Initiative on Technical, Vocational Education and Training (TVET) in Support CAADP Implementation


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Initiative on Technical, Vocational Education and Training (TVET) in Support CAADP Implementation

  1. 1. 1 CAADP Agricultural And Vocational Education Training (ATVET) Initiative on Technical, Vocational Education and Training (TVET) in Support CAADP Implementation Abraham Sarfo ATVET Advisor-NEPAD Planning and Coordinating Agency +27 82869 5060 Twitter @A_Sarfo
  2. 2. 2 ATVET-Context A glimpse on key challenges and opportunities for ATVET Markets and competitiveness Climate change Employment and incomes Food security Skills Development and professional Education in Agriculture Adapted from A. Matthess, A. Akinola, Sustainable Cocoa Business Project GIZ
  3. 3. 3 ATVET-Context Key challenges and opportunities for ATVET What is our response to these challenges and opportunities? Effective today Tomorrow in the making under OUR mandate Next generation Higher temperatures Changes in precipitation patterns and extreme weather  Lower yields for crops and livestock Food independency decreases in Africa: Approx. 20% Cereals must be imported Demand grows rapidly: In 2035, 700 million Africans (50%) will live in cities In 2015, 20 million young Africans will enter the labour market Today, 47% of Africans live below 1.25USD poverty line Rising prices of agric. commodities provide incentives Markets and competitiveness Rural employment and incomes Food security Climate change
  4. 4. 4 ATVET- Background • In addressing some of these critical challenges in Africa agriculture, ATVET was launched in 2012 with the support of GIZ with focus on: – Knowledge management and survey of approaches, information and best practices sharing of ATVET in Africa – Anchoring of ATVET in the AU structures and in the CAADP- country process promotion programs – Development and assessment of qualification measures for farmers, the youth, employed persons and service providers at national level.
  5. 5. 5 How ATVET Responds To Key Challenges • Farming systems and value chains that are attractive for African youth and that create jobs (added value) • Prioritize human capital development through training and access to technology • Ownership-ATVET that responds to the needs the continent and specific needs of specific of countries
  6. 6. 6 How ATVET Responds To Key Challenges Renewing Agriculture Education that is part of an integrated approach to rural transformation by building the knowledge base and broad consensus around a rural transformation agenda
  7. 7. 7 Sustaining the CAADP Momentum Impact Outcome Strategic Thrust CAADP Pillars Job Opportunity and Food Security Wealth Creation Economic Growth Resilience Productivity Competitiveness Regional and Global Integration Land and Water Markets and Private Sector Food and Nutrition Security Research, K nowledge Strengthening and Aligning Institutions Knowledge and Knowledge Support Financing and Investment In Agric7/17/2013 7
  8. 8. 8 Sustaining CAADP Momentum- Strategic Thrusts-2 • An education focused on science, technology and vocational training • An R & D and technology transfer system; innovative firms and entrepreneurs • Networks and communities of practice to co-create knowledge and learning Knowledge and learning Support CAADP should stimulate increased investment in knowledge infrastructure AUC and NPCA have over the last year led KIS support within the country and regional CAADP implementation processes and ICT and Information support to farmers and practitioners 7/17/2013 8
  9. 9. 9 The Demand for ATVET in Africa Specialization, Diversification and Commercialization of Agricultural Production according to the regional agricultural corridors Enhancement of skills and knowledge is needed to participate actively in agricultural value chains Mechanized Farming is emerging Training of Agricultural Extension Agents(AEA), who play a significant role in Agricultural Development Demand of Rural Youth Population for training-the forgotten majority!
  10. 10. 10 Core Problems of ATVET  Formal ATVET systems normally do not exist  ATVET is very fragmented and not integrated into an overall national TVET system  Low importance is given by the governments and lack of sufficient financing  Limited enrollment capacity of the training institutions  Very few linkages between public and private efforts  Poor training quality, inefficient delivery and insufficient training in practical skills  Poor infrastructure and machinery  Teachers /trainers lack of technology knowledge and practical skills; pedagogy/didactics CAADP/GIZ Workshop Kenya, June 2013
  11. 11. 11 Systemic Components Of ATVET Systems ATVET Funding System Provision & Quality of ATVET System Private Sector Partnership ATVET Training Models ATVET Governance Structure Self employment in Informal Sector Labor Market Information System Labor Market Oriented Qualification & Curricula Labor Market and Industrial Research National Qualification Framework Attachments for practical training Vocational Training Centers Private Sector associations Participation of Private Sector Multiple Funding Government/ Private sector/ Participants Infrastructure Teachers Management Staff Income Generating Activities Vouchers Tax incentives Tuition Fees Ministries Employment in private Sector Graduates
  12. 12. 12 Target Groups: Rural Youth School drop outs Farmers, Farmer workers, AEA Short term Upgrading programs Entrepreneurial Skill training Business Advisory Services Income Generating Services, e.g. Production Technology Transfer Certification & Diploma Programs (10+1+2+3) Modularized Non Formal Programs Services provided upon demand of private & public sector Modern ATVET COLLEGE Labor Market Formal and Non Formal Programs Business Services Links to Universities LONG TERM VISION
  13. 13. 13 Core Principles For ATVET (BEEE Or B3Es) ATVET Entrepreneurs Employers Employable B3Es underscores curricula development, technology, knowledge transfer methodologies and value chain targets. An interventions of ATVET resulting in all or at least one of the following outputs where beneficiaries (trainees) Become Entrepreneurs, Employers and or Employable (B3Es ) YOUTH & WOMEN would be interested in ATVET only if one of the above outputs would be met BECOMING
  14. 14. 14 Value Chains TNA Existing Training Experiences Curriculum and Program Development for VC TOT Training provision Curriculum and Program Dep't. in Training Institutes/ ATC Formal/ non formal Formal in Training Institutes/ATC YOUTH, Farme rs, Farm workers, Demand oriented Organizational Development/ Institutional Capacity Building Business/ Farmer Associations Public and private Training Institutes / ATCs Training provision HCD- Human Capacity Development Piloting Qualification Measures at Country Level(Ghana & Kenya)
  15. 15. 15 Mid Term Initiatives Review and Modernize existing training systems Linkages between public and private initiatives Experiences in linking primary and secondary education (e.g.: Kenya Youth program) with agricultural skill training in rural/urban areas and among farm communities Awareness creation to motivate National decision-makers Conduct regional surveys and baseline studies on the situation of ATVET Up scaling of good practices
  16. 16. 16 Long-Term Initiatives • As we seek to improve agricultural education within CAADP we wish to lead by developing a system of Agricultural vocational and technical education: – That is part of an integrated approach to rural transformation building on the knowledge base and broad consensus around a rural transformation agenda – That is linked to other Initiatives on Agricultural Education on the Continent including TEAM-Africa
  17. 17. 17 Long-Term Initiatives-Expected Outcomes 1. Existence of national policies which stimulate and support increased capacity and performance of agriculture education 2. A knowledge platform concerning models/good practice for Agricultural Education Systems (AES)-reform, including basic, secondary, tertiary education and R&D in place
  18. 18. 18 Long-Term Initiatives 3. The private sector is participating in the development of national AESs to assure labour- market conformity 4. Mechanisms to organize a regular communication between theory and practice and vise-versa over the four levels (continental – regional – national – micro) are put in place, to assure e.g. that research results reach the farmer or that farmer’s practical needs are up-taken by R&D.
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