AGRICULTURE TRAINING AND HIGHER EDUCATION IN TODAY'S PAPUA NEW GUINEA
I copied this image
from Facebook (www.gocomics.com) as I thought it best fit my efforts to
advocate for industry relevant curriculum in higher education.
What is your Agriculture Curriculum Teaching
you in HIGHER EDUCATION ❓
Some background information
One may ask, what is it with agriculture training in higher education at
Papua New Guinean (PNG) institutions that makes it such a topic of interest and
discussion? Well, consecutive (national) governments keep telling us that
agriculture is the "backbone" of our economy. And...it is! A vast and
often silent majority of our fellow citizens rely on agriculture production and
related in the renewable resource sector for their livelihood.
An increase of unplanned rural to urban migration can also be attributed
to the lack of opportunities for a fair livelihood within this renewable
resource sector. Now we want to introduce the Vagrancy Act and send them all
back to the villages, back to the lack of opportunities and government services
in their local districts. Vagrancy act or not, these fellow citizens will
continue arriving in our towns and cities. Squatter settlements will continue
their cancerous growth taking over land that could otherwise been developed for
purposes other than squatting.
Why, you ask?
Why would this unplanned migration keep on occurring?
It is simple, people just like you and me are in dire need of
opportunities that are not reaching them in their districts. People migrate for
a myriad of reasons, some of these include the search for employment
opportunities, the search for schools for their children to receive an
education like our children - they want to break that cycle of illiteracy in
their families and so they leave home in search of schools, some migrate in
search of health services - villages (districts and local level government
stations) like my own desperately need midwives as countless women are still
dying from childbirth. People need police presence to solve their community
problems. I can tell you that some government personnel policing the Sepik
River still travel in our dug-out motor canoes to attend to complaints. The sad
reality is that unplanned rural to urban migration will continue unless and
when basic services are brought to our local districts.
It is no secret that the little taxpayer is suffocating. Hence, you
wonder why corruption has her deadly long fingernails deep in some veins. Heck,
these fingernails are clasped around the jugular veins of non-taxpaying individuals
in high places too. Like wildfire, corruption will burn everything and everyone
in her pathway – widening the gap between the haves and the have nots unless she
is prevented by people with shields of integrity that are courageous, honest,
and patriotic enough to withstand the scorching blazes of corruption’s raging
fires.
The little taxpayer is living from payday to payday with respect to policies
made by those who do not pay taxes and comfortably live well above this line
of 'regular people's struggle'. How then, do we make a change? How
can we rise above these troubling tides? How can we truly take back our country
from the army of poverty's demons that chain our ankles with high inflation
rates - the general increase in the standard of living, and declining health
services while our salaries and wages remain the same?
How then can we address this wicked problem?
The answer lies in cross-sectoral collaborative efforts across all levels
of government.
One such effort that can make a difference is a proposed partnership
between the agriculture - renewable resources sector and higher
education.
Consecutive national policy directives have also stated that there is
immense potential in increasing agriculture production via mechanical means,
proper post-harvest management and practices, downstream processing, efficient
marketing and more. The potential for the creation of jobs in this renewable
resource sector is enormous but are we going to keep talking about this or do
we implement our plans by allocating necessary resources toward achieving these
big dreams.
The higher education sector on the other hand also has its own challenges
and opportunities however it is mandated by the government to provide
appropriately skilled citizens for our national development agenda.
This piece is aimed at provoking thought that will stimulate discussion
and action as a part in our combined national efforts to becoming a Smart,
Wise, Fair, Healthy and Happy Society by 2050. It is intended for.
1. Current
agriculture students in higher education institutions,
2. Potential
agriculture students,
3. Recruitment
(human resources) officers
4. Parents
and guardians who are the financiers of their children's higher education
endeavors,
5. Policy
makers,
6. Managers
of agricultural and natural resources-based organizations.
7. Higher
education managers (the Leadership) of existing and potential higher education
institutions (especially those intending to deliver agriculture training) and
8. National
development partners.
All of you through your own navigation of the sectors both agriculture
(renewable resources) and higher education can make a positive impact for
sustainable development.
For higher education students it is hoped that this article can stimulate
your young brilliant and innovative minds to critically analyze the agriculture
(natural resources management) specialty in which you wish to develop your
expertise. To enable your strife and sacrifices whilst at school to yield
prosperous and positive success not only for yourselves and your families but
for the agriculture industry thus benefiting our entire nation.
