There are dynamic interrelationships between innovative reforms in curriculum and transformations in the broader domain of the practice of agrology. These changes reflect not only wider areas of interest and expertise, but also the contemporary view that there are a variety of ways that people learn about the world around them, that one can come to know in ways other than just through scientific reason and technical application. Decisions about improvement in domains such as agriculture involve moral, ethical, and aesthetic values, as well as differing beliefs about the nature of reality. Alternate paradigms must be acknowledged. A systems perspective is required, both in how we view the world and in how we facilitate learning.
New curricula develop competency through experiential problem solving.
Moreover, they foster understandings about the process of learning itself that promote active and lifelong learning. A Certification Process Certification is a process based on professionals meeting core educational standards and credential requirements, pursuing on-going professional development, and maintaining standards of conduct. Initial educational standards, followed by a commitment to professional development that comprises continuing education and other aspects of lifelong learning, ensures that agrologists have and maintain the levels of knowledge, skill and competency necessary to meet the challenges of a changing profession. On-going scrutiny by other professional bodies and the public demands the highest standards of knowledge and competence, standards that can be made more evident through a certification process. Certification assures an identifiable level of competence and professional standing.