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Agricultural value chain-oriented training needs assessment for field extension professionals in Ethiopiaiented tna jeff mutimba
The document discusses the results of a needs assessment survey conducted in Ethiopia to inform the development of an agricultural value chain-oriented training program for field extension professionals. The survey found that smallholder farmers and extension workers lack training in post-production activities like processing, marketing and business management. As a result, farmers are not maximizing the value of their agricultural products. The needs assessment identified four new thematic areas to cover these skills gaps, and informed the revision of university curricula and development of short-term training materials to equip extension workers to advise farmers along the entire agricultural value chain.
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Agricultural value chain-oriented training needs assessment for field extension professionals in Ethiopiaiented tna jeff mutimba
- 1. AGRIC. VALUE CHAIN ORIENTEDTNA FOR FIELD EXTENSION PROFESSIONALS IN ETHIOPIA by Jeff Mutimba
- 2. Outline • Introduction • Objectivesof TNA • Methodology/process • Results • Responsive curriculum • Conclusion
- 3. Introduction • Smallholder farmersnot 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
- 4. Introduction cont… • EThas 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
- 5. Introduction cont… • Surveypartly 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
- 6. Introduction cont… • Payfees • 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
- 7. Objectives of TNA Surveymeant 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
- 8. Methodology/process • Three-day nationalw/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
- 9. Results Workshop identified 4new thematic areas • 1. Animal products processing(small scale processing, storage, transportation, grading, packaging, safety, quality assurance) • 2. Crop products processing (+ threshing)
- 10. 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)
- 11. Results cont… Survey revealedthat: • 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?
- 12. Results cont… • Lackof 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
- 13. Responsive curriculum Content 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 “ “ “
- 14. Responsive curriculum cont… •Quality assurance of agric produce • Supervised extension projects (SEPs)***** • Agric economics & marketing • Agric project planning & analysis • Agribusiness & entrepreneurship
- 15. Responsive curriculum cont… Twoconsiderations in revising curriculum: • Courses developed along commodity value chains • Sharp focus in smallholder farmers
- 16. 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
- 17. 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
- 18. Conclusion • Need forstrong partnerships b/n AAS & AETI to continuously review emerging needs & developing life-long learning programs • Universities do respond to well articulated needs
- 19.