Agricultural Education and the Challenges of Poverty Reduction and Sustainable Development in Developing Countries: A Nigerian Case Study

  • RS Adisa
  • OI Oladele


The ultimate aim of any meaningful educational activity is palpable value addition to the quality of life of the beneficiaries and the society and not the acquisition of a certificate per se. There is an apparent and bothersome tendency for stakeholders in the education system to lay disproportionate emphasis on ‘passing examinations’ and obtaining certificates to the detriment of acquisition of useful skills that are necessary for enhancement living standards of inhabitants of developing countries. This paper examines agricultural education in relation to the need to reduce poverty and achieve sustainable development in Nigeria. Nigeria currently has the largest agricultural education system in Africa. Specifically, the paper presents an overview of contemporary agricultural education in Nigeria, the current problems and prospects of agricultural production, and the connection between agriculture, poverty, and sustainable development in Nigeria. Furthermore, the paper argues for a far-reaching revision of higher agricultural education core curriculum and concludes that a more virile and realistic agricultural education system (incorporating formal and non-formal sub-systems) is imperative for the attainment of significant poverty reduction and sustainable development in Nigeria. Finally, a robust use of information and communication technology was recommended to enhance the relevance of the agricultural education system.

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eISSN: 1596-5511