agricultural education and skills improvement … education and skills improvement framework ......
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Agricultural Education and Skills Improvement Framework (AESIF) 2015 - 2025
A transformed Africa’s Agricultural Education System for the needed human capitalto achieve CAADP and Malabo Declaration objectives on agriculture-led development in Africa
Acknowledgement -------------------------------------------------------------------------------------------------------------- 03
Foreword ------------------------------------------------------------------------------------------------------------------------- 04
Executive Summary ---------------------------------------------------------------------------------------------------------- 05
1. Introduction and Context ------------------------------------------------------------------------------------------- 09
2. BackgroundandJustificationofAESIF------------------------------------------------------------------------- 11
2.1 The need to transform African Agriculture Education and Training --------------------------- 112.2 Mismatch between AET and Skills requirements in Industry and Public Institutions ------- 122.3 Decreasing of AET financing ---------------------------------------------------------------------------- 132.4 Strategic and methodology to develop AESIF --------------------------------------------------------- 14
3. AESIF Framework --------------------------------------------------------------------------------------------------- 16
3.1 Vision and Mission ------------------------------------------------------------------------------------------- 163.2 AESIF Objectives -------------------------------------------------------------------------------------------- 163.3 Strategic area and actions --------------------------------------------------------------------------------- 16
3.3.1Strategicarea1:ReformsinGovernanceandManagementPolicies ----------------- 163.3.2Strategicarea2:Reformandupdatecurriculaandteachingmethods ----------------- 173.3.3Priorityarea3:PublicandPrivatePartnershipMobilization------------------------------ 21
3.4 Key result areas/outcomes -------------------------------------------------------------------------------- 21
4. Operational modalities ---------------------------------------------------------------------------------------------- 23
4.1 Principles of intervention ----------------------------------------------------------------------------------- 234.2 The institutional arrangement ----------------------------------------------------------------------------- 23
4.2.1Continental-levelinstitutions:AUCandNPCA------------------------------------------------ 234.2.2 Regional level: Regional Economics Communities (RECS) ------------------------------- 244.2.3Countrylevel:AUMembersStates-------------------------------------------------------------- 244.2.4Privatesector------------------------------------------------------------------------------------------ 254.2.5Othercontinentalinitiatives------------------------------------------------------------------------ 25
4.3 Knowledge and Information Support -------------------------------------------------------------------- 254.4 Communication ----------------------------------------------------------------------------------------------- 264.5 Partnerships and resources ------------------------------------------------------------------------------- 264.6. RiskManagementandmitigationsmeasures--------------------------------------------------------- 274.7. Conclusion------------------------------------------------------------------------------------------------------ 27
5. Annexes ---------------------------------------------------------------------------------------------------------------- 28
7.1 Detailed AESIF Program Management and Results Matrix --------------------------------------- 287.2 Guidelines for the AET strategy development process at country level ------------------------ 29
6. References------------------------------------------------------------------------------------------------------------ 31
Table of Contents
Agricultural Education and Skills Improvement Framework (AESIF) - PAGE 1
ANAFE AfricaNetworkforAgriculture,AgroforestryandNaturalResourcesEducationATVET AgriculturalTechnicalVocationalEducationandTrainingCAADP ComprehensiveAfricaAgricultureDevelopmentProgrammeCEMAC CommunautéÉconomiqueetMonétairedel’AfriqueCentraleCHEA CouncilofMinistersofHigherEducationinAfricaCGIAR ConsultativeGrouponInternationalAgriculturalResearchCORAF/WECARD ConseilOuestetCentreAfricainpourlaRechercheetleDéveloppementAgricoles/ WestandCentralAfricanCouncilforAgriculturalResearchandDevelopmentDFID DepartmentforInternationalDevelopmentDP DevelopmentPartnerECCAS EconomicCommunityofCentralAfricanStatesECOWAS EconomicCommunityofWestAfricanStatesFAAP FrameworkforAfricanAgriculturalProductivityFARA ForumforAgriculturalResearchinAfricaGDP GeneralDomesticProductIAR4D IntegratedAgriculturalResearchforDevelopmentICT InformationandCommunicationTechnologyIFAD InternationalFundforAgriculturalDevelopmentIFPRI InternationalFoodPolicyResearchInstituteM&E MonitoringandEvaluationMDG MillenniumDevelopmentGoalsMTP MediumTermPlanNAIPs NationalAgriculturalInvestmentPlansNARI NationalAgriculturalResearchInstituteNARS NationalAgriculturalResearchSystemNEPAD NewPartnershipforAfrica’sDevelopmentNPCA NEPADPartnershipandCoordinatingAgencyNGO Non-governmental Organisation or OrganisationsOP OperationalPlanPP PartnersPlatformRECs Regional Economic Community or CommunitiesREESAO Réseaupourl’Excellencedel’EnseignementSupérieurenAfriquedel’OuestRUFORUM RegionalUniversitiesForumforCapacityBuildinginAgricultureSRO Sub-regionalOrganisationSTC ScientificandTechnicalCommitteeTAE Tertiary Agriculture EducationTAP TropicalAgriculturePlatformUNDP UnitedNationsDevelopmentProgrammeWAAPP WestAfricaAgriculturalProductivityProgrammeTVET TechnicalVocationalEducationandTraining
Acronym and Abbreviations
Agricultural Education and Skills Improvement Framework (AESIF) - PAGE 2
Acknowledgement
TheNEPADPlanningandCoordinationAgencyacknowledges:
• TheAgriculturalEducationandTrainingTeamwithintheProgramImplementationandCoordinationDirectorate(PICD)ofNEPADforleadingthisprocessincollaborationwithAUC-DREA.;
• TheGermanDevelopmentCooperation-DeutscheGesellschaftfürInternationaleZusammenarbeit(GIZ)GmbHforitstechnicalandfinancialsupporttothedevelopmentoftheframework;
• ThesupportofAgriculturalEducationstakeholder’s(ViceChancellors,Deans,lecturers,HeadofVocationalandTechnicalEducationInstitutions,teachersandstudents),AgriculturalEducationNetworks,AgriculturalResearchSystems,Privatesector,Developmentpartnersandalltheconsultantswhohavecontributedtothedevelopmentofthisdocumentduringitsinceptionphase,regionalsensitizationworkshopsandvalidationmeeting;
• TheTertiaryEducationforAgricultureMechanisminAfrica(TEAM-Africa)initiative,supportedbytheWorldBankandtheTEA-Partnershipmembers(SLUGlobalinSweden,ITLPortugal,AGREENIUMinFrance,CTA…);and
• TheAfricanDiasporathroughtheAfricanAssociationofAgriculturalprofessionalsintheDiasporaintheUSA.
Agricultural Education and Skills Improvement Framework (AESIF) - PAGE 3
Foreword
experiencesofthefirstdecadeoftheComprehensiveAfricaAgricultureDevelopmentProgramme(CAADP,)clearlyindicatethatAfrica’scapacitytogenerateknowledge,fosterlearning,andenabledevelopmentofskillsamongitsworkforceareagamechanger.ThishasbeenwellrecognizedduringtheAfricanUnionHeadsofStatesummitsheldinMalabo,EquatorialGuineainJune2014andinAddisAbaba,EthiopiainJanuary2015.BothSummitsmadestrongcommitmentto“enhanceagricultureeducation,skillsdevelopmentandknowledgesupport”.ThesecommitmentswerefurtherconsolidatedattheAUsummitinJohannesburg,SouthAfricainJune2015—aYearofWomenEmpowermentwhichhasalsocalledtoactionforfinancialinclusionofwomeninagribusiness.
TheNEPADAgency,thetechnicalarmoftheAfricanUnion,hasinitiatedtheAgriculturalEducationandSkillsImprovementFramework(AESIF)totransformAfrica’sAgricultureEducationandTraining(AET)inordertoleveragethequalityandquantityofrequiredskillsfortheadvancementofagriculturalgrowthandachievementoftargetssetintheComprehensiveAfricaAgricultureDevelopmentProgramme—MalaboDeclaration.Inlightoftheeconomicchallenges,demographicpressures,foodinsecurityand(youth)unemploymentAfricancountriesconstantlygrapplewith,theimplementationoftheAgriculturalEducationandSkillsImprovementFrameworkcouldnothavecomeatabetterandmoreurgenttime.
TheframeworkrepresentsacommonagendaforaddressingeducationandskillsimprovementforthewholeAgriculturalknowledgesystemsbothatregionalandcountrylevelstargetingreformsatthe:i)TertiaryAgriculturalEducation(TAE);ii)AgriculturalTechnicalandVocationEducationandTraining(ATVET);andiii)informalsectorlearning,acquiredonlifelongtraining.Theframeworkfurtherprovidespathwaysforinstitutionalreforms,curriculareviews,andleveragingmulti-consortiaprivate-publicpartnershipsonagriculture education and skills development to drive innovative solutions and value addition in agriculture. Itsultimateobjectivesaretoaddressthechallengesofdisconnectamong:i)thetypesoftrainingprovidedandtheskillsneededintheworkforce,ii)thefragmentationofknowledgeactorsandisolationofAETfromresearchandextensionandiii)thelackofappealofyouthandwomentowardsAETlearningsystems.
ThesecurrentchallengesarenotinsurmountableassomegoodexamplesexistinSonghaicentreinBeninandthehealthsectorshowsabettercoordinationmechanismbetweentraininginstitutionsandhospitals.
Dr Ibrahim Assane MayakiNEPAD Agency CEO.
TheempowermentofhumanCapitalisapre-requisiteforthesuccessfulimplementationofourdevelopmentprogrammestowardtheAfricanTransformation.Bettereducationandtrainingconstitutesthecornerstoneofthistransformation.Indeed,knowledgeas“humancapital”hasalwaysbeencentraltoeconomic development.
Recentevidencesfromtheemergingcountriesclearlydemonstratedthefactthatknowledge-basedeconomyisliabletobringinnovation,createnewjobs,generateincomeandcatalyseaninclusivegrowthandasustainabledevelopment.
ThelessonslearntinreshapingAfrica’sagriculturefromtheimplementation
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1 - Context
ThecontextoftheAgriculturalEducationandSkillsImprovementFramework(AESIF)ischaracterisedby:
• AhighpoliticalwillofAfricanUnionHeadsofStateandGovernment: theAUHeadsofStateandGovernmentsummitdeclarationsissuedinMalabo(EquatorialGuinea)inJune2014andAddisAbaba(Ethiopia)inJanuary2015,bothincludedstrongandcleardecisionsandcommitmentsforcapacitydevelopmentinagriculture.TheMalaboDeclarationcommitmentonEndingHungerinAfricaby2025identifiedthesupplyofappropriateknowledge,information,andskillstousersaspartofappropriatepoliciesandinstitutionalconditionstoaccelerateagriculturalgrowthbyatleastdoublingcurrentagriculturalproductivitylevels,towardstheyear2025.InresponsetotheMalaboDeclarationandinlinewiththeAfricanUnion’sAgenda2063,theImplementationStrategyandRoadmap(IS&R)hasbeendevelopedin11strategicactionareas(SAA)toanchortheimplementationofCAADPwithincountries.ThestrategicArea2disdedicatedtoenhancingskills,knowledgeandagriculturaleducation.Concurrently,theScience,TechnologyandInnovationStrategyforAfrica(STISA2024)andthecontinentalstrategyforTechnicalandVocationalEducationandTraining(TVET)werealsoadoptedbytheHeadsofStateandGovernmentinMalabotofosterscienceandyouthemploymentinAfrica.TheJune2015AUsummitinJohannesburg(SouthAfrica)themedastheYearofWomenEmpowermenthascalledtoactionfinancialinclusionofwomeninagribusiness.
