The document discusses renovating agricultural technical and vocational education and training (Agric-TVET) systems in Africa. It provides context on the global challenges facing Agric-TVET systems, including a growing rural population, the need to professionalize farming, and the small size and fragmented nature of existing systems. It then summarizes two ongoing national experiences in Cameroon and Madagascar to renovate their Agric-TVET systems. Finally, it outlines elements from a workshop on creating and implementing Agric-TVET systems, and introduces the FAR International Network which aims to support reflection and action on Agric-TVET.
The document discusses capacity building opportunities and future directions for agricultural training and education (TAE) in East, Central, and Southern Africa. It notes the critical need for responsive agricultural research and high-performing graduates to achieve sustainable productivity growth. While there are strong networks supporting TAE, investments remain uncoordinated and limited. Moving forward, it recommends developing sustainable financing, strengthening human resources, restoring quality of higher education through innovative teaching methods, and enhancing partnerships and regional collaboration for comprehensive capacity building strategies.
The document summarizes the key recommendations from 36 side events focused on innovations to improve agricultural productivity and resilience in Africa. The events addressed topics like mainstreaming agricultural research, technological innovations in post-harvest and water use, developing foresight tools, building capacity in biotechnology, and mobilizing investments. Recommendations included establishing platforms for knowledge sharing on food security, prioritizing the water-food-energy nexus, and investing in agricultural value chains and aquatic agricultural systems. The events provided discussions and guidance on actions needed to advance productivity and sustainability across African agriculture.
The document outlines FARA's new strategic plan and medium-term operational plan (MTOP) for 2014-2018. It summarizes the process used to develop the plans which included stakeholder consultations. The strategy focuses on three strategic priorities: 1) visioning Africa's agricultural transformation, 2) integrating capacities for change, and 3) enabling implementation. It also describes FARA's core functions, outcomes, implementation arrangements, budget, and plans for resource mobilization. The conclusion states that FARA is well-positioned to lead agricultural research and development to transform African livelihoods.
The document summarizes the progress made by the Forum for Agricultural Research in Africa (FARA) in implementing resolutions from its 5th General Assembly in Ouagadougou, Burkina Faso. It discusses actions taken to address resolutions on investing in agricultural innovation, knowledge centers and networks, and resilience of African agricultural trade. It also outlines FARA's journey over time, a joint external review, and plans to develop a Science Agenda for Agriculture in Africa to guide future work.
The document discusses the Southern and Eastern African Association of Farming Systems Research and Extension (SEAAFSRE) network. It summarizes that SEAAFSRE aims to (1) accelerate agricultural development in the region by promoting knowledge sharing of farming systems research and extension (FSR-E) approaches, (2) introduce appropriate technologies to smallholder farmers, and (3) develop national FSR-E strategies. The farming systems approach considers farmers' socioeconomic contexts and aims to improve productivity and welfare. SEAAFSRE provides a platform for researchers and practitioners to exchange information and experiences with FSR-E in the region.
1) Agriculture plays a major economic role in sub-Saharan Africa, accounting for 30-50% of GDP and 70% of the labor force, but receives only 2-3% of total lending from commercial banks.
2) AGRA and its partners have used $17 million in loan guarantees to leverage $160 million in financing from commercial banks in several African countries for agriculture. AGRA is also working with governments to establish incentive-based risk sharing systems to further increase agricultural financing.
3) Examples of country initiatives include Nigeria's $500 million fund to leverage $3 billion, Kenya's $65 million fund aiming to mobilize $50 billion over 5 years, and Tanzania's $20 million fund
The Case for Capacity Building: Towards Agricultural Development in AfricaRUFORUM
The document discusses the need to build agricultural capacity in Africa through higher education. It outlines challenges like limited funding for post-graduate training and an aging population of agricultural scientists. The RUFORUM model aims to address these challenges by training graduate students through regional universities and research partnerships. Some successes include over 600 graduates trained and technologies deployed. Opportunities for partnerships between RUFORUM universities and Australian universities are proposed to further scale programs and research addressing smallholder farmer needs.
The document discusses capacity building opportunities and future directions for agricultural training and education (TAE) in East, Central, and Southern Africa. It notes the critical need for responsive agricultural research and high-performing graduates to achieve sustainable productivity growth. While there are strong networks supporting TAE, investments remain uncoordinated and limited. Moving forward, it recommends developing sustainable financing, strengthening human resources, restoring quality of higher education through innovative teaching methods, and enhancing partnerships and regional collaboration for comprehensive capacity building strategies.
The document summarizes the key recommendations from 36 side events focused on innovations to improve agricultural productivity and resilience in Africa. The events addressed topics like mainstreaming agricultural research, technological innovations in post-harvest and water use, developing foresight tools, building capacity in biotechnology, and mobilizing investments. Recommendations included establishing platforms for knowledge sharing on food security, prioritizing the water-food-energy nexus, and investing in agricultural value chains and aquatic agricultural systems. The events provided discussions and guidance on actions needed to advance productivity and sustainability across African agriculture.
The document outlines FARA's new strategic plan and medium-term operational plan (MTOP) for 2014-2018. It summarizes the process used to develop the plans which included stakeholder consultations. The strategy focuses on three strategic priorities: 1) visioning Africa's agricultural transformation, 2) integrating capacities for change, and 3) enabling implementation. It also describes FARA's core functions, outcomes, implementation arrangements, budget, and plans for resource mobilization. The conclusion states that FARA is well-positioned to lead agricultural research and development to transform African livelihoods.
The document summarizes the progress made by the Forum for Agricultural Research in Africa (FARA) in implementing resolutions from its 5th General Assembly in Ouagadougou, Burkina Faso. It discusses actions taken to address resolutions on investing in agricultural innovation, knowledge centers and networks, and resilience of African agricultural trade. It also outlines FARA's journey over time, a joint external review, and plans to develop a Science Agenda for Agriculture in Africa to guide future work.
The document discusses the Southern and Eastern African Association of Farming Systems Research and Extension (SEAAFSRE) network. It summarizes that SEAAFSRE aims to (1) accelerate agricultural development in the region by promoting knowledge sharing of farming systems research and extension (FSR-E) approaches, (2) introduce appropriate technologies to smallholder farmers, and (3) develop national FSR-E strategies. The farming systems approach considers farmers' socioeconomic contexts and aims to improve productivity and welfare. SEAAFSRE provides a platform for researchers and practitioners to exchange information and experiences with FSR-E in the region.
