Agricultural Education Challenges

Young agricultural students need to be exposed to the harsh realities that farming is passing through. With distress all around, they cannot be made to believe as if all is well on the farm front. Agriculture education is not only about farming practices or the application of technology to improve crop productivity but should prepare students to look beyond textbooks and be prepared to face the bigger challenge when they step out of universities -- how to ensure income parity by providing farmers with a living income so as to pull them out from the clutches of poverty and deprivation. Education courses have to be designed in a manner that makes students think, learn, and contemplate policies and approaches for betterment of farmers. The task to resurrect agriculture cannot be left to policy makers alone. My article -- It's time to reimagine agricultural education -- in #BizzBuzz today. #agriculture #universities #education #farming #agrariandistress #technology #agrbusiness #transformation #livingincome

Agricultural land grant universities were founded in 1862 to support regional food systems. These institutions were bastions of knowledge and innovation in service of public good. They've since been hijacked by industrial agriculture to serve an entirely different purpose. In 2009, corporations invested $822M in land grants compared to $645M from USDA. By 2010, private funding provided 25% of agricultural research funding. Some institutions now get more than half their funding from private industry. This funding shift transformed institutions. Companies now underwrite grants, endow chairs, sponsor departments, and finance facilities. Research priorities now align with corporate interests - furthering the chemical ag paradigm at the expense of farmers and consumers. The 1980 Bayh-Dole Act accelerated this shift by pushing universities to patent research for industry. One patent developed in a public-private partnership is RoundUp Ready crops, which led to a 15 fold increase in glyphosate use in the US and massive profits for Monsanto. The impact extends beyond research. Corporate funding shapes what gets studied, who gets hired, and how knowledge serves society. Universities increasingly function as corporate contractors rather than public institutions. Big ag companies have been caught making secret direct payments to professors who champion their interests. These tactics mirror those used by the tobacco industry, relying on third party "experts" to lend credibility while hiding the company's involvement. As we look to the future, it is crucial to reassess the role of land grant universities in our society. While private funding can provide valuable resources, it should not come at the cost of academic integrity and public service.

If you’re still recruiting the ‘perfect ag student,’ I’ve got bad news: they don’t exist anymore. I’ve been having a lot of conversations lately about the changing demographics of students in ag colleges: with coworkers, managers, industry peers, and universities themselves. Here’s the reality: Most ag companies (including mine) want to hire the same “perfect” candidate 🔹Grew up on a ranch or farm 🔹Dreams of a long-term career 🔹Already knows cattle handling basics 🔹Has work experience, leadership roles, maybe even some internships And guess what? Every other ag company wants that same student, too. It doesn’t seem like a tall ask… until you look at the numbers: 🔹 Programs show ~30% of students come from a farm/ranch background 🔹 Women have outpaced men in ag programs since 2009 🔹 Hispanic enrollment is the fastest-growing demographic 🔹 1862 Land-Grant universities are down 6.7% in enrollment 🔹 1890 HBCU Land-Grants are up 34% Most agriculture companies today are led by middle-aged white men. That’s not criticism; it’s context. It means management teams are going to have a harder time finding candidates who look like them, were raised like them, and had the same experiences. If the first student mentioned is a "perfect" candidate, then 70%+ of your candidate pool is being overlooked and underserved! More and more students entering ag programs today are: 🔹Predominantly female 🔹From non-farm backgrounds 🔹Sparked by a brush with ag: 4-H, FFA, a summer camp, or a single class 🔹Passionate, but missing a deep base of cattle experience This shift is happening fast enough that some universities are considering intro tracks or prerequisite courses just to get everyone to the same starting point. And you know what? This isn’t a bad thing. In fact, it might be exactly what we need. Rarely are the biggest challenges of any industry solved by people who’ve only ever known one way of doing things. Fresh eyes. New perspectives. Different life experiences. That’s where the next wave of solutions comes from. This is a conversation ag companies have to have as we prepare for a new generation of interns and hires.