• LessonslearntfromCAADPfirstdecade:CAADP’sten-yearreviewandsubsequentforwardplanningclearlyindicatesthatAfrica’scapacitytogenerateknowledge,fosterlearning,andenableskillsdevelopmentamongitsworkforcearerecognizedasagamechangerinAfrica’sagriculture.Yet,notwithstandingthewidespreadacceptanceoftheessentialroleofAETinignitingagriculturaltransformation,thereisnocredibleandoverarchingcontinental-levelframework,witharealisticandachievablestrategicplan,toeffectivelyaddressthecoreproblemofhumancapacitydeficitwithintheAfricanagriculturalsystems.TheAESIFisthereforeadirectresponsetothiscriticalgap.WithacoherentvisionandagendatoempowerAETthroughinstitutionalreformstobringaboutrealtransformationoftheagriculturaleducationsysteminAfricaandpromoteeconomicgrowthanddevelopmentagendaofthecontinent.
TheAESIFthereforecouldnothavecomeatamoreappropriatetimewheneconomicchallenges,demographicpressuresandunemployment.aremountingseriouschallenges.AESIFaimstobeadrivingprocessintargetingreformsat:i)TertiaryAgriculturalEducation(TAE),ii)AgriculturalTechnicalandVocationalEducationandTraining(ATVET),aswellasiii)informalsectorlearning,acquiredonlifelongtraining.
Executive Summary
Agricultural Education and Skills Improvement Framework (AESIF) - PAGE 5
2 - AESIF vision and mission
VisionAESIFenvisionstotransformAfrica’sAgricultureEducationandTraining(AET)inordertoleveragethequalityandquantityofskilledworkforcerequiredfortheadvancementofagriculturalgrowthandtheacheivementoftargetssetintheCAADPMalaboDeclarationonacceleratedagriculturalgrowthandtransformationforsharedprosperityandimprovedlivelihoods.
MissionAESIF’smissionintendstoaddressthefollowingAETconstraints:
• Misalignmentbetweentypeoftrainingprovidedandskillsneededintheworkforce;• FragmentationofknowledgeactorsandisolationofAETfromresearchandextensionservices;• Duplicationandinefficientallocationofresourcesbypublic,privateanddevelopmentpartners;• TheapathyofyouthandwomentowardsAETlearningsystemsanddevelopmentofentrepreuneurial
skills.
TheAESIF’smissionistostimulateandguidepolicyandinstitutionalreformstostrengthenAETcapacitytoproducethedesiredskilledwork-forcewithentrepreneurialcompetencies.DuringthefirstdecadeofimplementingCAADP,theAETactorshavebeenleftoutwithoutanyconcretesupporttoadapttheirtrainingprogramsforneededskillsandcompetenciesforthecurrentagriculturaldemands.Basedonthatexperience,somespecificstudieshavebeenundertaken,thathasyieldedthreekeystrategicpriorityareasforAET,including:(1)GovernanceandManagementpolicies;(2)TeachingandLearningSystems;(3)PublicandPrivatePartnershipmobilization.
3- AESIF Objective and Strategic Actions
BybuildingonlessonslearntfromthefirstdecadeoftheCAADP,AESIFenvisagesto: • Playacentralroleinguidingcapacitybuildingtocontinuouslyreplenishtheskilledhumancapitalmuch
neededtodrivetheagriculturetransformationagendainAfrica;• Provideacommonagendainleveragingmulti-consortiaprivate-publicpartnershipsonagriculture
educationandskillsdevelopmenttodriveinnovationandwealthcreation;• Offerpracticalguidelinesandtoolsforsharingofexperiencesandlearning;and• Ensurecoherenceamonginitiativesandalignmentbetweenactors,andintegrationofallprocessesinto
acommonagendamainstreamedwithintheCAADPprocess.
3.1 - Reforms in AET Governance and Management Policies
Action 3.1.1-ImprovethegovernancepoliciesEstablishaNationalAETcounciltocoordinate,anddrivetheentiresystemofAETaccordingtothenationalpriorities.Thecouncilshouldsensitizeamultitudeofstakeholders,includingpoliticalleaders,parliamentarians,theprivatesector,civilsocietyorganization,farmers’organizations,academicinstitutions,ontheimportanceoftransformingAETinstitutionsforitsefficiencyinproducinghumancapital.TheseactionsshouldensurethatAETbecomesmoreattractivetotheyouthandwomenbyprovidingmodernon-the-jobtrainingandlearningfacilitieswhichenhancetheirentrepreneurialskillsandemployability.Thisisfeasiblethrough:
• Aclearstrategicplanbasedonnationalprioritiesandcomparativeadvantagesofthecountriesandtheregional dynamics.
• Nationalqualityassuranceframeworkwithappropriatemonitoringandevaluation,self-assessment,accreditationmechanism,anddynamicdevelopmentoftrainingthatrespondstothedifferentdemandsofvarioustargetgroups.
• LifelongLearningandRecognitionofPriorLearning(RPL)system,inwhichtheskillsofworkforcearecontinuallyupgradedandpromoted;and
• RepresentationofthewholeAETsystematnationalandinternationallevels.
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Action 3.1.2-Improvethemanagementsystemby• AppointingAETleaderswithgoodmanagerialskillsbasedonindividualmeritsnotothersubjective
criteria.TheAETleadersshouldbeappointedthroughacompetitiveselectionprocesses.• Developinganadequatedatarecordingsystemtobetteranalyseinformationaboutthelabourmarket
needs and trends in agricultural employment. • Provindingtrainingopportunitiesforemployeesincludingmanagers,teachersandsupportstaffwith
appropriateICTtoolstorundailyactivitieseffectively.
3.2 - Updating Teaching and Learning methods:
Action3.2.1Reformandupdatecurricula:Updatethecurriculatotakeintoconsiderationthedynamicshiftoftheagriculturesectorfromfamily-on-farmproductionforsubsistencepurposestoconsumers-and-marketbasedneeds.
• Thecurriculamustrespondtotheinterestsoftheyouthbyofferingawiderrangeofappealingsetofcourses.
• Careerpathsmayneedtobestructuredaroundthemessuchasfoodsecurityandnutrition,post-harveststorageandprocessing,agribusinessandentrepreneurship,bio-informationandbiotechnologies,naturalresourcemanagement,ruralfinance,forecastingandriskmanagementandothermoreappealingthemes.
• Trainingopportunitiesneedtobemademoreappealingbyusingguestlecturersfromdifferentspectrumsofsocietythatrelatetoagriculturetohelpraiseawarenessonthebroadrangeofjobsavailableinthesector.Lastly,fieldtrips,seminars,andmoremobilityacrosscountriesandregionsshouldbeusedtomotivatequalifiedstudentstoselectagricultureastheirtoppriority.
• Trainingoftrainersinagriculturalvocationalandtechnicalcentresandentrepreneursinagribusinessshouldbecarriedouttoupgradetheirskills.
• LeverageICTstocreatemobileandonlineeducationandtrainingplatformswhichareaccessibletotraineesregardlessoftheircircumstances
Action3.2.2:ImproveTrainingmethods:• EmployInnovationCentres(ICs)whichholdtrainingoftrainersonbest-practicesindeliveringservices
fordifferenttargetgroups,suchasfarmers,workersinagri-business,processors,agripreneursandstart-ups.ICTshaveaveryimportantroletoplayindisseminatinginformationoninnovationsandbest-practices.
• ThetrainingmustbemorepracticalandusemodernteachingmethodsICTandonlinecoursesuchasMassiveOpenOnlineCourses(MOOCs).Thisrequirestheimplementationofmodularizedtrainingdeliveryinadditiontofull-timedeliverywhichneedtobecertifiedusingtoaNationalQualificationFrameworks(NQFs)andRegionalQualificationFrameworks(RQFs)
Action3.2.3:ATVETandTAEsystemsinterrelationandporosity: Tofacilitatearticulationacrossthepipeline,pathwayssuchasbridgingcoursesmustbedevelopedtoallowpermeabilitybetweenATVETandTAEtoreinforceratherthanlimitopportunities.
• ThedevelopmentofNQFSandRegionalQualificationFrameworks(RQFs)areimportanttoguidethesedynamic and complementary inter-relations.
3.3 - Strategic Action for Public and Private Partnership mobilization
Action 3.3.1: Investment plan:AtenyearinvestmentplancoupledwithabusinessmodelmustfirstbeestablishedthroughaparticipatoryapproachduringregularNationalAETfora.TheNationalAETcouncilshouldapprovethebudgetandfollowupitsimplementation.ThecurrentbudgetofAETstandsbetween15-20%oftheneedsandthusmustbequadrupledforanadequateandefficienttraining.
• Governmentsmustinvestininfrastructuredevelopment,suchaspavedroadsandinternetconnectivityforefficientandsuccessfuldeliveryofAET.Thenewinfrastructureshouldbelocatedinruralareasclosertotheproducerswitheasyaccesstoexperimentallandforbusinessincubatormodels.TheNAIPsshouldberevisedandtakeintoaccountthespecificneedsofAETsystemsactivities.
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Thenegotiation(businessplan)canbeengagedwithdevelopmentpartnerstohelpgovernmentsfocusondeliveringtherightinvestmentsasrecommendedbytheMalabodeclarationforproductionandproductivity.
• TheprivatesectorshouldbeakeyplayerinthesystembyofferingarobustcapacitytoAET,includingon-the-jobtraining,supportforstudentscholarships,currentandprospectiveemployeessponsorshipsandmentorships.Thisapproachofcooperativetrainingthroughastrongpublic-private-partnership(PPP)willresultinasustainableknowledgegenerationformutuallinkagesbetweenAETinstitutionsandindustryasthedemandside.ThemobilizationofthePrivatesectorcanbeachievedbycreatingsectorlevyschemes(implementedasapayrolldeductionof2-3%whichiscommittedtoanAETfund),encouragementofenterprise-basedinvestmentinAET(suchconcomitanttaxincentives),andtheexpansionofstudentinternshipsandcooperativetrainingschemes.
• Joint-researchactivitiescanbeenhancedthroughtechnicalandfinancialsupportaswellasconventionbetweenresearchandacademicinstitutionsinAfricaandadvancedcountrieselsewhere.
Action 3.3.2:DevelopaBusinessmodelforasustainablefinancialmechanismbasedon:• Costsharingwithtrainees:Affordabletrainingcreditsorloan(thatwillbepaidbackoncethetrainees
areemployed),trainingvouchers,matchinggrantsorloanfundsareoptionstoenabletraineestoparticipateincostsharing.
• DiversifyinvestmentopportunitiesofferedspeciallybytheprivatesectorthroughnewpartnershipsandSouth-Southcollaboration.
• EstablishtrainingfundsthatwillberesourcedthroughleviesandotherpopularschemessuchasfundraisingfromwithincountriesbyadvocatingtheimportanceoftheagriculturalsectorforAfricaneconomies.
TheframeworkhasbeendevelopedinrecognitionoftheneedtostrengthenandtransformtheAETsystemacrossalltraininglevels,includingthenon-formaltraining,theformalvocationalandtechnicaltrainingcomponents,aswellasthehighereducationcomponent(atundergraduateandpostgraduatelevels).Anumberofkeyissuescutacrossallareasforattentionandinvestmentin,amongothersleveragingthepotentialofwomenandyouth,andentrepreneurship.TheinstitutionalreformsofAETareimperativeforAfricanAgriculturetoimprovefoodandnutritionsecurity,economicopportunity,prosperity,jobsandwealthcreation.Itispossibletoaddressthesecurrentchallengesassomegoodexamplesexist(inSonghaicentreinBenin,at‘InstitutSupérieurAgrovétérinaire’deKimwenzainDemocraticRepublicofCongo)andthehealthsectorinAfricashowsanefficientcoordinationmechanismbetweentraininginstitutionsandhospitals.