1) Agriculture plays a major economic role in sub-Saharan Africa, accounting for 30-50% of GDP and 70% of the labor force, but receives only 2-3% of total lending from commercial banks.
2) AGRA and its partners have used $17 million in loan guarantees to leverage $160 million in financing from commercial banks in several African countries for agriculture. AGRA is also working with governments to establish incentive-based risk sharing systems to further increase agricultural financing.
3) Examples of country initiatives include Nigeria's $500 million fund to leverage $3 billion, Kenya's $65 million fund aiming to mobilize $50 billion over 5 years, and Tanzania's $20 million fund
The Case for Capacity Building: Towards Agricultural Development in AfricaRUFORUM
The document discusses the need to build agricultural capacity in Africa through higher education. It outlines challenges like limited funding for post-graduate training and an aging population of agricultural scientists. The RUFORUM model aims to address these challenges by training graduate students through regional universities and research partnerships. Some successes include over 600 graduates trained and technologies deployed. Opportunities for partnerships between RUFORUM universities and Australian universities are proposed to further scale programs and research addressing smallholder farmer needs.
A Scoping study of the evolving institutional structures for the delivery of ...Hillary Hanson
Scientific and Technical Partnerships in Africa: Technologies, Platforms, and Partnerships in support of the African agricultural science agenda, Abidjan, Cote d'Ivoire, April 4&5, 2017
This document discusses key challenges facing African agriculture, including poor policies, rising population, low technology generation and adoption, poor soil fertility, and climate change. It then summarizes Mohammed VI Polytechnic University's (UM6P) efforts to address these challenges through applied research, innovation, entrepreneurship, capacity building, knowledge generation and sharing, stakeholder engagement, and climate-oriented initiatives. UM6P follows a demand-driven training approach, starting with faculty and researchers, and then potential PhD and master's candidates, to build local and African agricultural capacity.
Workstream 1: Technology Platform: Case StudiesHillary Hanson
Scientific and Technical Partnerships in Africa: Technologies, Platforms, and Partnerships in support of the African agricultural science agenda, Abidjan, Cote d'Ivoire, April 4&5, 2017
Science, Technology and Innovation delivery in the Context of Africa's Agricu...Hillary Hanson
This document discusses science, technology, and innovation delivery in the context of Africa's agricultural transformation. It outlines the Malabo Declaration commitments around accelerated agricultural growth, including ending hunger and reducing poverty through agriculture. It discusses how achieving the Malabo Declaration goals through the Comprehensive Africa Agriculture Development Programme contributes to the African Union's Agenda 2063 and the 2030 Agenda for Sustainable Development. It notes that agricultural knowledge institutions, development partners, and technical networks will support country efforts to deliver on the Malabo commitments through science, technology, and innovation partnerships.
Comprehensive Overview of Investment and Human Capacities in African Agricult...Hillary Hanson
- Agricultural research spending in Sub-Saharan Africa grew by 9% from 2011-2014 while the number of researchers grew by 15%, but spending growth was still four times slower than growth in overall agricultural spending.
- Conventional targets of investing 1% of agricultural GDP in research do not account for differences in country characteristics, and the ASTI has developed an intensity index to establish more tailored investment targets based on factors like income level and agricultural diversity.
- There remains a large investment gap of 39% between actual research spending in Sub-Saharan Africa and estimated attainable levels based on the intensity index.
Rolling out the Science Agenda for Agriculture in Africa (S3A) at country levelHillary Hanson
Scientific and Technical Partnerships in Africa: Technologies, Platforms, and Partnerships in support of the African agricultural science agenda, Abidjan, Cote d'Ivoire, April 4&5, 2017
Institutional scoping study on S&T in AfricaHillary Hanson
Science and Technical Partnership in Africa: Technologies, Platforms and Partnerships in support of the African agricultural science agenda, Abidjan, Cote d'Ivoire, April 4&5, 2017
The document discusses the ATVET (Agricultural and Vocational Education Training) Initiative in support of CAADP implementation in Africa. It outlines key challenges facing African agriculture like climate change, food security, and youth unemployment. ATVET aims to address these by promoting skills development and professional education in agriculture. It focuses on making farming and value chains attractive to youth, prioritizing human capital development, and ensuring ATVET responds to country needs. The document discusses components of effective ATVET systems and outlines both mid-term initiatives like reviewing training programs and long-term goals around integrated rural transformation and agricultural education.
The document discusses the role of the African Capacity Building Foundation (ACBF) in building capacity for science, technology, and innovation (STI) in Africa, particularly for agricultural biotechnology. It makes three key points:
1) STI is essential for economic growth but Africa faces a shortage of agricultural specialists, indicating a need to build capacity in biotechnology. Biotechnology can help address food insecurity challenges through crops like drought-resistant maize varieties.
2) ACBF supports STI capacity building through research, training centers of excellence, and case studies on successes like drought-resistant maize in Zimbabwe.
3) Effectively developing STI in Africa requires evidence-based agricultural policies,
TAAT AARP presentation by Irene Annor Frempong at the "Effective and Efficient Research and Innovation Partnerships" seminar on March 14, 2017, AUC Commission, Addis Ababa, Ethiopia
A Global Partnership onDeveloping Innovation Capacities in AgricultureFrancois Stepman
This document summarizes a global partnership between Agrinatura and FAO to develop innovation capacities in agriculture. It is funded by the EC. The partnership works with countries in Africa, Asia, Central America and Europe to help them transition to more innovative agricultural systems. It provides training to National Innovation Facilitators on tools and approaches for conducting capacity needs assessments. It then supports various innovation niches in partner countries through learning cycles, organizational assessments, and engagement with policymakers. The goal is to build functional capacities that allow for sustainable agricultural growth through innovation.
