PROVINCIAL REPORT ON EDUCATION ANDTRAINING FOR AGRICULTURE AND RURAL DEVELOPMENT

IN LIMPOPO PROVINCE

BY

MMBENGENI M.E. AND MOKOKA M.S.

LIMPOPO DEPARTMENT OF AGRICULTURE

20 NOVEMBER 2002

ACKNOWLEDGEMENTS The PRO’s wish to express their gratitude for the inputs and support provided by the PAETTT, NSFT, Extension officers and farmers from different commodities. We also wish to thank Prof. Nesamvuni from Univen for the final editing of the Provincial Report.

EXECUTIVE SUMMARY This report is meant primarily for the technical staff (Extensioners) as practitioners, stakeholders like NGO’s AET providers such as Agricultural High Schools and many others because it is them (stakeholders) that need daily guidance in the very difficult work of development. However, it is also meant for the Managers who are responsible for making decisions that will affect the situation and the work of the extension officers at group level. Finally, this report is meant also for the commodity group’s farmers who are the main stakeholders in the development of agricultural products.

TABLE OF CONTENTS PAGE

Chapter 1 Background 4 Purpose of Study 4 Methodology 4 Description of the Study area 5 Outline of the Report 5 Chapter 2 Overview of the Province 6 Introduction 6 Topography 6 Land 6 Environmental factors 7 Rainfall 7 Water Resources 7 Population 8 Agricultural Status 8 Economy 11 Agriculture Education and Training

in the Province 12

Challenges and implications of Development needs on AET 13

Chapter 3 Analysis of training needs and the

Requirements of farmers 14

Introduction 14 Farmers’ profile 14 Knowledge and Skills needs of farmers 15 Expressed farmer training needs and

Requirements 17

Skills needs of service providers 17 Profile 18 Existing knowledge, skills and experience in

Agriculture 19

Farming exposure of extensioners 20 Expressed extensionists training needs and

Requirements 20

Chapter 4

Provision of Agriculture Education and Training

27

Introduction 27 – 29 Service providers Providers and linkages 29 Chapter 5 Provisions of Agriculture Education and

Training 31

Recommendations Criteria for the selection of providers 31 Cost of training services 32 Conclusion 33 ACRONYMS 34 BIBLIOGRAPHY 35

CHAPTER 1 1.1 BACKGROUND The National Department of Agriculture is developing a National Strategy

on Education and Training for Agriculture and Rural Development. The study was initiated by the National Department of Agriculture (NDA) in

cooperation with the Provincial Department of Agriculture (PDA) with the assistance of the Food and Agriculture organization of the United Nations (FAO). The main objective of the project is to achieve improved livelihoods through greater access to an effective Agriculture Education and Training (AET) Systems, which will develop the capacity of all people working in the agriculture and rural sector.

The Province has identified Human Resource Development as part of

economic development to which agriculture is a major contributor. This is even more necessary because of skills deficiency both within the Department and farming community in general. Therefore, a meaningful Education and Training strategy demands clear knowledge of the available providers of Agriculture Education and Training, Programmes that are offered and most importantly the clients and their actual training needs.

1.2 PURPOSE OF THE STORY The purpose of the study was to broaden access to agricultural services

through the restructuring of extension services to accommodate the expanding client base and also re-orientation of services to cater for the needs of small and disadvantaged farmers.

1.3 METHODOLOGY The methodology used in developing the strategy was participatory and

involved both providers and users of Agriculture Education and Training at Provincial level to outline general trends and skills needs in the country and to identify priorities for Agriculture Education links between institutions and their clients.

The PDA appointed 2 provincial Research Officers (PROs) to work full-

time on the collection of data from providers and clients of the Agricultural Education and Training (AET) system. They also assembled relevant secondary data.

Quite wide range of interested stakeholders were requested to participate

in Provincial Agricultural Education and Training Task Team (PAETTT)

which served as an advisory and support boy for the PROs for the survey findings with the assistance of the technical staff.

The survey findings were based on structured questions distributed to

Departmental Employees, Farmers, Managers, Schools, Universities, Colleges, NGOs, Cooperatives, Youth groups, Farmer’s Unions: PRA methodology was also used particularly to interest groups, e.g. Northern Livestock, SAMGA group, Vegetable producers and Poultry farmers.

Provincial Research officers (PROs) with the assistance of the technical

staff from the six Districts of the Limpopo Province collected information from the Provincial Stakeholders. The Provincial agricultural Education and Training Task Team (PAETTT), National Strategic Formulation Team (NSFTs) and the Provincial Research Officers (PROs) drafted, refined the relevant information from different users of AET. To achieve a comprehensive data, a random sampling procedure was used.

1.4 DESCRIPTION OF THE STUDY AREA The study area included all six districts – Sekhukhune. On average, each

sort out of the next section into providers and clients. The research focused on the AET providers in the province, namely:

• Universities • Colleges • PDA extension staff • PD management • Agricultural high schools • Other high schools teaching agriculture • Input suppliers (as arrangers of training programmes) etc.

The research covered many of the clients, including:

• Input suppliers (as learners) • Farmers organizations • Individual commercial farmers • Individual resource poor farmers • Commodity groups • Farmer’s organization etc.

1.5 OUTLINE OF THE REPORT The report provides the AET needs assessment from different provincial

stakeholders as illustrated below:

• The first chapter details the background of the AET research methodology objectives and the study area.

• Chapter two gives an overview of the agricultural sector in the Province and its impact or contribution to GDP of the country.

• Chapter three presented the respondent’s skills audit, i.e. what they have and what they require for the sustenance of Agriculture in the Province.

• Chapter four detailed the providers of AET, i.e. in terms of their client base, courses offered, methods of training, qualifications and their inputs on what the AET strategy should address.

• Chapter five is a summary of the findings as provided by the data collected from the provincial AET stakeholders and also the recommendations by the PAETTT.

• Bibliography

CHAPTER 2: OVERVIEW OF LIMPOPO PROVINCE 2.1 INTRODUCTION The Limpopo Province is situated in the Northern part of South Africa. It is

adjacent to the North West Province, Gauteng and Mpumalanga and shares boarders with Botswana, Zimbabwe and Mozambique. The province covers an area of 12,3 million ha, accounting for 10.2% of the country’s total surface area. The Province is mostly rural in character, with 89% of the population living in non-urban areas. This is, proportio-nally, the largest rural population in the country.

2.2 TOPOGRAPHY The Limpopo Province can be split into several topographic zones. In the

east is the flat to gently undulating Lowveld plain, at an altitude of 300 to 600 m, bounded in the west by the Northern Drakensberg escarpment and Soutpansberg, with steep slopes and peaks up to the 2000m. The almost level Springbok flats in the South lie at an altitude of 900 m, while the Waterberg and Blouberg to the North, with undulating to very steep terrain, reach 2 000 m. The North- Western zone is a flat to undulating plain, which slopes down to the north and west at 800 to 1 000 m.

2.3 LAND-USE Of the total 12.3 million hectares (9.24 million ha.) is utilized as farmland.

Of this 9.24 million hectares of farmland nearly (0.93 million ha) is utilized as arable land, (6.68 million ha) as natural grazing (1.7 million ha) for nature conservation (0.1 million ha) for forestry and for other purposes.

