The study investigated challenges encountered and coping strategies adopted by postgraduate students of agricultural education in writing thesis in Nigerian universities. Two research questions and two hypotheses guided the study. The study was conducted in Nigerian universities offering post-graduate programme in agricultural education. The population for the study was 118 made up of 14 postgraduate diploma, 66 masters and 38 doctoral students writing thesis in agricultural education. The entire population was involved in the study. An instrument tilted: Challenges and Coping Strategies Questionnaire (CCSQ) was used for data collection. Three experts validated the questionnaire. Cronbach alpha reliability method was used to determine the internal consistency of the questionnaire. A reliability coefficient of 0.85 was obtained. A total of 97 copies of the questionnaire were returned representing 93 percent return rate. Data collected for the study were analyzed using mean and standard deviation to answer the research questions while Analysis of Variance was used to test hypothesis of no significant difference at P ≤ 0.05 level of significance. The statistical package for social sciences (SPSS) was the tool employed to analyze the data collected. It was found out that 28 challenges were encountered by postgraduate students of agricultural education in thesis writing while 15 coping strategies were adopted by postgraduate students of agricultural education in thesis writing. The recommendations were that postgraduate students of agricultural education who have abandoned their thesis writing should adopt the identified coping strategies to complete their programme among others.

This paper examined the causes, effects and measures for mitigating climate change to ensure adequate supply of food through crop production to address the food insecurity which has occupied a central focus of the Nigerian economy. Unfortunately, crop production is fraught with many ecological challenges including climate change. This climate change which occurs as a result of the buildup of Green House Gases (GHGs) occasioned by industrialization, technological modeling and agriculture, exert significant effects on crop yield, water availability, ecosystem disequilibrium resulting in cases of drought, flood earthquake among others. For crop production to be scaled-up to meet the food requirement of the ever growing Nigerian population amidst these challenges, there is need to mitigate these adverse effects of climate change through the adoption of sustainable land management practices that can reduce the atmospheric stock of GHGs such as zero-tillage, appropriate use of fertilizers, avoidance of bush burning, graze land management, improved water management among others. Achieving great success in these areas requires that Nigerian government should be more proactive in their policies that hold promise for sustainable cultures in agricultural production as well as evolving global partnerships on ecological issues.

This study identified occupational competencies required by retirees in pawpaw production

Agricultural education play a central role in disseminating knowledge, skills and attitudes toward managing environmental resources which support food productivity. Its goals are basically achieved through formal education. Hitherto, youths have been involved in environmental stress mitigation efforts both at the school and community levels but are still short of adequate knowledge. Current trends of environmental stress and its associative impact on the food growing soils and space call for its integration into agricultural education programme. This paper identifies mechanisms for ensuring Food Security (FS) and Sustainable Environment (SE) through Youths’ Agricultural Education. First, the paper discussed the concepts of sustainability as it affects the environment and food security. It also discussed constraints of FS and SE. Mechanisms discussed includes: curriculum content review and update, adequate funding by government, training and retraining of manpower, and involvement of youth clubs and organizations. Furthermore, use of mass media; extension services; school farm; and organizing workshops, seminars; and integration of population studies in the curriculum were also considered. Finally, it was suggested among others that government should review school curriculum and renew her commitment through designing and implementing policies and programmes aimed at ensuring FS and SE.Keywords: Agricultural Education, Mechanisms, National Food Security, Sustainable Environment, Youths.