The Barbados-based Caribbean Examinations Council’s (CXC) decision to remove the Agriculture Double Award from its syllabus has been described as “short-sighted” by agricultural economist Dr Omardath Maharaj, who believes this will have a ripple effect on food production in the Caribbean. Speaking to Guardian Media on the decision, Dr Maharaj expressed deep concern over its implications, saying agriculture has always been part of the Caribbean economy. While the CXC says the Single Award in Agriculture will still be offered, Maharaj said he was not satisfied with this consolation. Instead, he believes the subject should be reassessed to include modernized agricultural technologies. Saying CXC’s decision was shortsighted, particularly in light of the Caribbean’s challenges with food import dependence, climate change and the post-COVID-19 economic landscape, Maharaj called for the subject to be reinstated. He pointed out the contradiction in making such a decision while regional leaders were championing initiatives like Caricom’s 25 by 25, which aims to reduce extra-regional food import dependency by 25 per cent by 2025. Maharaj called for urgent reflection on why the Agriculture Double Award was developed in the first place and the type of human capital needed in the sector today. He stressed that agriculture education is not limited to basic planting but encompasses a wide range of related disciplines crucial for achieving regional development goals. Highlighting the potential long-term impact of this decision, Maharaj warned that it might deter interest in tertiary education in agriculture and related fields. “This will eventually have an impact on tertiary education in the field if we broadcast the message that nobody is interested, it is hard work, loss-making, and linked to roadside vending as marketing,” he said. He cited St Vincent and the Grenadines and Guyana as examples of the power and potential of the agricultural economy, suggesting that these nations demonstrate what can be achieved with a robust focus on agriculture. He also said the decision to remove the subject undermines the potential of youth involvement in agriculture, rural development, and an inclusive, self-sustaining future. Maharaj called for a reassessment of the educational agenda, emphasizing the need for better instructional designs, policy advocacy, and structural changes to address the current challenges. Last week, CXC announced plans to discontinue agricultural science (double award) and mechanical engineering at the Caribbean Secondary Education Certificate and Caribbean Advanced Proficiency Examination levels; as well as electrical and electronic engineering, and technology and green engineering. The suspension of these subjects is expected to take effect in September 2025. Dr Wayne Wesley, the CEO of CXC, has said this decision was made due to a decrease in student engagement. - GUARDIAN MEDIA

Why agriculture graduates avoid farming in Africa, and why this must change. Because many agriculture graduates don’t end up on the farm. They don’t go back to the fields. They don’t apply the knowledge they gained in soil science, agronomy, agribusiness, or crop protection. And it’s not because they don’t care. It’s not because they are lazy. It’s because the system is broken. Farming is still perceived as a low-class, last-resort activity. Not as a business. Not as a profession. Not as a career to be proud of. These graduates come out with degrees, ideas, and energy— But find no access to land. No access to capital. No support systems to launch agribusinesses. They apply for grants—few are tailored to first-time farmers. They pitch startups—investors shy away from agriculture. They try to lease land—too expensive, or too politicized. And when they do try farming, markets fail them. Prices fluctuate wildly. Middlemen take most of the profit. Infrastructure is poor—no storage, no transport, no processing units. So they pivot. They find jobs in banks, in NGOs, in logistics. They become teachers, civil servants, or leave the country. Not because they forgot agriculture— But because farming doesn’t feed the farmer. This must change. We must make agriculture attractive again. We must treat it as a science, a business, and a movement. We must bridge the gap between theory and practice. It starts with mindset change. Agriculture is not a backup plan—it’s a smart path. It's an industry worth billions. It’s the heart of food security and economic growth. We need investment in youth agripreneurs. Subsidized loans for first-time farmers. Affordable access to land and greenhouses. Mentorship from experienced farmers and agribusiness experts. We need hubs where students learn beyond textbooks. Hands-on farming. Agri-tech innovation. Market research and product development. We need policies that favor youth-led agribusinesses. Procurement from youth cooperatives. Fast-tracked business licenses. Access to storage, cold rooms, and digital platforms. Let’s celebrate successful young farmers. Let’s showcase farming as a smart, tech-savvy, and profitable path. Let’s teach youth how to grow, but also how to sell, package, and brand. We have the graduates. We have the land. We have the hunger for change. What we lack is the support structure to help youth take off. If we fail them, we fail our future. But if we invest in them, If we give them land, tools, and markets— They will transform African agriculture. They will create jobs, feed cities, and build green economies. They will stay, grow, and lead. Because agriculture is not just about food. It’s about dignity. It’s about identity. It’s about power. And Africa can’t afford to waste this generation. #TheMugabofarmer #FeedAfrica