Of the arable Land 76% is allocated to dry land (0.7 million ha) cultivation

and only 0.223 million ha for irrigation systems. 2.4 RAINFALL The Northern and Eastern parts of the summer-rainfall region subtropical

with hot summers. Winter throughout the province is mild and mostly frost-free. Information provided by the South African Weather Service, indicates that an average rainfall of 691 mm can be expected annually. A summary of the average monthly rainfall has been provided in Figure 1.

FIGURE 1. Monthly average rainfall as recorded in the Limpopo Province.

RAINFALL

0

20

40

60

80

100

120

140

Jan Febr Mar Apri May Jun Jul Aug Sept Oct Nov. Dec

Months

Rai

nfal

l (m

m)

Rainfall (mm)

Rainfall data indicate that most rainfall occur between November and

March, ranging between 80 mm and 130mm. It should, however, be noted that these figures indicate an average rainfall and lower rainfall can be expected in most districts.

2.5 *WATER RESOURCES The Waterberg, Soutpansberg, Transvaal, Drakensberg and Lebombo

Mountain ranges as main catchments areas for the following rivers.

• Crocodile River: Flowing from Gauteng it flows through the Limpopo Province and joins the Limpopo at the border between South Africa and Botswana. Little potential exists for additional agricultural use.

• Mokolo River: The Mokololo Dam controls the river. Water from

this dam is used for irrigation purposes and it considered to be fully utilized.

• Lephalala River: This River serves many rural populations and is

used for irrigation as well as domestic purposes. The utilization of this water for agricultural purposes is considered to be of a high risk.

• Mokgalakwena River. This river has considerable potential for

agricultural development.

• Sand River. This river is fully utilized for agricultural purposes and it is estimated that no additional agricultural developments can be sustained by this resources.

• Levubu River: The Albasisi, Vondo and Damani Dams control this

river. It is estimated that this river has potential for further develop-ment for agricultural purposes.

• Limpopo: Although this river is situated along the Northern and

North-Western borders of the province, utilization of this river for agriculture is limited due to the influence of the water management strategies of neighboring countries as well as the large number of dams situated in its tributaries throughout South Africa.

• Other rivers are Nzhelele, Mutale.

2.6 *POPULATION The Limpopo Province is the second poorest in South Africa divided into

six Districts as indicated in Table 1. The province has an estimated population of 4 823 104 consisting of 92% Black, 0.1 Asian, 0.2 Colored and 6.2% White people. The highest number of people can be found in the Waterberg District, whilst the Sekhukhune District has the lowest number of inhabitants. It is estimated that the population consists of 53.5% females and 45.5% males.

DISTRICT LOCATION SIZE (ha) POP AFR

(%) AS (%)

COL (%)

WH (%)

M F

Bohlabela East 2 256 500 1 299 784 97.0 0.0 0.1 2.9 45 55 Capricon Central 1 416 300 1 020 032 93.5 0.4 0.5 5.7 44 56 Mopani Mid-East 1 971 500 583 298 96.3 0.1 0.1 3.5 44 56 Sekhukhune South 669 400 785 672 99.8 0.0 0.0 0.2 44 56 Vhembe North 2 761 200 909 274 97.9 0.1 0.1 1.9 43 57 Waterberg West 3 102 700 225 044 67.2 0.2 0.6 22.9 59 41 TOTAL 12 177 600 4 823 104 92.0 0.1 0.2 6.2 46.5 53.5

2.7 AGRICULTURAL STATUS OF THE PROVINCE This Province is mainly a cattle production area and controlled hunting is

often combined with ranching, Extensive coffee and tea plantations are characteristic of the Tzaneen area whilst the largest tomato farmers in

South Africa are also situated in the Province. The Limpopo Province also has extensive forestry plantations.

2.8 FIELD CROPS According to the Census of Agriculture, 1993 and the Agricultural survey

1996, there are 545 farming units, spanning an area of 477 781 hectares, utilized for crop production in the Limpopo Province. Table 2 provides a summary of the type of crops produced in this province as well as the income generated through the production of various crops.

TABLE 2: Summary of income from crops produced. (Data obtained

from Agricultural survey 1996, SSA)

Summer Cereal (R’000)

Winter Cereals (‘000)

Oil-seeds (R’000)

Other field Crops (R’000)

Total (‘000)

138 015 65 119 47 711 402 054 652 899 Crop production contributes R652 899 000 of the total gross income of the

Province. 2. 9. HORTICULTURE The Census of Agriculture (1993) and Agricultural survey (1996), indicated

that there are 1 067 farming units, developed on 563 545 hectares of land, that are utilized for horticultural production. Table 3 provides a summary of the type of horticultural crops produced in this province as well as the income generated.

TABLE 3: Summary of income from horticulture produced. (Data

obtained from Agricultural Survey 1996, SAA)

FRUIT Deciduous

(R’000) Citrus (R’000)

Sub-Tropi-cal (R’000)

Potato & Veg

(R’000)

Other (R’000)

Total (R’000)

31 730 391 802 253 981 550 068 36 103 1 263 681

It is evident that Potato and Vegetable production comprise the largest

component of horticultural production in the Province followed by Citrus and Sub-Tropical fruit production.

2.10. ANIMAL HUSBANDRY The Census of Agriculture (1993) and Agricultural survey (1996), indicated

that 2 644 farming units can be allocated to animal husbandry. An estimated 3 749 328 hectares are used for animal husbandry in this Province. Table 4 provides a summary of the income from animals and animal products for this province.

TABLE 4: Summary of income animal husbandry.

Livestock & Livestock Products (R’000)

Poultry & Poultry pro-

ducts (‘000)

Game Bree- ding & hunting (R’000)

Other (R’000)

Total (R’000)

1 251 492 127 726 23 150 771 1 403 139

(Data obtained from Agricultural surveys 1996, SSA)

It is evident that the Limpopo Province can be characterized mainly as a Livestock production region followed by Poultry and Game breeding respectively.

2.11 SMALL-SCALE FARMING Approximately 5 000 small-scale farmers have been established in this

province. Thus less than 20% are involved/ with commercial Farming activities whilst the remainder practices agriculture on a subsistence basis. Maize Production comprises the main component in small scale farming mainly because it is the staple food to the majority of the province.

2.12 AGRICULTURE IN THE ECONOMY OF LIMPOPO PROVINCE The largest contributor to the Gross Domestic product (GDP) is the tertiary

sector consisting of trade, transport, finance, community services, general government and other producers. That Primary sector, consisting of the Agricultural and Mining Sector is the second largest contributor. The general government makes the largest contribution to the GDP, which is 27.3%.

The role of Agriculture should also be viewed in the context that the

Province’s economic activity is relatively limited, such as Finance and Business Services and Community and Social Services became relatively more important because they contributed 32.3% to the Gross Geographic Product per capita.

Agriculture contribution to the GDP in the Province was the highest in Messina (Vhembe District) 30%, Mopani, Capricorn and Waterberg Districts 29.7% and Sekhukhune District 10%.