The document discusses the African Forum for Agricultural Advisory Services and its goals of strengthening knowledge management, country forums, partnerships, capacity building, policy advocacy, and conducting studies related to Agricultural Extension and Advisory Services (AEAS) in Africa. It explains that country forums are important as they bring together AEAS actors to innovate, learn from each other, support AEAS development nationally, strengthen linkages to agriculture development plans, exchange information and lessons learned, and conduct joint studies. The document also provides an overview of the Alliance for a Green Revolution in Africa, its mission to help smallholder farmers lift themselves out of poverty through sustainable productivity increases and access to finance, and its three-part strategy for 2015-2020 to catalyze agricultural
C2.1. Innovation, institutional learning and networks for development in LACGCARD Conferences
This document discusses innovation, institutional learning, and networks for agricultural development in Latin America and the Caribbean (LAC). It provides examples of experiences at different levels, including the INNOVAGRO network which involves stakeholders in national agricultural research systems across the hemisphere, sub-regional networks like PROCIS, and El Salvador's Family Agriculture Plan. Key lessons are that trust is important for partnerships and networks to work effectively, and local innovation networks are important given innovations often occur at the territorial level. The document concludes with proposals like promoting a global partnership for family farming development and implementing a hemispheric strategy to modernize agricultural research institutions in LAC.
Multi-stakeholder Innovation Platforms and knowledge management: Africa RISIN...africa-rising
Poster prepared by Zelalem Lema, Mohammed Ebrahim, Addisu Asfaw, Temesgen Alene, Workneh Dubale and Simret Yasabu for the Africa RISING Science for Impact Workshop, Dar es Salaam, 17-19 January 2017
C2.1. NAIP: Engagement for Reforms in Organizational Development of Indian NARSGCARD Conferences
NAIP was a $250 million World Bank project launched in 2006 as a successor to previous agricultural research and development projects to demonstrate an agricultural innovation system approach in India. The project aimed to strengthen scientific capacity, market orientation, social inclusion, and institutional capacity of India's national agricultural research system through competitive funding of large, multi-institutional projects involving partnerships between public, private, and civil society groups. While the project achieved some successes like commercialization of technologies, establishment of rural industries, and training of scientists, it also faced challenges like slow credit utilization, documentation, and mainstreaming of results. The document proposes disseminating lessons from NAIP through various print, electronic, and participatory media channels.
This document discusses AGRODEP's contributions to addressing economic modeling needs in Africa. It notes that while econometric modeling capacity is generally good in Africa, simulation modeling skills are lacking. It outlines limitations of existing models, which often ignore specifics of African economies. AGRODEP supports economic modeling through a shared platform providing state-of-the-art single-country, multi-country, partial equilibrium, macroeconometric and toolbox models customized for African issues. Models come with documentation, code, validated data sets and some include video lessons and online support to increase ownership. Future work focuses on customizing models further and providing more applications and examples.
Taking agricultural technologies to scale: Experience of the Africa RISING-NA...africa-rising
Poster prepared by Haroon Sseguya, Mateete Bekunda, Irmgard Hoeschle-Zeledon, Francis Kamau, Silvanus Mruma and Jonathan Odhong’ for the Africa RISING Humidtropics Systems Research Marketplace, Ibadan, Nigeria, 15-17 November 2016
Students from across the Murrumbidgee region in Years 9-11 will be given the opportunity to participate in a 6-7 day AG Inspirations camp showcasing the Food & Fibre industry within our region, and the extensive range of career pathways and opportunities spanning Agriculture.
“The Primary Business of Production” on-farm field day will set the scene for the week’s activities. Students will get a primary overview of where it all begins, including a good look at a substantial storage dam, and grounded information about the importance of water, our irrigation system, cropping, soil nutrition, technology, livestock, and the scale of agri-business that mixed farming is - and that’s aside from the other surprises in store!
It will be followed with several more days of site visits to our region’s leading food and fibre producing businesses, which cannot fail to open students’ minds to the endless possibilities of careers in Agriculture, and assist business to connect with, and influence the future workforce. MIA AG Inspirations will help to address those things highlighted in the Pratley Review, such as student’s lack of awareness about food and fibre; their perceptions of agriculture and the opportunities; allowing industry to engage with students early, and ultimately attract them to an Agricultural career pathway, whilst supporting quality information and education.
Strategies to revitalize TVET in AfricaHerbert Wenk
This document presents a draft strategy to revitalize technical and vocational education and training (TVET) in Africa. It begins with an executive summary that highlights the following key points:
1) The current status of TVET in Africa is characterized by weaknesses like low quality, fragmentation, and inadequate financing, but some countries are undergoing promising reforms.
2) International best practices emphasize competency-based training, national qualifications frameworks, and linkages between training and employment.
3) Priority TVET areas identified include agriculture, health, water resources, ICT, and entrepreneurship.
4) The strategic framework aims to promote skills acquisition for employment through competency-based training, addressing issues like poor
A Scoping study of the evolving institutional structures for the delivery of ...Hillary Hanson
Scientific and Technical Partnerships in Africa: Technologies, Platforms, and Partnerships in support of the African agricultural science agenda, Abidjan, Cote d'Ivoire, April 4&5, 2017
This document discusses key challenges facing African agriculture, including poor policies, rising population, low technology generation and adoption, poor soil fertility, and climate change. It then summarizes Mohammed VI Polytechnic University's (UM6P) efforts to address these challenges through applied research, innovation, entrepreneurship, capacity building, knowledge generation and sharing, stakeholder engagement, and climate-oriented initiatives. UM6P follows a demand-driven training approach, starting with faculty and researchers, and then potential PhD and master's candidates, to build local and African agricultural capacity.
Workstream 1: Technology Platform: Case StudiesHillary Hanson
Scientific and Technical Partnerships in Africa: Technologies, Platforms, and Partnerships in support of the African agricultural science agenda, Abidjan, Cote d'Ivoire, April 4&5, 2017
Science, Technology and Innovation delivery in the Context of Africa's Agricu...Hillary Hanson
This document discusses science, technology, and innovation delivery in the context of Africa's agricultural transformation. It outlines the Malabo Declaration commitments around accelerated agricultural growth, including ending hunger and reducing poverty through agriculture. It discusses how achieving the Malabo Declaration goals through the Comprehensive Africa Agriculture Development Programme contributes to the African Union's Agenda 2063 and the 2030 Agenda for Sustainable Development. It notes that agricultural knowledge institutions, development partners, and technical networks will support country efforts to deliver on the Malabo commitments through science, technology, and innovation partnerships.
