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Agricultural education and training (AET) institutions will play a strategic role in helping to prepare Africa’s rapidly growing youth populations for productive careers in agriculture and related agri-businesses. The purpose of this paper is to examine the magnitude of skills and youth employment needs emanating from high-population growth rates. It then explores how agricultural education institutions are responding to these challenges in four different countries at different levels of food system development: South Africa tier 1, Tanzania in tier 2 and Malawi and Uganda in tier 3.

Demographic and school enrollment data provide information on the magnitude of job market entrants at different levels of education while Living Standards Measurement Studies in the respective countries provide a snapshot of current skill requirements in different segments of the agri-food system. In order to evaluate AET responses, the authors have conducted country-level reviews of AET systems as well as in-depth assessments at key tertiary AET institutions in each of the four case study countries.

Growth rates in primary school enrollments are high in sub-Saharan Africa. At the same time, because of budgetary constraints, transition rates decline rapidly – about 40 percent from primary to secondary and 7 percent from secondary to tertiary. As a result, substantial numbers of primary and secondary school graduates seek jobs.

The case study countries are limited to four. Had more financial resources and time been available, researchers could have spread further afield and in so doing increasing the precision of the results.

Estimation of the number of primary and secondary school leavers seeking employment because of failure to proceed to the next level of education. Estimation of the level of education shares in the various components of the agri-food system.

African agri-food systems are undergoing major structural change in response to growing urbanization, rising incomes and shifting patterns of food consumption. The purpose of this paper is to explore four major dimensions of this surprisingly rapid structural shift in African food systems.

This chapter synthesizes the six chapters and in addition discusses future implications for agricultural education and training (AET) in Africa.

AET institutions face multiple pressures as a result of these ongoing changes. High fertility rates have produced a youth bulge that currently strains educational capacity at all levels and places huge pressures accommodating 700 million youth job market entrants over the coming 30 years.

Countries vary considerably in a number of socio-economic and political dimensions making it difficult to completely generalize on each and every issue. Cross-country comparison to the level of determining which country is better than the other in many of the variables is difficult.

Synthesis of key parameters to consider in increasing the relevance of AET institutions in Africa.

The papers in this special issue measure the pace of change and the employment consequences of rapid ongoing transformation of Sub-Saharan Africa’s agri-food system. After quantitatively assessing the pace of change in consumer diets, a succession of papers examines the resulting change in public health, employment structure, job skill requirements and the educational challenges facing agricultural education and training (AET) institutions charged with preparing African youth with workforce skill required to succeed in the continent’s rapidly changing, rapidly growing agri-food system. The paper aims to discuss these issues.

Changes in consumer demand and workforce skill needs emerge from a quantitative projection model using Living Standards Measurement Studies in half a dozen countries in Eastern and Southern Africa. Based on surveys of employers, graduates and staff at AET institutions in a range of 14 different countries, the analyses evaluate the workforce skill needs and educational challenges for preparing Africa’s emerging youth bulge to seek productive careers on the farm and in post-farm segments of the agri-food system. Throughout, the papers contrast findings from countries at different stages in the food system transformation using a typology developed in this paper.

The concluding paper in this issue by Kabasa, Kirsten and Minde summarizes key findings emerging from this collection.

The contributions in this special issue report original research based on analysis of LSMS data and on interviews with agri-food system employers, agricultural education institutions and professionals in over a dozen African countries.

The purpose of this paper is to examine the career trajectories of 66 distinguished African agricultural professionals in order to explore how agricultural education and training (AET) institutions can better motivate and prepare youth for productive careers in Africa’s rapidly changing agrifood system.

Based on in-depth qualitative interviews with these role models, the paper explores the answers to two critical questions: How can Africa motivate its youth to consider careers in agriculture and agribusiness? How can AET institutions better prepare youth for productive careers in agribusiness?

Rural youth enter agribusiness careers in response to clearly perceived rural needs coupled with demonstrable profitability of modern agricultural and agribusiness opportunities. In contrast, urban youth embark on agricultural career paths in response to inspiring science education, particularly practical applications in biology, coupled with emerging awareness of the range of professional opportunities afforded by modern agribusiness and commercial agriculture.

The study relies on the basic premise that seasoned, successful professionals – from the private and public sector – can offer useful insights into ways of improving job preparation training for the youth of today seeking careers in the food system of tomorrow. The approach assumes that the role models have both the practical experience and forward-looking vision necessary to identify key elements of preparation likely to benefit future job market entrants.

This paper relies on primary interviews with distinguished agricultural professionals from 14 different African countries.

The purpose of this paper is to understand how the unfolding diet transformation in East and Southern Africa is likely to influence the evolution of employment within its agrifood system (AFS) and between that system and the rest of the economy. To briefly consider implications for education and skill acquisition.

The authors link changing diets to employment structure. The authors then use alternative projections of diet change over 15- and 30-year intervals to develop scenarios on changes in employment structure.

