Agricultural and Forest Meteorology 103 2000 197–208
Education and training in agricultural meteorology: current status and future needs
J. Lomas
a ,∗
, J.R. Milford
b
, E. Mukhala
c
a
Regional Meteorological Training Centre, P.O. Box 25, Bet Dagan, Israel
b
University of Zimbabwe, Department of Physics, Mount Pleasant, P.O. Box, M.P. 167, Harare, Zimbabwe
c
University of the Orange Free State, Department of Agrometeorology, P.O. Box 339, Bloemfontein, South Africa
Abstract
The present status of education and training in agricultural meteorology is reviewed in relation to the agreed objectives of this interdisciplinary science. The major educational contribution of the agronomy faculties to the educational and research effort
is acknowledged. The significant part played by the World Meteorological Organization Regional Meteorological Training Centres in the training of technical and scientific personnel is reviewed. The heterogeneous training facilities and programmes
of the Regional Meteorological Training Centres are described. The absence of a scientifically based evaluation system of the training effort in agricultural meteorology is noted.
In the 21st century the socio-economic gap between the richest developing and the poorest developed countries is likely to widen. Thus, the requirements for education, research and services in agricultural meteorology are likely to diverge especially
in the field of applications. The major aim of the developing countries remains the increase in quantity and nutritional quality of food and fibre production. The aim of the developed countries will most likely centre on sustainable agricultural systems
environmentally compatible with the requirements of an urban society. Educational facilities in agricultural meteorology will have to adapt to such a gradually changing situation nationally, regionally and internationally. Advantages from remote
learning techniques and commercial systems are also likely to follow. Research priorities will be reviewed in view of changing national objectives. Agricultural meteorology will have to be integrated into the major research efforts of national priority.
Growing competition in the field of meteorological services will also affect agricultural meteorology. The services of proven use to the agricultural community are likely to succeed in the 21st century as the free market economy gains ground. © 2000
Elsevier Science B.V. All rights reserved.
Keywords: Education and training in agricultural meteorology; Human resources; Regional meteorological training centres
1. Introduction
1.1. General The International Workshop on Agricultural Meteo-
rology in the 21st Century — Needs and Perspectives is being held at a most opportune time, for the world
∗
Corresponding author. Tel.: +972-3-968-2165; fax: +972-3-968-2176.
community has shown increasing interest in issues of environmentally sound agricultural development and
the sustainable use of our natural resources. Agri- cultural meteorology, which is an interdisciplinary
science, has a major role to play in the efforts to promote sustainable development in the 21st century.
Increasing agricultural production and forecasting is sought in virtually all countries. In many countries,
governments have expressed the desire to use me- teorological information to a much larger extent in
0168-192300 – see front matter © 2000 Elsevier Science B.V. All rights reserved. PII: S 0 1 6 8 - 1 9 2 3 0 0 0 0 1 1 2 - X
198 J. Lomas et al. Agricultural and Forest Meteorology 103 2000 197–208
day-to-day farm planning and operations. Therefore, the number and quality of trained technical and pro-
fessional personnel in agricultural meteorology are critical factors since the effectiveness of any agri-
cultural meteorology service is determined by the competence and qualifications of its staff. To sustain
this service, there is need for qualified personnel ca- pable and willing to play this role. In addition to those
employed in the agrometeorological services, much greater knowledge of the subject is needed within
both the user and the research communities.
This paper presents a selected overview of the cur- rent status together with a projection of the future
needs for agrometeorological education and training. Education and training have a common objective, i.e.
development of human resources: however, there are specific differences between them.
1.2. The concept of education The Oxford English Dictionary defines education
as ‘systematic instruction, schooling or training given to the young and to adults in preparation for the work
of life’. Education includes the development of sound reasoning processes to enhance one’s ability to under-
stand and interpret information. The concept of ed- ucation, by and large, includes activities directed at
providing information, understanding skills, and moral values that are required in the normal course of life.
Providing information and skills is not for a limited scope or activity but focuses on a wide range of activ-
ities. The main aim of education is to create circum- stances and opportunities for youth and adults to learn,
among other things, cultures and natural laws and to acquire skills, including languages, that form the ba-
sis for learning, personal development, creativity and communications. Education, therefore, broadens ones
scientific base and is usually of long duration. For a professional career in such a multidisciplinary area as
agricultural meteorology the educational process must particularly enable practitioners to find and use infor-
mation from a range of sciences other than their own.
1.3. The concept of training The Oxford English Dictionary defines training as
the training of a person for some particular profession. Training is, therefore, a learning experience that seeks
a relatively permanent change in an individual that will improve his or her ability to perform on the job.
Training is regarded as a systematic and planned process to change the knowledge, skills and behavior
of personnel to achieve the objectives of the organisa- tion they work for. In contrast to education, training is
task-oriented because it focuses on the work an indi- vidual performs. Job description or task requirements
of a particular job are used to determine the nature of a training programme. Training is, therefore, directed at
improving one’s job performance in an organisation. Training is conducted as a result of technological in-
novation, when current work standards are not being maintained and when such situations are ascribed to
lack of knowledge and or skills among individual per- sonnel in an organisation. Training is, therefore, more
specific, job oriented and usually of short duration.
Neither education nor training is a one time effort. Knowledge and skills acquisition must be viewed as
a continuous process throughout one’s career. It is therefore regrettable that not all requests for education
and training fellowships to WMO can be met. During 1997, 307 fellowships were awarded 28 in agricul-
tural meteorology and 547 remained unsatisfied 47 in agrometeorology G. Necco, WMO, personal com-
munication.
2. Agricultural meteorology — its scope and aims
