Conclusions

There should be no question that education and training must be used to empower and equip the agricultural meteorologist to address the issue of climate change and climate variability and their effects on agricultural communities around the world. At the present time there is a large gap between the state of the art in the world as a whole and the information and knowledge that is available and used at an operational level, particularly in developing countries. Strategies need to be developed to formulate plans of action to rectify this serious lack of adequate proactive planning. One of the most promising methods to address this need would be to introduce a problem-based curriculum into the formal education system for both undergraduate and graduate studies. The use of computer-aided learning modules made available on CD or the Internet would be a good approach to distribute the information, thereby allowing agricultural meteorologists in the work place to access the latest technologies and information. There are various methods available that can be used to classify the variability in the climate and its effect on vulnerable communities and they need to be made available to all national meteorological services. The agricultural meteorologists can then adapt the methods and utilise their own local datasets to develop recommendations for the areas that they serve.

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