2.13 NON-AGRICULTURAL RURAL INCOME GENERATING ACTIVITIES Apart from Agricultural activities, there are various activities that can

contribute to GDP of the Province e.g. Sewing Knitting Bakery Brick making Pottery Beadwork Processing e.g. sisal Mining Tourism 2.14 AET IN THE PROVINCE Of the total respondents 83% indicated that they attended AET work-

shops, courses and seminars ranging from Production courses for tomato, maize, sweet potato, etc.

Management courses like business planning, leadership skills, teamwork

and Conflict Management Procurement courses (e.g. budget) Aftercare courses e.g. marketing and crop post harvest Methodology courses (Participation Extension Approach – PEA) NB. All the courses were conducted on weekly basis for both technical

staff of the Department and farmers in the Limpopo Province. 2.15 CHALLENGES AND IMPLICATIONS OF DEVELOPMENT NEEDS ON

AET Females are the majority in food security projects like poultry, piggery,

vegetable gardens and grain crops, in the Province whereas men are in the commercial farming like cattle breeding and orchards.

Of the respondents + 80% indicated the following constraints in their

production activities: *Capacity building *Access to finance *High electricity costs *Shortage of storage facilities

*Lack of markets *Lack of government support *Lack of synergies Ninety-three percentages (93%) of Agric. teachers teaching agriculture in

agricultural high schools responded that they have no background of agricultural profession at all. This degrades the standard of Agriculture in the Province. The majority of farmers in the Province are above 45 years of age – only 17% of the respondents are below 45 years. The impression behind this is that farming is for the old people. There is much role to be played by the department to promote the love of Agriculture to the Youth in the Province.

According to SA Statistics HIV/AIDS causes great losses in lives of young

people especially amongst the most disadvantaged group of South Africans.

Due to high unemployment rate in the Province, Agriculture is taken as an

important sector for income generation system and this places considerable strain on extensionists in terms of transfer of knowledge and skills in all farming areas or activities like feasibility studies.

NB:

• Women are the majority in food security • Men are a majority in commercial farming • The majority of farmers are above 45 years of age • There is a need for the Department of Agriculture to play a role in

promoting agriculture among the youth of the Province.

CHAPTER 3: ANALYSIS OF TRAINING NEEDS AND REQUIREMENTS OF FARMERS 3.1 INTRODUCTION This chapter of the report combines and provides an overview of the

training needs and requirements of farmers as identified during the workshops and the personal interviews. Whilst it provides an indication of the aspects in which farmers should be trained to enable them to become part of the mainstream agricultural economy of the Province, it simultaneously provides an indication of the inputs that have to be provided by Extensionists to ensure economic viability and sustainability of farming operations.

3.2 FARMER PROFILE The following factors were investigated in order to obtain a general

understanding of the target group (farmers) within the Province: Age distribution Gender distribution Literacy level 3.3 AGE DISTRIBUTION Age of the target group is important since it will influence the training

approach and methodology to be followed. It is significant to note that the average age of the sample group participants was 49 years. It was indicated that this sample group was representative of the larger farmer community to be served. Only a small minority (less than 15%) is under the age of 30 years and 26% of the participants are older than 60 years. Whilst this age distribution reflects maturity on the part of participants it

also a cause for concern in that it is not ideal for the hard physical demands of Agriculture. It should thus be necessary to introduce appropriate technology in order to enable beneficiaries to remain active farmers over the longer term. The fact that the majority is older citizens further requires specific learning methodology and older people find it difficult to learn and assimilate new knowledge and it is thus recommended that training methodology minimize theoretical inputs whilst practical application is optimized.

Age distribution of farmers in the Limpopo Province.

RANGE NUMBER %

20-25 30 6.12 26-30 41 8.16 31-35 28 4.08 36-40 45 8.16 41-45 51 10.20 46-50 73 14.29 51-55 57 10.20 56-60 62 12.24

61 and older 131 25.28 TOTAL 518 100.00

3.2.2 GENDER DISTRIBUTION Of the 518 work shopped participants the majority (53%) were females .It

was indicated that this percentage will be even bigger for all persons active in the agricultural sector and could be between 60% and 70%. This follows the normal pattern in South Africa with the majority of persons involved in rural agriculture being female. As a rule women are mostly involved with community gardens, dry land and poultry production (which allow them to attend to other chores such as the care of children, preparation of food and the general maintenance of the households). Men on the other hand are mostly involved with larger projects such as large-scale animal husbandry and irrigation schemes.

3.2.3 LITERACY LEVEL The participating group is quite diverse in terms of their level of schooling.

Whilst the largest group (33% has progressed to senior secondary level (Grades 10-12) and are therefore fully literate, 16% have received no schooling at all. The latter group will thus require specific inputs of an ABET nature prior to enrolment for higher levels of learning. It further implies that learning for this group should preferably be of a practical nature. Written theoretical material should be kept to an absolute minimum. The distribution in educational qualifications of the participants.

3.3 KNOWLEDGE AND SKILLS NEEDS OF FARMERS Activity

Existing

Knowledge/SkillsSkills required Skills Gap Preferred

training Method and providers

Livestock (cattle, Goat, Sheep, etc.)

• Indigenous experience in Livestock Management • Dehorning • Branding • Culling and Selection • Feeding

• Financial Management • Business Plan • Record

keeping • Bookkeeping • Veldt Management • Farm • Engineering • Labour

Relations • Animal Health • Artificial

insemination • Animal

Breeding • Feeding care • Game farming • Marketing Skills • Identification

of diseases • Silage making • Conflict • Management

• Business plan

• Financial Management • Marketing • Record

keeping • Production Management • Pests & Disease control • Processing • Labour

relations • Game

farming • Land care • Farm

Engineering • Farm

planning • Conflict Management • Group

cohesion

• Formal Training• Animal scientist• Animal Health Tech • Veterinary

surgeons • Informal

training through visits

• Demonstrations• Monitoring & aftercare • Providers as above

Activity Existing

knowledge/ skills

Skills required

Preferred training method

*provides Poultry • Making fowl run

• Feeding • Vaccination

• Vaccination • Programme planning • Poultry Management • Marketing • Financial Management • Record Keeping • Control of pest & diseases • Processing

• Formal-Animal scientists • Animal Health Tech • Veterinary surgeon • Agricultural colleges • Universities • Informal-Exposure visits • Demonstrations • Monitoring & Evaluation • Providers as above

Piggery • Feeding • Marketing • Pig production • Financial Management • Record keeping • Control of diseases

• Formal-animal scientists • Animal Health Tech • Veterinary surgeon • Informal-Exposure visits • Demonstrations • Monitoring & Evaluation • Providers as above

Vegetable • Seedling production

• Transplanting • Fertilization • Cultivars • Irrigation method• Pests & disease • Control

• Soil fertility Management/ • Fertilization • Safety use of chemicals • Marketing • Processing • Soil Preparation • Crop maintenance • Harvesting • Crop rotation

• Formal-Extension officers • Crop scientists • Input suppliers • NGO’s • Informal on-farm trials • Demonstrations

Grain crops

• Soil preparation • Planting • Weed control • Harvesting • Storage • Pest & disease Control

• Crop post harvest • Soil & Water conservation • Soil fertility • Marketing • Financial management • Record keeping • Pest & disease control • Empowerment skills

3.4 LITERACY LEVEL OF THE FARMERS 1. Grade 0 -Grade 5 -62% 2. Grade 6 -Grade 10 -20% 3. Grade 11 -Grade 12 -15% 4. Tertiary level - - 3%

3.5 EXPRESSED FARMER TRAINING NEEDS AND REQUIREMENTS Having established the existing levels of farming knowledge, skills and

experience the next step was to establish what the farmer participants perceived as their training and development needs. This section provides a description of the expressed training needs and requirements of farmers which is described in terms of the following:

Training and development needs Mentoring and after care needs From the responses it was evident that participants have a wide-range of

needs. What was particularly interesting to note was that a very large percentage expressed a high need for training in the farm management and business/entrepreneurial development fields. The majority of extensionists do not feel competent in this field and little if any support is provided in the field of agricultural economists.