𝗪𝗵𝘆 𝗠𝗮𝗻𝘆 𝗔𝗴𝗿𝗶𝗰𝘂𝗹𝘁𝘂𝗿𝗮𝗹 𝗚𝗿𝗮𝗱𝘂𝗮𝘁𝗲𝘀 𝗦𝘁𝗿𝘂𝗴𝗴𝗹𝗲 𝗶𝗻 𝗜𝗻𝗱𝗶𝗮’𝘀 𝗔𝗴𝗿𝗶 𝗦𝗲𝗰𝘁𝗼𝗿 — 𝗔𝗻𝗱 𝗛𝗼𝘄 𝘁𝗼 𝗙𝗶𝘅 𝗜𝘁 Every year, 𝗜𝗻𝗱𝗶𝗮 𝗽𝗿𝗼𝗱𝘂𝗰𝗲𝘀 𝟲𝟬,𝟬𝟬𝟬+ 𝗮𝗴𝗿𝗶𝗰𝘂𝗹𝘁𝘂𝗿𝗮𝗹 𝗴𝗿𝗮𝗱𝘂𝗮𝘁𝗲𝘀 from 75+ universities & 700+ colleges. Yet, only 𝟮𝟱–𝟯𝟬% work directly in farming, agribusiness, or agri-tech. Most shift to unrelated jobs or remain underemployed. 𝗪𝗵𝘆? 𝟭️⃣ 𝗘𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻–𝗜𝗻𝗱𝘂𝘀𝘁𝗿𝘆 𝗚𝗮𝗽 Outdated syllabus, little focus on digital farming, drones, e-commerce marketing. Minimal hands-on exposure; short internships fail to prepare graduates for real challenges. 𝟮️⃣ 𝗟𝗼𝘄 𝗜𝗻𝗰𝗼𝗺𝗲 & 𝗛𝗶𝗴𝗵 𝗥𝗶𝘀𝗸 Private agri jobs pay ₹15–20k/month, far less than other sectors. Farming ventures take years to break even; market prices fluctuate. 𝟯️⃣ 𝗪𝗲𝗮𝗸 𝗠𝗮𝗿𝗸𝗲𝘁 𝗘𝗰𝗼𝘀𝘆𝘀𝘁𝗲𝗺 Poor storage, processing, and direct buyer access. Over-reliance on middlemen reduces profit margins. 𝟰️⃣ 𝗦𝗼𝗰𝗶𝗮𝗹 𝗣𝗲𝗿𝗰𝗲𝗽𝘁𝗶𝗼𝗻𝘀 Farming seen as “low-status, labor-intensive” work. Graduates prefer urban jobs over rural postings. 𝗕𝗶𝗵𝗮𝗿 𝗘𝘅𝗮𝗺𝗽𝗹𝗲 2,500 agri graduates/year; only ~20% stay in agriculture. Govt jobs: 200–300 posts/year; private salaries: ₹12–16k/month. 𝗦𝗼𝗹𝘂𝘁𝗶𝗼𝗻𝘀 🎯 𝗘𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻 𝗥𝗲𝗳𝗼𝗿𝗺 — Updated syllabus, model farm projects. 🎯 𝗙𝗶𝗻𝗮𝗻𝗰𝗶𝗮𝗹 𝗦𝘂𝗽𝗽𝗼𝗿𝘁 — ₹5–10 lakh collateral-free loans. 🎯 𝗠𝗮𝗿𝗸𝗲𝘁 𝗟𝗶𝗻𝗸𝗮𝗴𝗲 — Graduate-led FPCs linked to buyers. 🎯 𝗠𝗶𝗻𝗱𝘀𝗲𝘁 𝗦𝗵𝗶𝗳𝘁 — Promote success stories earning ₹10 lakh+ annually. 𝗙𝗮𝗿𝗺𝗲𝗿𝗳𝗮𝗰𝗲 𝗠𝗼𝗱𝗲𝗹 (𝗕𝗶𝗵𝗮𝗿) 10–15 agri graduates/district to run organic farming hubs. Train 200 farmers/year/team, generate ₹50 lakh annual sales. In 3 years → 500+ graduates employed, 1 lakh+ farmers in organic farming. 💡 𝗕𝗼𝘁𝘁𝗼𝗺 𝗟𝗶𝗻𝗲: India’s agri graduates have the skills — but need the right ecosystem. With better education, funding, market access & respect for farming careers, they can shift from job seekers to job creators — powering a sustainable rural economy. #Agriculture #AgriBusiness #OrganicFarming #RuralDevelopment #Farmerface #PolicyChange #YouthInAgri

When Education Fails Us India’s agricultural universities were created to serve farmers. Yet a fundamental question remains: Are we preparing graduates for the challenges farmers face today—or for the assumptions of yesterday? In this article, I examine six decades of agricultural curriculum reform through the lens of the ICAR 6th Dean’s Committee recommendations. While the latest reforms introduce important structural changes under NEP 2020, they leave largely untouched the underlying paradigm that shapes how future agricultural professionals understand farming, farmers, and agricultural change. The article explores critical questions: 🌱 Why do agroecology and farmer-led innovations remain largely absent from mainstream curricula? 🌱 Why are successful large-scale experiences such as Non-Pesticide Management rarely taught? 🌱 Why is true cost accounting missing from agricultural economics education? 🌱 Why is gender not treated as a central analytical lens in agricultural education? 🌱 Why are graduates trained to transfer technologies but not necessarily to learn from farmers? The issue is not whether agricultural education should embrace science. It absolutely should. The issue is whether our educational institutions are preparing students to address climate change, biodiversity loss, soil degradation, water scarcity, agrarian distress, and the transition toward more resilient farming systems. As agriculture enters an era of unprecedented ecological and economic challenges, curriculum choices matter. What we teach determines what future professionals can see—and what they cannot. I invite colleagues, educators, students, policymakers, and practitioners to engage with this discussion. What should agricultural education look like for the next generation? What do you think? Centre for Sustainable Agriculture | Grameen Academy | Sahaja Aharam #AgriculturalEducation #Agroecology #SustainableAgriculture #NaturalFarming #Agriculture #HigherEducation #CurriculumReform #FoodSystems #FarmerCentric #ExtensionEducation #RuralDevelopment #ClimateResilience #SoilHealth #Biodiversity #IndianAgriculture #EducationReform #SustainabilityMatters #CSAIndia