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Agricultural value chain-oriented training needs assessment for field extension professionals in Ethiopiaiented tna jeff mutimba



Mutimba, Jeff

Mutimba, Jeff



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Agricultural value chain-oriented training needs assessment for field extension professionals in Ethiopiaiented tna jeff mutimba Agricultural value chain-oriented training needs assessment for field extension professionals in Ethiopiaiented tna jeff mutimba Presentation Transcript

  • Outline• Introduction• Objectives of TNA• Methodology/process• Results• Responsive curriculum• Conclusion
  • Introduction• Smallholder farmers not maximizing potential• Do not add value to their produce• Extension services focus on production• Agric training focus on production*****• EWs not trained in post-prodn value addition• Therefore cannot advice beyond prodn• Self-reinforcing status quo***• Employers need help to articulate needs
  • Introduction cont…• ET has adopted an Agric. Development- led Industrial Strategy• The strategy envisions transformation from subsistence to market-oriented agric.• EWs will play crucial role in driving the agric modernization process• They will need competency to advise Fs along the entire value chain
  • Introduction cont…• Survey partly review of BSc program for mid-career extension professionals run• As partnership b/n employers/universities• At 16 universities in 9 African countries• Employers: identify needs for ext staff• Request ATIs for custom-made program• Select suitable staff for the program• Release staff on full salary
  • Introduction cont…• Pay fees• Re-absorbs staff after completion• Participate in program review• ATIs: design responsive curricula• Select students from those nominated• Provide suitable accommodation• Assign suitable staff• Program includes 6-9 months field work
  • Objectives of TNASurvey meant to establish:• Fs participation in post-prod’n activities• Current post-prod’n advice given• Training required for extension to provide advice beyond production• Level at which training was required• Level of demand in terms of numbers• Preferred modes of delivery
  • Methodology/process• Three-day national w/s of 37 stakeholders• National survey of 300 Fs, 69 employer reps, 229 EWs• Survey involved 3 teams from 3 univ. (+1)• Curriculum proposal responding to needs• Review by curriculum design expert• 3-day national validation w/s of 75 reps• Panel of university experts final proposal
  • ResultsWorkshop identified 4 new thematic areas• 1. Animal products processing(small scale processing, storage, transportation, grading, packaging, safety, quality assurance)• 2. Crop products processing (+ threshing)
  • Results cont…• 3. Marketing & market analysis (analysis of comparative advantages, organizing markets, negotiations, linkages, price factors, transportation).• 4. Small agri-business management(financial mangnt, principles of value chain, value chain analysis, entrepreneurship)
  • Results cont…Survey revealed that:• Fs post prod’n activities ltd to storage/market• Extension provides advice on same• Farmers want more of it• Only 28% engaged in ltd processing of milk, honey, hides, spices, coffee• Only 4% cited processing as problem area• But 19% said needed advice on processing?
  • Results cont…• Lack of technologies cited as reason by 56% EWs• Only 37% cited lack of knowledge• Serious lack of awareness of potential• Need was for generalist EW• Huge demand – 70000 diploma holders• Full-time + semi-distance preferred modes
  • Responsive curriculumContent includes:• L/S prod’n & product value addition• Poultry prod’n & product value addition• Apiculture & product value addition• Value chain approach in agriculture• Feed production & processing• Crop prod’n & post harvest value addition• Horticultural prod’n “ “ “
  • Responsive curriculum cont…• Quality assurance of agric produce• Supervised extension projects (SEPs)*****• Agric economics & marketing• Agric project planning & analysis• Agribusiness & entrepreneurship
  • Responsive curriculum cont…Two considerations in revising curriculum:• Courses developed along commodity value chains• Sharp focus in smallholder farmers
  • Responsive curriculum cont…• 4 universities using revised curriculum• Receiving training on value chain• Receiving training on & writing self- directed learning materials for semi- distance version
  • Responsive curriculum cont…• Not all EWs will go to university• Not all needs identified covered in the BSc• Universities writing field-level training materials on a wide range of topics• To be delivered thru short-term training
  • Conclusion• Need for strong partnerships b/n AAS & AETI to continuously review emerging needs & developing life-long learning programs• Universities do respond to well articulated needs