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This study focused on mapping agripreneurship curriculum and lecturers' competencies in 8 African Higher Education Institutions (HEIs), participating in the Strengthening Agri-Entrepreneurship and Community Engagement Training in East, West and North Africa (AgriENGAGE) joint Project. A sample of 194 lecturers from East, West, and North Africa participated in the study. The study employed a mixed method approach with concurrent nested research design methodology to collect information. Among the main results found in this study, the key aspects that were implemented in curricula were; business plan development ([mu] = 3.57), business opportunities identification ([mu] = 3.56), and communicating with value chain actors (= 3.51). Concerning the forms of entrepreneurship taught, most institutions focused on subsistence agripreneurship ([mu] = 3.23) with growth-oriented agripreneurship ([mu] = 2.50) and innovative-oriented agripreneurship ([mu] = 2.50) having the lowest rating. Regarding teaching methods within the provision of entrepreneurship education, most of the institutions were using traditional teaching methodologies with the common ones being formal lectures, field trips, in-class group discussions, and group project-based learning. Most lecturers had low teaching competencies concerning instructional quality and a moderate/average level of entrepreneurial competencies. The study recommends that universities should implement more professional development and pedagogical training over and above the subject competency to improve lecturers' entrepreneurial competency.

This paper examines climate change perception and adaptation among high-mountain farmers in Western Karakorum Pakistan. Employing a mixed-method approach, this study found that farmers in the study area have observed significant variations in the climatic conditions. Results further indicate that to cope with the climatic variations, farmers are employing diverse adaptation strategies, i.e. crop diversification, production of horticultural products, and change of planting dates. Moreover, the results show that gender, education, and occupation have significant associations with the perception of climate change. Likewise, the multivariate results show that gender and education significantly influence the capacity for climate change adaptation. Men household heads are 2.71 times more likely to implement adaptation strategies than women household heads, and respondents with formal education are 2.93 times more likely to adopt such strategies than those who are illiterate. The study highlights the need for context-specific strategies to enhance the resilience of high-mountain farmers in the face of climate change. [ABSTRACT FROM AUTHOR]

This paper delves into integrating industry perspectives into Sub-Saharan African agricultural education, exploring collaboration challenges and benefits. It comprehensively analyses factors influencing university-industry collaboration in the region where literature is scarce, as well as the related strengths, weaknesses, opportunities, and threats. The study draws insights from case studies of eight universities in Eastern, Western, and Northern regions of Africa. Key findings include effective management, stakeholder engagement, and the N-tuple Helix Model, crucial for successful university-industry collaboration that offers many benefits, including improved student employability, technology transfer, innovative research, and industry-aligned curriculum development. However, university-industry collaboration also faces several challenges, such as reduced funding, industry reluctance, and intellectual property protection issues. The study highlights the need for a multifaceted approach to fostering successful university-industry collaboration in African universities, considering institutional, stakeholder, relationship, and output factors. Tailoring strategies to unique contexts and priorities is essential for building sustainable and mutually beneficial partnerships. [ABSTRACT FROM AUTHOR]

The underperformance of agricultural education systems in Africa is evident through various indicators such as increased unemployment among recent agricultural graduates, inefficiencies in agricultural product value chains, and a decline in enrollment in agricultural schools. The AgriENGAGE project, which included eight African universities, was supported through the Erasmus+ Capacity Building in Higher Education program funded by the European Commission to address these challenges. The project aimed to contribute toward revitalizing agricultural education systems to stimulate agricultural transformation and enhance the sector's competitiveness while meeting the labor market's demands. This article draws on lessons learned at eight universities to provide a perspective on agri-entrepreneurship education integration in African universities. We provide descriptions, experiences, and insights on agrientrepreneurship education integration in partner universities in Kenya, Benin, Morocco, and Uganda. Based on these experiences, we provide perspectives on reducing youth unemployment and improving the effectiveness of agricultural education in contributing to the development of sustainable food systems. [ABSTRACT FROM AUTHOR]

Environmental sustainability is a pivotal facet of sustainable development, captivating the attention of development researchers. Within this context, energy consumption emerges as a pivotal determinant influencing environmental sustainability variations among countries. This study delves into the linkages between renewable energy consumption and environmental sustainability within 30 Sub-Saharan African countries, utilising panel data from 2000 to 2020. It contributes to the expanding literature on this subject by considering the impacts of institutional and political factors while addressing challenges related to cross-sectional dependence, heterogeneity, and serial correlation through robust estimation. To this end, the Augmented Mean Group Model was used in the empirical estimation. The study reveals a noteworthy 67.32% mean score for renewable energy consumption in the total final energy consumption across the sampled countries, a positive deviation from the global average of 11.2%. Empirical results signify a positive and statistically significant long-term relationship between renewable energy consumption and environmental sustainability. Nevertheless, the inclusion of a policy dummy variable indicates a significant increase in greenhouse gas emissions post the Millennium Development Goals period. Granger non-causality test results reveal a bidirectional causality between renewable energy consumption and environmental sustainability. Thus, subsidies and tax exemptions for renewable energy production and consumption, as well as supporting sustainable development goals with appropriate environmental investment, are among the policy options that Sub-Saharan African countries and policymakers could pursue to achieve environmental sustainability and sustainable development goals. [ABSTRACT FROM AUTHOR]