Systems perspectives are fundamental in driving technological improvements and yield-enhancing strategies that improve agricultural productivity. These can resolve farmerʼs problems and are important pathways for sustaining food and nutritional security for human welfare in Asia. The essential determinants of this objective are the capacity to efficiently manage the natural resource base (land, crops, animals, and water) to resolve constraints to farming systems, and notably the integration of multiple research and development (R&D) issues through all levels of formal and non-formal learning systems. Both formal and informal education systems are important, with the former relating more to universities and colleges, and the latter to the intermediate level. Graduates from this level have the primary responsibility of introducing improved technologies and change to farmers, mainly along production and disciplinary pathways.The traditional research–extension–farmer model for technology delivery is no longer acceptable, due to “top down” extension functions and prescriptions, ineffectiveness to cope with the dynamics of production systems, complex interactions within the natural resources, effects of climate change and globalisation. There are also reservations on the technical capacity and skills of extension agents, constraints identification, methods for technology diffusion and dissemination, and innovative use of beneficial technological improvements that can directly respond to the needs of small farmers, and impact on subsistence agriculture. Agricultural education and systems perspectives are therefore an overriding compelling necessity which transcends prevailing limitations to waning agriculture and rural growth. Their wider recognition and applications provides an important means to maximise efficiency in the potential use; of the natural resources, increase engagement and investments in agriculture, promote ways to become more self-reliant in the development of crucial new technologies and intensification. These together can meet the challenges of the future and overcome the legacy of continuing poverty, food and nutritional insecurity. Asian farming systems, with their diversity of crops and animals, traditional methods, multiple crop-animal interactions, numerous problems of farmers present increasingly complex issues of natural resource management (NRM) and the environment. Many if not all of these can only be resolved by interdisciplinary R&D, which overcomes a major weakness of many R&D programmes presently and in the past. Improved education and training is a powerful and important driver of community-based participation aimed at enhancing sustainable food security, poverty reduction and social equity in which the empowerment of women in activities that support organising themselves is also an important pathway to enhance self-reliance and their contribution to agriculture. A vision for the future in which improved agricultural education in a systems context can provide the pathway to directly benefit the revitalisation of agriculture and agricultural development is proposed with a three-pronged strategy as follows:
Define policy for the development of appropriate curricular for formal agricultural education that provides strong multi-disciplinary orientation and improved understanding of the natural resources (land, crops, animals and water) and their interactions
Organise formal degree education and specialisation at the university level that reflects strong training in understanding of agricultural systems; systems perspectives, methodologies and their application, and
Define non-formal education and training needs that can be intensified at different levels, including the trainin of trainers as agents of change.