For higher education managers of agriculture (and natural resources
management) curricular, the POWER and the RESPONSIBILITY to implement
consecutive government priorities that require increased investment and
resources allocation to the renewable resource sector -agriculture, by
providing these efforts with APPROPRIATELY SKILLED HUMAN RESOURCES lies in the
palm of your hands, your innovative and strategic vision and competence in decision
making as you LEAD your respective institutions to deliver cutting edge
curriculum that will enable your graduates to contribute meaningfully to national
development.
Let us begin.
What is your Agriculture Curriculum Teaching
you in HIGHER EDUCATION ❓
Is your agriculture curriculum
SHIFTING to meet Industry TRENDS❓
Or has your curriculum been stagnant...Are you (as students) trained to
meet industry expectations?
Graduate Attributes
What are the graduate attributes of your university?
Graduate attributes
are specific skills and understandings that a university student should gain
during their learning journey at a particular university.
Nagarajan and Edwards 2014, have quoted Bowden, Hart, King, Trigwell and
Watts, 2000 defining graduate attributes as:
…….the qualities, skills and understandings that a university community
agree its students would desirably develop during their time at the institution
and consequently shape the contribution they are able to make to their
profession and as a citizen.
Journal of Teaching and Learning for Graduate Employability, 5(1)
Some university communities have a single set of graduate attributes generic
to all their graduates. Some strategic institutions have graduate attributes
specific to the discipline being taught being their individual academic
departments. The PNG University of Technology (Unitech) have specific graduate
attributes for Agriculture graduates. Thus, PNG Unitech’s Bachelor in
Agriculture Science graduates are;
·
Inquisitive
·
Articulate
·
Entrepreneurial
·
Reliable
·
Visionary
The Agriculture Department has taken these a step further by expressing
these attributes in a tabulated format across three (3) dimensions – Academic,
Personal and Transferable.
This information is readily available on the university website enabling potential
employers of their graduates to know the generic capabilities of their
graduates. Does your university display your graduate attributes? Speak to your
head of department and encourage them to do likewise. These simple gestures
will help market YOU, their graduates.
Are you looking forward to a career in agriculture research?
Are you going to be involved in agricultural research and development
after you graduate? Have you surveyed the employment opportunities available?
·
Have you seriously considered the employment opportunities available for
someone with the skillset that you will be graduating with.
·
What does government policy say about the creation of jobs in agriculture
science and research?
·
What are the national development priorities specific to agriculture
science and research?
·
How many people do they hire every year? What is the class size in your
specialty major? 50 -100 students maybe a little over 100 students. This will
equate to approximately 500 graduates (with the same skill set as you over a 5-year
period). Will the industry offer a corresponding number of jobs for you all?
·
Will the majority of you and your course mates be able to find employment
in the subject area in which you are being trained?
·
Which research and or related organizations are hiring people with your
skillset? What is the planned GROWTH of such research organizations within the
next 5-10 years? Don't forget, these organizations are your potential employers.
Consider your potential job market when selecting a specialist
major.
While you can work hard to be the best possible version of YOU and
scoring a perfect grade point average...It is useful to know...
1.
Your competition on the job market.
2.
How many other institutions are graduating
agriculturalists?
3.
How many people are graduating with your specialty?
These are people graduating with similar skills and training to yours.
4.
What is the remuneration/pay like?
Apart from job satisfaction, contributing to national development, you
must be able to pay your bills and live comfortably. Isn't that what all the
hard work and sleepless nights doing assignments and studying is for.
What is your Agriculture Curriculum Teaching
you in HIGHER EDUCATION ❓
Here are some thought provoking questions in the context of crop production.
Are you still being taught to.
·
Pasteurize
soil for growing a single plot of cabbage,
·
Apply
a few liters of organic pesticide,
·
Apply
a few kilograms of organic fertilizer,
·
Weed
the plot by hand and eventually sell your 30-50 expensive cabbages door to door
or at the local market.
Maybe you are being taught mass production, to decrease production costs
by way of,
·
mechanization of agriculture production systems
·
combining your resources with other producers creating farmer
organizations to produce quality, quantity and maintain product consistency at
the market.
Are you going to be an entrepreneur? You may be interested to pursue
self-employment in the agribusiness arena.
Dreams are free but, be realistic not everyone owns their own land if
you're thinking about getting into some sort of farming. What about starting
capital?
Consider the national small medium entrepreneurial policy and lending
packages available for a start-up like yours (if you do not already have a
business).
·
Can YOU meet the set criteria for eligibility?
·
Better yet, get a head start.