Regarding developmental areas (areas perceived as having good

potential and thus warranting specific developmental programmes) the following were highlighted as priorities:

Animal production Poultry production Crop production Horticulture Dress making (to supplement income) Regarding training needs and requirements the following were expressed

as priorities. Production Training Animal husbandry courses Crop production courses Horticultural production courses Management and Business Training Business and entrepreneurial skills Farm management skills From the above it was evident that farmers are well aware of their

shortcomings in terms of agricultural production. They also understand the need for economic viability and sustainable farming operations. Some participants indicated that during the dry season, agricultural activities are almost impossible. They therefore expressed a need for skills related to

dressmaking and other income generating projects in order to enable them to survive during that period.

The mere fact that farmers is aware of these shortfalls is perceived as extremely positive since it reflects an understanding that farming should be undertaken as a business venture and that technical, management and economic issues are of critical importance.

3.6 KNOWLEDGE AND SKILLS NEEDS OF SERVICE PROVIDERS The following are the findings of the AET requirements for the technical

staff in the Limpopo Province for the sustainability of the farming operations.

Profile Age The largest group (56%) of the respondents is between the age group of

30-45 years, while 32% are between 46-55 years. The two groups because of their long service seem to have settled in their careers and are therefore responsible to the work. The rest are below 30 years and they seem not yet settled in farming activities.

3.7 GENDER DISTRIBUTION This reveals that the overwhelming majority of the technical staff is

predominantly male (75%) whilst 25% are female. 3.8 LITERACY LEVEL In a total of 769 Technical staff, 92% have attained a Diploma in

Agricultural qualification while 8% holds B.Tech postgraduate qualifications, respectively.

NB: It can therefore be concluded that as far as theoretical training is

concerned, all the technical staff have the necessary agricultural knowledge and skills to render the services expected of them, but it should also be noted that the majority of the respondents have never had an opportunity to undergo refresher courses to enhance their knowledge and other related agricultural activities in their areas of work since their graduation.

3.9 EXISTING KNOWLEDGE, SKILLS AND EXPERIENCE IN AGRICULTURE

As a point of departure towards the establishment of learning needs and

the resultant demand for training, it is important to establish existing levels of knowledge, skills and experience. Such knowledge, skills and experience levels of technicians in the Province were analyzed in terms of the following:

Formal/structure training Informal training Level of exposure to farming Mentoring and after care 3.10 FORMAL TRAINING All participants have undergone post-school studies and have attained a

relevant agricultural diploma or higher qualification. In addition a wide range of structured training programmes are occasionally available for the upgrading of knowledge and skills of staff in areas deemed essential towards performing their duties.

It is evident that approximately 50% of the sample group of extensionists

in the Province indicated that they have received technical and production orientated training in the crop production and horticulture fields. It should, however, be noted that most of the above training was received more than 15 hears ago. It is thus presumed that such training was part of their formal studies (diploma or degree studies) and that very little if any refresher training in the form of short courses has since been provided/ attended. A technical production related area that requires particular attention is animal husbandry (including poultry) where on average only a third of the participants have indicated previous formal and structured training.

Aspects that require particular attention (where less than 30% of staff

received training) are in the farm management, community development, technical (Farm implements) and business management fields. Whilst a number of staff has undergone such training during the past two years, relatively small percentages have had the opportunity to enroll. More training opportunities and capacity in the above field should be created.

3.11 ON-THE-JOB TRAINING Some of the training listed can be classified as informal or on-the-job

training. This section, however, refers specifically to on-the-job training received by participants towards increasing output and competence levels

within their respective jobs. Approximately 42% of the participants indicated that they have received some form of informal or on-the-job training.

TYPE

NUMBER %

Technical 45 42.45 Admin 17 16.04 IT 2 1.89 Financial 7 6.60 Community Development

10 9.43

Others 28 26.42 3.12 LEVEL OF EXPOSURE TO FARMING The participants primarily comprised of Chief Extension Technicians

(68%) and senior Scientists (15%). The group was quite representative as far as experience in their various posts is concerned 25% has less than 20 years experience, 23% has 21-34 years experience, 24% has 5 years experience and the remaining 28% has more than 3 years of experience.

Given the above-indicated years of experience in their respective posts,

the group’s responses regarding their practical farming experience disappointing. Especially in areas such as animal husbandry and Business Management Skills.

None of the participants indicated satisfactory experience in Business

Management Skills. There is thus a void as far as business skills such as marketing and pricing, book keeping, entrepreneurship and distribution is concerned. The lack of confidence expressed by many extensionists stems from the fact that their past experience and exposure has primarily been confined to working with subsistence farmers and/or emerging farmers who have not yet farmed on a commercial basis. Rendering extension services to commercial projects of a significant size and scale will thus be a new experience to the majority of technicians.

3.13 FARMING EXPOSURE OF LIMPOPO EXTENSIONISTS

DESCRIPTION

NUMBER %

CROP PRODUCTION Soil preparation and planting 62 58 Fertilization 57 53 Crop maintenance 54 50 Control of pests and diseases 57 53 Harvesting 53 50 Crop rotation 54 50

HORTICULTURE Soil preparation and planting 48 45 Fertilization 48 45 Irrigation 45 42 Orchard management 42 39 Crop maintenance 42 39 Control of pests and diseases 50 47 Harvesting 43 40 Crop rotation 41 38 Packaging 29 27

ANIMAL HUSBANDRY Small and Large Livestock Range management 21 19 Pests and diseases control 35 33 Feeding and care 31 29 Breeding 29 27

POULTRY Broiler 49 46 Egg production 41 38 Control of pests and diseases 44 41 Packaging 23 21

TECHNICAL Operation and management of farm implements and equipment

27 25

Irrigation maintenance (including windmills and boreholes)

22 20

Welding 6 5 Fencing 14 13 Mechanical and electrical maintenance 5 4

FARM MANAGEMENT Farm Planning 32 30 Production planning and management 28 26 Financial planning, budgeting and control 33 31

Project Management 38 35 Organizational management and HR management

22 20

Conflict Management 22 20 Occupational Health and Safety 0 0

BUSINESS SKILLS Marketing and pricing (and markets) 0 0 Basic book keeping 0 0 Entrepreneurship 0 0 Distribution 0 0 Computer literacy 1 0

COMMUNITY DEVELOPMENT Facilitation skills 45 42 Social assessment 26 24 Training skills 39 36 Mentoring skills 28 26 Extension services 58 54 Development of business plans 38 35 Monitoring projects 43 40

3.14 MENTORING AND AFTER CARE The current role of the extensionists cannot be described as that of a

mentor. Whilst 55% of the participating group has indicated that they have experience in providing training to others (be it colleagues or farmers), such training is primarily of a technical and production nature. Little attention is given to the development of the farmer as an entrepreneur– who has to develop and grow his/her, enterprise. This is mainly because of logistical constraints, which do not facilitate frequent and regular contact with farmers and because they lack the full range of knowledge and skills to render such entrepreneurial and business development support. In this regard they specifically lack business management and farm management knowledge and skills. As a result service rendering to farmers focus on production inputs and is aimed at ensuring that the farmers plant on time towards ensuring a yield. Very little aftercare and follow-up services are rendered due to capacity and logistical constraints.

