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Reforming Curricula for Agribusiness Education and Training in Africa: ANAFE focus for the coming years


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Reforming Curricula for Agribusiness Education and Training in Africa: ANAFE focus for the coming years

  1. 1. Reforming Curricula for Agribusiness Education and Training in Africa: ANAFE focus for the coming years
  2. 2. Outline of Presentation • Problems in SSA Tertiary Agricultural Education • ANAFE—African Network for Agriculture, Agroforestry and Natural Resources Education • SASACID—Strengthening Africa Strategic Agricultural Capacity for Impact on Development • UniBRAIN—Universities, Business and Research in Agricultural Innovation • Contributions to Capacity Building into the Future
  3. 3. Problems in SSA Tertiary Agricultural Education • Students – Quality and choice • • • • • Curriculum Content and Delivery challenges Lecturers trained in different environments Limited experiential learning Learning Facilities inadequate Institutional Management problems
  4. 4. Membership ANAFE Member Countries in 2014 (in dark green) Created in 1993 by 29 TAE institutions with the assistance of the World Agroforestry Centre (ICRAF) Currently in 2014 the network is made up of 136 Agricultural Colleges and Universities in 35 African countries
  5. 5. Past and Present ANAFE Activities Advocacy: ANAFE, ICRAF, NARS, Partners Training Of Trainers Practical Facilities Training Materials development Increased Capacity in INRM and Agroforestry R&D Post-Grad Support Learning Together Services Curriculum Review & Development Staff Exchange Network Management: Board, CU, RAFTs, NAFTs 5
  6. 6. Background to SASACID • • • • The overall Tertiary Agricultural Education learning objectives for the programmes are poorly articulated and they often do not explicitly refer to community and industrial development. This shows a context deficit which ANAFE has pointed out and tried to address. Due partly to limited resources and also to inadequate training of educators, the tools, methods and quality of teaching and learning are weak, especially with respect to practicum There is a poor understanding of the integrative nature of land use disciplines, particularly regarding the links between farming and nature conservation The business and industrial development aspects are not well articulated particularly in academic research. Teaching tends to reinforce production and subsistence…
  7. 7. SASACID Project activities and expected outputs No Project Expected Output 1 Refocusing agricultural learning objectives and improved curricula Refocused agricultural education objectives and improved curricula 2 Establishing the capacity of agricultural High quality and locally contextualised agricultural scientists in learning material learning resources development 3 Building capacity for innovation systems approach 4 Strengthening capacity for agribusiness Graduates with knowledge and skills in agricultural education and training business enterprising 5 Managing risk and uncertainty Resilience: Increased capacity on managing risks and uncertainty in agriculture 6 Strengthening methods of teaching and learning Teaching and learning methods and tools and sharing of agricultural information enhanced Synergy and institutional links in agricultural policy, research, education, industry and practice
  8. 8. Implementation Strategy
  9. 9. What SASACID has achieved: Selfassessments Item Evaluation Governance and Management 2.1 Infrastructure 2 Finances 2 Teaching and Learning 2.25 Assessment 2.67 Research, Publications and Innovation 1.125 Community/Societal Engagement 2 Programme Planning and management 2 Curriculum development 2.85 Programme and Results 2
  10. 10. What SASACID has achieved: Linking Education with Research Region Number of Students Offered Scholarships 24 30 Southern Africa East and Central Africa Africa Humid Tropics 30 Sahel 45
  11. 11. What SASACID has achieved: Learning materials development in Agribusiness • Agribusiness Chapters – Setting up an agribusiness in Africa – initial considerations – Agribusiness – case studies of products and services – Post-harvest management and processing strategies – Agribusiness marketing – Cross-cutting and emerging issues in agribusiness
  12. 12. What SASACID has achieved: Learning materials development in Management of Risk and Uncertainty • Risk and Uncertainty – Management of risk in natural resources – Agricultural practices for managing risks – Food and environmental safety in agricultural risk management – Managing risk associated with climate change for increased resilience – Management of risks associated with the use of agricultural inputs – Post harvest management and risks – Policy formulation for managing risks in agriculture
  13. 13. Key Elements of UniBRAIN Access to experience in establishing agriinnovation camps Access to incremental levels of high level Opportunities for hands-on More efficient and human and institutional experience in effective capacity innovation innovation in African Agriculture Access to experience in changing curricula and improving teaching and learning resources
  14. 14. What we have achieved in UniBRAIN: Agribusiness Curricula • • • • • Post- graduate Certificate: Agribusiness entrepreneur and practical adviser: primary producers + basic value addition expertise with basic intellectual, vocational and entrepreneurial skills. Post- graduate Diploma : The same for the Post – graduate Certificate + Expert- Advisers with advanced value chain expertise with more intellectual + managerial skills BSc: The same for the Post – graduate Diploma + Expert-Advisers +Agribusiness Corporate / Cooperative jobs creators + more intellectual and managerial skills and capacity to pursue post-graduate degrees in agribusiness. MSc. The same for the BSc. + jobs as Mid-Scientist and expert professional in Agribusiness with more intellectual and managerial skills (advancing Research-Development in Agribusiness) PhD: The same for the MSc. + jobs as Full-Scientist and Expert Professional Leader in Agribusiness with superior intellectual and managerial skills ( advancing Training & Education in agribusiness)
  15. 15. Need for Partnership • • • • • • Specific agribusiness courses South-South and North-South partnerships Training of trainers Development of learning materials Joint supervision of students Stronger private sector participation in curriculum development and delivery • Joint research
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