interdisciplinary basis. Additional teaching posts might be created by colleges and universities in order to promote the new approach to teaching and research which this would entail (European Parliament, 2004).
     Traditionally, NAE agricultural higher education has been broadly based on the multidisciplinary study of a range of sciences/technologies focused on agriculture, often with a production orientation. Disciplinary specialization tended to occur at a subsequent stage via postgraduate studies. For the future, in order to enhance the pool of persons capable of making interdisciplinary contributions, it could be advis­able to promote multiple entry into the agricultural educa­tion system, such that persons with initial specialized study in various other disciplines could undertake postgraduate studies (e.g., academic master's) providing understanding of the wider agricultural context in which they would hope to apply their particular disciplinary education/training. Such could be fulltime (oriented to younger graduates or those who can take time out for full time studies) or part-time (oriented to mid career personnel in a range of occupations as part of lifelong learning or continuing professional devel­opment). Some tertiary educational institutions have expe­rienced high growth in demand for such programs, which are expected to become increasingly important if the wider contextual understanding of agriculture is to be realized.

6.3.2.3 Need for new learning opportunities
Promotion of a wider understanding of the multiple func­tions of agriculture has to extend far beyond the AKST personnel  themselves   and  the   universities   and  colleges that educate them. Learning opportunities for understand­ing, participation, contextualization and adaptation could be fostered for a range of stakeholders. Options could be developed in initial education/training and ongoing adult learning to promote better understanding of various levels of complexity in interpreting and responding in a sustain­able way to the needs of the future. In particular, learning materials readily available via internet and new modes of interactive learning could be developed that could build on the experiential learning of various groups, enhance their mutual understanding and enhance their skills for develop­ing sustainable provision of the multiple functions of agri­culture in their particular contextual situations. Appropriate educational bodies could often accredit these learning op­portunities, with credit accumulation and possible progres­sion to suitable adult learning awards. Specific examples of target groups could include:
•     All the players participating in the agriculture and food chain;
•     Environmental interest groups;
•     People engaged in a range of rurally located enterprises/ occupations;
•     Community development groups;
•     Local public officials (both career and elected); and
•     Interested local residents

6.3.2.4 Interactions with policy makers and political leaders
While agricultural, food and environmental issues have be­come wider and more complex throughout OECD coun­tries, government has, in a sense, become but one of several

clients for AKS services, albeit the client who has the im­portant responsibility for the public good (OECD, 2000). Policy makers, meanwhile, are often torn between scientific evidence on the one hand and often emotionally charged consumer/interest group concerns on the other. The urgency of promoting more open and enhanced two-way commu­nication among AKS, the public and policy makers was of major concern to the 2000 OECD AKS Conference, which recommended that effective steps be taken as a matter of urgency to develop an ongoing two-way dialogue among those three parties not only at national level but also under the auspices of OECD on an OECD-wide basis. Two-way learning opportunities for policy makers and AKST per­sonnel are in urgent need of enhancement and a range of professional development policy-oriented learning could be developed which would enhance more productive interac­tions. These could involve policy makers from the Ministry of Agriculture but also other sectors like Industry, Envi­ronment, Health, Economy, etc., as well as personnel from various state agencies and AKST leaders. This would facili­tate a more two-way communication between AKS and the policy makers. Also, as people are increasingly suspicious of scientists and science, it is important to consolidate an independent, trustworthy agricultural research community capable of guiding complex decision-making; this is particu­larly crucial when it comes to integrating the sustainability concept into policy (EURAGRI, 2000).

6.3.2.5 Public understanding of the multiple roles of agriculture
If citizens are to participate adequately in decisions about re­search, development and new technologies, they must have the capacity to understand the scientific issues. Conversely, scientists require communication skills and an awareness of society's needs and demands. They must take time to ex­plain what they are doing, what they hope to achieve and how their work could benefit society. The development and delivery of messages and materials designed to enhance pub­lic understanding of the multiple functions of agriculture and to promote awareness of the related complexities and trade-offs that may be involved will become an increasing responsibility of educational research and outreach compo­nents of the AKST system. For the general public, this could lead to the promotion of a new concept of "agricultural literacy" that can be summed up as the goal of education about the new vision of agriculture. Achieving the goal of "agricultural literacy" would help to produce informed citi­zens able to participate in establishing the policies that will support a competitive and sustainable agricultural industry in the NAE region. Options to be considered include the de­velopment of adult learning materials and the development of material suitable for developing elements of the wider understanding during pre-kindergarten through 12th grade communities, thereby recognizing the importance of early-childhood development and creating organized ways to en­hance child development.

6.3.2.6 Initial education/training for farmers
In many NAE countries, initial education/training of farm­ers has been conducted in specialized institutions under the aegis of their ministries of agriculture, as part of a general