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TheimportanceofcapacitybuildinginAgricultureisincreasinglyrecognizedbyalltheactorskeenforasustainabledevelopment.TherecentAfricanUnion(AU)HeadsofStatesummitswhichwereheldinMalabo,GuineaEquatorial(inJune2014)andinAddisAbaba,Ethiopia(inJanuary2015)havebothmadecleardecisionsto“enhanceagricultureeducation,skillsdevelopmentandKnowledgesupport”.InresponsetotheMalaboDeclarationandinlinewiththeAfricaUnion’sAgenda2063,theImplementationStrategyandRoadmap(IS&R)hasbeendevelopedon11strategicactionareas(SAAs)andthenumber2disdedicatedtoEnhancingSkills,KnowledgeandAgriculturalEducation.Inawiderperspective,theScience,TechnologyandInnovationStrategyforAfrica(STISA2024)andthecontinentalstrategyforTechnicalandvocationalEducationandTraining(TVET)werealsoadoptedbytheHeadsofStateandGovernmentinMalabotofosterScienceandyouthemploymentinAfrica.TherecentAUsummitofJune2015inJohannesburg(SouthAfrica)whoseover-archingthemewas“YearofWomenEmpowermentandDevelopmenttowardsAfrica’sAgenda2063”hasissuedacalltoactiononfinancialinclusionofwomeninagribusiness.TheneedforimprovingthehumancapitalisalsoincreasinglybeingrecognizedbytheRegionalEconomyCommunities(RECs),thememberstatesandDevelopmentpartners.Atthegloballevel,TheTropicalAgriculturePlatform(TAP)wasinitiatedbytheG20summittopromoteagriculturalinnovationintropicalcountriesbydevelopingadynamicfacilitationmechanismforallactors(individualsandinstitutions)tocommunicate,exchangeideas,knowledge,experiencesandworkinamorecoordinatedmanner.ThesucessstoriesofemergingcountrieslikeIndia,Brazil,SouthKoreaand
Malaysia,showsthatitispossibletobuildproductiveandfinanciallysustainableAETsystems,andAESIFiskeentotransformagriculturalEducationandTrainingsystemforabetterimpactofAfrican’sagricultureonthedevelopmentofthecontinent.
AfteradecadeofexperienceswithCAADP,thereviewsoflessonslearntatnational,regionalandcontinentallevelshaveresultedinthe‘SustainingCAADPMomentum’frameworkonAcceleratedAgriculturalGrowthandTransformationforSharedProsperityandImprovedLivelihoods.TheDeclarationmadesevenspecificcommitments:i)RecommitmenttothePrincipleandValuesoftheCAADPProcess;ii)CommitmenttoEnhancingInvestmentFinanceinAgriculture;iii)CommitmenttoEndingHungerinAfricaby2025;iv)CommitmenttoHalvingPovertybytheyear2025,throughInclusiveAgricultureGrowthandTransformation;v)CommitmenttoBoostingIntraAfricanTradeinAgriculturecommoditiesandservices;vi)CommitmenttoEnhancingResilienceofLivelihoodsandProductionSystemstoClimateVariabilityandotherrelatedrisks;vii)CommitmenttoMutualAccountabilitytoActionsandResults(NPCA,2015a).
InresponsetotheMalaboDeclaration,andinlinewiththeAfricanUnion’svision2063,theImplementationStrategyandRoadmaptoAchievingthe2025VisiononCAADP(IS&R)hasbeendevelopedtofacilitatethetranslationofthe2025visionandgoalsoftheMalaboDeclarationintoconcreteresultsandimpact.AttheheartoftheIS&Rareasetof11strategicactionareas(SAAs).aimatfacilitatingandprovidingguidanceactionsinsupport
1. Introduction and Context
Agricultural Education and Skills Improvement Framework (AESIF) - PAGE 9
(AESIF)isrequiredtostimulateandharmonizeavisionandagendathatwillempowerAETinstitutions.AESIFisanintegratedpolicyframeworkembracing(a)TertiaryAgriculturalEducation(TAE)acquiredthroughdegree-,diploma-andcertificateconferringinstitutions,whichalsoincludespostgraduateeducation(MSc-levelandabove);(b)AgriculturalTechnicalandVocationalEducationandTraining(ATVET),aswellas(c)informalsectorlearning,acquiredthroughactivepractice/doing,includingon-the-jobtrainingandotherformsofin-fieldlearning-trainingasillustratedinFigure1.
In recent decades a number of factors have conspired to reduce signaficantly the critical qualitymassof humancapacity inAfricanagriculture. Thesehave resulted in a spiral of cause-and-effect, includinglow recruitmentofyoungprofessionalsandhighattrition rates,occasionedbyattractiveoptions inotherfields. MoreoverAfrica has, over the year, invested disproporationately little in agricultural training andresearch:facilitiesandcontentofprogramsinrelevantinstitutionshavedeteriodatedovertimeandareoutofsyncwithdevelopments in technology. Consequently, knowledgegeneration,acquisitionandsharinginandacrossAfricais,atbest,sup-optimal.Thesetrendspresentamajorchallengetotherealisationofagriculturaltransformationinthecontinent.Thus,whiletheAfricanHeadsofStateandGovernmenthavere-affirmedtheircommitmenttopositioningagricultureasakeydriverforinclusiveandsustainablesocio-economicdevelopment, theweakcapacity, lowknowledgebaseandabsenceofsystemsandcultureofformalknowledgeaccumulationandsharingrepresentmajorimpedimentstoensuringhighandsustainedagriculturalproductionandproductivity.YetopportunityexiststoleapfrogAfrica’sagriculturebasedontherapidpaceofglobaladvancesintechnology.
• Sub-actionareas• Strengthencapacityforknowledgegeneration,packaginganddissemination• Develop innovative ways and incentives to increase youth enrolment in agricultural discipliens in
vocationalandtertiaryeducation-e.g.throughexcitingagribusinesstrainingprograms• Equipvaluechainactorswithentrepreneurshipskillsthroughtargetedcapacitybuildingprograms
Implementation Strategy and Roadmap to Achieve the 2025 Vision on CAADP - Strategic Action Area (SSA 2d)
Figure 1: Components of the Agricultural Education and Skills Improvement Framework
ofthe2025visionandgoalsforAfricaagriculture.Amongthem,thesystemicaction2d(seeinsertbelow)isdedicatedtoEnhancingSkills,KnowledgeandAgriculturalEducation.ThisimplementationstrategyandroadmaparelinkedwiththeCAADPresultsframework,whichisthemaintoolformeasuringandreportingprogressonperformanceinachievingtheMalaboDeclarationcommitmentsandtargets(NPCA,2015b).
InoperationalizationoftheIS&R,anAgriculturalEducation and Skills Improvement Framework
Agricultural Education and Skills Improvement Framework (AESIF) - PAGE 10
2.1 - The need to transform African Agriculture Education and Training
Thetraditionaltrainingsystemsusedtoproducepublicservantsforgovernmentpoliciesareoutdatedanddonotfitthecurrentend-usersneedswhicharegraduallyshiftingtowardsproblem-solvingskills,multi-institutionalmanagementcapabilitiesaswellasvalueaddition,privatesectororientationandmarket-drivensystems.AsshowninFigure2,agricultureefficiencyisnowmoreknowledge-based,andproductivityincreasesexponentiallyasthelevelofeducationofpractitioners’increases.Thisinevitableshiftrequiresanagriculturalworkforce
withdifferent/newsetofskillsandcompetencies,includingunderstandingandmind-set.Unfortunately,Africaisslowinmakingthetransitionfromsubsistencetocommercialfarmingduetoseveralreasons.Firstofall,theATVETcentresarenotattractingyoungstudentsduetotheobsoletetheoreticaltrainingandthecollapseofoutreachandextensionservices.Secondly,theTAEembeddedwithinUniversitiesacademicstraitjacketsarelimitedbyissuesoffinancialshortcomings.Thirdly,thereisalackofsynergiesoftheTAEwithresearchcentresandevenmorecriticalnosynergiclinkswithindustry.
2. Background and Justification of AESIF
Figure 2: Productivity and the Functional impact of Higher Education (Hess, 2013)
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DuringthefirstdecadeofimplementingCAADP,theAETactorshavebeenleftbehindwithoutany concrete guidance and support to adapt theirtrainingprogramsforprovidingskillsandcompetencies to present day agricultural demands. ThisiscompletelydifferentfromtheresearchinstitutionswhichhavehadagreatimpactthroughtheirsolidorganizationsledbyFARAatthecontinentallevelandtheSROsatthesub-regionallevelwiththeirintegratedAgriculturalInnovationSystems.TheweaknessofAEThashamperedthedeliveryoftheobjectivesoftheFrameworkforAfricanAgriculturalProductivity,adoptedbyAUheadofStatesinJune2006inBanjul,TheGambia.Inthesamemanner,theobjectivesofNationalAgriculturalResearchSystems(NARS),includingResearch-ExtensionandEducationintheKnowledgetriangle,werenotabletoachievetheirgoals.ThisissuewashighlightedinmanyinternationalmeetingsanditcameupduringtheMinisterialConferenceonHigherEducationinAgricultureinAfrica(CHEA),whichwasheldinKampala(Uganda)in2010,andwhichledtothecreationofTEAM-Africain2012(AfricanTechnologyPolicyStudiesNetwork,2011).
TheanalysisofthechallengesofgovernanceandmanagementPolicieshavedemonstrated:
• Alackofcoordinationandstrategicalignmenttothenationaldevelopmentpriorities, in particularthoserelatedtothenationalagriculturalpriorities.TheAETinstitutionslacka clear vision and strategic plan to address theAgriculturalsectorneeds.TheyhavebeenpoorlyrepresentedduringtheCAADPcompactformulationandotherpartsoftheNAIPs.ThediscrepancyinthisapproachcanbefoundinthewholechainofAgriculturalsectorin,fromvocationalandextensionservices,tertiaryeducationandtheirservicestofarmers’organizationandtheprivatesector.
• TheAETleadersandadvisoryboardsdonotplaytheirroleinguidingthesystem on theneedformoreefficiencyandlookingdownstreamattheeffectivedeliveryofthesystemtowardtheend-userneeds.
• ThefragmentedadministrativestructureofAETwithaleadershipundervariousgovernmentministries(Education,VocationalTrainingorAgriculture)hampersacoherentapproachtowardsacommonobjective.AETareisolatedinacomplexstructure,overcentralizedordividedadministrationstructurewithanacademyleadershipunderMinistryofHigherEducationwhiletheirgraduatesshouldserveAgricultureMinistryneeds.
Atthemanagementlevel:
• TheappointmentofTAEleadersandboardmembersseemstobeguidedbypoliticalimperativesratherthanbasedonmanagerialandmeritocraticrecruitment.ThisinadequacyalsoarisesintermsofweakcapacityofAETLeaderswhohavestrongscientificreputationsbutarerarelytrainedinmanaginglargeandcomplex institutions.
• LackofManagementInformationSystems(MIS)whichareexpected to provide comprehensive,reliableandupdatedinformationonthecurricula,educationalplanning,financialdata,administrativestaffrecords,managementofthestudentflowandtheintegrationofthegraduatesintothelabourmarket.Thisinadequacycomplicatestheconsolidationofthestatisticsanddeprivestherelevantministriesandinstitutionsoftherequisitemanagementinformationnecessaryforsettingupaclearvisionoftheexistingproblemsandproposedadequatesolutionstoimprovenationaleducationsystemswithaqualityassurancemechanism(Swanepoel,2014).
