Sustainable Agriculture for food security has been a great concern to individuals and states. Hence Rogers, (1996 p. 86) stated that ‘poor training of agricultural extension staff has been identified as part of the poor the problem of the relative ineffectiveness of much of extension in the field’.
This implies not only the extension staff, but to agricultural professionals in general. Unfortunately, the training of human resources in agriculture is often a high priority in the development plans of states. As a result, curricula and teaching programmers are not particularly relevant to the production needs and employment demands to the agricultural sector.
More on AGRICULTURAL Training
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- AGRICULTURAL EDUCATION FOR SUSTAINABLE DEVELOPMENT
- Agriculture: Contextual Constriants, Budgetary and Financial Crisis
- Marginalization of Agriculture and Rural Life
- Relationship between agricultural education and research and extension
- Integration Population Issues Into Agricultural Education
- Agricultural Change to Curricular Content and Emphasis
- Agricultural education: Changes to Educational Processes
The situation has become more serious in recent years due to the Economic crises in the public sector in many development states. In the present administration, the public sector absorbed nearly all agricultural graduates.
This was not the case, and agricultural graduates were finding it increasingly difficult to find employment. Government could no longer afford to hire every graduate, and education in agriculture had not kept up with the increasingly sophisticated labour demand of the private sector. These and other factors, such as environmental degradation, rapid change in the current system of education in agriculture in many states.
In response to the need to review and adjust curricula and teaching programme in agriculture, FAO conduct series of regional round tables that that were completed in 1994. Participant at the round tables were staff of agricultural universities, college and technical schools and officials of ministries of agriculture and Education.
In addition, two expert consultations were held in Rome- one to discuss the result s of a survey of 20 agricultural education institutions from throughout the world and the other to address obstacles and challenges to integrating environmental themes into agricultural education programmes based 10 institutional case studies.
From the regional tables, expert consultations, and recent staff analysis it is possible to identify a number of common issue which affect the teaching of agriculture in the state currently.
The analysis of these issues clearly demonstrates that agricultural universities, colleges and schools face major challenges. Meeting these challenges will require new educational strategies, innovative leadership and reforms that take into account the current trends and factors that influence agricultural and rural development. These issues include:
Food security and its relationship to sustainable agricultural and development have increasing become matters of concern for Ebonyi States and for the international community.
While there are many complex factors that influence sustainable development and food security, it is clear that education in agriculture plays an important role in preparing farmers, researcher, educator, extension staff, members of agric-business and others to make productive contributions.
A critical issue will now be the changes and adaptations required in agricultural education in order for it is more effectively contribute to improve food security, sustainable agricultural production and rural development.