Comprehensive Overview of Investment and Human Capacities in African Agricult...Hillary Hanson
- Agricultural research spending in Sub-Saharan Africa grew by 9% from 2011-2014 while the number of researchers grew by 15%, but spending growth was still four times slower than growth in overall agricultural spending.
- Conventional targets of investing 1% of agricultural GDP in research do not account for differences in country characteristics, and the ASTI has developed an intensity index to establish more tailored investment targets based on factors like income level and agricultural diversity.
- There remains a large investment gap of 39% between actual research spending in Sub-Saharan Africa and estimated attainable levels based on the intensity index.
Rolling out the Science Agenda for Agriculture in Africa (S3A) at country levelHillary Hanson
Scientific and Technical Partnerships in Africa: Technologies, Platforms, and Partnerships in support of the African agricultural science agenda, Abidjan, Cote d'Ivoire, April 4&5, 2017
Institutional scoping study on S&T in AfricaHillary Hanson
Science and Technical Partnership in Africa: Technologies, Platforms and Partnerships in support of the African agricultural science agenda, Abidjan, Cote d'Ivoire, April 4&5, 2017
The document discusses the ATVET (Agricultural and Vocational Education Training) Initiative in support of CAADP implementation in Africa. It outlines key challenges facing African agriculture like climate change, food security, and youth unemployment. ATVET aims to address these by promoting skills development and professional education in agriculture. It focuses on making farming and value chains attractive to youth, prioritizing human capital development, and ensuring ATVET responds to country needs. The document discusses components of effective ATVET systems and outlines both mid-term initiatives like reviewing training programs and long-term goals around integrated rural transformation and agricultural education.
The document discusses the role of the African Capacity Building Foundation (ACBF) in building capacity for science, technology, and innovation (STI) in Africa, particularly for agricultural biotechnology. It makes three key points:
1) STI is essential for economic growth but Africa faces a shortage of agricultural specialists, indicating a need to build capacity in biotechnology. Biotechnology can help address food insecurity challenges through crops like drought-resistant maize varieties.
2) ACBF supports STI capacity building through research, training centers of excellence, and case studies on successes like drought-resistant maize in Zimbabwe.
3) Effectively developing STI in Africa requires evidence-based agricultural policies,
TAAT AARP presentation by Irene Annor Frempong at the "Effective and Efficient Research and Innovation Partnerships" seminar on March 14, 2017, AUC Commission, Addis Ababa, Ethiopia
A Global Partnership onDeveloping Innovation Capacities in AgricultureFrancois Stepman
This document summarizes a global partnership between Agrinatura and FAO to develop innovation capacities in agriculture. It is funded by the EC. The partnership works with countries in Africa, Asia, Central America and Europe to help them transition to more innovative agricultural systems. It provides training to National Innovation Facilitators on tools and approaches for conducting capacity needs assessments. It then supports various innovation niches in partner countries through learning cycles, organizational assessments, and engagement with policymakers. The goal is to build functional capacities that allow for sustainable agricultural growth through innovation.
The document discusses the African Forum for Agricultural Advisory Services and its goals of strengthening knowledge management, country forums, partnerships, capacity building, policy advocacy, and conducting studies related to Agricultural Extension and Advisory Services (AEAS) in Africa. It explains that country forums are important as they bring together AEAS actors to innovate, learn from each other, support AEAS development nationally, strengthen linkages to agriculture development plans, exchange information and lessons learned, and conduct joint studies. The document also provides an overview of the Alliance for a Green Revolution in Africa, its mission to help smallholder farmers lift themselves out of poverty through sustainable productivity increases and access to finance, and its three-part strategy for 2015-2020 to catalyze agricultural
C2.1. Innovation, institutional learning and networks for development in LACGCARD Conferences
This document discusses innovation, institutional learning, and networks for agricultural development in Latin America and the Caribbean (LAC). It provides examples of experiences at different levels, including the INNOVAGRO network which involves stakeholders in national agricultural research systems across the hemisphere, sub-regional networks like PROCIS, and El Salvador's Family Agriculture Plan. Key lessons are that trust is important for partnerships and networks to work effectively, and local innovation networks are important given innovations often occur at the territorial level. The document concludes with proposals like promoting a global partnership for family farming development and implementing a hemispheric strategy to modernize agricultural research institutions in LAC.
Multi-stakeholder Innovation Platforms and knowledge management: Africa RISIN...africa-rising
Poster prepared by Zelalem Lema, Mohammed Ebrahim, Addisu Asfaw, Temesgen Alene, Workneh Dubale and Simret Yasabu for the Africa RISING Science for Impact Workshop, Dar es Salaam, 17-19 January 2017
C2.1. NAIP: Engagement for Reforms in Organizational Development of Indian NARSGCARD Conferences
NAIP was a $250 million World Bank project launched in 2006 as a successor to previous agricultural research and development projects to demonstrate an agricultural innovation system approach in India. The project aimed to strengthen scientific capacity, market orientation, social inclusion, and institutional capacity of India's national agricultural research system through competitive funding of large, multi-institutional projects involving partnerships between public, private, and civil society groups. While the project achieved some successes like commercialization of technologies, establishment of rural industries, and training of scientists, it also faced challenges like slow credit utilization, documentation, and mainstreaming of results. The document proposes disseminating lessons from NAIP through various print, electronic, and participatory media channels.
This document discusses AGRODEP's contributions to addressing economic modeling needs in Africa. It notes that while econometric modeling capacity is generally good in Africa, simulation modeling skills are lacking. It outlines limitations of existing models, which often ignore specifics of African economies. AGRODEP supports economic modeling through a shared platform providing state-of-the-art single-country, multi-country, partial equilibrium, macroeconometric and toolbox models customized for African issues. Models come with documentation, code, validated data sets and some include video lessons and online support to increase ownership. Future work focuses on customizing models further and providing more applications and examples.
Taking agricultural technologies to scale: Experience of the Africa RISING-NA...africa-rising
Poster prepared by Haroon Sseguya, Mateete Bekunda, Irmgard Hoeschle-Zeledon, Francis Kamau, Silvanus Mruma and Jonathan Odhong’ for the Africa RISING Humidtropics Systems Research Marketplace, Ibadan, Nigeria, 15-17 November 2016
Students from across the Murrumbidgee region in Years 9-11 will be given the opportunity to participate in a 6-7 day AG Inspirations camp showcasing the Food & Fibre industry within our region, and the extensive range of career pathways and opportunities spanning Agriculture.