As long as incomes in ESA continue to rise at levels near those of the past decade, the transformation of their economies is likely to advance dramatically. Key features will be: sharp decline in the share of the workforce engaged in farming even as absolute numbers rise modestly, sharp increase in the share engaged in non-farm segments of the AFS, and an even sharper increase in the share engaged outside the AFS. Within the AFS, food preparation away from home is likely to grow most rapidly, followed by food manufacturing, and finally by marketing, transport, and other AFS services. Resource booms in Mozambique and (potentially) Tanzania are the main factor that may change this pattern.

Clarifying policy implications requires renewed research given the rapid changes in Africa over the past 15 years.

This is the first paper to explicitly link changing diets to changing employment within the AFS.

Weaknesses in the grades and standards system in low-income countries across Sub-Saharan Africa undermine the transparency of agricultural markets. In the Democratic Republic of the Congo (DRC), Ghana and Mozambique rice is predominately sold in open bags and if rice price does not reflect its quality, then inefficiencies may lead to consumer welfare losses. Importantly, it is possible that impoverished communities are priced out of the market due to inflated and inefficient prices. The objective of this study is to examine determinates of rice price by estimating the impact of selected rice quality attributes on rice prices in Democratic Republic of the Congo, Ghana and Mozambique.

We collected 363 rice samples from open air markets in Bukavu (DRC), Nampula (Mozambique) and across Ghana in 2019. Each rice sample was analyzed in a food science lab for the quality attributes: percentage of chalk and brokens, chalk impact, length and length-to-width ratio. We used multiple regression analysis to estimate if and to what extent quality attributes were the drivers of price.

Findings suggest that there are irregularities in the Ghanaian market for broken rice and that regardless of quality, imported rice is priced higher than domestic rice. In the DRC and Mozambique, our results indicate price is driven by length and length-to-width ratio in the former and length-to-width ratio in the latter.

Rice samples were purchased from market vendors and thus consumer preferences for attributes were not revealed.

These results provide valuable insight to policymakers regarding the need for proper labeling and regulation of open bag rice sales in an effort to increase consumer welfare and improve food security.

The aim of this article is two-fold. First, it offers a unique account of San Min, the prototype of the current Chinese educational principle proposed by Yan Fu (1854–1921) that aimed at improving people’s physical, intellectual and moral capacities. This system of educational thinking has received only marginal attention in Anglophone research literature. Second, given the influence of Yan Fu’s interpretation and promulgation of Herbert Spencer’s educational philosophy during that period, it investigates the extent to which San Min is derived from Spencer’s educational thought (the “Spencerian Triad”). This article focusses on how Yan Fu adapted the ideas of San Min from Spencer’s account.

This article considers Yan Fu’s principle of San Min in relation to Spencer’s educational triad through a close reading and comparison of key primary texts (including Yan Fu’s original writing). It explores the similarities and differences between each account of education’s goals and its proposed means of attainment.

Yan Fu’s principle of San Min is shown to have been adapted from the Spencerian Triad. However, using the theory of Social Organism, Yan Fu re-interpreted Spencer’s individual liberty as liberty for the nation. While Spencer’s goal was to empower individuals, Yan Fu aimed to serve collective independence, wealth and power.

This article addresses oversights concerning San Min’s Western origins in the Spencerian Triad and its influence on Chinese education under Yan Fu’s sway. It is significant because San Min is still at the core of the current Chinese educational policy.

Tourism is one of the fastest growing sectors and plays a key role for the economy of various countries. Tourism sector provides lot of opportunities and challenges to its stakeholders. Tourist's safety and security plays a vital role to increase the tourists to a location. Tourism policing plays an essential role to build destination image. Governments are making many efforts through tourism policing to protect the safety and security of the domestic and foreign tourist and also to handle overtourism and enhance responsible tourism. This paper analyses the importance of tourism policing to attract more tourists and its impact on tourist destination image building.

The purpose of this paper is to critique four marketing textbooks written during the Age of Enlightenment (sixteenth-eighteenth centuries) to understand the educational lessons they taught students of marketing at the time and the lessons they might hold for the present day.

The method entails critically examining several marketing textbooks within the context of the great social, religious, intellectual, political and economic changes taking place at the time.

Over the period, paralleling developments in the Enlightenment, the two earlier textbooks of the age have a heavier emphasis on religious and ethical concerns along with their discussions of business issues. The two later textbooks de-emphasize spiritual themes in favor of almost completely focusing on business matters. In addition to discussing themes relevant to their times, the books anticipate concepts found in marketing textbooks of today. Generally, there is also more stress placed on immediate facts rather than enduring business principles. Yet many principles are discussed, including the most fundamental and durable principle of merchandising: “buy cheape, sell deare”.

There is no other review of a collection of marketing textbooks during the Age of Enlightenment in the published literature.

The centrality of emotions to all significant social, indeed human activities is now broadly acknowledged. Nevertheless, discussion of emotions in core activities of science, as distinct from the motivation of scientists, is undeveloped. In reviewing the role of emotions in science the paper shows that emotions provide consciousness of objects of scientific relevance. It is also shown that emotions necessary to scientific activities are typically experienced nonconsciously. These two issues, of emotional consciousness and nonconscious experience of emotion, raise a number of questions for the study of both consciousness and emotions.