Asee peer logo

Agricultural Engineering Education In Developing Countries

Download Paper |

Conference

2005 Annual Conference

Location

Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005

ISSN

2153-5965

Conference Session

Innovative Curriculum Developments

Page Count

16

Page Numbers

10.139.1 - 10.139.16

Permanent URL

https://peer.asee.org/15591

Download Count

378

Request a correction

Paper Authors

author page

Thomas Cathcart

author page

Shanti Bhushan

author page

Sandun Fernando

Download Paper |

Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

1

Agricultural Engineering Education in Developing Countries

S. Fernando, S. Bhushan and M. Naveen

Abstract

Agricultural Engineering or Biological (Systems) Engineering is still considered a fairly new

profession not only in developing countries but also in many of the developed countries. Although

civil, mechanical, chemical, electrical and industrial engineering are well established as

engineering subdivisions, Agricultural and Biological Engineering is still not considered as a

direct engineering discipline in many of the 162 developing countries in Asia, Latin America,

Africa and Europe.

Currently there are over 164 universities in 31 countries offering undergraduate degree programs

(or as an emphasis) in agricultural engineering. However, a fair number of these programs are not

offered through engineering colleges and thus are not accredited as engineering degrees. Since

economies of most of the developing countries still rely heavily on agriculture, undergraduate

Agricultural Engineering (AE) programs tend to be geared towards giving students a wide

spectrum of knowledge in agriculture and biology. A closer look at some of the curriculums

reveal that less than 50% of the coursework is in engineering and as a result, not adequate training

in engineering is being given to AE graduates to compete with those with traditional engineering

degrees. One argument is that agricultural engineers could get the required expertise in a graduate

program. However, many of students from developing countries neither have the financial

backing nor the assurance for better career opportunities to justify a graduate program in their

countries.

Many AE programs in developing countries have agricultural machinery/precision agriculture,

soil and water resources engineering, and food engineering as the core areas in the curriculum.

Cathcart, T., & Bhushan, S., & Fernando, S. (2005, June), Agricultural Engineering Education In Developing Countries Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/15591

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2005 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015