This article follows the author's previous piece on practical guidelines for the development of comprehensive competence-based education and training (Mulder, 2012). It is about the questions that have been and are still frequently asked in presentations, workshops and classes about the introduction of competence-based education. Here, the author…

Compares three models of agriculture in universities: (1) the current rigid departmentalized model; (2) the integrative university with cross-disciplinary linkages and information exchange with farmers; and (3) the active learning university with students and faculty integrated in the farming environment and two-way flow of knowledge and…

Agricultural education institutions in developing countries must address immediate production needs as well as food security, sustainable agricultural, and rural development needs. This will mean moving to an interdisciplinary, systems approach that incorporates new topics. (Author/JOW)

Suggests that a narrative perspective can provide a fruitful way to learn from rural development experiences and improve the organizational capacity of development projects. Also suggests a number of conceptual windows for the analysis of narratives in projects. (Author)

Discusses three worldwide policy trends--privatization, revitalization, and decentralization--and their impact on economic development and extension education. (SK)

Agricultural extension in Tanzania is largely top-down technology transfer but would be more effective if participatory and demand driven. Implementation of decentralized decision making and participatory training requires time preparation and systematic change strategies. (SK)

Weak links among research, education, and extension often result from their informal nature, national agriculture policy environment, and funding shortages. An integrative systems approach can strengthen links to improve agriculture technology systems. (SK)

Uses of the agricultural knowledge systems concept of information flow are described in Holland, Bhutan, Switzerland, and India. Application of the model for gaining an overview of institutions must be combined with a functional approach for designing appropriate extension programs. (SK)

The background of agriculture in Bangladesh and the process of developing a national agricultural extension policy focused on sustainable development are described. The policy explicates the meaning of agricultural extension, use of agricultural knowledge and information systems, and 11 core principles. (SK)

As Dutch secondary agriculture schools are becoming more autonomous, environmental education can be a catalyst for development of participatory models of teaching and learning. The goals and process of environmental education are compatible with the new education policies. (SK)

In England, management policies on land use and environmental consumerism are demand led, reactive, and detached from ecological and economic realities. Education that emphasizes environmental management from a standpoint of ethics, economics, political science, and law is recommended. (SK)

The European Community's Erasmus Program seeks to enhance university student mobility across countries. In agriculture (2-3% of student population), universities face three challenges: (1) international relations; (2) pedagogical and scientific considerations of internationalized training; and (3) adaptation of internal structures. (SK)

At present, substantial research funding for agriculture departments in British research universities is not forthcoming. Present policies could widen the divide between pure and applied sciences and between scientific education for agricultural scientists and technical education for agricultural generalists. (SK)

Protas and de Andrade state that rural extension efforts in developing nations should not expect the participation of "progressive" farmers to lead to larger participation of other farmers in adopting innovations. Van den Bar offers comments on the article. (SK)

Application of a knowledge and information systems perspective shows how agricultural innovation can be enhanced through networking. In the Netherlands, a number of alternative systems of inquiry and learning are infused with this perspective: participatory technology development, participatory rural appraisal, soft systems methodology, and rapid…