·
Why not start up while you are still at school?
·
Does your current agriculture school curriculum allow YOU to get a head
start (in business) while you are still in school?
·
Does your agriculture program encompass agribusiness courses?
You may learn to PLAN your future business BUT, is your learning
equipping YOU with the necessary skills to ESTABLISH, GROW, SURVIVE and THRIVE
as an entrepreneur in this highly competitive, economically choking, climate
changing and digitally dynamic global village?
·
Is your entrepreneurial learning journey exposing you to mentoring by an
established and competitive entrepreneur?
·
Are you exposed to relevant case studies of successful and unsuccessful
entrepreneurial journeys for you to learn from their experiences?
Or is it just you, your course instructor and good old Google!
Maybe your learning is equipping you to enter the agriculture
commodity trade?
·
Are you confident that you will be able to source, appropriately package
and export an agricultural commodity?
·
Are you confident that you can compete in the commodity export market
after you graduate from university?
·
Has your lecturer participated in commodity export and trade? That
experience is a gold coin that will complement your learning! It may translate
into real currency and line your pockets too.
Maybe you are being taught to downstream process certain crops/livestock
locally thereby increasing their market value and creating more employment
while you're at it.
The REALITY is that not everyone is going to become entrepreneurial, and self-employed.
Many of us will still apply for paid employment, and the job market is like a
mine field, heavily laden with the need for specific skills and experience. One
step in the wrong direction - graduate with a skillset irrelevant to industry
and…. kaboom. You're a goner! You'll find yourself unemployed, frustrated, and
incompatible with the requirements of the job market.
What is your Agriculture Curriculum Teaching
you in HIGHER EDUCATION ❓
This time, let us visit crop science/research.
Are you interested in a career in crop science/research
You may be taught the world's best theory but what about practical
application as relevant to your locality?
Farmer training institutions such as the Organization for Industrial
Spiritual and Cultural Advancement (OISCA ) in Rabaul Papua New Guinea and
other vocational schools are teaching basic plant breeding by selection of
favored phenotypic characteristics. What new and improved applicable plant
breeding technique are you bringing to the table (that would be- to
your employers table, after you graduate)?
For example, are you receiving sufficient hands-on training in tissue
culture, how many success stories have you had growing plants in your school
laboratory?
·
How many of these plants have you successfully transplanted to the field?
·
How many of these plants have been harvested and sold or consumed?
·
Have businesses benefited from this learning at your university?
As an Alumni of your University, those are also your success story (s).
Can you replicate
this learning in the field?
Given climate change and the increasing shortage of land for production,
is your learning journey exposing you to trending industry practices such as
hydroponics (there could be others, hydroponics was at the top of my mind
writing this)?
Could you competently replicate the principle (of soilless culture) in
the field? This could be your competitive advantage.
·
What are the teaching and research priorities of your department?
·
Are they captured in your learning journey?
·
Do you know your way around in a laboratory?
If you were employed by a crop research laboratory would you hit the
ground running after the necessary introduction to the job, the expectations
and environment or would you require a couple of months of babysitting by your
supervisor before you get the hang of things?
Plant protection
Plant protection is another area of significance.
·
How many jobs are available to graduates of this discipline,
·
Who is going to hire you?
·
What are you learning that makes you a top contender for the available
jobs? What is your competitive advantage?
In other words, why should they hire you over your competition?
The same goes for livestock production.
Animal Science/Research
Your interest may lie in the animal sciences.
Are you still being taught to raise a carton of day-old chicks (doc) to
maturity only to sell those 50 birds door to door?
Ask yourself where your learning is
taking you?
·
While relevant theory is taught in every discipline, how practically
orientated is your learning?
·
Does your department document success stories of their involvement in
industry research?
These success stories are a platform on which you will market
yourself.
It literally pays to be taught by industry known experts!
Animal Breeding
Most village farmers are experts at breeding animals for their phenotypic
characteristics.
You are graduating from university, what improved efficient breeding
practice can you offer your employer?
Sure, you were taught theory but were you taught to APPLY your numerous
theories?
Can you competently replicate these applications in the field?
The global livestock industry is under pressure to produce more meat to
feed the growing population. Meanwhile, livestock production is linked to
increased methane gas in the atmosphere and is criticized for its contribution
to global warming. The livestock industry for the past few decades has shifted
to artificial insemination to boost production.
·
Are you equipped to solve industrial problems with practical solutions?
·
Has your learning journey provided you with sufficient practice to enable
you to competently perform in the workplace.
