In a rapidly changing social and natural environment, agricultural education and training is being asked to play a critical role. What are the changes and adaptations, in structure, strategy and policy, that agricultural education institutions need to make to face the new challenges of the twenty-first century?

There is widespread recognition of the need to improve both agricultural education and extension work with rural women. This article outlines the activities undertaken by the Extension, Education and Communication Service in the area of women in agricultural education and extension. These include a series of case studies on women in higher agricultural education and the preparation of a training

This paper suggests that agricultural education institutions need to foster their relationship to the development process through the integration of academic scholarship with development tasks, including national but especially local development tasks. The implication is that a wide range of stakeholders in local development should participate in the curriculum development process

• Développement des inégalités agricoles dans le monde et crise des paysanneries comparativement désavantagées
• A critical analysis of the causes of world food insecurity
• FAO Special Programme for Food Security in Low-Income Food-Deficit Countries
• Decentralization and rural food security: some theoretical and empirical relationships
• Recent FAO experiences in land reform and land tenure
• Dynamiques foncières et agriculture en zones périurbaines
• Poverty alleviation: the role of rural institutions and participation
• The commitment of a young nation - Eritrea
• Agrarian reform in the Philippines
• Cooperatives and food security
• Famines, le retour

This paper discusses various approaches to agricultural education. The "experiential learning" approach has recently been developed for teaching agriculture. Experiential learning is not only based on school knowledge and acquired skills, but also on experience; hence its name. It views learning and the farming environment as "soft systems", meaning systems that are not fixed.