3.15 EXPRESSED EXTENSIONIST TRAINING NEEDS AND REQUIREMENTS Having established the existing levels of extensionists’ knowledge, skills

and experience, the next step was to establish what the participants perceived as their training and development needs. This section provides a description of their expressed training and development needs and is described in terms of the training and development needs which follow.

3.16 TRAINING AND DEVELOPMENTAL NEEDS Respondents revealed that their job primarily comprise of rendering

extension and support services in general agriculture, facilitating community development, managing projects and the training of farmers.

3.17 TRAINING REQUIREMENTS OF EXTENSIONIST IN THE LIMPOPO

PROVINCE TRAINING REQUIREMENTS NUMBER %

TECHNICAL SKILLS Animal husbandry (including diseases management) 1 1 Piggery 12 11 Poultry production 18 17 Horticultural production (including citrus) 2 2 Hydrophonic vegetable production 15 14 Vegetable production 9 8 Control of pests and diseases 5 5 Irrigation 1 1 Fertilization 1 1 Land care 3 3 Crop production (including maize) 15 14 Soil analysis and classification 6 6 Natural resource utilization 2 2 Occupational Health and Safety 14 13 Surveying 5 5 AVCASA 7 7 Operation of farm implements 2 2

AGRICULTURAL ECONOMICS Agricultural economics 2 2 Agricultural Marketing 25 24 Value Adding 4 Packaging and processing 1 1

AGRICULTURAL MANAGEMENT Farm Management 25 24 Farm Planning 16 15 Quality Control 5 5 Production Management 10 9 Farm Assessment 2 2 Electrical Maintenance 2 2 Farm Maintenance 1 1 Mechanical Maintenance 3 3 Record Keeping 4 4

COMMUNITY DEVELOPMENT AND FACILITATION Communication Skills 19 18 Community Development 31 29

Conflict Management 14 13 Extension Skills 10 9 Facilitation Skills 17 16 Leadership Skills 2 2 Social Assessment 8 8 Workshop Facilitation 1 1 Youth Development 2 2

BUSINESS SKILLS Budgeting, costing and Financial Control 1 1 Business Plan Development 28 26 Business Skills 9 8 Financial Management 47 44 General Management Skills 26 24 Human Resource Management Skills 15 14 Presentation Skills 3 2 Problem solving 4 3 Programme Management 7 6 Project Management 50 47 Training Techniques and Principles 7 6 Basic Book Keeping 8 7

RESEARCH SKILLS Computer Literacy 58 54 Field Trials 1 1 Report Writing 2 2 Research Methodology 6 5 Usage of Microscope 2 2 Scientific writing 1 1 AVERAGE 10 Considering the responses provided above an average response was deter-mined for both the developmental areas and the training requirements of extensionists. All responses above the average response were interpreted as priority needs and are grouped as follows: Extension Skills: These skills include extension methods, the transfer of appropriate technology to farmers and specific technical training regarding orchard management, vegetable production and hydroponics. Computer Skills: Aspects such as the utilization of the Internet, e-mail facilities as well as word processing, spreadsheets, databases and graphic presentation programmes (i.e. MS Office). Community Facilitation: These skills may be better described as community development skills and include aspects such as facilitation and conflict management.

Agricultural Economics and Business Skills: These needs include aspects such as business plan development, financial management agricultural marketing, project management and human resources management skills. Agricultural Management: Includes aspects such as farm management and farm planning. Research: Includes aspects such as research methodology (Health status of a community is Clinics). Access to Agricultural Land: Farmers indicated that tribal authorities control a considerable amount of agricultural land and that these Chiefs allocate land to farmers. Land is allocated in ad hoc manner and they find it hard to find sufficient land to accommodate the large number of people interested in farming. Knowledge and Skills Needs of Managers A number of non-agricultural constraints and resource requirements exists that have either a direct or indirect influence on the ability of extensionists to provide an effective and efficient to farmers in the Province. Extensionists indicated that the following aspects have an influence on the quality of their work. Lack of Transport: It was indicated that extensionists experience a serious lack of transport during the execution of their day-to-day duties. This constraint has a direct influence on the ability of extensionists to reach farmers on a regular basis, on the ability of extensionists to facilitate communities and the provision of transport for farmers during farmers-day and training events. Lack of Access to Information: It was found that extensionists have little or no access to sources of agricultural information. Although most extensionists are aware of the large amount of information available on the internet, they do not have access to internet facilities causing constraints not only in terms of access to information, but also in terms of communication (i.e. e-mail). Computer Literacy and Skills: Whilst is expected of most extensionists to record data, write reports and prepare presentations, few possess the required knowledge and skills to enable them to utilize software such as MS Office (i.e. Word processing, Spreadsheet, Database and Presentation Graphics). Further, it should be noted that they do not have access to computers and are therefore seriously constrained in their day-to-day duties in terms of administration, the preparation of presentations and reporting. Financial: Extensionists are seriously constrained in their day-to-day activities due to financial constraints within their Department. This group experiences a lack of demonstration material and equipment required to train farmers.

Channels of Communication: This group indicated that they are often unaware of developments within their Department and that information is seldom communicated to them. Many extensionists are confused regarding policies, procedures, strategies and programmes within the Department of Agriculture. They also indicated that they are confused regarding the role of many partners of the Department in the Province and often regard the Agricultural Development Strategy in the Province as contradicting and uncoordinated. Illiteracy of Farmers: Extensionists indicated that they experience considerable difficulty with illiterate farmer groups and do not have access to linkages that can provide ABET to such groups. Planning Skills: The group has serious concerns regarding their ability in the following areas: Project management (including Conceptual Design, Detailed Planning, Implementation and Control). Programme Management Farm Planning Economic aspects for farming Poor Infrastructure and Equipment: Extensionists indicated that they find it difficult to do their day-to-day work due to a serious lack of equipment such as cellular telephones and computers whilst office facilities need to be upgraded. Lack of Coordination between Departments: The group indicated that there are a number of other Government departments involved in the provision of funding for agricultural development (i.e. Social Development under its Poverty Alleviation Scheme). These Departments initiate poorly planned projects in the District and extensionists find it extremely difficult to rectify problems that have occurred in these projects. CONCLUSION/SUMMARY A number of non-agricultural/personnel constraints and resource requirements exist that have either a direct or indirect influence on the economic viability and subsequent sustainability of agricultural projects in the Limpopo Province. Farmers indicated the following key requirements for agricultural stabilization and growth in the Province. Roads Infrastructure: It should be noted that road infrastructure is considered to be one of the major problems hampering the agricultural sector with a detrimental impact on profitable production and sustainability of farming enterprises. A serious backlog exists in the paving and maintenance of roads in the area, impacting negatively on the transport and distribution of agricultural input resources and commodities. Although it is deemed economically viable to