• Lackofqualityassurancemechanismwithpermanentself-assessmentproceduretoadjusttheneedsofactorsandmoveintheworldclassstandardofexpertise.
2.2 - Mismatch between AET and Skills requirements in Industry and Public Institutions (Inadapted curricular)
InAfrica,agricultureisstillperceivedasapathtopoverty,andthedreamofanyfarmer’sfamilyistokeeptheirchildrenawayfromitslimitationsthattheyhavebadlyexperienced.Notsurprisingly,agricultureenrolments,bothintermsoftotalnumberandqualityofstudents,showdecliningsharesatallpost-secondarylevels.MoststudentswhoareenrolledinagriculturalprogramsinAfricaarenotdoingitbychoicebutbecauseoftheirpoorgradesthatpreventsthemfromaccessingtheotheroptions.Thisisaverycriticalfactbecauseitmeansthatmanygraduateswithintheagriculturesectorarenotinterestedinpursuingacareerinthesector.
Thetraditionaltrainingsystemsthathavebeenusedtoproducepublicservantsforgovernmentadministrationsareoutdatedanddonotfitthecurrentend-users’needswhicharegraduallyshiftingtowardsvalueaddition,privatesectororientationandmarket-drivensystems,globalchallengeontrade,subsidiesclimatechangeandresilience.
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Furthermore,theanalysisofinternalinefficiency(repeaters,write-offsandfailuresofstudentsforexaminations)oftheHigherEducationsystemsindicatesapoorperformancerate(around40-50%attheBachelorlevel)whichistheresultofamultitudeofconstraintsatacademiclevel(weakperformanceatthelowerleveloftraining,quantitativeandqualitativeinadequacyofteachingstaff)andnon-academicfactors(grants,housing,food,transportandhealth).ThatiswhyinthemajorityofAfricancountries,whilethenumbersofstudentsattheuniversitieshaveincreasedthreetofourfoldduringthelastdecades,thenumbersofstudents,especiallythoseenrolledinagriculturalscienceprograms,havebeenstagnant(3-4%increaseperyear)(Figure3).Suchlowgrowthratesinenrolment,particularlyinTertiaryEducation,areagreatimpedimenttotheproductionofthemuchneededagriculturaltechniciansandresearchersonthecontinent.Researchshowsthatonaverage,Africahasonly70scientistspermillionpeople,whichisverylowincomparisontootherregionsoftheworld.
Moreover,womenwhoareapotentialuntappedresourceduetotherolethattheyplayinAfricanagriculture are 3 to 4 times less well represented instudent’senrolmentinTAE.InRwandawheretherearemanysuccessstorieshavebeenrecordedintermsofhavebeenrecordedintermsofthereductionofthegendergap(around60%attheparliament),thesignsofreversingoftrendsinAETarenotyetvisible(Figure4).
AdeepanalysisofthemismatchbetweenAETandskillsrequirementrevealsthat:• AfricanTAEcurriculatendtobeoutdated and
irrelevanttoadequatelyaddressthechallengesfacingmodernagriculture.Furthermore,
curriculaarestillfocusedonfarmproductionratherthanencompassingallthesegmentsoftheagriculturalvaluechainsandentrepreneurship,agribusiness,processingand marketing.
• Theteachingmethodsaretraditionallecturesandthereisalackcomplementarypracticaltraining.Thecurrentlearningparadigmmakesstudentsrelativelypassivereceiversofinformationanditdoesnotteachthemcriticalthinkingskillstochallengetheinformationprovided.
• Themoderntrainingtools(ICTsandonlinecourses)arenotwidelyusedtoattracttheyouthduetothelackoftheteacherscapacitytoshiftfromtheirblackboardandanalogicalbackgroundtoamoremoderndigitalmethodoftraining.ThenarrowinternetbandwidthandtheirregularavailabilityofelectricitylimitthedeploymentofawideruseofmodernICTtools.
2.3 - Decreasing of AET financing
PublicfinancialsupportforAETwasdrasticallyreducedduringthepasttwodecades,andcanonlycoverlessthanaquarteroftheneedsofthetraininginstitutions.Asaresult,studentsupportintermsofscholarshipshasbeendrasticallyreducedbyasmuchas70to80%inthelastdecadesduetothelimitedorstagnationofbudgetallocationinatimeofincreasingdemandfortraining.TheannualvalueofscholarshipsprovidedtostudentspursuingaBachelor’sdegreedroppedfromaboutUS$1500perstudentin1990toonlyUS$600perstudentin2012.Likewise,doctoraldegreeprogramsarealsostrugglingwithonly30-40%ofstudentsreceiving
Figure 3: Graduates in Secondary, TVET and TE in Ethiopia (Ethiopian Educ. Annual Stat. 2012)
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scholarships.Inadditiontoinadequatestipends,studenttrainingisconstrainedbylackofrequiredinfrastructure(training,dormitory)andsupplies(Laboratoryandpracticaltrainingfacilities)APLU,2014.TheprivatesectorcontributiontotheAETisveryweakandnotyetembeddedinthefinancialstrategyofAET.
Theconceptof“StudyLoan”hasbeenintroducedrecentlywithmanydifficultiesinthemechanismwhichisstilldrivenbypublicrules.
ThemainchallengesofthePublicandPrivatePartnershipmobilizationcanbesummarisedas: • LackofincentivefromPrivatesector:The
privatesector’s(farmersorganizationandagriculturalindustries)contributionintermsoffinancialsupportofAETremainsverylowduetoalackofstrategytosensitizeagribusinesspartnersintheprocessofshowingthebenefitsforinvestingintheimprovementofAETefficiency.
• DisinterestofDevelopmentPartners(DPs):theDPsarefatiguedtocontinueinvestinginthissectorwithoutaclearimpactoftheiractionsontheimprovementoffamer’slivelihoods.Withoutanyclearre-orientationandnewstrategy,itwillbedifficulttoattractanydevelopmentpartnersanddonorsintotheAETsectorinAfrica.
Figure 5: Key strategic policy initiatives driving AESIF development
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Figure 4: Rwanda Students enrolment and Gender Gap (Rukazambo N. Daniel, 2013)
• AninceptionworkshopwhichwasheldinNairobi,inMay2014.Basedontheworkshopoutcomes,ateamoftwoconsultantswasrecruitedthroughacompetitiveprocesstoproducethebroaderconceptofAESIF.
• Tworegionalworkshops,heldinOuagadougouforWestAfricaandDaresSalaamforEast,CentralandSouthernAfrica,broughtAETleaderstosharetheAESIFconceptandmakeplansfornationalAETforaintheirrespectiveinstitutions and countries.
• AdraftframeworkproducedbytheconsultantwaspresentedfordeliberationatavalidationworkshoponNovembertoreachconsensusamongAETleaders,ResearchersandDevelopmentpartnersattheFARA@15celebrationevent.
• Followingthevalidationworkshop,theconsultantssubmittedafinalversiontoNEPADduringmidDecember2014.
• OutcomesfromtheprospectivestudyinitiativewhichwasdevelopedbySwedishSLUGlobalandPortugueseITLbasedonliteraturereviewandquestionnairetogetthemediumandlongtermexpectationsofAETleadersandtheirend-users.
2.4 - Strategic and methodology to develop AESIF
ThestrategicapproachtodevelopingAESIFisbasedonfivekeystrategicpolicyinitiatives,asshowninFigure5:
(i) theFrameworkforAfricanAgriculturalProductivity(FAAP);
(ii) theStrategytoRevitalizeTechnicalandVocationalEducationandTraininginAfricaandinparticular;
(iii) thePromotionofTechnicalVocationalEducationandTrainingfortheAgriculturalSectorinAfricaproject(NEPAD,2013);
(iv) theTertiaryEducationforAgricultureMechanisminAfrica(TEAM-Africa)scopingvisitreportsandProspectiveStudy(TEAM-Africa,2012);and
(v) theScienceAgendaforAfricanAgriculture(S3A).
ThemethodologicalprocessfollowedfordevelopingtheFrameworkincludes:
• AreviewofATVETinAfrica(NPCA,2013),andanalysisoftwoscopingstudiesconductedattheUniversityofAbomeyCalaviandSokoineUniversityofAgriculture,andtheTEAM-AfricaProspectiveStudyandInstitutionalReformProcesses(TEAM-Africa,2013).
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3.1 - Vision and Mission
VisionAESIFenvisionstotransformAfrica’sAgricultureEducation and Training (AET) in order to leverage thequalityandquantityofskilledworkforcerequiredfortheadvancementofagriculturalgrowthandtheacheivementoftargetssetintheCAADPMalaboDeclarationonacceleratedagriculturalgrowthandtransformationforsharedprosperityandimprovedlivelihoods.
MissionAESIF’smissionintendstoaddressthefollowingAET constraints:• Misalignmentbetweentypeoftrainingprovided
andskillsneededintheworkforce;• Fragmentationofknowledgeactorsand
isolationofAETfromresearchandextensionservices;
• Duplicationandinefficientallocationofresourcesbypublic,privateanddevelopmentpartners;
• TheapathyofyouthandwomentowardsAETlearningsystemsanddevelopmentofentrepreuneurial skills.
3.2- AESIF Objective
BybuildingonlessonslearntfromthefirstdecadeoftheCAADP,AESIFenvisagesto: • Playacentralroleinguidingcapacitybuilding
tocontinuouslyreplenishtheskilledhumancapitalmuchneededtodrivetheagriculturetransformationagendainAfrica;
• Provideacommonagendainleveragingmulti-consortiaprivate-publicpartnershipsonagriculture education and skills development to driveinnovationandwealthcreation;
• Offerpracticalguidelinesandtoolsforsharingofexperiencesandlearning;and
• Ensurecoherenceamonginitiativesandalignmentbetweenactors,andintegrationofallprocessesintoacommonagendamainstreamedwithintheCAADPprocess.
ThreestrategicareasofactionshavebeendefinedtopropelreformsthatcanimprovetheAETefficiency:1)GovernanceandManagementPolicies;2)TeachingandLearningSystems;3)MobilizationPublicandPrivatePartnership.
3.3 - Strategic area and actions
3.3.1 Strategic area 1: Reforms in Governance and Management Policies
3.3.1.1 At the Governance and policy level, the following actions deserve attention:
Action 3.3.1.1.1:EstablishmentofaNationalAETCouncilasahostingbodyoftheoverallstrategicallyguidingmechanismtocoordinate,anddrivetheentire national AET system.
Thisagencyshouldpreferablybeanautonomousbodyandincludevariousstakeholders’participation,suchas(1)PublicrepresentativesfromMinistryofEducationProfessionaltraining,AgricultureandAETleaders,(2)PrivatesectorrepresentativesfromAgro-industries,Farmersorganization
3. AESIF Framework
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andtradersand(3)Civilsocietyorganisations,includingemployersandstudents.TheselectionofrepresentativesmustbebasedonsolidexperiencesonAgriculturaldevelopmentstrategies.Thechairoftheboardshouldbeelectedamongthemembersandacleargovernancecharterfordecisionmakingagreedupon.ThesecretariatcanbehostedinthemainAETinstitutionwithsupportforadministrationandfinance.MembersofthecouncilshouldbeawareofCAADPobjectives,nationalagriculturalpriorities and current market requirements and frequenttracerstudiesmightbeoneofseveralwaystoachieveit.
