asia
Dr. Glenn Gregorio
Director - SEARCA

• Knowledge is acquiring information,concepts, and principles on aparticularly subject matter.
• Skill refers to the ability to apply theinformation in a given context.
• Character describes how one
engages with and behaves in theworld.

Societal Impacts of the 4th Industrial
Revolution• Defined by massive changes and disruptions in society
brought about by the fast-paced technology development
and innovation• Characterized by unpredictable patterns,
complexity, and ambiguity (Reeves and Reeves , 2015)

uncertainty,Challenges Posed by IR 4.0• Reduced manpower due to automation• Information technology security issues• Reliability and stability• Reluctance to changeCharacter Education (Lickona, 2009)

Genuine deliberate efforts to help people
understand, care about, and act uponcore ethical values.

Role of Character Education in IR.4
• Arouse creativity among learners to address new
ways of thinking and doing things• Develop a generation of entrepreneurs who areinnovative, resilient to change, and collaborative.

Pillars of a Modern Agriculture1) Organizing and managing agriculture as a business• Transform small farmers into entrepreneurs• Overcome problems of scale through concentration in key
production areas, through industry-wide clustering,
strengthening of cooperatives and farmers organizations

Pillars of a Modern Agriculture2) Changing the social structure through asset reform• Strengthening the role of agriculture for poverty reduction• Farmers and fishers empowerment• Asset reform – transfer of property or usufruct rights toassets to farmers and fishers• Stimulate investments among owners/rights holders tomake assets productive

Pillars of a Modern Agriculture3) Nurturing values respecting nature and community• Perspective of agriculture as a way of life
• Not only materials improvement and power changes but
also preserve what is good in culture• Love for nature; enjoying the land and waters, preserving
them for future generations• “soul” of agricultureMindfulness

Leadership

Curiosity
Character
Formation for
NextGeneration
Leaders inAgriculture 4.0

EthicsResilience

CHARACTERS
FORMATION FOR NEXTGENERATION LEADERS
IN AGRICULTURE 4.0(Center for Curriculum Redesign, 2015)FortitudeMINDFULNESS
Purposefully
paying attention tothe environment
and the people
around; selfawarenessCURIOSITY
Continuous desire forlearning; drive for innovation
with a high degree ofenthusiasm and openmindedness; ability to engage
in conceptual and discursive
innovation allowing for thecreation of new ways ofworking, thinking, deciding
and operating

RESILIENCERESILIENCE
Perseverance andresourcefulness toovercome adversities;
adaptability to change

FORTITUDE
Persistence to act
despiteuncertainty;
capable of taking
risks (e.g.
entrepreneurship)

ETHICS
Ability to identify
and conduct
behaviors that are
morally upright andbetter forindividuals andsociety

LEADERSHIP
Relational processof empowering
people tocollectively
achieve positivechange with ahigh level of
purpose andmoral (Burns, 1978)

HOW TO INCULCATE CHARACTER?
Curriculum• Incorporating character education in all subjects andaspect of school life
Pedagogy• Experiential learning• Communicative context specific teaching approach• Promote a collaborative learning system (teacher-studentparents) with the aid of technology

Curricular Development for Agriculture
Characteristics
Guiding Values

Major•••••••

Interdisciplinary depth ofknowledge
Experiential learning,
integrating theory and practice
Systems thinking
Skill development, practice andsocial skills
Linking real-world withclassroom
Community building, on andoff-campus
Adaptive curriculum

Minor
•••
•••

Ecological stewardshipand praxis
Strong local economies
Healthy people andcommunities foodsecurity
Collaborative teaching
Experiential-integrative
learning
Civic engagement

Curricular Development for Agriculture
Characteristics
Curriculum
TheoreticalFrameworks
Experiential
teaching activities
Evaluation

Major
Minor
Social constructivism, experiential learning,transformational learning, critical theory, participatory
learning, action research
Fieldwork, applied production classes, internships,
applied research projects, farm field schools, community
partner fieldwork, problem-based inquiry
Competency self-assessment, peer reviews teamperformance, reflective essays, portfolios, criticalreflections, peer/self-assessment, faculty-studentcommunity-industry partner evaluation

SEARCA’s SCHOOL + HOME GARDENS PROJECTSCHOOL + HOME GARDENS PROJECT• Enlightens national
governments and otherrelevant agencies andinstitutions on the potentials
of school gardens to address
nutritional needs of children
while serving as a viable
alternative education facility
for teaching and promoting
an appreciation ofagriculture at a young age.

LESSONS FROM THE S+HGP
1. Experiential learning
allows for deeper
appreciation of agriculture
and good nutrition amongchildren. It develops inthem a sense of
responsibility to sharewhat they learned in theschool garden which they
think will benefit theirfamilies and communities.

LESSONS FROM THE S+HGP
2. Parents’ involvement in
the project helps
sustain the Project
while also providing animportant link between
the household and theschools towards a
collaborative learning
experience for students.

LESSONS FROM THE S+HGP
3. Children show
innovativeness andresourcefulness indesigning their schooland home gardens inconsideration of their
immediateenvironment andlimited resources.

LESSONS FROM THE S+HGP
4. The Project instilled
among children thepositive impact ofgood nutrition, thecommitment to work
together, and thevalue of hard work.

In age of Industry Revolution 4.0, the ultimate
goal of education (character education) is tobuild human resources capable of initiating andleading development and social transformationthat is better, fairer, and more humane.

References:Center for Curriculum Redesign. (2015). Character Education for the21st Century: What Students Learn? Boston, Massachusetts.
Heriyanto, & Satori, D. & Komariah, Aan & Suryana, Asep. (2019).
Character Education In The Era Of Industrial Revolution 4.0 And
Its Relevance To The High School Learning Transformation
Process. Utopia y Praxis Latinoamericana. 4. 327-340.

Curricular Imperatives
in Developing NextGeneration Leaders ofthe Agriculture Sector
in Southeast Asia