“The Primary Business of Production” on-farm field day will set the scene for the week’s activities. Students will get a primary overview of where it all begins, including a good look at a substantial storage dam, and grounded information about the importance of water, our irrigation system, cropping, soil nutrition, technology, livestock, and the scale of agri-business that mixed farming is - and that’s aside from the other surprises in store!
It will be followed with several more days of site visits to our region’s leading food and fibre producing businesses, which cannot fail to open students’ minds to the endless possibilities of careers in Agriculture, and assist business to connect with, and influence the future workforce. MIA AG Inspirations will help to address those things highlighted in the Pratley Review, such as student’s lack of awareness about food and fibre; their perceptions of agriculture and the opportunities; allowing industry to engage with students early, and ultimately attract them to an Agricultural career pathway, whilst supporting quality information and education.
Strategies to revitalize TVET in AfricaHerbert Wenk
This document presents a draft strategy to revitalize technical and vocational education and training (TVET) in Africa. It begins with an executive summary that highlights the following key points:
1) The current status of TVET in Africa is characterized by weaknesses like low quality, fragmentation, and inadequate financing, but some countries are undergoing promising reforms.
2) International best practices emphasize competency-based training, national qualifications frameworks, and linkages between training and employment.
3) Priority TVET areas identified include agriculture, health, water resources, ICT, and entrepreneurship.
4) The strategic framework aims to promote skills acquisition for employment through competency-based training, addressing issues like poor
Assessment of emerging roles and training needs of extension personnel in kog...Gabriel Ken
This document is a thesis submitted in partial fulfillment of a Master's degree in Agricultural Extension. The thesis assesses the emerging roles and training needs of extension personnel in Kogi State Agricultural Development Programme (ADP) in Nigeria. It consists of five chapters that describe the background, objectives, methodology and findings of the study. The introduction provides context on the role of agriculture and extension in Nigeria. It notes that extension personnel require continuous training to address emerging roles from new government programs and technologies. The study aims to describe extension personnel characteristics, identify emerging roles and training needs, determine the type and frequency of training programs, and problems affecting training. The literature review examines topics like emerging extension roles, the impact of training, and challenges to
The document discusses a computer-based literacy program called "ABAJID" created by the Maghreb Association for the Elimination of Illiteracy (AMAL) to address high illiteracy rates in Morocco. It provides details on a pilot program testing ABAJID in the textile industry, including training tutors and employees, with promising early results. The document outlines AMAL's plans to expand the ABAJID program to teach 100,000 textile employees literacy and job skills over 5 years with support from industry groups.
Future of Indian Agricultural Education: Must-Have Skills and Creative Capaci...B SWAMINATHAN
Here are 5 cases with job descriptions and required skills/qualifications for agricultural jobs. The cases provide a brief survey of the types of skills and qualifications needed for roles in areas like procurement, sales, research, project assistance and more. This overview highlights the diversity of career opportunities for agricultural graduates and the mix of technical knowledge and soft skills required.
School on air: Facilitating Community Learning Using Multimediaifadseahub
Utilizing radio as a distance learning tool for project implementation, the Second Cordillera Highland Agricultural Resource Management School on Air: Facilitating Community
Learning Using Multimedia Moving Up Innovations 6 to Scale
downloading development and technical information over the radio, the SoA implements interactive courses on packages of commodities using other channels of interaction.
Food and Nutrition Security in Africa seminar in Helsinki 16 June 2014, Reinforcing Business Approaches to Tertiary Agricultural Education in Africa, Aissétou Dramé Yayé, ANAFE
This document proposes a 3-tier skill development framework to address India's shortage of 1.2 crore jobs per year for the next decade. It involves (1) 6-month skill courses for unemployed graduates run through public-private partnerships, (2) mandatory career counseling and 100-day apprenticeships for secondary students, and (3) extended skill and apprenticeship programs for school dropouts aged 14+. This framework aims to provide industry-relevant skills while reducing costs through private sector involvement. It could help direct workers towards new job markets and improve productivity across the economy. Challenges include gaining political and institutional support, but the document argues these can be addressed through awareness campaigns and leveraging existing IT infrastructure.
Inadequate livestock farmers’ knowledge and skills is one of the limiting factors to the development of the industry. Knowledge and skills are important for quick adoption of appropriate technology, which has been developed and disseminated to livestock farmers.
The document summarizes several current projects being undertaken by IFPRI's Africa Region division.
It first discusses predictive modeling plans for Agriculture Watch to forecast crop status, climate, land use and cover changes, and yields using remote sensing data and machine learning. Initial results show good prediction of vegetation indices in Senegal.
It then summarizes support provided to five countries to improve data quality for the CAADP biennial review process. Pilot activities were found to increase reporting rates and reduce data issues compared to non-pilot countries.
Finally, it presents on work by the Malabo Montpellier Panel to facilitate African policy choices through country case studies and reports on issues like water management and digital agriculture.
Strathmore University presentation - Youth Engagement Summit MauritiusAdrian Hall
The document discusses a case study of the Jua Kali sector in Kenya, which consists of informal businesses. It describes a non-formal education program called the Informal Sector Business Institute that provides ICT and business skills training to artisans. A study found that artisans who completed the program were significantly more likely to use computer skills like marketing, record keeping, and writing business plans than those who did not participate in the training. The document concludes that integrating ICT into skills training for the informal sector can help improve business practices and minimize the digital divide.
This document provides a summary of TESDA scholarship programs in Region 1 of the Philippines. It discusses several scholarship programs administered by TESDA, including the Training for Work Scholarship Program (TWSP), Special Training for Employment Program (STEP), Private Education Student Financial Assistance (PESFA), and Unified Student Financial Assistance System for Tertiary Education (UAQTEA). It outlines the goals, target industries or beneficiaries, qualifications, and benefits of each program. Budget allocations for 2020 and contact information for TESDA Region 1 are also summarized.
This document is a report summarizing the student's experience during their industrial training placement through the Student Industrial Work Experience Scheme (SIWES) program. It provides background on SIWES and its objectives to bridge the gap between classroom theory and practical work experience. The report then gives an overview of Total Exploration and Production Nigeria Limited, where the student completed their placement. It describes the various departments and work experiences the student had in heating, ventilation and air conditioning systems, as well as the gas turbine power plant.