TheexperiencesofsomeAETsystemsreformsinEurope(Netherland,Sweden,GermanyandFrance)orinSouthAsia(India,SouthKorea,andMalaysia)shouldinspiretheNationalAgriculturalCouncilandstudytourshavetobeorganizedtolearnlessons.
TheNationalAETCouncilshouldfocuson:
• Sensitizingstakeholdersofpoliticalleaders,parliamentarians,Privatesector,civilsociety,farmers’organizations,universitystaff,andstudentsontheneedtoinvestandimprovehumancapitalinAgriculture;
• Developinganationalqualityassuranceframeworkthroughanappropriatemechanism,monitoringandevaluation,self-assessment,accreditationmechanism,anddynamicdevelopmentoftrainingofferstorespondtothedifferentdemandsofvarioustargetgroups;
• PushingforprogressiveandresponsibleyouthandgenderpoliciestoensurethatAETbecomesmoreattractivetoyouthandgender;
• PromotingLifelongLearningandRecognitionofPriorLearning(RPL),inwhichtheskillsofaworkforcearecontinuallyupgradedthroughalifelonglearningapproach;and
• RepresentationofthewholeAETsystematnational and international levels.
3.3.1.2 At the management levels, the reforms should deal with the following issues:
Action3.3.1.2.1:ElectionofAETleadersbasedonindividuals’merit,andnotpoliticalaffiliationorothersubjectivecriteria.Membersofboardmanagementshouldaligntheirviewsandadvicewithnationalagricultural priorities and market requirements as definedbytheAETcouncil.
Action 3.3.1.2.2: Adequate data recording and analysisforbetterinformationaboutlabourmarketneeds and trends in agricultural employment. Institutionsshouldconsidersettinguppermanentmechanismsformonitoringthejobmarketinordertoadaptthecurriculasoitcanrespondtochangingemploymentopportunitiesandtoshiftingskilldemands(e.g.,duetomarketopportunitiesandtechnologicaladvances).
Action3.3.1.2.3:Trainthestaff(managers,teachersandsupportstaffs)withadequatesoftwareandICTtoolstoimprovetheefficiencyoftheirdailyactivities.
3.3.2 Strategic area 2: Reform and update curricula and teaching methods
Action3.3.2.1:ReformandUpdatecurricula: Update thecurriculatotakeintoconsiderationthedynamicchangeoftheagriculturesectorwhichhasshiftedfromfamily-on-farmproductionforsubsistencepurposes towards consumers and market needs.
• Thecurriculamustrespondtoyoungpeople’sinterestsbyofferingawiderrangeandmoreappealingsetofcourses.
• CareerpathsmightbestructuredaroundthemessuchasFoodSecurityandNutrition,
• Thetrainingmustbemademoreinteresting
byusingguestlecturersfromadifferentspectrumsofsocietythatrelatetoagricultureandthismightalsohelpraiseawarenessaboutthebroadrangeofjobsavailableinthesector..Lastly,fieldtrips,seminars,andmoremobilityacrosscountriesandregionsshouldbeusedtomotivatequalifiedstudentstoselectagricultureastheirtoppriority.
IntheendtheCurriculashouldinclude:
• farmingsystemsapproaches,withastrongfocusonlocal(socialinclusion,environmentalsustainability,resilience),regional,andglobal(trade,climatechange)challenges;
• integratingmulti-andinterdisciplinaryfoci,thuscultivatingbothspecialistsandgeneralists;
• synthesizingandintegratingknowledgeindomainssuchasproduction,environmentalintegrity,socialbenefits,consumerrequirements(healthandfoodsafety),sustainabilityscience,andothers;
• supportinginteractionwithfarmers—providingthemwithfeedbackforevaluation,and
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exposingstudentstopracticalapplicationinthefield;
• developingframeworksandmodelsthatAfricansown,withAfricanexamplesandcasestudiesbasedonAfricanagribusinessexperiences;
• focusingonalllevelsoffarmers,andrespectingtheircapabilitiesandknowledgebyplacingtheminthecentreoffarmingandseekingtoincorporatetheneedsofallfarmers–smallholder,emergingandcommercial;
• emphasizingtheimplicationsofglobalandregionalpoliciesandvaluechainsaswellastheinterfacebetweenpoliticalandtechnicalissuesinareassuchastrade,foreigndirectinvestment,internationalprotocols,andcontroversialtechnologiessuchasgeneticallymodifiedorganismsandfood;
• co-creatingcurriculawithsmallholders,emergingandcommercialfarmerstoensuregender-responsivenessatalllevelsoftheAETsystemandtheagriculturesector;
Action3.3.2.2:ImprovingTrainingmethods• Thetrainingmustbemorepracticalbasedon
theusemodernteachingmethodsbasedoninformationandcommunicationstechnology(ICT)andonlinecourseliketheMassiveOpenOnlineCourses(MOOCs).Thisrequirestheimplementationofmodularizedtrainingdeliveryinadditiontofull-timedeliveryandtheprogramsshouldbecertifiedaccordingtoNationalQualificationFrameworksregulations(NQFs).
• Innovation Centre(ICs)shouldbeestablishedatdecentralizedlevels,andaccordingtotheagriculturalconfigurationandpotentialoftheregion(county,provinceorstate).ForthispurposeInnovationCentres(ICs)arebest-practiceinstitutionsduetothequalityoftheirservices,therangeandscopeofAETprovisionandbyvirtueoftheirroleasclustercentresthatserveandsupportsatellitecentres.Thebusinessmodelofafully-fledgedICisbuiltupontwostrategicareas:trainingandbusinessdevelopmentservices.Attheleveloftraining,ICsofferabroadrangeofservicesfordifferenttargetgroups,suchasfarmers,workersinagri-business,processors,agripreneursandstart-ups. ICs can even develop non-academic programspitchedatahigherlevelforspecifictargetgroups,suchasfarmmanagersandsupervisors in processing companies. ICs
provideregulardiplomaandcertificateprogramsforruralyouthandextensionofficers.CurriculaaredesignedaccordingtoOccupationalStandardsandshouldbedesignedtoopenpathwaystohighereducation.ICtrainingplaces,inparticular,shouldplaceemphasisonpracticalskillsdevelopment,combinedwithappropriatetheoreticalgrounding.Thus,oncompletionoftraininggraduatesshouldbequalifiedasfarmlabourers(employees),farmers(employers),orasself-employed.Extensionofficertrainingprogramsprovidestructuredcomprehensivetrainingissuesrelatedtotechnologyandextensionmethodologies.Long-termtrainingprogramscanbedeliveredaccordingtoaflexiblemode,affordingtargetgroups,whomaybeemployed,theopportunitytobenefitfromtraining.Thisrequirestheimplementationofmodularizedtrainingdeliveryinadditiontofull-timedelivery.Formalprogramstudentsshouldbecertifiedaccordingtonationalregulations.
• Cooperative trainingisamodeoftrainingdeliveryprovidedasapartnershipbetweenprivatesectoractors(farms,processingcompanies,marketingfirms,etc.)andAETinstitutions.Thecorefeatureofthismodelisthedirectparticipationoftheprivatesectorintheprovisionofpracticaltrainingonfarms,inworkshops,andonproductionlines.CooperativeAETschemeshaveinotherregionsbeenorganizedasformalapprenticeship-typetraining,implyingaworkorapprenticeshipcontractbetweenthetraineeandthecompany.Practicaltrainingcanhoweverbeorganizedintwodifferentformats—asattachments,duringschoolholidaybreaksanddedicatedtrainingsessions;or,asadualmodel,wherecompaniesdeliverpracticaltrainingandtheoreticalaspectsaretaughtininstitutions.Thetwomajoradvantagesofcooperativemodelsare,first,thelinkingoftraineestothe‘worldofwork’,and,second,theimpliedcost-sharingfortrainingbypublicandprivatesector.
• Agripreneurial and entrepreneurial training improvesthecommercialperformanceofthetargetgroups.Itisacomprehensivesetoftraininginstrumentsthatmakeuseofanaction-orientedapproachandexperimentallearningmethodsinordertodevelopandenhancethebusinessmanagementandpersonalcompetenciesofthelearner.Differentconceptsareapplied—Competency-basedEconomies(CEFE),FormationofEnterprise,
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FarmBusinessSchool(FBS);Farm-as-a-Business(FAB);FarmersEntrepreneurialTraining(BUS)—thatcanbeusedandimplemented.
• Informal trainingdiffersfromformallearningtotheextentthatittakesplaceoutsideoftheinstitutional education and training system. It doesnotrequirestructuressuchasdefinedlearningsites,curricula,teachersandtrainers.Informaltrainingoftenincludestrainingundertakenbycivilsocietyorcommunity-basedorganizationsinthecourseoftheirprogrammingoradvocacywork.Thoseworkingintheinformaleconomy:o aregenerallyunabletospendlongperiods
oftimeawayfromworkbecauseoftheirprecariousincomeorfamilysituationsandrarelyhaveformalvocationalqualifications;
o generallyhavealowerlevelofschooleducationthanemployeesworkingintheformaleconomy;and
o havenoaccesstovocationalschoolsortostructuredformsofcontinuingwhattrainingtheymayhave,whichfurtherpreventstheacquisitionofrecognized(vocational)qualifications.
• Teacher and instructor training (Pedagogy training centre)Formalteachersandtraininginstructorsbothrequire pre-service and in-service training toachieveeffectivenessintheirrespectivepedagogicalroles(ToT).Studieshaveshownthatthequalityofthetrainingofteachersandinstructorsisoneofthecriticalissuesinfluencingthequalityoftrainingdelivery.
Atthelevelofpre-servicetrainingforteachers,atleasttwodifferentmodelsapply.Thefirstistheintegratedmodel,whichconsistsofaregularprogramofstudyinagriculture—including:occupationaltheoryandpractice,pedagogy,subjectdidactics/methodology,vocationaleducationtheories,AETsystem,labourmarket-relatedtopics,andsoon.Thesecondisthecombinedmodel.Inthismodel,bachelordegree-holdersinagricultureattendashort-termprogramofabouttwosemestersinwhichthecurriculumincludesthesametopicsasinthefirstmodel.Onconclusionofthepre-serviceprogram,aone-yearmentoredinternshipprograminAETinstitutes,combinedwithblockpedagogyseminars,isrecommended.Thisapproachultimatelycontributestobetterintegrationofstudent’sintoAET,andalsoimprovestheirpedagogicalandmethodologicalskillsandabilities.At
theendofthisphaseafinalexamfocusedonthepreparationanddelivery,assessedbyamentor,willcertifytheparticipantasateacher.Atthelevelofin-servicetraining,bothteachersandinstructorsneedtocontinuouslyupdatetheirskillsandknowledge.TrainingNeedsAssessment(TNA)mustdeterminethequalitativedemandforcontinuoustraining.Topicsforin-servicetrainingtypicallyinclude:o practicalandtheoreticalrefreshment
courses;o valuechaintraining;businessadvisory
services;o agripreneurialtraining;o teachingmethods;o andMediadevelopmentandapplication.
