Integrating climate-resilient agricultural technologies in higher education curricula in Nepal and the Hindu Kush Himalaya

Organisers: ICIMOD, HUC, AFU

About the workshop

The Green Resilient Agricultural Productive Ecosystem (GRAPE) project (particularly Field of Action 2), in collaboration with the Himalayan University Consortium (HUC) and Agricultural and Forestry University (AFU), is organising a two–day consultative workshop for university faculty members and administrators on the importance of the integration and development of a curriculum on climate-resilient agriculture. The workshop aims to sensitise university stakeholders on the importance of climate-resilient agriculture, the role of the academic curriculum in improving overall climate resilience, and the process of incorporation of climate-resilient strategies into academic programmes.

Objectives

• Sensitise academic practitioners and university staff about the importance of climate change, its impact on agriculture, and the need for climate-resilient strategies in higher education in the context of the Hindu Kush Himalaya (HKH)
• Identify entry points and chart out practical pathways to incorporate climate-resilient agriculture into existing university programmes
• Foster interdisciplinary collaboration and knowledge sharing among academic institutions in Nepal and between Nepal and other HKH countries to strengthen research and development for climate-resilient agriculture and overall resilient development

Background

Agriculture remains the largest sector in Nepal’s economy. The quality workforce in agriculture comprises graduates from tertiary education institutions in Nepal and neighbouring countries such as Bangladesh, India, and Pakistan. Higher education institutions (HEIs) play a decisive role in generating a high-quality workforce, with future-ready knowledge and skills that will help ensure the transition to a climate-resilient economy. Fulfilling this role is a step forward in increasing the relevance and social accountability of higher education, aiming to enhance the employability of graduates, directly serving the local and national economy.

The adoption of innovative technologies gave the agriculture sector a boost during the shift from subsistence to commercial farming in Nepal. Following the demands for employable graduates, climate-resilient technologies were introduced into the curricula of HEIs at all levels. However, this integration process has lacked systematic planning and effective coordination. There is also uncertainty about the best ways to incorporate issues of climate change into the curriculum, whether as a stand–alone multidisciplinary course or as cross–cutting theme in the existing disciplines. Meanwhile, there are concerns on the account of the contested values involved, the overcrowding of the syllabus, and the lack of expertise and practical experience on the instructors’ part. These practical constraints add to the existing issues of the curricula: theory–based and lacking diverse alternatives.

Agenda