produce field crops and horticultural crops at an economically viable rate the constraints related to poor roads infrastructure and transport should be addressed effectively. Livestock farming is a major component of the agricultural economy of this region with a high potential for development. It should be noted that roads infrastructure and a lack of transport hampers the economic viability of these enterprises to a large extent. Access to Markets: Most Districts of the Limpopo Province is geographically located for from the major economic centers in South Africa. Access from main roads to farms is poor resulting in numerous problems experienced with transport and the provision of produce in an acceptable state to the available markets. Of special interest here is the lack of transport that is experienced by most farmers. Since this group does not have easy access to agricultural credit (low collateral), they cannot afford to buy vehicles and find it difficult to transport their commodities to markets. Water and Electricity: Most farming operations are seriously hampered by a lack of electricity and water. Electricity is required to operate pumps whilst water is a crucial natural resource required in farming systems. It is evident that without these resources little can be done to ensure economic viability and sustainability of farming systems in the Province. Community Facilities: Farmers indicated that they are constrained by a lack of facilities, which may be used for meetings and project offices. It is often found that provision is made for the establishment of production infrastructure only and that the institutional components of farming enterprises are neglected due to a shortage of the above-mentioned facilities. This problem is further extended into many other components of village life where women do not have access to day-care facilities for their children or where the general

CHAPTER 4: PROVISION OF AET INTRODUCTION 4.1 SERVICE PROVIDERS

There is a sufficient number of tertiary training institution and specialist agriculture training providers to meet the identified in-service training demand of the Province. The majority of learning programmes available from the tertiary institutions is, however, aimed at providing learning for formal qualifications and is thus of long duration. The relevance and suitability of such programmes to the refresher upgrading needs of extensionists are thus suspect and a need probably exist to design and develop short courses from available material that are specifically geared to the needs and requirements of the Department. The ability and willingness of some of the tertiary institutions to design and offer short courses is unknown at this stage a need exists to select the most suitable providers.

*Formal education and training provision There are a considerable number of training providers situated in the

Limpopo province that provide agricultural training. This section provides an overview of the providers of agricultural training in the province.

4.2 AGRICULTURAL SCHOOL Certain secondary schools in (Province) offer agriculture as a formal

subject. There are specialized Agricultural High Schools in some districts where students may enroll for one or more agricultural subjects. In most of these schools, the selection of subjects is wide enough to enable students to obtain university entrance qualifications. The following agricultural schools have been established in the Province:

• Merensky High School - Mopani District • Moeketsi Agricultural High School - Mopani District • Harry Oppenheimer High School - Waterberg District • Demani Agricultural High School - Vhembe District • Settlers High School - Capricorn District • Kushke High School - Capricorn District • I.K. Nxumalo - Mopani District

The FET of these special Agricultural high schools is in the process of development.

4.3 COLLEGES Prospective farmers, extension officers, animal health and engineering

technicians are trained by Colleges of Agriculture in Provincial Department of Agriculture. At these Colleges, Diploma and Short Courses are offered. The following Agricultural Colleges have been established in Limpopo Province:

• Madzivhandila College of Agriculture (Vhembe District) • Tompi Seleka College of Agriculture (Sekhukhule District)

4.4 TECHNIKONS Three-year national diplomas in agriculture and related disciplines are

offered at technikons. Courses usually consist of two years formal training followed by an additional year structured experiential training. The following Technikon has been established in the province:

Technikon SA. This technikon has introduced two nationally

accredited training programmes in Agricultural Management. Technikon Pretoria. Has a nationally accredited training

programmes in Agriculture management, two years followed by one year experiential training.

4.5 UNIVERSITIES Both the University of the North and the University of Venda in the

Limpopo Province offers Degrees in Agriculture.

University of the North. This University offers undergraduate and post graduate training in Agricultural Economics, Animals Production and Soil Science. Agricultural Extension is offered at postgraduate level. The Faculty of Education offers a four-year Bachelor of Agriculture in Education.

University of Venda. The School of Agriculture, Rural Develop-ment and Forestry at this University offer three and four year degrees in Agriculture and Rural development.

4.6 UP-STREAM PROVIDERS IN THE LIMPOPO PROVINCE A number of organizations exist which supply farmers with agricultural

input resources, including advice and extension support. Provincial Government provides these services, professionals employed by the industry and by private consultants.

4. 7 PROVIDERS OF AGRICULTURAL INPUT RESOURCES The provision of agricultural input resources is of crucial importance to the

establishment of sustainable farming operations in the Province. The following groups are involved with the provision of such resources to formers and can describe as follows:

4. 8 CO-OPERATIVES There is only one Co-operatives established in the Limpopo Province.

This Co-operative has established smaller branches in towns throughout the Province, providing fertilizers, seed, implements, agric-chemicals, veterinary products and extension services to farmers. Co-operatives focus on the provision of support services to commercial farmers. It should be noted that new and developing farmers would have to operate on an economically viable and sustainable basis to access these services.

4. 9 SEED COMPANIES Certain seed companies such as Agrotech, Sansako and Pannar market

and distribute their products through the established a presence in the Province. Although large focus is provided to commercial farmers, each company have also developed a marketing strategy aimed at new and developing farmers, which they regard as a lucrative and growing market.

4.10 FERTILISERS, AGRI-CHEMICALS AND VETERINARY PRODUCTS These input resources are mostly distributed through Co-operatives. In

certain areas, smaller agents have been established to market such products. It should, however, be noted that focus is given mostly to commercial farmers and that small farmers have to operate on a cash basis.

*Informal training The Department of Agriculture provide agricultural extension services to

farmers from six District named as Capricorn, Vhembe, Mopani, Waterberg, Sekhukhune and Bohlabela. An estimated 414 Extensionists provide services to farmers of Limpopo. The Estensionists focus mainly on previous disadvantaged farmers.

4.11 MARKET AND MARKETING BODIES National Fresh Produce Markets: One of the 17 National Fresh Produce

Market (FPM) established in South Africa can be found in the Limpopo Province. The FPM is situated in Polokwane and focuses mainly on the marketing of fresh produce.

4.12 CO-OPERATIVES The following farmer Co-operatives have been established in the region:

Potgietersrus Tobacco Cooperative Limited (Potgietersrus) Northern Transvaal cooperative Limited (Nylstroom)

These co-operatives are important sources of information, input

resources, credit and crop insurance to farmers. It should, however, be noted that new and developing farmers will have to provide proof of economic viability and sustainable farming operations should they be interested to reap the full benefits of these co-operatives.

