I. Tertiary Agriculture Education (TAE) in Africa Context and ChallengesII. TEAM-Africa: Vision – Mission – ObjectivesIII. Activities towards transforming TAE in Africa: (Self Assessment and 3 CEdu Group)IV – Way Forward with GCARD II 2
• Weak financial support for • Disaffection of Youthequipments • Graduates are Knowledge• Inappropriate learning Containers rather than readyapproaches workers• Lack of Synergy between TAEResearch and Extentions Services •Not responding to societal needs•No coordination mechanism •Duplication and confusion ofbetwenn Networks and actionsDevelopment Partners Urgent need to TransformTAE in Africa as mentioned by CAADP and FAAP
History of TEAM-Africa formation Partnership TEAM-Africa action plans Wageningen Lauching, Sept March 2012 2012Francophone TAEleaders Sensitization CHEA, Kampala Ouagadougou, November 2010 Africa Strategy Burkina Nov. 2011 plan for TAELaunch of TAE Donors retreatpartnership Zürich January 2011 As, Norway October 2011 How to implement the CHEA calls for TAE? Creation of Working Group Ruforum, ANAFE, FARA, Experts TAE Call of TEAM-Africa coordination Tele Conference London meeting calls… March 2011 Meanstreaming TEAM-Africa initiative
TEAM-Africa Partners• TAE networks as implementing partners: ANAFE African Network for Agriculture, Agroforestry & Natural Resources Education RUFORUM Regional Universities Forum for Capacity Building in Agriculture• Forum for Agricultural Research in Africa (FARA) as Chair of AdvisoryBoard and AUC/NEPAD, AAU (Association of African Universities) asAdvisory Board members• Development partners, TAE experts, Donors, NGOs, Private sectors asTAE-Partnership led by World Bank
III. Activities towards transforming TAE in Africa (1)Pilot study • Self Assessment procedure for strategic planning using FAAP principles in 3 pilots universities (Anglophone, Francophone and Lusophone); • Coordination mechanism of Development partners activities to support the strategic priorities identified by TAE Institutions.•Outputs • Credible plans for institutional and educational reforms, both for TAE as well as for their respective stakeholders; • Credible investment proposals that can fit with CAADP goals and attract development partners supports.
Questions raisedLessons learnt on the impact of the TAE-partner supports on: (i) the TAE institution’s governance?, (ii) the teaching and learning processes?; (iii) community out-reach toward farmers, private sector, civil society, governmental agricultural policies and employment; quality and fit of (new) graduates?;What organization works well to achieve the target needs?;What are the institution’ needs in terms of support from developmentpartners and partner institutions (either scientific, pedagogical,infrastructural or institutional/administrative e.g. governance, generalmanagement, M&E systems, financial administration, etc).
Formation of 3C Edu Groups (With FARA support) (2)•In CAADP processes, TAE used to be mentioned in the document but rarelyinvolve in the Investment plans and Business meeting with % of their activitiesfinanced.• How do we rectify this and ensure that CAADP country teams engagewith TAEs more effectively?VISION: Creation of CAADP Country Core Edu Groups (3C Edu Group)needed to ensure education sector are part of national process. Research 3CEdu Group Advisory S. Education
WAY FORWARD with GCARD IITEAM-Africa is interested to see similar processes on TAE beingorganized with ARD in other regions : Latin America, Asia,Caucasus….Creation of GCARDE to support EDUCATION and knowledge in ARDfor: •Solid Linkage between TAE and ARD in Africa •Exchange lessons learned •Develop world wide cooperation for knowledge sharing.
A vision for changing TAE learning paradigm in Africa A transformed approach toToday´s approach to TAE TAE in Africa will bein Africa mainly produces designed to produce activeKnowledge Containers Knowledge Creators