Higher Agricultural Education in the Arab World: Past, Present, and Future

Abstract

It is estimated that there are about 1000 agricultural colleges all over the world, graduating about 100,000 students per year. The Arab Region has 75 of these colleges as reported from 16 of its 22 countries. The remaining 6 countries (Bahrain, Comoros Islands, Djibuti, Kuwait, Mauritania and Qatar) either do not have Colleges of Agriculture or they have not reported on them as yet. Students from agricultural colleges graduate every year in subjects related to food, agriculture, and environmental sciences. Compared with the populations of the 22 countries, the Arab World does not need more colleges of agriculture. What it needs is fundamental reform in these colleges to support improvements in food security and environmental sustainability. These colleges have played and continue to play important roles in the development of the agricultural and food sectors in the Region. The major challenges facing these colleges is not only to contribute to increased food production, but also to help in the production of safe food and to keep our environment safe as well. All learning for agriculture students in the Arab Region should include global issues as well as local ones to prepare them for international careers. Agricultural-education models in the Region should be suitable to meet global challenges and to produce “university graduates” rather than technicians. This chapter covers an historical review of the development of these colleges and the present status of education in them. It will also include problems facing agricultural education in the Arab Region and the importance of research in the development of graduate education and its relevance to development. Some ideas on the future needs, particularly manpower needs for agricultural education are presented. Finally, the chapter addresses ways and means of meeting these challenges and makes some recommendations that can be applied to most agricultural colleges in the Region.