African nations must create and retain a new generation of agricultural scientists. Great strides have been made in increasing the number of universities in Africa and the number of students enrolled. Universities throughout the continent, however, are facing severe financial problems, coupled with a decline in the quality of the educational experience. At the same time, many senior academics are leaving the university to go into the private sector or to attractive international positions. This brain drain has crippled many African universities that are urgently struggling to build master's and doctoral programs. Senior scholars are needed desperately in the halls of academia.

Meanwhile, out in the field, the first generation of African agriculturalists has retired and their successors are becoming demoralized by the poor conditions of service and the low return rate from overseas of many young academics.

At the primary and secondary school levels, science education is given little emphasis and education is weak. Most schools lack even rudimentary libraries and science laboratories, not to mention teachers who know enough about science to teach it well. And access to computers is minimal. Few secondary school graduates go on to the universities to train in the sciences, and those who do are poorly prepared. Women are discouraged from becoming scientists, especially agricultural scientists.

Science education, in short, is a huge problem in Africa. African governments, with support from development partners, must pursue strategies that create incentives and opportunities for scientists to stay and work in their countries. They must also invest more in science and technology at all levels of education, so as to create an attractive environment and demand for further science and technology education. Incentive and reward systems should encourage innovation and entrepreneurship in the agricultural sector.

The private sector must contribute to agricultural research and support higher education. The curriculum must be flexible, market driven and more holistic, incorporating aspects of sensitivity to the environment and sustainability, natural and social science, information technology and entrepreneurship. It must produce scientists with commitment to life-long learning.

The IAC Panel recommends the following actions for creating and retaining a new generation of agricultural scientists:

Near-term impact

• Broaden and deepen political support for agricultural science. Real improvement in agricultural education and research requires strong support from top political leaders. A coalition of supportive agricultural constituencies must be formed, including farmers associations, producer groups, national agribusiness companies, educators and researchers.
• Mobilize increased and sustainable funding for higher education in science and technology, minimizing dependence on donor support. There is an urgent need for an increase in both the numbers of students and the quality of their agricultural education (e.g., science, food processing, natural resource management, and rural development) at primary, secondary and tertiary levels. At the tertiary level, the 'sandwich model' provides an effective tool for building capacity while maintaining a focus on African needs. This model educational approach allows university students in developing nations to spend one year at a university in an advanced S&T nation, then return to their home universities for completion of their degree programs.

Intermediate-term impact

• Focus on current and future generations of agricultural scientists. A greater effort must be made to retain current and future generations of African scientists to reduce the brain drain. This requires the implementation of policies that create personally and professionally rewarding scientific opportunities in Africa. Such policies must include merit-based selections and promotions, competitive compensation, well-equipped laboratories, access to global sources of scientific information, and adequate operating funds.

Long-term impact

• Reform university curricula. The undergraduate curricula of agricultural universities should stress production ecological and multi-disciplinary approaches to better prepare scientists for the new innovation, information, knowledge and education systems. Students should be directly exposed to farmers' needs and to quality agricultural research and extension (completing the synergistic 'quadrangle' recommended in this report). They should also become better sensitized to the socio-economic and policy environments in which agricultural development occurs and in which they will be working during their careers.
• Strengthen science education at primary and secondary school levels. A special emphasis must be placed on improving the accessibility and friendliness of science training to young women. Farm science schools where the pedagogic methodology is 'learning by doing' are urgently needed for the knowledge and skill empowerment of farmers.

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