• Vocational guidance and job placementEducational and vocational guidance/ counsellingservicescanbeofferedthroughavarietyofagencies,includingbutnotlimitedtoschools,collegesanduniversities,communityagencies,governmentdepartments,publicemploymentservices,tradeunions,andprivate enterprises. Educational and vocational guidanceservicesfocusonfourdimensions:
o LabourMarketInformationSystem(LMIS):ItistheroleofAETtousetheavailabledataonthelabourmarketcontainedinthesystemtoanalyseeconomictrendsinthesector,employment,qualificationsrequiredbythelabourmarket,jobopportunities,andthelike.
o Internships/CooperativeTraining:Inthismodel(alludedtoabove)AETinstitutions:identifypublicorprivatesectorcooperationpartnerswillingtoengagetraineesforinternshipsand/orcooperativetraining;developtheadministrativeprocedures;sendtraineestocompanies;documenttheresult;andfollowuptheprocess.
o VocationalCounsellingandTraineeGuidance:Vocationalguidanceandcounsellingincludesawiderangeofactivitiessuchas:helpingtraineestoclarifycareergoals;understandingthe‘worldofwork’anddevelopingcareerskills;individual and group guidance to assist withdecisionsabouttrainingcourses,jobchoicesandopportunities;providinginformationaboutandcontactswithenterprises;producinganddisseminatinginformationaboutjobsandcareers.InsumtheseservicesshouldequipAETtraineeswiththerightinformationabouttheiroccupationofchoice,andanyrelatedcareer opportunities.
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o JobPlacement:AETinstitutionsshouldmaintainclosecontactwithfarmers,farms,and processing enterprises. In knowing thedemandforaqualifiedworkforcetheyplaytheroleofintermediariesbetweenstudents/traineesandthelabourmarket.Oneinstrumenttosuccessfullylinktraineeswithjobopportunitiesisthecreationandcontinuousupdatingofadatabaseinwhichcompanydata,jobopportunities,qualificationprofilesneededforvacancies,andthelike,areposted.
Attheend,theundergraduateandpostgraduatetrainingmustentailthefollowingaspects:• Reorientinggraduatestowardsa
multidisciplinary,systemsapproachinsteadoffocusingondisciplines;
• Buildingavalue-chainapproachbasedonmarketsandconsumers’needs;
• EducateandbefocusedonproblemssolvinginAfricancontexts(indigenousknowledge)Focusingonholisticapproaches;
• Embeddinggender,entrepreneurship,sustainability,qualityassurance,rsilienceandotherkeyconceptsintheunderlyingknowledgesystems;
• Ensuringexpertiseandabilitytoengagewitholdandnewusercommunities,agribusiness,andglobalvaluechains;
• Understandingsmallholderandemergingfarmersandtherationalefortechnologydevelopmentanduse,andbeingabletoparticipateinsharedimpact-orientedprogressassessmentsthatpromoteself-reliance;
• Developingresearchersandextensionagentswhocanactasagentsofchangeamongfarmersandintheirrelationshipswithotherpartsofthesystem.Theseagentsshouldbecatalysts—initiatinglearningandbeingconduitsforknowledgeresources,whilerespectingandactivatingthecapabilitiesandknowledgeofthefarmers.
Itisalsonecessarytoattendtothesupplypipeline—thosewhocomethroughtheschoolsystemaspotentialcandidatesforpost-secondarystudiesinagriculturalfields.Rapidlyurbanizingyoungpeopleneedtohavetheawarenessandincentivetostudyandworkinanarenathatisusuallyseenaslessattractiveforaprosperousfuture.
System-wide quality assurance and learning throughappropriateandusefulexternalandinternalmonitoringandevaluation,supportedbyaneffectiveaccreditationsystem,areneeded;theseelementsareregardedascrucialfortheregulationofthesystem.
Innovativeapproachestostrengtheningthecapacitiesavailableforteachingandlearning–suchasengagingthediaspora–mustbecapitalizedon.Africanacademicsinthediasporahaveacriticalroletoplayinthedevelopmentofthenext-generationof
Figure 8: ATVET and TAE: Interrelation and Porosity
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Africanacademicsthroughmentorship,short-andlong-termvisitsforteachingactivities,supervisionandcollaborativeresearchendeavours.
Action2.3-ATVETandTAESystemsInterrelationandPorosityInordertofacilitatearticulationacrossthepipeline,pathwayssuchasbridgingcoursesmustbedevelopedtoallowforthepermeabilitybetweenATVETandTAEtoreinforceratherthanlimitopportunities. • ThedevelopmentofNQFSandRegional
QualificationFrameworks(RQFs)areimportanttoguidethesedynamicinter-relationandcomplementary.
3.3.3. Priority area 3: Public and Private Partnership Mobilization
Themobilizationofaninnovativeandsustainablefinancingmechanismisapre-requisiteforthesuccessofneededreformsforAET.Newfinancingmechanisms,thatreducetheburdenonthepublicandincentivizetheprivatesectortocontributetoAETfinancing,mustbeimplemented.Fourareasoffocusarevital:
Activity 3.3.3.1: A ten year investment plan coupled withabusinessmodelmustfirstbeestablishedthroughaparticipatoryapproachofNationalAETforum.TheNationalAETcouncilshouldapprovethebudgetandfollowupitsimplementation.Thenewinfrastructureshouldbelocatedinaruralareaclosertotheproducerscooperativesandspecifictoanagro-ecologicalproduction.Currently,asthecostoftrainingcoversonly15-20%ofneeds,itshouldbequadrupledforanadequateandefficienttraining.
ABusinessmodelforasustainablefinancialmechanismshouldberethinkingby:
• Costsharingwithtrainees:trainingcreditsorloan(paidbackoncethetraineesareemployed),trainingvouchers,matchinggrantsorloanfundsareoptionstoenabletraineestoparticipateincostsharing.
• Increasedenrolmentinprivatetrainingmarket:Thiscanbethroughachievedthroughanimprovementoftheinvestmentclimatetoestablishprivatetraininginstitutions;establishmentofefficientaccreditationsystem;withdrawalofgovernmentfromstrongprivatesectortrainingfields.
• StrengtheningefficiencyofpublicAETinstitutions:Strategiestoachieveefficienciesinclude:managementcapacityimprovements,
performancebasedbudgetallocation,increasecapacityutilization,andincentivizeincomegeneration.
• Diversifyinvestmentopportunitiesofferedbyespeciallytheprivatesectorthroughnewpartnerships,South-Southcollaboration,i.e.BRICS.
Activity 3.3.3.2:ThepublicmustinvestinthelongterminfrastructureforAETandfacilitateaccesswithpavedroadsandInternetconnectivity.TheseinvestmentsshouldbeprioritisedintheNationalAgriculturalInvestmentPlans(NAIPs)andnegotiationwithDevelopmentpartnerscanbeengagedtohelpgovernmentsfocusondeliveringtherightinvestmentsrequiredtodeliverontheMalabodeclarationforproductionandproductivity.
Activity 3.3.3.3: Theprivatesectorshouldprovidesupportfortherunningcostsincludinggivingsupporttostudentswithscholarshipsandmentoringforthefutureemployersintheirbusiness.ThemobilizationofPrivatesectorcanbeachievedbycreatingsectorlevyschemes(implementedasapayrolldeductionof2-3%whichiscommittedtoanAETfund).Thisshouldbedonethroughtheencouragementofenterprise-basedinvestmentinAET,withconcomitanttaxincentives;andthroughtheexpansionofstudentinternshipsandcooperativetrainingschemes.
Activity 3.3.3.4:TheDevelopmentpartnerstechnicalandfinancialsupport,throughcollaborationwiththeirmoreadvancedinstitutionsis,isneededtobuildscientificcollaborationintrainingandjoint-researchactivities.
3.4 - Key result areas/outcomes
BasedonthecurrentmajorchallengesfacingAfricanTAEsystems,3outcomelevelshavebeendefinedtobeachievedintheshort,mediumandlongterm.TheminimumoutcomelevelrepresentswhatAESIFaimstoachieveagainsteachspecificgoal,asabasicminimum.Themediumoutcomelevelrepresentsoutcomesthataremoredifficulttoachieve,andassuchtheyrepresentagreaterlevelofsuccessifachieved.Thehighoutcomelevelisindicativeofthoseoutcomesthatrequirealongertimehorizontoachieve,butmaystillbeachieved,inpart,overtheshorter-run(Earl,etal.,2001).
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4.1 - Principles of intervention
Theprinciplesofinterventionofstakeholdersshouldbeestablishedthrough:• Ensurehigh-levelcommitmentofstakeholders
withclearinstitutionalengagement.• Institutetransparencyandtrusttobuild
confidenceamongstakeholders• Adoptcross-sectorcollaborativeapproach• Establishindependentmonitoringand
evaluationmechanisms
Thepillaroftheinterventionshouldbebasedon:a. StrongPoliticalwillforreformb. Resourcemobilizationwithemphasison
domestic resourcesc. Goodgovernance,transparencyand
accountabilityd. Acredibleparticipatoryprocesswitha
valorisationofendogenousknowledgeculturalsensitivity
4.2 - The institutional arrangement
4.2.1 Continental-level institutions: AUC and NPCA
NPCAisresponsiblefortheoverallimplementationmechanismofAESIFandchairsanadvisoryboardincloserelationwiththeAUCDepartmentofRuralEconomyandAgriculture(AUC-DREA)beingaco-chair.TheadvisoryboardmemberswillbedrawnfromtherepresentativesofAUC(3),NPCA(3),RECs(5),AAU(1),RepresentativeofNetworks(1),FARA(1),AFAAS(1)andDevelopmentPartners(1).Theadvisoryboardshouldmeetonceayeartomonitorandevaluatetheactivitiesundertakenin
4. Operational modalities
relation to guidelines in order to mainstream AETwithintheCAADPinvestmentplansinthespiritoftheMalaboStrategy(StrategyActionArea2d)toprioritiseinvestmentintheAET.TheCAADPpartnershipplatformmeetingshouldbeinformedalsoduringtheirregularmeetingontheimplementationprocessesofAESIF.TheMonitoring&EvaluationprocedureshouldfollowtheoverallMalaboIS&R.
TheNPCA/AETUnitisresponsiblefortheoveralloperationalimplementationofactivitiesbasedonannualprogramsapprovedbytheAdvisoryboard.NPCAadministrationandfinancialruleswillguidetheimplementationprocedure.NPCA/AETshouldfollowupon:
• TheimplementationofactivitiesatRECsandcountrieslevelsandprovidesupportwhereneededtofacilitatetheimplementationofreforms.
• TheAgriculturalKnowledgemanagementbyprovidingbestpracticestotheRECsandcountriesintheirimplementationprocedureandsharinglessonslearntduringtheimplementationoftheAESIF.Thisshouldincludeexchangeofexperienceslearntoutsidethecontinent(throughstudytours),internationalcooperationwithwell-knownuniversities,multi-lateralorganizationonperformedmodelsforscalingupanddissemination.
• ThesupporttoRECsandMemberstatesinthedevelopmentoftheirownAETregional/nationalstrategiesandcouldfacilitateresourcemobilisationfortheimplementation.
Agricultural Education and Skills Improvement Framework (AESIF) - PAGE 23
• Theresourcemobilisation:AUC/NEPADshouldfacilitatethedevelopmentofmonitoringmechanismsthatcantrackfundingandsupportthecapacitybuildingeffortsaimedatimprovingstakeholderstodesign,implementandreportprogrammesaccordingtoestablishedstandard.
MainOutcome:Attheend,NPCA/AETwillworkforAgriculturalEducationimprovementinthesamewayasFARAdoesfortheResearchsysteminAfrica.
4.2.2 Regional level: Regional Economics Communities (RECS)
RECsshoulddeveloptheirowncapacitytotakeownershipofAESIF,andforitsimplementation.ThiswillhappenthroughtheintegrationofAESIFprinciplesandstandardswithinrelatedregionalprogrammesandthedevelopmentoftheadditionalcapacityifneeded.RECsshould:
• EncouragenetworkingbetweenmemberstatesbypromotingaregionalcentreforAETsysteminthesamemannerofSRO’s(CORAF,ASARECAorCCARDESA)fortheresearchnetwork.
