The agriculture, forestry, and fishing industry is characterized by a large number of workers with relatively low levels of educational attainment. Almost 30 percent of this industry’s workforce does not have a high school diploma, compared with only 12 percent of all workers in all industries combined. The proportion of workers without a high school diploma is particularly high in the crop-producing agricultural sector, where there are more labor-intensive establishments employing migrant farmworkers.
Training and education requirements for general farmworkers are few. Some experience in farmwork or ranchwork is beneficial, but most tasks require manual labor and are learned fairly quickly on the job. Advancement for farmworkers is somewhat limited. Motivated and experienced farmworkers may become crew leaders or farm-labor contractors. Because firsthand knowledge of farm produce is good preparation for grading, sorting, and inspecting, some farmworkers may become agricultural graders and sorters or inspectors. Farmworkers who wish to become independent farmers or ranchers first must buy or rent a plot of land, which can be a substantial financial commitment if one buys instead of rents.
Becoming a farmer generally does not require formal training or credentials. However, knowledge of and expertise in agricultural production are essential to success for prospective farmers. The traditional method for acquiring such knowledge is through growing up on a farm, but this background is becoming less and less common as the percentage of the U.S. population raised on farms continues to dwindle. But even with a farming background, a person considering farming would benefit from the formal postsecondary agricultural education offered by land-grant universities in many of the States. Programs usually incorporate hands-on training into the curriculums to complement the academic subjects. Typical coursework covers the agricultural sciences (crop, dairy, and animal) and business subjects such as accounting and marketing. Also, there are some private organizations that help people gain farming skills, particularly if they are interested in more "alternative" types of farming.
Experience and some formal education are necessary for agricultural managers. A bachelor’s degree in business with a concentration in agriculture provides a good background. Work experience in the various aspects of farm or ranch operations enhances knowledge and develops decision-making skills, which further qualifies prospective agricultural managers. The experience of having performed tasks on other farming establishments as a farmworker may save managers valuable time in forming daily or monthly work plans and help them to avoid pitfalls that could result in financial burdens for the farm.
Whether it is gained through experience or formal education, both farmers and agricultural managers need enough technical knowledge of crops, growing conditions, and plant diseases to make sound scientific and business decisions. A rudimentary knowledge of veterinary science, as well as animal husbandry, is important for dairy and livestock farmers, ranchers, and agricultural managers.
It also is crucial for farmers, ranchers, and agricultural managers to stay abreast of the latest developments in agricultural production. They may do this by reviewing agricultural journals that publish information about new cost-cutting procedures, new forms of marketing, or improved production using new techniques. County cooperative extension agencies serve as a link between university and government research programs on the one hand, and farmers and farm managers on the other, providing the latest information on numerous agriculture-related subjects. County cooperative extension agents may demonstrate new animal-breeding techniques, or more environmentally safe methods of fertilizing, for example. Other organizations provide information-through journals, newsletters, and the Internet-on agricultural research and the results of implementing innovative methods and ideas.
Some private organizations are helping to make farmland available and affordable for new farmers through a variety of institutional innovations. Land Link programs, coordinated by the National Farm Transition Network, operate in over 20 states. They help match up young farmers with farmers approaching retirement so that arrangements can be made to pass along their land to young farmers wishing to keep the land under cultivation. Often a beginning farmer will rent some or all of his or her farmland. Sometimes, a new farmer will work on a farm for a few years, while the farm owner gradually transfers ownership to the new farmer.
Most forest, conservation, and logging workers develop skills and learn to operate the complex machinery through on-the-job training with instruction coming primarily from experienced workers and the logging companies themselves. Some trade associations also offer special training programs. Safety training is a vital part of instruction for all logging workers.
Many State forestry and logging associations provide training sessions for fallers, whose jobs require more skill and experience than other positions on the logging team. Sessions may take place in the field, where trainees, under the supervision of an experienced logger, have the opportunity to practice various felling techniques. Fallers learn how to manually cut down extremely large or expensive trees safely and with minimal damage to the felled or surrounding trees. They also may receive training in best management practices, safety, endangered species preservation, reforestation, and business management. Some programs lead to logger certification.
Workers in the fishing industry usually acquire occupational skills on the job, many as members of families involved in fishing activities. No formal academic requirements exist. Operators of large commercial fishing vessels are required to complete a Coast Guard-approved training course. Students can expedite their entrance into these occupations by enrolling in 2-year vocational-technical programs offered by secondary schools. In addition, some community colleges and universities offer fishery technology and related programs that include courses in seamanship, vessel operations, marine safety, navigation, vessel repair and maintenance, health emergencies, and fishing gear technology. Courses include hands-on experience. Secondary and postsecondary programs are normally offered in or near coastal areas.
Fishers must be in good health and possess physical strength. Good coordination, mechanical aptitude, and the ability to work under difficult or dangerous conditions are necessary to operate, maintain, and repair equipment and fishing gear. On large vessels, they must be able to work as members of a team. Fishers must be patient, yet always alert, to overcome the boredom of long watches when their vessel is not engaged in fishing operations. The ability to assume any deckhand’s functions, on short notice, is important. As supervisors, mates must be able to assume all duties, including the captain’s, when necessary. The captain must be highly experienced, mature, and decisive, and possess the business skills needed to run business operations.
On fishing vessels, most workers begin as deckhands. Deckhands who acquire experience and whose interests are in ship engineering-maintenance and repair of ship engines and equipment-can eventually become licensed chief engineers on large commercial vessels, after meeting the Coast Guard’s experience, physical, and academic requirements. Experienced, reliable deckhands who display supervisory qualities may become boatswains. Boatswains may, in turn, become second mates, first mates, and, finally, captains. Almost all captains become self-employed, and the overwhelming majority eventually own, or have an interest in, one or more fishing vessels. Some may choose to run a sport or recreational fishing operation. When their seagoing days are over, experienced individuals may work in or, with the necessary capital, own stores selling fishing and marine equipment and supplies.