The 13th OECD Rural Development Conference was held in Cavan, Ireland on 28-30 September 2022 under the theme "Building Sustainable, Resilient and Thriving
Rural Places".
These are the presentations from the Conference parallel session "Innovative Ways to Deliver Education and Skills Training in Rural Areas ".
For more information visit https://www.oecd.org/rural/rural-development-conference/.
Vocational Education and Training (VET) in the Informal Sector Dr Lendy Spires
The EU-funded project aims to create a net-work for the improvement of vocational training in the craft sector in the target countries, which will primarily help to adapt the content and structure of vocational training needs of enterprises. In the process, local conditions will be taken into account. The target countries are three francophone coun-tries in West Africa: Morocco, Benin and Côte d'Ivoire.
These countries show very different structures of vocational education and training (VET). While there are already first steps towards a ‘dual system’1 in Morocco and Benin, training centers are the predominant providers of VET in Côte d'Ivoire. In all three countries, the vast majority of workers in the crafts and trades work in the informal sector. In addition to the three target countries, there are associated project partners from Latin America. These partner institutions comprise facilities of professional training or business associations from Brazil (CACB), Honduras (IPC), Guatemala (INTECAP) and El Salvador (CCIES). Following the idea of South-South cooperation, the associate partners are to share their experience and knowledge concerning training provision and education with the partners from the African countries.
During the course of the RIFA-project, these activities are taking place in four conferences and workshops in Abidjan, Côte d’Ivoire (March 2010), Curitiba, Brazil (December 2010), Fez, Morocco (September 2011), Frankfurt/Main, Germany (2012) and Benin (2013). The workshops will not only facilitate the transfer of knowledge, but also create synergies for both sides as representatives of all participating countries have the opportunity to capture the situation of vocational education and training on the basis of six themes. These topics were jointly identified during the first workshop in Abidjan (Côte d'Ivoire). Within the framework of the project, these six priority themes will be transformed into analytical studies: one national study for each participating African country and one interregional and comparative analytical study according to each topic.
The studies are based on three sources of information. First, questionnaires with identical questions are sent to the partners in each participating country to obtain country specific information. Due to the identical questions for each country, the answers can easily be compared to each other. The on-site workshops in which the participants from all participating countries analyze the strengths and weaknesses of their system of vocational education in relation to the respective theme represent the second source.
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Far for fara july2013 16-(compr-web)
1. FAR International Network
Réseau international “Formation Agricole et Rurale”
FARA, Accra - 16 July 2013
Renovating the Agricultural
Technical and Vocational
Education and Training
Systems (‘Agric-TVET’)
in Africa
Igor Besson
Document in French on: http://www.reseau-far.com
2. FARA, Accra - 16 July 2013 2
Content
A. The global context of Agric TVET systems in Africa
(several dimensions: external and internal to the systems)
B. Two on-going nation-wide experiences of renovation
of agric TVET: Cameroon and Madagascar
C. Elements on the process of renovation
of Agric TVET systems in Africa
D. Presentation of FAR International Network
and How to be part of it
3. FARA, Accra - 16 July 2013 3
A. Global context of Agric TVET systems (1/4)
Structural dimension of demography and economy:
• In absolute value, the rural population will not decrease
• In the next 15 years (say 2013-2028), about 330 million young people
will reach 15 years of age and therefore be part of active population.
This number is not only high but it is increasing on the same period
(from ca 17 million born in 2013 to ca 24.5 million in 2028, say +45%)
• What opportunity for a great number of them to make a living if they
do not have a job or are self-employed in rural areas?
Social (even „societal‟) and political dimensions:
• What place for the farmers in the society? To recognize farming
as a profession and a status (with Competence/Educational Standard),
and not a state by default (‘farmer by birth’, thus no training needs…)
• What place for the farmers being older and older and often illiterate
VS. the youth basically literate but generally without land nor capital?
4. FARA, Accra - 16 July 2013 4
A. Global context of Agric TVET systems (2/4)
Qualitative dimension of TVET systems:
• Everywhere it is recognised that the national systems of Agric TVET
should be reformed or renovated or restructured or redesigned…
• Everywhere the situation is specific and complex
• Almost everywhere the scenery of Agric TVET is changing +/- less
quickly and strongly
Quantitative dimension of TVET systems:
Roughly counting, in a great number of Sub-Saharan African countries,
60% of active population is in agriculture (several millions of farmers):
• Initial education (say training lasting from 1.5 to 4.0 years) generally
concerns 2,000 students (say a flow of 1,000 graduates a year)
• Continuing education (short training, say 1 to 10 days) often concerns
20,000 to 100,000 persons a year (note: in term of training days, the
investment is similar : 1,000px x 250days x 2years = 100,000px x 5days)
5. FARA, Accra - 16 July 2013 5
A. Global context of Agric TVET systems (3/4)
Other characteristics of Agric TVET system:
• It depends on several ministerial departments
(Agriculture, Employment and Vocational Education, Higher
Education, and so on…)
• This subsystem has with very few bridges to both higher levels and
overall educative system
• The farmers’ organisations (FOs) and the professionals are almost not
involv-ed in the system (especially the governance and management of
the system)
Current dimension of international agenda:
• With Millennium Development Goals (MDG) and Education for All
(EFA) ending, how will be defined post-2015 challenges?
