A new study released by YPARD highlights the skills and competencies required by the new young professional in AR4D

A revised set of skills is needed by young graduates to address new challenges in agriculture. The Young Professionals’ Platform in Agricultural Research for Development (YPARD) has contributed to the debate on change in formal higher agricultural education with the study “Working towards a new generation of Young Professionals in ARD”.  This study focused on tertiary level education, asking young professionals to identify those competencies that they were not adequately provided adequately during their education.  This differs from previous studies, by focusing on the perspective of young professionals themselves. 

 

This is in line with the GCARD Road Map which points to the importance of young people themselves also expressing what changes are needed in agricultural education and the incentives needed to make careers more attractive and valued and better recognize the range of roles now required in AR4D.

 

Graduates lacking in research and communication competencies or lacking in entrepreneurial and interpersonal skills should soon be a thing of the past. The ‘new professional’ should, for example, be better able to conduct research; to communicate results and advice, organise and plan, make effective use of the internet and to learn academic writing skills. Young professionals should develop entrepreneurial, marketing and financial skills. Curricula must be revised to provide students training for a career in ARD to acquire these ‘soft skills’ rather than technical skills and theory only.

 

Curriculum developers must involve a range of stakeholders in rapid identification of relevant revision to curricula, young professionals included.  Industry, alumni, students, teachers, consultants, Ministries of Education and/or Agriculture, international donors and research organisations should join hands in order to develop labour market responsive curricula for high quality relevant ARD education.

 

Labour market responsive curricula, however, do not guarantee competent graduates. Overcrowded classrooms, outdated books, limited access to practical training facilities and little exposure to authentic working situations are challenges that must also be addressed at the same time as a revision of curricula is taking place.

 

Until curriculum is up to date and meets the needs of of the employment sector, additional efforts must be made to fill these capacity gaps.  Capacity development strategies must incorporate these skills identified, to enable young professionals to contribute to a new and innovative AR4D sector, taking advantage of all of the opportunities available.