4.13 PRODUCERS ORGANIZATIONS The following Producer Organizations’ head offices are situated in the

Limpopo Province:

- Garlic Growers’ Association (Polokwane) - SA Mango Growers’ Association (Tzaneen) - SA Avocado Growers’ Association (Tzaneen) - Subtropical Fruit Growers’ Association, SA (Duiwelskloof)

These organizations have placed a strong emphasis on the integration of

small-scale farmers into the mainstream agricultural sector, which they represent.

4.14 LIST OF PROVIDERS AND LINKAGES REQUIRED List of providers The study established that there are quite a large number of agriculture

orientated Training Providers in the Limpopo and surrounding provinces. It is believed that the identified providers will have sufficient ability and capacity to meet the identified in-service training demand of the Province.

Training Providers in Limpopo Province

TABLE 6 Training providers in Limpopo Province

COMPANY NAME

CITY/TOWN

Northern Agric Academy ELLISRAS Pfunekani LETABA Madzivhandila College of Agriculture THOHOYANDOU Trans-Letaba Community Development Initiatives LETABA Agrigroup Rural Foundation LEDANNA Northern Training Trust LADANNA Molasbsa Group Holdings cc SESHEGO The Renaissance Agricultural Facilitation and Training CHUENESPOORT Lowveld Tertiary College Administration TZANEEN Tompi Seleka Agricultural College MARBLE HALL University of the North SOVENGA University of the Venda THOHOYANDOU

Regarding the appropriateness and suitability of the above providers the

following is suggested as issues that should be taken into consideration: (a) The majority of learning programmes available from the tertiary institutions

might, however, be aimed at providing learners with formal qualifications and is thus of long duration. The relevance and suitability of extensionists is thus suspect and a need (probably) exists to design and develop short courses from available material. The willingness of some of the tertiary institutions to design and offer short courses are unknown at this stage and a need exists to select the most suitable providers.

(b) As a rule a comparison and evaluation of the recommended learning

approach and principles suggested for the farmer target group (older and illiterate people) against the supply of available learning programmes and services, unfortunately reveal that most often Training Providers do not follow the proposed philosophy and approach. The majority of learning programmes and methodology used by many providers are still supply driven as opposed to developed programmes that are specifically designed and developed to the needs of the target group (demand driven)

CHAPTER 5 The results of the survey indicated the type of training as prioritized by the

relevant stakeholders as outlined in the report. The training providers have been selected according to the criteria as

listed or provided in the report below: Banking on the standard required by the respondents, they also identified

the suitable programmes relevant to courses as addressed on the prioritized needs.

CRITERIA FOR THE SELECTION OF PROVIDERS The following are the proposed categories of Provider Selection Criteria:

• Location of the Provider • Institutional ability and capacity to render the required services and

relevance and appropriateness of learning programmes. • Quality of training (accreditation and compliance with the NQF standards) • Costs of service rendering

The logic for each of the above identified criteria categories together with a breakdown (into sub-criteria) are as follows:

Location of the Provider The premise or point of departure for these criteria is that preference

should be given to Providers who are located within the Limpopo Province. This will ensure patronage and economic stimulation of local institutions and should further be cost-effective since they will have less opportunity expenses (travel and accommodation costs) than providers from outside the Province. An added benefit is that local providers will have a good knowledge and understanding of conditions and local dynamics and will be well placed to provide follow-up and after-care services. The following sub-criteria are proposed.

Is the Provider located in the province? Does the Provider have branches/offices in various key locations through-

out the province? Does the Provider have previous working experience in the province

(knowledge and understanding of the dynamics)? Does the proposed instructor to be used have command of the local

language?

Institutional ability and capacity to render the required services and relevance and appropriateness of learning programmes.

The premise or point of departure for these criteria is to ensure that the

selected provider institution has the ability and capacity to deliver the services once contracted and that training will be relevant to the identified needs.

Proposed sub-criteria are the following:

• Track record of the provider in the proposed field of training (number of years in existence, previous clients’ list, etc.)

• Number and suitability of instructors that will be used to offer the training (qualifications and practical experience of instructors in the various subject fields)

• Capacity and willingness to render on-site and decentralized training services

• Availability and/or access to required learning material • Willingness ability to design and develop purpose made learning

programmes to identified needs-short courses (converting existing programmes and/or development of new material)

Previous experience in working with small-scale farmers (knowledge of an

ability to integrate farm management and business development skills)

Experience in the design, development and presentation of learning programmes for illiterate persons.

Quality of training (accreditation and compliance with the NQF standards)

The premise or point of departure for these criteria is to ensure that the training offered is in line with the National Qualifications Framework and that (ideally) the programmes to be offered will be based on unit standards (with assigned credits) that will lead towards a recognized qualification. Sub-criteria could include:

Is the programme registered and accredited with SAQA and/or by another relevant authority (e.g. SETA, professional bodies)

What is the NQF status of the programme (NQF level)?

What is its duration in national learning hours and how many credits will be obtained for the various unit standards (modules)?

How are learners assessed during the programme delivery and on completion of the programme? How often? By whom?

How is learner-centredness ensured in the delivery of the programme?

How does programme delivery ensure that the programme is relevant to learners? Integration of institutional and workplace learning.

How are learners given feedback on their performance during the delivery of programmes and what forms does this take?

COST OF TRAINING SERVICES

The objective with these criteria is to establish cost components and will allow the Department to evaluate and compare providers on a cost basis. It, however, does not imply that the cheapest quotation has to be accepted but is aimed at ensuring value for money (factoring both quality and price). Criteria could include: Professional fees charged for course design and development activities. Training fees (based either on daily basis/course duration or per trainee) Rates charged for disbursable expenses (km rate for road travel, accommodation and S & T rates, printing costs for learner manuals, etc.)

CHAPTER 6: RECOMMENDATION All extensionists requiring upgrading and development should be exposed to all functional fields. The Department should consider holding regular information sessions at least bi-monthly where all the staff within the respective areas or municipalities are gathered and receive orientation on selected subjects (topics). Relevant partners in the Agric Industry could be invited to present lectures on the latest products such as pesticides seeds, feed, fertilizers, etc. to keep the staff and farmers abreast of new developments. The Department should also liaise with PAETA and SETESA respectively to obtain support from institutions for its training efforts. Important attention should be focused on the training of farmers through cooperative management and financial management. CONCLUSION In conclusion, the following is a list of trainings required according to commodity group. FARMER GROUP

GENDER SENSITIVITY REQUIRED TRAINING

Livestock Farmers

It is envisaged that this group will consist of mostly male participants

Cattle (Large Live- stock) Piggery

Vegetable Farmers

It is envisaged that this group will consist of mostly female and participants

Bean Production Beetroot Production Cabbage Production Cow Pea Production Onion Production Pepper Production Pumpkin Production Spinach Production Sweet Potato Production Tomato Production Melon Production Hydroponics Production

