are current agricultural educational models suitable to meet...
TRANSCRIPT
Are current agricultural educational models
suitable to meet global challenges?
Case study: Japan
Shuichi Asanuma International Cooperation Center for Agricultural Education (ICCAE),
Nagoya University
(IAMZ-CIHEAM, Spain 15-17 June 2015 )
Agricultural Higher Education in the 21st Century A global challenge in knowledge transfer to meet world demands for food
security and sustainability (Zaragoza, Spain, 15-17 June 2015)
Contents (of my report)
1. Overview of farm workforce and food production in Japan
Population and farm workforce
Agricultural production and food-self sufficiency rate
2. Agricultural higher education in Japan
High school
Undergraduate and graduate university programs
Situation of present agricultural education at most universities in Japan
How can students have interests in agriculture?
3. New approaches towards education of practical agricultural study
Overseas study tour of undergraduate students
Education through the overseas research collaboration between Japan and
developing countries: (SATREPS)
4. Towards human capacity development for meeting global challenges
High school students 1955-2014
Vocational-1: agriculture, engineering, commercial, fisheries, homemaking, nursery, information, welfare Vocational-2: science/mathematics, gymnastics, music, art, foreign languages, international relations, etc. Integrated: mixture of comprehensive and vocational
(Totally 3,324,615 students in 6,789 high schools In 2014 ) 3
Vocational high school students, 2014
Figure 7. Students (%) in various vocational
high schools in 2014. Source: Ministry of Education, Culture, Sports, Science
and Technology, Japan. Basic Statistics of Schools 1948-
2014.
4
High school number and students, 1955-2014
Figure 8. High school number and
proportion of agricultural high schools,
1955-2014. Source: Ministry of Education, Culture, Sports,
Science and Technology, Japan. Basic Statistics of
Schools 1948-2014.
Figure 9. Total high school students and
proportion of agricultural students, 1955-
2014. Source: Ministry of Education, Culture, Sports,
Science and Technology, Japan. Basic Statistics of
Schools 1948-2014. 5
University students, 1955-2014
Figure 10. Total university
students and proportion of
agricultural students, 1955-2014. Source: Ministry of Education, Culture,
Sports, Science and Technology, Japan.
Basic Statistics of Schools 1948-2014.
Figure 11. Agricultural graduate students and
its proportion to total graduate students, 1955-
2014. Source: Ministry of Education, Culture, Sports, Science
and Technology, Japan. Basic Statistics of Schools 1948-
2014.
6
School of Agricultural Sciences/Graduate School of Bioagricultural Sciences, Nagoya University
Figure 12. Various tracks for the graduates of agricultural undergraduate
and graduate programs of Nagoya University (Percent (%) of means for
2005-2014). a. Undergraduate program; b. Master’s program and c.
Doctoral program Source: Graduate School of Bioagricultural Sciences, Nagoya University, 2015. Student
Statistics 2005-2014.
7
a. Undergraduate b. Master’s c. Doctoral
High School and National University
Agricultural High School ( ex. Hyogo Prefecture) •Agronomy •Horticulture •Animal science •Food science •Agricultural environment engineering •Gardening •Bio-engineering
National University (Undergraduate School or Faculty) •Agriculture •Agricultural Sciences •Agriculture and Life Science •Applied Biological Science(s) •Life and Environmental Science •Bioresources •Horticulture
(Graduate School) Agriculture Agricultural Science(S) Agriculture and Life Science Agricultural and Life Sciences Applied Biological Science(s) Bioagricultural Sciences Bioresources and Bioenvironmental Sciences Life and Environmental Science Bioresources Biosphere Science Horticulture
8
Nagoya University
School of Agricultural Sciences Department : Bioenvironmental Sciences Bioresource Sciences Applied Biosciences
Graduate School of Bioagricultural Sciences Department: Biosphere Resources Science Biological Mechanisms and Functions Applied Molecular Biosciences Bioengineering Sciences Division: International Cooperation in Agricultural Sciences (ICCAE)
9
Situation of present agricultural education at most universities in Japan
Education at the university through research, basic science or practical science Agriculture: Practical science led to the development of agricultural technologies by its nature and expected to solve the practical farming and livestock problems Cf. a. “practice of farming” and “science of farming” (Longman Advance American Dictionary, 2000) b. “the science or art of cultivating the soil, producing crops, and raising livestock and in varying degrees the preparation of these products for man’s use and their disposal (as by marketing)” (Webster’s New Collegiate Dictionary, 1979) However, Agriculture has extended from practical science to rather basic science and nowadays more and more researchers of universities and agricultural research institutions particularly in Japan are tended to engage in basic science research As a results, Students may lose interests or can not intrigue interests in agricultural studies.
