Outlook for Agricultural Engineering Education and Research and Prospects for Developing Countries

Abstract

Agricultural engineering (AE) is one of the disciplines that have been adversely affected by declining enrolments and popularity among school leavers, especially in developed countries. Efforts to reverse the downward trend must consider curriculum changes, which broaden the currently narrow and shrinking sources and catchment areas of potential fresh student intakes, as well as providing them with skills for lifelong learning and employment opportunities beyond the agricultural sector. This article examines some of the current perceptions and trends in AE education, and proposes a global orientation to a curriculum that equips undergraduate students with integrative skills in applied sciences, engineering principles and emerging technologies. A triad of emerging technological innovations that are driving the knowledge economy is identified and recommended for inclusion in an AE educational curriculum. The new AE education paradigm will enable graduates and professionals to shift the historical emphasis from ‘on-farm mechanization’ to the development and application of new innovations to support knowledge-intensive and information-driven agriculture. Effective communication and dialogue with key stakeholders, and implementing adequate response to emerging technological, environmental and economic challenges facing agriculture are critical to winning public support and improving the appeal of AE among school leavers and industries. Strategies that include changing the current name of educational AE programmes and/or professional societies must be pursued with considerable caution if the profession is to remain truly global and to facilitate the international mobility of future agricultural engineers in an increasingly globalized labour market. The prospects for innovative engineering inputs for transforming smallholder agriculture in least developed countries are discussed.