• AssisttheirMemberStatesinthedevelopmentoftheirownstrategyandinstrumentstoperformtheappropriateAETsystemsforachievingtheCAADPgoalsinthecountries.
• SensitizeMembersStatesandCivilSocietyontheAESIFandfacilitateallinitiativesaimedatimplementationandmonitoringtheAESIF.
• Promotetheconceptofregionalcentresofexcellence(orspecializedcentres)andfacilitateteachersandstudentmobility.
MainOutcome:AETregionalbodiesestablishedinthesamewayasSROs.
4.2.3 Country level: AU Members States
ThroughtheNationalAETForumofstakeholders,aNationalAgriculturalteamshouldbeestablishedtomakeafollow-upontheprocessofimplementingAESIF.ThenationalteamwillprospectandproposetheNationalAETcounciltobeappointedbythelegalauthoritiesofthecountriesthroughconsultationbetweenministriesinchargeofagriculture,educationandprofessionaltraining.TheLeadershouldbuildupanationalteamofactorstotranslate AESIF strategies into action.
• TakeownershipoftheAESIFprocessbyinternalizingtherelevantguidelinesintheexistingpolicyandstrategy.ThereforethisprocessshouldandprovidedeepreformsinAETfortheirefficiency;.
• EncouragetheprivatesectortoinvestintheAETsystemsthroughenablinglegislationandpolicies,andthusfullyplayingtheirroleinthewholeprocessofimplementation;.
• Developandinstitutionalizeprocessesthatfacilitatenationaldialoguetorespondtosocial,economic,politicalandgovernancechallengesinthecountry;.
• Createconditionsconductivetopublic-private
Agricultural Education and Skills Improvement Framework (AESIF) - PAGE 24
sectorspartnershipstoboosttheAETperformancecontributingtotheagriculturaltransformationinthecountry.
MainOutcome:NationalAETcouncilestablishedinthesamewayasaNationalAgriculturalResearchInstitute (NARI).
4.2.4 Private sector
TheprivatesectorshouldbeencouragedforitsengageandcontributiontotheimplementationoftheAESIFby:
• Adoptingagribusinessandtradepracticesthatencouragethedevelopmentoflocalentrepreneurshipandjobsfortheyouthsandthewomen;
• Practicingprocurementpoliciesthatfavourlocalindustryandgiveopportunityforcooperativetraininginagriculture;
• MaintainingdialoguewiththegovernmentforthedevelopmentoftheneedforregulationsandabusinessenvironmenttofacilitatetheincreaseofprivateinvestmentintheAETsector;and
• SupportingprogramsintheAETsystemsandparticipatingintheirimplantationalongthedifferentagriculturalvaluechains.
4.2.5 Other continental initiatives
• ForumforAgriculturalResearchinAfrica(FARA):AsaleadingAfricanResearchinstitution,FARAhascomeupwithaninitiativeontheAfricanAgriculturalScienceAgenda,theAfricanHumanCapitalinScienceTechnologyandAgripreneurshipforFoodSecurityFramework(AHC-STAFF).
• TheAfricaForumforAgriculturalAdvisoryService(AFAAS):AsthecontinentalorganizationinchargeofrevitalizingtheAdvisoryservicewithintheCAADPframework,thecollaborationwillmainlyinvolveATVETactivities.
• EducationNetworks:Anumberofsub-regionalinstitutionshavedevelopedinnovativeandinterestingAETmodelswhichcouldcontributetotheAESIFimplementation.Amongthevariousexistingnetworksonthecontinent,thefollowingcouldbementioned:o TheAfricanandMalagasyCouncilfor
HigherEducation(CAMES)(http://www.cames.org);and
o TheAssociationofAfricanUniversities(AAU) (http://www.aau.org).
o TheAfricanNetworkforAgriculture,
AgroforestryandNaturalResources(ANAFE) (http://www:anafe-africa.org);
o TheRegionalUniversitiesForumforCapacityBuildinginAgriculture(RUFORUM)(http://www.ruforum.org);
o AfricanWomeninAgriculturalResearchandDevelopment(AWARD)
(http://www.award.cgiar.org);
Thesesub-regionalnetworkscouldsupporttheimplantationofAESIFthroughtheimplementingspecificprogramsinterventionsaimedatachievingsomeoftheobjectivessetforthintheAESIF.
4.3 - Knowledge and Information Support
Thedevelopmentofindividualandorganizationalcapabilitiestoinnovaterequiresnotonlysupportiveorganizationalcultures,behaviours,andincentives,butalsoeffectiveknowledgeandinformationsystems.Thesetypesoflinkagesareessentialtoachieveeconomiesofscaleandscope,reducetransactionscosts,exploitcomplementaritiesamongorganizationsandindividuals,andrealizesynergiesintheinnovationprocess.Forexchangingknowledgeandexperiencesaseffectivelyaspossible:acoherent,comprehensiveapproachwillbedevelopedtoaddress:
• theincreaseinqualityandimpactsoftheAETsystems,andtherebymakinganimportantcontributiontosustainabledevelopmentprocesses;
• harnessingthevalueofknowledgeandexperienceefficientlyandeffectively,therebyraisingtheperformancecapacityandcompetivenessoftheAETsystemsinthecountries;
• theinteractionsbetweenanAETprofessionalandanagroprocessingplantmanagerwho,traditionallyrelegatedtoseparatedomains,aregivenanopportunitytocollaborateonaspecificproblem-solvingeffort.Thismayoffergreaterpotentialtogenerateinnovativeoutcomes.
Forachievingthesegoalsthefollowingmanagementprocessesshouldbepracticallyapplied:
• Informationmanagement:researching,compiling,documenting,structuring,storing,filingandupdatingknowledgeandexperience,tomakeitaccessible;
• Exchangingknowledgeandexperience,networkingandcooperating:shapingthe
Agricultural Education and Skills Improvement Framework (AESIF) - PAGE 25
interactionbetweenAETstakeholdersbymeansofnational,regionalandcontinentaleventsanddialogueforums,toenablesharingofknowledgeandexperienceonbothtechnicalanddecisionlevelsoftheAETsystems;
• Skillsdevelopmentandlearningfromexperience:reflecting,analysing,evaluatingandsystematicallyextendingtheknowledge,tobebetterequippedforfuturetasks;and
• Innovationmanagement:developingnewideas,thinkingoutsidetheboxandcombiningknowledgeandexperienceinnewways,intooptimizetheAETsystemsinthecountries.
4.4 - Communication
AneffectivecommunicationandadvocacystrategyshouldbedevelopedinsustainingthepositivemomentumoftheAESIFandalsotoencouragetherealizationofcommitmentsmadeinsupportofAfricanAgricultureEducationandTrainingstrategy.Theadvocacy/communicationstrategymustalsocampaignforandsupportcapacitybuildingforthenationalandregionalAETstructuresinAfricaentrustedwithAESIF’simplementation.AETStakeholdersimplementingthestrategyshouldensuretheeffectivecommunicationbetweenAETnational,regionalandcontinentalstructures.Itmustalsoemphasizeandcontinuetopromoteon-goingagriculturalandeducationalreformsinAfrica.
TheobjectivesoftheAESIF’scommunicationandadvocacy strategy are:
• TocreateanincreaseawarenessandownershipoftheconceptandideaofAESIF;
• TobuildcredibilityforAESIF,itspromotersanditsprojects;
• TohighlighttheleadershipcapacityofAfricans,includingwomen,andmanagetheAESIFsuccessfully;and
• Tomobilizethestakeholdersatdifferentlevelsforactions.
Toachievetheseaboveobjectives,anAfricanAETportalwillbecreatedundertheNEPADwebsitetodisseminateitsinformationandcommunicatewiththepublicatlarge.ProvidingthenecessaryguidancetothecountriesandtheRECsforfeeding,coordinatingandharmonizingthedevelopment,maintenanceandcontentadministrationofthisportalandusageofsocialmediatoolsisvital:
• todisseminatetimelyinformationtoallstakeholdersontheactivities,bestpracticesandlessonslearntfromtheAETprogramsindifferentcountries;
• toprovidethenecessaryandharmonizedplatformfortheexchangeofinformationwithstakeholdersandtobemoreefficientandresponsivetothepublic;
• toeffectivelyprovidenecessarytoolsanddataforresearchers,teachers,academy,studentsandtotheagriculturalvaluechainstakeholders,mainlytheyouthandthewomen;
• toenhanceandportraytheimageoftheAETtothelargerpublicusingtheonlinetools.
4.5 - Partnerships and resources
Emergingfromthisroadmap,criticalareasforinvestigationandinvestmentoccur,namelypre-conditionsandasupportiveenvironment,relevantinstitutionsandadequateresources,appropriatelytrainedgraduates(rightmixofskillsandlevelsoftraining)andstrongeffectivepartnershipsandnetworksforimpact.Afurtheranalysisofthesecriticalareasprovidesemergingperspectivesforopportunity:
• Investdirectlyatcountrylevel?- PatternsacrossAsiaandLatinAmerica
indicatethatAET(andbroaderagriculturaldevelopment) requires strong country-level institutions;
- Regionalinstituteshavehadavitalroleinsupportingqualityresearchandprovidingshort-termhumancapacityacrosslargegeographicregions(e.g.SROs(CORAF,ASARECA,CCARDESAinResearch,CGIARcentreinAfrica(ICRISAT,IITA).
• Expand/createnewprogrammes?- Thecontext-specificlearningandskills
developmentofferingsareavailableacrossalllevelsoftheAET,includingappropriateofferingstargetedatunemployedyouthinneedofinformal,experientialtraining.TheofferingsshouldcatertothespecificneedsoftheCAADPgoalsandvocationalandtechnicaltrainingsub-sectors,aswellasrelevantofferingsinthehighereducationsectoratundergraduateandpostgraduatelevel;
- Ensurethatthereispostgraduatetrainingtoinvigorateresearchanddomesticsectorialdevelopmentisnotneglected(e.g.Rockefeller/USAID-supportedPhDshaveplayedacentralroleinTAEdevelopmentinChina,India,Brazil,Malaysia,andelsewhere);
- RecentinnovationsshowthepotentialfornewformstorapidlyscaleofAET(e.g.China’snewopen AET universities).
• Improvequality/aligntoneeds?- Curricularreformeffortshaveimproved
linkageswithagribusiness,SHFs,natural
Agricultural Education and Skills Improvement Framework (AESIF) - PAGE 26
resource management and practical skills (e.g.,EarthUniversity,Zamarano);).
- Faculty retention strategies can increase stabilityandproductivity–andpossiblyreversemigration(e.g.,Tanzaniaimprovedworkingenvironmentandincentivesforacademicstaff).
• ImproveAIScoordination?- Expertsstresstheimportanceofintegrated
agriculturalinnovationsystemsforproductivitygains.Historically,mostsuccesshasresultedwheneducationiscloselylinkedtoresearchandextension;.
- Shouldlegislationberequiredtosupportthisproposedstructuraltransformationingovernance,transitionalarrangementsmustbeputinplacetoallowforthisinordertoallowadequatetimefortheappropriatelegislationtobedeveloped.
• Strengthenfundingbase?- PatterninAsiaofsignificantinvestmentin
agriculturalR&Dandeducation(20%ofGDP)indicatesnecessityofsustainedpublicfundingforTAE;
- Donorshavebeenabletoleveragestrategic,sequenced investments across agricultural innovationsystemsbypartneringwitheachotherandcommittedgovernments.
