With the population increase, food production becomes an increasingly strategic activity. Yet, the food sector does not seem to have the appeal it deserves, and attracting new people appears to be a challenging task.
In countries where the percentage of the active population in agriculture is low, many young people simply have never had any exposure to food production. Their food knowledge is limited to their visits to the local supermarket. Since one can love only what one knows, this seriously restricts the number of potential candidates. In a previous article, “Who will be the farmers of the future?“, I had already asked the question of who would be the farmers of the future. To get the attention of the youth, the food sector needs to become more visible and more approachable. There is a need for more interaction between education and visits to farms and food processors. As I mentioned in “Nutrition basics should be taught in school”, such activities should be part of the normal curriculum. Understanding food is understanding Nature, and understanding Nature is understanding who we are. Food, together with water and air, is the one thing that we cannot live without. This should make clear beyond any doubt how important food production and food supply are for the future of our species.
To attract new people to the food sector, it is also quite important to tell what kind of jobs this sector has to offer. These jobs need to be not only interesting, but they also must offer the candidates the prospect of competitive income, long-term opportunities, and a perceived positive social status. Many students have no idea about the amazing diversity of jobs that agriculture (including aquaculture) and food production have to offer. This is what both the sector and the schools must communicate. Just to name a few and in no particular order, here are some of the possibilities: farming, processing, logistics, planning, sales, marketing, trade, operations, procurement, quality, customer service, IT, banking and finance, nutrition (both animal and human), agronomy, animal husbandry, genetics, microbiology, biochemistry, soil science, ecology, climatology, equipment, machinery, fertilizers, irrigation, consumer products, retail, research, education, plant protection, communication and PR, legal, management, knowledge transfer, innovation, politics, services, etc… Now, you may breathe again!
All these types of activities offer possibilities for work that can be both local and international. These jobs can be indoor or outdoor occupations. Employers are both small and large businesses. Jobs are available in industries, in government agencies, in not-for-profit organizations. Agriculture and food are about life science, and life science is about life. Not many economic sectors can offer such a broad choice of professions.
This said, getting more students in the field of food production will require relentless communication about the present situation as well as about future perspectives. It is necessary for colleges and universities to envision the future. Educating students today must help making them operational for the challenges of the future. Education is nothing less than developing the human resources that will increase the prosperity, the stability and the dynamics of the society of tomorrow. Attracting new students goes further than just agriculture and food production at large. Within food production, every sector also competes to attract new people. Some healthy competition should benefit the whole food chain.
Clearly, there is a need to identify future trends, future challenges and future needs to produce better food and more food. This will require a practical approach. Identify future needs is not an intellectual exercise. It is about providing people with food on a daily basis for the years to come. Identifying future challenges is a team effort between education, research, farmers, businesses and governments. All must work together to create a more secure future. If we want to avoid suboptimal solutions, there cannot be walls between the links of the food production chain.
In my opinion, the most effective way to work towards developing the proper curriculum and attracting students for the jobs of the future is to have a market-driven approach. The question is not only what type of jobs will be needed, but also where will they be needed? To be effective in this process, it is necessary to develop a vision of the things to come for the coming 10 to 20 years, which is the purpose of The Food Futurist (see mission statement). In our fast-changing world, today already belongs to the past. Developing a curriculum on current issues will not prepare students properly for their professional lives, and neither will it serve society properly. Only by identifying what skills will be needed is it possible to offer the best job perspectives for future food professionals, and being able to overcome future challenges. And feeding 9 billion people by 2050 is quite an objective! Identifying the challenges of the future indicates where the best job opportunities are. The action plans to develop tomorrow’s curricula will depend greatly on geographic location. Clearly, India will face with very different demographic, environmental and economic situations than North America, Europe or Brazil will. However, when it comes to food, we will become even more globally interdependent than we are today. This offers many opportunities to train people for work abroad, too.
As my head teacher in Animal Production, the late Julien Coléou, taught us in the first lesson of our final year at the Institut National Agronomique Paris-Grignon: “To live is to learn, to create and to fight”. When it comes being prepared for the future, these three pillars of life all need to be on the curriculum.
Copyright 2010 – The Happy Future Group Consulting Ltd.