Agricultural: Recommendations and Conclusions: Agriculture will remain for many years a major contribution to the economics of most state. In some state, however, its share of GDP will progressively decline. The agricultural sector in many states is undergoing rapid changes as a consequence of both technological progress and economic forces which call for an increased market focus, competitive and higher productivity. Employment opportunities in the off-farm sector are expected to increase at a faster rate than in agricultural. This will further emphasize the present employment shift of agricultural graduates to relate sectors, requiring a revision of existing curricular to better address educational needs.
More on the study of Agricultural Education
Agricultural education curricular need to be redirected to add dress the labor demands of the private sector. Curricular reorientation will need to incorporate both the role of market-oriented agriculture as well as issued of direct relevance to food security and rural poverty. Curricula also need to be better reflect the importance of social environmental issues for sustainable agricultural development. Meaningful curricular revisions will require a better understanding and incorporation of the underlying psychological processes that influence learning, with special attention to experiential learning and participatory learning strategies that focus on inductive reasoning skills.
- 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
Agricultural colleges ands universities need to determine their unique functions and the special attribute that they can offer students and the agricultural community.
They will need to do as better job of communicating these attributes if they expect to remain financial sustainable, given current economic constant. Moreover, agricultural institutions need to do a better job of carrying through with their unique ability to solve the agricultural problems of the communities their serve. A holistic approach to teaching agricultural production thought a multi-disciplinary systems perspective will increase the utility of both scientific and local knowledge.
Inter-university alliances offers a mean to capitalizes on individual university strengths and to reduce costs reflected in the duplication of efforts. Regional collaborative strategies should be explored as means to keep peace with accelerated scientific advancement to the new computer-based communication technologies, should be a priority because of the potential to reduce the information gap.
The curricula of agricultural colleges and universities in developing countries need to adjust to the current and future employment needs of graduates. The emphasis in curricular revisions should be on processes skills of problems solving and on skills set that are transferable to a diverse employment sector. New options for programs of study should be based on enabling students to meet the expectations of agricultural employers, and increasingly the employment needs of the private sector.
Given the severe restrictions on financial, resources governments in developing countries need to determine levels of continued support to higher education in agriculture based on the ability of colleges and universities, there has been modifications that reflect employment markets. In some countries, there has been excessive growth in the number of diploma and degree granting agricultural education institutions. The challenge is to achieve a “better fit” between the supply and the demand fir trained human resources in agriculture.
In the next century, agricultural education institution in developing countries will need to address not only immediate production needs, but also long-term food security, sustainable agriculture and rural development needs. This will require moving from a single- disciplinary approach to an inter- disciplinary, systems approach which incorporates a wide range of new topics, including gender, environmental and population issued.
A major challenge will be the transformation of agricultural education institutions into dynamic promoters of change within their environments. This will require that they abandon long- established traditions of academic isolation and become active contributors to sustainable agricultural and rural development through innovative teaching research, research and extension.