Dry Land Farmers

It is envisaged that this group will consist of mostly female participants

Maize Production Sorghum Production Sisal Production

Fruit Farmers

It is envisaged that this group will consist of mostly

Citrus Production

male participants Poultry Farmers

It is envisaged that this group will consist of mostly male participants

Broiler Production

All Farmers

It is envisaged that this group will consist of male and female participants

• Business Skills • Farm Management • Financial

Management • Project

Management • Agricultural

Marketing • Conflict

Management • Meeting Skills • Agricultural

Marketing ACRONYMS FAO - Food and Agricultural Organisations AET - Agriculture Education and Training NGO’s - Non-governmental Organisation SAMGA - South African Mango Growers Association PRO’s - Provincial Research Officers PAETTT - Provincial Agriculture Education and Training Task Team NSFT - National Strategic Formulation Team NERPO - Northern Red Meat Producers Organization GDP - Growth Domestic Product NTK - Northern Transvaal Co-operation PEA - Participatory Extension Approach ABET - Adult Basic Education and Training IT - Information Technology FET - Further Education and Training FPM - Fresh Produce Market LRAD - Land Redistribution for Agricultural Programme NQF - National Qualification Framework SAQA - South African Qualification Assurance S & T - Subsistence and Travel Allowance SA - South Africa HIV - Human Immune Virus AIDS - Acquired Immune Deficiency Syndrome

BIBLIOGRAPHY Departmental annual report of 2001 – 2002. G. More, J.J. Community Development: Theory and process. An Arbor: Univ. Micro file, 1977. Jeppe, W.J.O.: Community Development: An African rural approach: Pretoria: African Institute of SA, 1982. KOLAWE, A. The role of grassroots participation in National Development: Lessons from the Kwara State of Nigeria: Community Development Journal, vol. 17, No. 2, 1982.

A COMPETENCY PROFILE Questionnaire on Agricultural Education and Training in Limpopo Province, or developmental skills assessment to improve the living conditions of low income and households in the province. This requires stakeholders’ participation, like farmers, unions, agricultural schools, universities, agricultural colleges and input suppliers, etc. PERIOD OF DATA COLLECTION: BIOGRAPHICAL DATA 1. SURNAME: _______________ FULL NAMES: ________________________ 2. ID NUMBER: ______________________________ 3. CONTACT DETAILS: ADDRESS: ________________________________________________________________ 4. PHONE: (h) _________________________ (w) _________________________________ Fax: _________________________ E-mail: _____________________________ 5. DATE OF BIRTH: (y) ________ (m) _______________ (d) _____________ 6. GENDER MALE FEMALE 7. RACE 8. DO YOU HAVE ANY DISABILITY? YES NO If yes, please specify __________________________________________ 9. MARITAL STATUS SINGLE/MARIED 10. NATIONALITY: ________________________________________________ 11. HOME LANGUAGE: ____________________________________________ 12. DO YOU SPEAK ANY OTHER LANGUAGES? Yes No If yes, specify which and how well you know them. G = Good, F = Fair, P = Poor

Language Speak Read Write

B. PRESENT EMPLOYMENT/STATUS 1. Employer: __________________________________________________ 2. Place of work/location: ________________________________________ 3. Designation: ________________________________________________ 4. Commencement date in this position: _____________________________ 5. Staff category: _______________ (1 = permanent, 2 = temporary, 3 =

contract, 4 = casual) 6. Functional area: _____________________________________________ 7. Generic occupation: _______________ (1 = snr official/manager, 2 =

professional, 3 = technician, 4 = other technical, 5 = admin/clerical, 6 = financial, 7 = uniformed, 8 = general worker, 9 = farm labourer, 10 = farm foreman, 11 = farm owner, 12 = farm manager)

8. What are the functions of your work/what do you do? ___________________________________________________________

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

C. QUALIFICATIONS 1. Schooling/tertiary

Year completed

Institution Highest qualification

Part qualification

School Tertiary 2. Trade/apprenticeship/profession/learnerships

Year complete

d

Highest qualificatio

n

Institution

Professional

body registration

Registration

number

Apprentice- ship

Trade Profession Learnership

3. Agricultural related training Have you received training in any of the following? DESCRIPTION WHEN PROVIDER DURATION RELEVANCE

(H=High M=Moderate,

L=Low) CROP PRODUCTION

Soil preparation and planting

Fertilization Crop maintenance Control of pests and diseases

Harvesting Crop rotation

HORTICULTURE Soil preparation and planting

Fertilization Irrigation Orchard management Crop maintenance Control of pests and diseases

Harvesting Crop rotation Packaging

ANIMAL HUSBANDRY Small and Large Livestock Range management Pests and disease control Feeding and care Breeding

Poultry Broiler production Egg production Control of pests and diseases Packaging

TECHNICAL Operation and management of farm implements and equipment

Irrigation maintenance (inclu- ding windmills and boreholes)

Welding Fencing Mechanical and electrical maintenance

FARM MANAGEMENT Farm planning Production planning and management

Financial planning, budgeting and control

Project management Organisational management and human resources management

Conflict management Occupational Health and Safety

BUSINESS SKILLS Marketing and pricing (and markets)

Basic book keeping Entrepreneurship Distribution Computer literacy

4. Continued Education and Training What other courses or conferences or seminars have you attended that

relate to the work of the project? Title Provider Date of completion Duration Certificates obtained: A = Attendance B = Competence C = None

5. Qualifications as per the NQF

NQF Band NQF Level QualificationHigher Education and Research 8 7 6 5 Further Education and Training 4 3 2 General Education and Training 1 Below GETC 0 6. On-the-job training

Have you received any on-the-job training YES NO If yes, what kind of training did you receive? ___________________________________________________________

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Have you been involved in training others? YES NO

If yes, specify ___________________________________________________________

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. Current study Course of study: ______________________________ Date to complete: _____________________________ Major subjects: _______________________________ 8. Do you have a career plan at present?

YES NO If yes, what are the training/development areas according to the career

plan? ___________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

If no, what do you regard as possible developmental areas? ___________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

E. PREVIOUS EXPERIENCE 1. Paid employment (within and outside the project)

Dates Organization/ Institute

Position held

What did the 5 main functions of the job entail

From: To:

o o o o o

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o o o o o

From: To:

o o o o o

From: To:

o o o o o

From: To:

o o o o o

Dates Organization/Institution What did you do?

From: To:

o o o

From: To:

o o o

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o o o

From: To:

o o o

FARM MANAGEMENT Farm planning Production planning and Management

Financial planning, budgeting and Control

Project management Organizational management and human resources management

Conflict management F. EXPECTATIONS 1. What are your expectations for the project? ___________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What are your expectations from the Department of Agriculture? ___________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

G. CONSTRAINING FACTORS Which factors will you regard as constraints in this project? ___________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

DESCRIPTION FROM TO CAPACITY CROP PRODUCTION

Soil preparation and planting Fertilization Crop maintenance Control of pests and diseases Harvesting Crop rotation

HORTICULTURE Soil preparation and planting Fertilization Irrigation Orchard management Crop maintenance Control of pests and diseases Harvesting Crop rotation Packaging

ANIMAL HUSBANDRY Small and Large Livestock

Range management Pests and disease control Feeding and care Breeding

Poultry Broiler production Egg production Control of pests and diseases Packaging

TECHNICAL Operation and management of farm implements and equipment

Irrigation maintenance (including windmills and boreholes)

Welding Fencing Mechanical and electrical maintenance