·
Does your department provide you with an opportunity to practice
artificial insemination on the livestock at your school farm?
You are privileged if your school has a farm, it's your living
laboratory! You are encouraged to look after this asset in your learning
journey.
Your school farm is where your theoretical learning is complemented with
appropriate PRACTICE. It is where the living and breathing results of your
application of taught concepts are celebrated, displayed, grown and sold. Your
potential employer (s) may visit your school farm where they will appreciate
the applicability of YOUR learning.
Speaking of farms, let us return to animal production. How successful is
the practice of artificial insemination at your school? Could you competently
replicate this in industry if required?
How many living and breathing animals in your university farm have been
produced using artificial insemination?
The Christian Leaders Training College (CLTC) in Jiwaka has its sights
set on becoming a university. Artificial insemination is used at CLTC to maximize
their beef cattle production. Keep an eye out for their programs when their
dream of operating in the higher education sector is realized.
The advances in farming are steadily destroying local rainforests and
conservation of endangered animals is a trending concern.
Does your learning journey venture into conservation breeding?
It would make for an excellent competitive advantage for you as a
graduate.
Animal Nutrition
Livestock feeds contribute a significant expense to livestock production.
·
Is there evidence of your department's collaboration with local industry
to solve this problem.
·
Has your department developed an array of livestock feeds that are
currently being used by industry?
This will be a great point of learning for you.
·
Has your department contributed to research in animal production systems
being used by industry?
·
Is this documented?
The documentation of these achievements is a platform from which you will
market your skill-set to your potential employer.
Animal Health
Extensive trade and globalization have increased the risk of the occurrence
of biosecurity threats and emerging animal diseases.
Is your department known to industry for its contribution to animal
health and biosecurity issues?
·
What is your competitive advantage in this space?
·
Is your learning practical orientated?
·
Will you be able to competently demonstrate the applicability of your
learning when you are on the job?
·
Has your learning journey exposed you to industry orientated problem
solving?
·
What is your competitive advantage when job seeking in this specialist
subject area?
What is your Agriculture Curriculum Teaching
you in HIGHER EDUCATION ❓
Agriculture Extension
Agriculture Extension or better called Agriculture Communication for
Development.
Agriculture Extension was once the cornerstone of the national Department
of Agriculture and Livestock (DAL) (although I acknowledge that PNG is
currently establishing a Department of Livestock). I believe this separation of
'Livestock' from DAL is in alignment with industry requirements. DAL in its
national and provincial functions employs Extension Officers. I dare not
comment about DALs 'Extension' function herein, but I am concerned about higher
education training of extension officers.
Type in "agriculture extension training in higher education
PNG" on Google and Unitech’s Bachelor in Agriculture Science
stands out as the first result found, the University of Goroka's (UoG) Bachelor
of Agriculture Extension follows somewhat thereafter. A closer look at their
individual curriculum will prove just how deeply the programs embrace, teach
and bring out the principles of Agriculture Communication for Development. It
is an opinion that Unitech has the opportunity to bring out the best learning
journey in this specialty as they already have a Department of Communication
and Development Studies (CDS).
They just need to strategically select courses from their Department of
Agriculture and CDS to develop a specialist pathway that would meet the
industry requirement for appropriate and strategically trained agriculture
extension specialists, planners and policy experts. Send a messenger out to
liaise with industry and confirm this if you need to. Agriculture commodity
export companies as well as Non-Government Organizations delivering rural development
programs are seeking these experts. Some employers pay good money too.
UoGs Bachelor in Agriculture Extension is another force to be reckoned
with in this space. The university's infrastructure is growing exponentially as
they have excellent stakeholder and industry relationships. They are
strategically able to competently align resources to 'house' their
programs, teaching staff and regularly audit their curriculum. Their recent
acquisition of the Bainyik Campus from PNG University of Natural Resources and
Environment (UNRE) has seen them successfully graduate their pioneer
agriculture students from Bainyik in December 2023.
Anything is possible for UoG and their contribution to agriculture
training in higher education. Like Unitech, their (UoG) graduates are highly
competitive in the industry.
UNRE formerly the University of Vudal is the traditional home of
agriculture training in higher education in PNG. Currently delivering her
agriculture programs in two campuses, Vudal and Popondetta, she has so much
potential to offer the agriculture industry and has recently started delivering
several specialization majors within her traditional agriculture curriculum.
Contact the respective Heads of the Agriculture Department at your
institution of choice should you require more information about their
programs.