4.6 - Risk Management and mitigations measures
InSomecountries,theCAADPfundingprocesseshaveachievedsignificantprogressindevelopinganInvestmentplansandbusinessmeetingsandtheprocessmaybedelayedifEducationactivitiesneedtobeincluded.Asre-emphasizedinalloftheworkshops,securingandharmonizingdonorsupportbypoolingfundsaroundtheStrategicPlanisessentialforeffectivesupport.Atthesametime,aligningsupportaroundabroaderAfricanStrategicPlanforAETwithinAESIFthatleveragestheabilitiesofthesenetworkswouldallowDPstoensureharmonizationwithintheframeworkofCAADP,therebyavoidingthecurrentfragmentation
insupportofAfricanTAE,whileenhancingownershipbytheAfricanpartners.Todate,variouspotentialdonorshaveexpressedinterestinchannellingtheirfundsthroughamechanismsuchasMultiDonorTrustFunds(MDTFs)whichareattractivetomanydonors,astheyprovideapracticalmeanstoimplementtheprinciplesdonorssigned-uptointheParisDeclarationonAidEffectiveness(2005)andtheAccraAgendaforAction(2008).Theseprinciplesincludeacommitmenttogreaterharmonizationofdonorsupport,ownershipofdevelopmentinitiativesbyAfricanpartners,alignmentwiththeiragendas,managementofresultsandmutualaccountabilityamongDPsandAfricaninstitutions.MDTFsprovidetheopportunitytoputtheseprinciplesintopracticewhilereducingtheadministrativeburdenforthedonorinstitutions,astheyarenormallymanagedbyoneinstitutiononly,e.g.bytheWorldBank.
ThemitigatingfactorwillbetoparticipateintheoverallactionsplannedundertheISRofMalabodeclarationandfollowuptheimplementationtheAESIFProgramManagementandResultsFrameworks.
AESIFwillfindonthegroundsomeongoinginitiativesdevelopedbyDPsanddonorswhichhaveingeneralwithAETsomemoreformal/officiallevelofbilateralinteractionsinvolvingthenationalMinistriesofPlanningandFinanceandthetechnicalministryof(Tertiary)educationorAgriculture.Thereisalsodonor-drivenprioritizationwherebythedonorsownareasofinterestdrivethecontentofthecollaboration.ThesekindsofcooperationarebuiltinalongtermindividualrelationshipanditimportanttointegrateitintheprocessandseekforanAfrican-led initiative.
ThemitigatingfactorswillbediscussedwiththesepartnersandtheirrepresentativesatAETandbringthemintotheSustainableCAADPMomentumandPostMalabodeclarationobjectives.
Agricultural Education and Skills Improvement Framework (AESIF) - PAGE 27
4.7 - Conclusion
TheframeworkhasbeendevelopedinrecognitionoftheneedtostrengthenandtransformtheAETsystemacrossalltraininglevels,includingthenon-formaltraining,theformalvocationalandtechnicaltrainingcomponents,aswellasthehighereducationcomponent(atundergraduateandpostgraduatelevels).Anumberofkeyissuescutacrossallareasforattentionandinvestmentin,amongothersleveragingthepotentialofwomenandyouth,andentrepreneurship.TheinstitutionalreformsofAETareimperativeforAfricanAgriculturetoimprovefoodandnutritionsecurity,economicopportunity,prosperity,jobsandwealthcreation.Itispossibletoaddressthesecurrentchallengesassomegoodexamplesexist(inSonghaicentreinBenin,at‘InstitutSupérieurAgrovétérinaire’deKimwenzainDemocraticRepublicofCongo)andthehealthsectorinAfricashowsanefficientcoordinationmechanismbetweentraininginstitutionsandhospitals.
5. Annexes
5.1 Detailed AESIF Program Management and Results Matrix
Summary Indicatorsofsucess SourcesofVerification Key assumptions/risksAESIFobjective:Improve agricultural education and training (AET)forstrengtheningthehumancapitalneed-edtoachievetheCAADPvisionofagriculture-leddevelopmentinAfrica
By2025,x%increaseofskilled agricultural em-ployablepersonscontrib-utingtoAfricanagricultur-altransformation% increase in income along selected agricul-tureVCsduetoimprovetraining measures
NationalLabourForceSurvey;
Tracer studies
Expanded local agro-in-dustryandvaluechaindevelopment ensuring participationofwomenandyouth
Outcome1:ATVETsub-systemsareinte-gratedintoandharmo-nisedwithnationalTVETsystems
XXATVETinstitutionsac-creditedwithintheTVETsystems.NationalATVETstrate-gywithclearrolesandmandatesbetweenAETinstitutionsandthepri-vate sector.AtleastYYpolicydocu-ments (including docu-mentonApprenticeshipandATVETFinancingandonQualityManage-ment Framework) devel-opedforAESIFImple-mentation
YearlyProgressReportofnationalTVETinstitu-tions,minutesofmeet-ings.YearlyReports;TVETManagementInformationSystem.Policydocuments,stake-holdermeetingminutes,ATVETyearlyprogressreport
Willingnessofinvolvedstakeholdersatalllevelstocooperatehorizontallyand vertically.Preparednessofprivatesector and civil society bodiestocooperatewithgovernment and assume responsibilities.
Outcome 2: Innovative approachesfordemanddriven training and businessdevelopmentservice delivery
AgreedformatforNQFavailableforimplemen-tation.XXstandards,yycourseconceptsandzzassess-mentpackagesofout-come–based,demanddriven training modules withfocusonvaluechainsandsuitableforfemales(minimum30%) and males stu-dents. xx(with30%females)upgradedmaleandfe-maleteachers(inteach-ingmethodsandtechni-cal skills). At least XX AET insti-tutionswithCBTpro-grammesbasedonNQF.XX master trainers/ teacherstrained(50%maleand50%female)
Documentationofoc-cupationalstandards,curriculaandcertificationofnewteachersYearlyreportsreviewofAET institutions
Preparednessofpublicand private training insti-tutions to accept para-digmchangetowardsCBT. Training providers releasestafffortraining.Schoolsareinapositiontoretainstaffaftercom-pletionoftraining.
Agricultural Education and Skills Improvement Framework (AESIF) - PAGE 28
Summary Indicatorsofsucess SourcesofVerification Key assumptions/risksOutcome3:Modelsofmulti-stakeholdersharedfinancingsystemofAETare implemented
XXfinancialframeworktaking into account diversificationoffund-ing sources including leveragingfundingfromprivatesources;ATVETintegratedintoNAIPsensuringnec-essary investments in institutionsandhumanresources% growing investments ofpublicsources,donorpartners and private sec-tor in TAE
Documentationofoc-cupationalstandards,curriculaandcertificationofnewteachersYearlyreportsreviewofAET institutionsInnovationfunddocu-mentationImplementation plan and annual review reports
5.2 - Guidelines for the AET strategy development process at country level
5.2.1 Stocktaking study for compiling experiences and good practices in AET and the identification of gaps in the national agriculture educational and training system prior to the preparation of the national forum
• Asastartingpoint,thenationalstocktakingexerciseneedstoreviewthewhole“landscape”oftheTAEandATVETorganizationstructuresthatexistinacountryinparticularly:
• Thecountry’sAgriculturalEducationTrainingsector,includingrelevancefornationaleconomy,majorcommoditiesandvaluechains,prioritiesforagriculturaldevelopment,roleofprivatesectorinvestment,etc.;
• HowtheagriculturetrainingCentrefunctions,whichgovernancestructure,financialmodeland administrative set-up and
• Theprioritiesandstrategicobjectivestheyarecurrentlypursuingandhowtheyinteractwitheachotherandthegovernment(andifapplicable:howdoesthereparticipateintheCAADPprocess).
Basedontheassessment,thestocktakingstudyshallidentifygoodpracticesandsuccessfactorsandsystematizethelessonslearntandchallengesoftheAETsysteminthecountry.AlsothestudyshallidentifyopportunitiesandmakerecommendationstostrengthenandembedAETintheimplementationprocessofNationalAgricultureInvestmentPlans(NAIPs).
5.3.2 Organisation of the national AET stakeholders’ forum to agree on the national AET
strategy addressing the two domains —ATVET and TAE —and in three areas within each domain: 1) Policy, Governance and Management; 2) Teaching and Learning Systems; 3) Public and Private Mobilisation.
Contentofthestrategyplanmusthighlightthevision,themission,andtheobjectiveswiththelogicalframeworkindicatingtheoutputsandindicatorsfora10-yearsimplementationperiod.TheAESIFdocumentshouldbeservedasaguideline(asindicatedinthechaperon3.3strategicareasand actions)
5.3.3 Appraisal of institutional and financial/ budgetary options;
ThroughtheNationalAETForumofstakeholders,aNationalAgriculturalteamshouldbeestablishedtomakeafollow-uptheprocessofimplementingAESIF.ThenationalteamwillprospectandproposetheNationalAETcounciltobeappointedbythelegalauthoritiesofthecountriesthroughconsultationbetweenministriesinchargeofagriculture,educationandprofessionaltraining.TheLeadershouldbuildupanationalteamofactorstotranslate AESIF strategies into action.
Thiscouldbepursuedinavarietyofways,includingamongothers,thefollowing:
• TakeownershipoftheAESIFprocessbyinternalizingtherelevantguidelinesintheexistingpolicyandstrategy.ThereforethisprocessshouldandprovidedeepreformsinAETfortheirefficiency;
• .EncouragetheprivatesectortoinvestintheAETsystemsthroughenablinglegislationandpolicies,andthusfullyplayingtheirroleinthewholeprocessofimplementation;.
Agricultural Education and Skills Improvement Framework (AESIF) - PAGE 29
• Developandinstitutionalizeprocessesthatfacilitatenationaldialoguetorespondtosocial,economic,politicalandgovernancechallengesinthecountry;
• Createconditionsthatareconductivetopublic-privatesectorspartnershipstoboosttheAETperformance,therebycontributingtotheagriculturaltransformationinthecountry.
Resourcerequirementsshouldbeprojectedonthebasisofthequantitativeandqualitativeobjectivesexpressed.Anestimationoftrainingcentreenrolmentsisnecessary,aswellasmobilisingthehuman,physicalandfinancialmeansinordertoimplementdevelopmentstrategiesandrealizeAETdevelopmentobjectives.Thefollowingcategoriesofeducationalinputsaretobeconsidered:
• Personnel:estimationofnumberofteachingandnon-teachingpersonnelrequired(managerialandsupervisorystaff,administrativeandservicepersonnel,technicalandmaintenanceworkers,etc.)andtoforeseerecruitmentneeds(peryear,perregion,andby
educationlevel)whiletakingintoaccountstaffattrition.Italsoenablestheevaluationofthetrainingneedsofthesepersonnel,bothatpre-serviceandin-servicetraininglevels.Thenewrequirementsforteacherswillindicatetotheeducationalauthoritiestheneedtotakeadequate measures in advance.
• Instructionalmaterialsandequipment:Thereisneedforinstructionalmaterialsandequipmentofthetrainingcentressoastomeetthecurricularreformandtoevaluatetherecurrentcostsresultingfromthis.
• Educationalfacilities:Onthebasisofthenumberofstudentsandtheparametersofpedagogicalmanagement,itisimportanttoestimatethenumberofbuildingsandroomstobuild,ona10-years’time-horizon.Itwillalsoindicatetheexpendituresneededforthepurchaseofnecessaryequipmentandmaintenanceexpensesofallkinds.Therequirednumberofclassroomsandotherspaces,aswellastheneedfornewbuildings,willbeestimated.
Agricultural Education and Skills Improvement Framework (AESIF) - PAGE 30
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