A process model to assess the educational needs of members in Iraqi agricultural cooperatives

The procedures employed for completion of the study included a literature search for alternative models currently used. Topics researched in the literature included change theory, innovations in education, adoption process in rural areas, leadership theory and opinion leadership, community development, and adult education studies. The methods of study included submitting the three models devised to a panel of native Iraqi countrymen who are considered experts in the fields of cooperatives, economics, social change, and/or education.

The findings of the study indicate that Model No. 1 will not be adequate in the current Iraqi society.at this time. In fact, it will be impossible to implement this particular model because of the high rate of illiteracy in the country. Because of the low level of education, it would be very difficult, if not impossible, for the cooperatives to identify any of the problems that need to be dealt with. Nor would they have the resources to provide solutions. Because of the poor production and low income levels, the cooperatives would not have the financial means for dealing with these problems if they were identified.

The consensus of the panel was that at the current time, Model No. 2 is best suited for implementation. Model No. 2 has a combination of some government help and some help on the local level or self-help. This mixture should have excellent results; through this method the government will be intervening to some extent, but will not be taking over the development of the programs instituted by the cooperatives. After bringing in the government to help diagnose the problems, the local leaders would then take over from there assuring the members of the cooperative their independence.

Model No. 3 was completely rejected as being unsuitable for implementation within the cooperative societies in Iraq. The reason for this unsuitability is that while the governmental intervention into the solving of problems within the co-ops could be effective, it is felt that this would not be accepted by the members of the cooperatives. Despite their limitations, the farmers expect a certain amount of freedom in the operation of the cooperatives. While a certain amount of governmental assistance—such as help in determining the problems—will be accepted, it is felt that the members would reject new ideas that were forced on them by the government.

For implementation of Model No. 2 the process to follow should include establishing a good relationship among the agricultural cooperative supervisors and members of agricultural supervisors, diagnosing the members' problems, considering the possible alternatives for solving the problems, choosing the best solution, and adoption of the selected solution. The government should take an active part in studying and helping solve the agricultural cooperative problems. The government can abolish illiteracy through adult education and compulsory education for young people. It can sponsor study abroad to assure up-to-date research and new ideas in education so that change can be brought to the country. The government also should help the cooperative members to attain an educational level sufficient to allow them to be independent. When all of this is accomplished, it should be possible to implement Model No. 1.