Access to higher education in agriculture is limited in most developing countries. There has been heavy reliance on the United States and other developed countries to provide training and graduate degrees for agricultural professionals from developing countries. A key question for educators, government officials, and researchers is how can we promote relevant educational experiences for international students studying in the United States? This paper presents a framework for examining educational relevance to help decision makers and researchers clarify important variables, processes, and dynamics related to relevance.
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