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The surveys show significant differences between what competences agricultural employers require of graduates and the competences they acquire during their agricultural engineering degree courses.
Formal agricultural education can impact private returns in terms of improved technical and allocative efficiency.
The paper therefore addresses issues that are essential for a better orientation of agricultural engineering training and education, and subsequently influence a better policy on agricultural engineering education in Africa.
Including sustainable agriculture in the high school agricultural education curriculum would allow the agricultural education profession to become a partner in achieving the goals of a sustainable agriculture industry and at the same time enhance the scientiJic nature of the curriculum; however, research is needed to show the way.
Perhaps no other discipline has experienced the dilemma that agricultural education at the secondary level has over the years .Seemingly, the dilemma is one of misconception based on the belief that agricultural education programs are designed to train students only for production agriculture.
It is recommended that it is essential to identify the existing Agricultural Education and Training problems by considering both teaching and learning processes as well as, the attitude of students and educators towards Agricultural Education and Traini ng in order to produce efficient and capable professionals for the agricultural production and p rocessing systems.
This study provides a model for benchmarking competencies and provides a taxonomy from which to study and understand/consider agricultural education competencies.

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