There is so much research focused on development and development related
issues such as food security, food availability, climate change, gender and gender-based
violence, law and order issues and more.
Best practices in this space have also rapidly evolved in alignment to
shifts in industry trends.
There is an increasing number of organizations employing people to
communicate certain information and best practices to the populace.
Does your learning journey delve into this increasing industry
requirement for avid communicators of necessary information?
·
Does your learning journey expose you to efficiently communicating for
development across various mediums?
·
Have you had any practice of this along your learning journey?
·
Are you equipped to develop a communication strategy for disseminating
new agricultural and rural development information, should you be required in
the workplace?
·
How industry relevant is your learning journey in this communication for (agriculture)
rural development space?
·
Does your learning journey allow you to competently participate in this
space upon graduation?
Consider these questions carefully.
Competitive Advantage
Has your agriculture curriculum given you a competitive advantage against
others graduating from the same discipline?
This means you should be asking if your agriculture curriculum is
teaching you something that MAKES YOU EXTRA SPECIAL AGAINST YOUR
COMPETITION.
Know your competitive advantage, (it may be useful to you in a job
interview).
Know what it is that makes you special amongst graduates (of the same
field) from other institutions.
If you do not know, make it a point to ask your Professor and Dean or
Head of Department. If you are a prospecting agriculture student, be sure to
ask the representatives of your intended higher education institution (during
those educational roadshows) of the COMPETITIVE ADVANTAGE you will gain by
studying with them.
Be warned!
It is incorrect for them to tell you that their department has educated
countless people before you and that some of these graduates are now 20 years
into senior positions in government and industry. That was before-
globalization today ensures that industry trends shift regularly and what was
relevant in that 20 year old learning journey is most probably outdated
today.
So keep in mind that, stories of past graduates are not your competitive
advantage of studying that field or specialist major today. The older the
agriculture program the more significant the competitive advantage should be,
make sure to find out how you will stand out from the crowd upon graduation.
Back to the school curriculum
Dear current agriculture students, you may use these questions herein as
you decide the future you want for yourself. Take the time to ask yourselves
these questions and more as you prepare to step out of the University's
aquarium into the world's oceans where changing tides and sea level changes are
a norm.
Is your learning journey equipping you to SINK or SWIM?
I have an interest in the development of industry relevant curriculum.
These are thought framing questions I ask myself when I am designing a program
and or a course and more specifically when I am designing instruction for courses
ensuring that these instructions and information supplied are in alignment with
industry standards.
You'll notice herein that I tend to ask most questions to students. After
all, it is for the student that the curriculum is written. The curriculum must
be relevant to industry requirements and must capture national development priorities.
My intention when designing an academic program is to produce quality graduates
for the development agenda of my country and region. I see no point in using
resources to produce something that will not be sought after in the
marketplace.
This piece has turned out to be rather wordy as I am unable to stop my
train of thoughts once ‘they leave the station’ (especially when the
topic of discussion is interesting and relevant). I apologize if I have bored
you but my intention is to inform and hopefully provoke your thoughts and
actions in this regard.
I may be biased in my view. Feel free to contribute your opinions in the comments.
Stay tuned for the next thought-provoking reflection.
---------------------------------------
Higher education students, do you know WHO is teaching you?
Here’s a preview.
While qualifications are extremely important in academia, leadership in
industry and experience are equally significant.
Dear student, WHO YOU ARE upon graduation is the sum of,
1.
your own personal efforts,
2.
the curriculum provided by your institution as per your
specific discipline,
3.
the learning environment provided by your institution
and
4.
the qualifications, industry experience and subject
specific skills of your lecturer.
Higher education students, do you know WHO is teaching you?
·
Are your lecturers and tutors teaching you industry relevant material?
·
Is your learning designed in a systematic ‘learnable’ fashion?
·
Is your lecturer a well-known industry leader in his or her discipline?
·
Is your lecturer part of an ongoing industry research project?
·
ls (s)he known in industry for his/her research and problem-solving
skills?
·
How important to your learning journey is what your lecturer is bringing
to the table?
This is academia, lecturers are told to publish or perish (in subject
specific journals).
A lecturer’s performance is appraised from,
·
Their involvement in research and publications and the impact factor of
the journals in which they publish.
·
They level of community engagement
·
Their teaching duties – the quality of learning they deliver in the
classroom – one may ask – how is this measured. Well, we shall find out more in
the next round of reflections in ed4devpacific.
You must KNOW WHO …is teaching you.
Stay tuned fellow digitized global citizens.
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