• Year 2013 is a key moment for and countries
and international institutions to orientate the future
6. FARA, Accra - 16 July 2013 6
A. Global context of Agric-TVET systems (4/4)
Therefore:
1. The challenges are huge and urgent to face!
2. Clarifications are required concerning objectives
of agricultural development (family vs. agribusiness) and
the role of education and training (initial/long vs. continuing/short)
3. Modesty is a necessity when facing such a complexity…
4. There are two on-going nation-wide experiences
of renovation in Cameroon and Madagascar
7. FARA, Accra - 16 July 2013 7
B. Two on-going national wide experiences (1/4)
Cameroon
Major elements of the renovation
• Coordination of 2 sector ministries (Agric & Livestock/Fisheries) in
an integrative process with Agric TVET stakeholders and other
ministries (Higher Education)
• Strengthening of regulatory frameworks and State functions
• Territorial anchoring: the local actors are included in the
governance and contribute to settlement/prof. inclusion of trainees
• Global and systemic approach to training in respect of socio-
professional inclusion
• Professionalization of trainers and monitors
• Support to about 100 training centres and agricultural schools
• Pedagogy based on three-fold apprenticeship system (alternating
between training centre/selected farmers’ farm/family of the learner)
8. FARA, Accra - 16 July 2013 8
B. Two on-going national wide experiences (2/4)
Cameroon
Major elements of the renovation (c’ed)
• External funding (AFD, about €-40Million) and 10-year duration:
2008-2017
• This experience is called ‘AFOP Programme’ standing for ‘national
support programme for the renovation and development of
vocational training in the agric, livestock and fisheries sectors’
Some results
• 42 training centres and schools renovated during the 1st phase of
the programme + 58 renovations planned during the 2nd phase
• About 900 and 1,300 graduated as farmers (‘exploitant agricole’)
from training centres in 2012 and 2013
Target: 3,500 graduates/year by 2016
9. FARA, Accra - 16 July 2013 9
B. Two on-going national wide experiences (3/4)
Cameroon
Some results (c’ed)
• About 600 and 1,000 graduated as farm entrepreneurs (‘entrepre-
neur agricole’) from agricultural schools in 2013 & 2014 –
Target: 2,500 graduates/year by 2016
• Short training (3 days in average) to 7,000 farmers a year
Main challenge of AFOP-phase 2
• The professional establishment and integration in farming sectors
of those who have been trained (to concentrate means on it, no
intake in 2012, so no graduation in 2014)
• The annual objectives of education and training (3,500 farmers and
2,500 farm entrepreneurs) may be decrease from 1 batch every year
to 1 every 2 years if the training budget is transferred to
professional establishment and integration of the graduates
10. FARA, Accra - 16 July 2013 10
B. Two on-going national wide experiences (4/4)
Madagascar
Major elements of the renovation
• To implement the ‘National Strategy of Rural and Agric Training’
(SNFAR) validated by Govt Council in 2012, with views of:
coordinating the renovation of Agric TVET, especially the private
education and training sector which is particularly numerous and
innovative.
clarifying the roles of the various stakeholders working in this sector
• The principal publics being targeted for education and training are
young people in rural areas, farmers’ leaders, agric managers and
technicians.
• External funding (IFAD with from other funding agencies):
about $-64Million and also 10-years duration: 2012-2022
• Name of the national programme: FORMAPROD, ‘Programme for
Professional Training and Improvement of Productivity in Farming’
11. FARA, Accra - 16 July 2013 11
C. Elements from a 2012 FAR Workshop (1/7)
About the Workshop
• It was co-organised by FAR international and FAR Cameroon
Networks in Yaoundé in November 2012 with about 100
participants from 15 countries.
• The thematic was „The process of creation and implementation of
technical and vocational agricultural and rural educational and
training systems‟ (so called Agric & Rural TVET).
• The comparative analysis of procedures that need to be carried
out for the reconstruction or renovation of the Agric & Rural TVET
systems comprised representatives from Ministries and Farmers‟
Organisations (FOs) from 12 Francophone African countries.
12. FARA, Accra - 16 July 2013 12
C. Elements from a 2012 FAR Workshop (2/7)
Thirteen elements to take into consideration in a global
approach to renovate a national Agric & Rural TVET system
1. There is one or several systems of Agric & Rural TVET in all
countries without exception.
2. The size of the Agric & Rural TVET systems is very variable,
but rather small for initial TVET (few thousands students at the maximum)
and with a relative part of private sector also very variable.
3. The levels of education and training are similar everywhere:
(i) post-primary + lower secondary: producers, basic farm workers…
(ii) upper secondary: qualified and specialised workers, technicians…
(iii) post-secondary + terciary: higher technicians, agric
engineers, agronomists, vets…
But the flux is rather unbalanced in favour of higher education.
13. FARA, Accra - 16 July 2013 13
C. Elements from a 2012 FAR Workshop (3/7)
4. The Agric & Rural TVET systems seldom depend on one ministry
alone but the ministry in charge of Agriculture is generally leading.
There is a almost systematic repartition between Agriculture and
Higher Education
The Ministry of Livestock is often distinct to that of Agriculture.
Inter-ministries coordination exists everywhere.
5. Beside the State, the stakeholders such as Farmers’ Organisations
(FOs) should be important everywhere but they are not.
6. The coordination should go beyond ministries for including
FOs, employers, local authorities, professionals in education and
training sector, etc.
14. FARA, Accra - 16 July 2013 14
C. Elements from a 2012 FAR Workshop (4/7)
7. All countries have national agricultural development projects or
programmes where capacity building is a component but rarely
the objective of the project or programme (exceptions: Cameroon
and Madagascar).
8. Demand and needs for the renovation of Agric & Rural TVET
national systems are obviously variable.
For instance, it can be limited to human resources strengthening in
quality and in number, with or without emphasis on producers’ level; it
can also be a restructuration or ‘re-designing’; at last, a global renovation
is sometimes planned.
9. The social construction of training demand on one hand and the
training needs assessment on the other are huge difficulties in all
countries, therefore being constraints often without existing
relevant responses.
15. FARA, Accra - 16 July 2013 15
C. Elements from a 2012 FAR Workshop (5/7)
10. The conditions needed to initiate a processus of renovation are
also variable:
Dialogue and concertation between stakeholders
Elaboration of an overall institutional and sectoral framework
Elaboration of a legal and regulatory framework
Elaboration of a socio-technical and pedagogical framework.
11. Two difficulties exist wherever the challenge is renovating the
Agric-Rural TVET systems: the absence or weakness of political
will of governments AND the lack of committment of
stakeholders, especially FOs.
16. FARA, Accra - 16 July 2013 16
C. Elements from a 2012 FAR Workshop (6/7)
12. Levers identified to launch a dynamic of change relate to both
previously defined conditions and difficulties; for instance:
creating a consultative framework (national network or platform type)
between the stakeholders of Agric-Rural TVET system in a country
accompanying action plans of these national networks or platforms
having greater involvement of farmers, employers and professionals in
agricutural sector as well families of learners
organising system to support establishment in farming and professional
integration of the graduates.