How can students have interests in Agriculture?
From basic science to practical science of agriculture to meet urgent needs in solving the problems in improvement of agricultural production
Exposing young people to current and real situations to understand various problems to be solved urgently in farming and agriculture through
visiting villages and interviewing farmers
Role of teachers/researchers engaging in higher education
to guide and lead young students to field study
New approaches: 1. Overseas study tour of undergraduate students 2. Education through the overseas research collaboration between Japan and developing countries: (SATREPS)
Joint Training Program for Undergraduate Students Royal University of Agriculture (RUA), Cambodia
Kasetsart University (KU), Thailand Nagoya University (NU), Japan
12
Agriculture is the most important primary industry and should
be placed in the front line of the development for food security.
The Objectives of Joint Training Program
Undergraduate students (mainly third-year students) who are studying
agriculture from Royal University of Agriculture (RUA), Kasetsart
University (KU) and Nagoya University (NU)
Target
To understand the agriculture in different countries (Cambodia,
Thailand and Japan) having different culture and nature
To observe the reality of agriculture and its related industries with a
scientific eye
Purpose
13
The Objectives of Joint Training Program
Joint training program in Cambodia, Thailand and Japan.
The NU third-year students form groups with same numbers of RUA or
KU counterpart students to witness the reality of agricultural production
in the rural area.
They have several projects on rice production, horticulture, animal
production, food processing and water management etc.
Each group has wrap-up presentations on their own projects.
Students earn credit for the program in each university (RUA, KU, NU).
Characteristics
14
ＳＡＴＲＥＰＳ（2011.2）
15
= Science and Technology Research Partnership
For Sustainable Development
SYNERGY
15
ＳＡＴＲＥＰＳ（2011.2）
International Joint Research
Research Institutions in Developing
Countries
Research Institutions in Japan
Research Partnership
MOFA/ JICA
MEXT/ JST Collaboration
Technical Cooperation R&D
Support
ODA
SATREPS program structure
16 16
Copyright2014 JST
Objectives of SATREPS
17
Copyright2014 JST
Selected Projects
Research Areas
Region FY
Asia Afric
a
Other
s 2008 2009 2010 2011 2012
201
3 2014
Adaptation to or
mitigation of climate
change
47 20 20
4 4 0 — — — —
Energy systems for
low carbon society — — 4 3 1 1 2
The resolution of
global-scale
environmental issues
3 2 4 1 2 3 1
Sustainable utilization
of bio-resources — 6 5 2 3 1 2
Natural disaster
prevention measures 3 4 2 2 1 2 2
Infectious diseases
control 2 4 2 2 1 3 3
Total 12 20 17 10 8 10 10
87
As of Apr 2014
18
Copyright2014 JST
SATREPS Projects around the World
19
87 projects in 41 countries since 2008 up to 2014
SATREPS in Kenya
Project Title:
The project on rice research for tailor-made
breeding and cultivation technology
development in Kenya
Project Period: 2013/05/22～2018/05/21
Project Purpose:
A base of rice breeding and cultivation
technology development is built.
20
Cold
weather
Blast
Rainfed Irrigated
5 major constraints to be addressed by the project
Low fertility Salinity
Drought-water
saving
21
Towards human capacity development for meeting
food security and global challenges
From basic science to practical science of agriculture to meet urgent needs in solving the problems in improvement of agricultural production
Exposing young people to current and real situations to understand various problems in farming and agriculture
Role of teachers/researchers engaging in higher education to guide and lead young students to field study
New approaches Overseas study tour of undergraduate students SATREPS (Science and Technology Research Partnership for Sustainable Development) AIMS (ASEAN International Mobility for Student Program)
Agricultural technology is locally specific by its nature and so the development of new adaptive technologies in the locality or the adaptation of available technologies to that particular locality must be tested in the developing countries.
Think globally, act locally ,,,,,,,,,,,,glocal ,,,,
Thank you for your attention.
International Cooperation Center for Agricultural Education
ICCAE
23