Relevance of Agricultural Engineering Education against the Background of a Changing World-the Case of Southern Africa

摘要

While training in traditional branches of agricultural engineering has never been in doubt in developing countries because of the agro-based economies, of late, the relevance of this training has come under scrutiny as the world order shifts towards more market-oriented economies with the resultant requirement of efficient resource utilisation, environmental integrity and social equity. Traditional programmes as previously designed based on developed country models are becoming marginal as most conditions do not obtain in developing countries. This paper analyses the relevance of tertiary agricultural engineering education in southern Africa in the face of world and regional dynamics taking place. It will be argued that traditional agricultural engineering education is becoming dated as there is a need for more dynamic programmes. On one hand, many economies in Southern Africa are stagnating, and yet on the other, the requirements of agriculture and agro-industry are changing, leading to the need to review and modify curricula regularly. Formal research and development departments are almost non-existent in industry, but do exist in the informal sector and small and medium enterprises (SMEs) at a very basic level. Developing countries tend to be net importers of equipment and machinery yet training offered is geared towards research and development. The informal sector and SMEs, which are expanding, require entrepreneurial agricultural engineers yet the training is geared towards formal employment. Alternative engineering programmes are coming on line with resultant shrinkage in enrolments in agricultural engineering. It is apparent that the basic tenets of agricultural engineering education need to be revolutionised to serve the real needs of society and for the discipline to remain relevant and competitive. The paper gives examples from agricultural engineering degree programmes from the region including South Africa and Zimbabwe. Suggestions are given on the desirable curriculum reform.