13. The steps to start the process of renovating the Agric-Rural TVET
systems are always the same:
to assess the situation (inventory, capitalization of
experiences, mapping of existing competences…)
to identify stakeholders at the different relevant scales
to create of a kind of task force that will define its action plan
to find funding and implement activities with support according to the
needs (sharing tools, methods but also reflexions, capacity building…)
17. FARA, Accra - 16 July 2013 17
C. Elements from a 2012 FAR Workshop (7/7)
As a conclusion of this comparative analysis:
1 We observe that the steps defined during the workshop to start
renovation are relatively simple and operational steps
2 This tends to confirm the current priority of FAR Network in favour
of the emergence of multi-stakeholders platforms for exchanges
and concertation on Agric-Rural TVET.
The fact is there are now three types of member countries in
FAR International Network:
countries where a platform is functional: Madagascar with
FARMADA since 2010, FARCAM Cameroon and RAFARGUI in
Guinea with RAFARGUI since 2013;
countries where the platform is to be revitalised: Côte d'Ivoire
with FAR-CI created in 2007 and Senegal with FAR-SEN in 2009;
countries where the platform is to be created: Benin, Burkina
Faso, Chad and the three countries of Maghreb.
18. FARA, Accra - 16 July 2013 18
A framework for sharing information and acting in favour of
TVET Systems for agricultural and rural populations:
FAR Network
(Réseau international
“Formation Agricole
et Rurale”
FARA, Accra - 16 July 2013
With
financial
support
from:
D. Brief presentation of FAR Network (1/9)
19. FARA, Accra - 16 July 2013 19
The FAR Network was set up in 2006
following a workshop in Ouagadougou in 2005
on “Mass vocational training in rural areas:
how to define a national policy”
... support and boost reflection
on mass training in rural areas,
in the framework of national policies
for agricultural and rural development ...
through the sharing of information and
the creation of links among the stakeholders.
Its objective is to ...
D. Brief presentation of FAR Network (2/9)
20. FARA, Accra - 16 July 2013 20
To carry out research, and to produce
and disseminate information
To facilitate the creation of links among those involved
in renovating systems of TVET in agriculture
To contribute to have agricultural TVET on international
agenda and to anchor it in national/regional policies
To boost the skills of its members
in order to develop a potential for expertise
D. Brief presentation of FAR Network (3/9)
The 4 objectives:
21. FARA, Accra - 16 July 2013 21
8 countries in 2006: Benin, Burkina Faso,
Cameroon, Chad, Côte d‟Ivoire,
Madagascar, Mali and Senegal
12 countries in 2008 with Algeria, Morocco, Tunisia and Guinea
Formal adhesion of France with a “FAR France” network in 2012
Other countries from 2013 onwards: Togo
!!! Willingness to expend out of Francophone Africa !!!
Contacts in Central America and Asia (Yemen, Vietnam, Cambodia)
Countries-members of FAR Network
D. Brief presentation of FAR Network (4/9)
22. FARA, Accra - 16 July 2013 22
D. Organization of the FAR Network (5/9)
General Assembly
(association since 2012):
with representatives
of 13 countries/national
platforms on FAR:
Algeria, Benin, Burkina
Faso, Cameroon, Chad, C
ôte
d‟Ivoire, France, Guinea,
Madagascar,
Mali, Morocco, Senegal
and Tunisia
Election
Board of the
Association
(3 members for 3 years)
Implementation of ADEX.FAR Programme (M€ 1.5- over a 4 year-period 2010-2013)
With activities such as:
• Meeting, Studies, Missions and Workshops
• A Newsletter (2 pages in French) regularly sent out to 1,200 persons from about 40 countries
• Website (about 30,000 visits per year)
Executive Committee/Secretariat
(3 persons and subcontracting)
Imple-
ment-
ation
23. FARA, Accra - 16 July 2013 23
D. Regular activities of FAR Network (6/9)
WEBSITE: http://www.reseau-far.com
THEMATIC
INTELLIGENCE
BI-MONTHLY NEWSLETTER
ON-LINE LIBRARY
http://www.agropolis.fr/formation/formations-agricoles-rurales-bibliotheque.php
STUDIES STUDENT THESES
MEETINGSFORUMS
VIDEOCONFERENCES
WORKSHOP AND TRAINING ACTIVITIES
PUBLICATIONS
24. FARA, Accra - 16 July 2013 24
D. Main activities/Perspectives for 2013-15 (7/9)
According to the general purposes of Association:
• To impulse a dynamic of renovation and/or adaptation of TVET
systems for rural population in accordance with the economic
and social demand in FAR Network member countries
• To develop expertise that can be mobilised on TVET systems
• To operates independently
A central line of action:
Supporting the emergence and development national platforms
for dialogue-concertation-negociation on TVET Systems
for agricultural and rural populations
25. FARA, Accra - 16 July 2013 25
D. Main activities/Perspectives for 2013-15 (8/9)
Which revolves around two axial frames:
(I) Strengthening the operational capacity
of FAR National Platforms:
With activities planned such as:
• Training of Platforms Coordinators (facilitation, advocacy, etc.)
• Training of young managers/executives in TVET system engineering
(II) Establish a Service and Expertise Open Space on
TVET Systems for agricultural and rural populations
Such a Centre is planned to be an organisation for accessing ressources
(documents, videos, tools, training…) and offering services
(experiences, expertises, contacts, visits…). The key-word of the activity is
„individualised response‟ to persons or institutions asking questions on and
willing to set up/lead/ coordonate/evaluate… part or whole of a TVET system
26. FARA, Accra - 16 July 2013 26
D. How to be part of FAR Network (9/9)
No prerequisite…
Just ask to subscribe to FAR Newsletter
… but two levels of participation:
At individual level:
At country
level:
Prepare -and ask to be accompanied!- to:
1. Organize concertation
between main stakeholders in FAR
(government and ministerial
departments, farmers/professionals‟
organisations, local/territorial
authorities, learners and their parents, training
centres and schools, etc.)
2. Draw a shared vision on
development of agriculture
and the role of FAR in it
3. Inventory the existing capacities
(“cartography of competencies”)
27. FARA, Accra - 16 July 2013 27
Thank you for your attention!
Contact: far@agropolis.fr