How to educate in a Changing World? Curriculum Innovation in Tertiary Agricultural Education (TAE)

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We live in turbulent times, our world is changing at accelerating speed. Information is everywhere, but wisdom appears in short supply when trying to address key interrelated challenges of our time such as; runaway climate change, the loss of biodiversity, the depletion of natural resources, the on-going homogenization of culture, and rising inequity. Living in such times has implications for education and learning.
(Wals, A.E.J. and Corcoran, P.B. (Eds.) (2012). Learning for Sustainability in Times of Accelerating Change, Wageningen: Wageningen Academic Publishers.)

The speed of change, physically, socially and culturally, is accelerating. Continued globalization and digitalization are not only affecting how we think, what we know, who to believe, how we act, they also affect the role of education in society. Higher education, for instance, and the science it produces, is no longer the sole authority of truth, if ever it was. Rather, science oftentimes represents just another point of view or an opinion in the public debate of controversial and ambiguous issues such as; the causes and impacts of climate change, the role of GMOs in food security, the use of biofuels, etc. Scientists can be found on different ends of the ongoing debates, although more might be found at one end than on the other. It is not easy to decide who is right, who is wrong, or who is more right than others, or what the best way to move forward might be.

What do we educate for in such a world when things change so fast and knowledge becomes obsolete before you know it? How do we prepare today’s graduate for the world of tomorrow? And more specifically, what are the implications for tertiary agricultural education (TAE) around the world? Again I would like to offer some thinking and reflection on existing practices that we did in the past that is still relevant today but now easily accessible thanks to open access and the digital age: Wals, A.E.J. (Ed.) (2005). Curriculum Innovations in Higher Agricultural Education. The Hague: Elsevier /Reed Business Information. In this book you will find contributions by Richard Bawden, Fabio Carporali, Paul Pace, Bill Slee and Sri Sriskandarajah. The opening section focusses on principles and stepping stones for curriculum development in a changing world, whereas the second part focusses on newly developed MSc programmes in a number of European Life Science Universities in the area of Integrated Rural Development.

You can download the book by clicking on the link below the book’s cover image above!

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How to educate in a changing world? Towards competence-based tertiary agricultural education

Please find below the introduction to an article that appeared earlier this week on the CTA website that I co-authored with two of my colleagues. The full paper contains some useful links and can be found here in English and here in French.  Some of the resources referred to are available via the Share Box of this blog.

How to educate in a changing world? Towards competence-based tertiary agricultural education

Authors: Arjen Wals, Martin Mulder and Natalia Eernstmann,  Education & Competence Studies, Wageningen University, Wageningen, Netherlands

Introduction:

Continued globalization and digitalization are not only affecting how we think, what we know, who to believe and how we act, they also affect the role of education in society’. In this regard, they attempt to answer ‘what do we educate for in such a world when things change so fast and knowledge becomes obsolete before you know it?’ For example, Wageningen University started changing their identity by positioning themselves as life science universities, which aspire to contribute to a better world and improved quality of life. Is that the way to go for agricultural universities?

Jimma-University-College-of-Agriculture-and-Veterinary-Medicine-JUCAVM_contentfront

Photo:  Jimma University Agricultural College (JUCAVM); source: https://plus.google.com/107229457994018982305/photos?hl=en

In this feature article we provide a brief review of some trends in Tertiary Agricultural Education (TAE) within Europe and examines the world-wide shift from traditional transmissive to emerging transformative development of more dynamic competencies in a real-world setting. A number of new competencies are required including: interdisciplinary problem-solving, addressing multiple stakeholder interests, participatory approaches in innovation, interactive methods in conflict resolution, responsive actions regarding community needs, critical media literacy, and social responsibility in entrepreneurship, to name a few, along with those that still connect to specific content areas (e.g. animal science, plant science, environmental science and agro-technology).

This overarching innovation taking place in tertiary agricultural education in Europe is referred to as Competence-based Education and Training (CBET). A synthesis of the requirements for new graduates as defined by the public and the related competencies that are considered relevant is presented. A case study of the ten-step re-design of the MSc curriculum in horticulture at the Jimma University Agricultural College (JUCAVM) in Ethiopia is showcased.

Go here for the full article!