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Sasakawa Africa Fund for Extension Education

Annual Progress Report (Academic Year 2014/2015)

By

Deola Naibakelao

Presented to the Board of Directors

Addis Ababa, Ethiopia

November, 2015

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Contents

I. Introduction .................................................................................................................................3

II. Achievements .............................................................................................................................3

1. Programs in Focus Countries.........................................................................................................3

1.1 Ethiopia ................................................................................................................................3

1.2 Nigeria ..................................................................................................................................4

1.3 Mali ......................................................................................................................................6

1.4 Uganda .................................................................................................................................6

2. Programs in non-focus countries...................................................................................................7

3. Alumni Associations .....................................................................................................................7

4. Regional activities ........................................................................................................................8

5. Papers presented by the staff ..................................................................................................... 10

6. Fund Raising .............................................................................................................................. 10

7. Farmer Based Organizations (FBOs)............................................................................................. 11

III. Challenges ............................................................................................................................... 13

IV. Conclusion ............................................................................................................................... 13

V. Work Plan for 2016 ................................................................................................................... 13

VI. Annexes................................................................................................................................... 15

1. Statistics of SAFE Students from 1993 to 2015 (as of October 2015)...................................... 15

2. Map of Participating Countries .............................................................................................. 16

3. Duration of University/College Programs ................................................................................ 17

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I. Introduction We have recorded positive developments in the programs during the academic year 2014/2015. Three new universities have joined the group of participating universities, making the total of 21 universities and colleges. Given the importance of livestock in Ethiopia, the curricula of two of the three new universities are pastoral oriented. The work with Farmer Based Organizations (FBOs) is in good progress. Many training sessions for their leaders, members and other organizational activities have taken place during the year.

II. Achievements

1. Programs in Focus Countries

1.1 Ethiopia Having recognized that the current mid-career curriculum is weak on pastoral issues, we engaged two universities in two pastoral regions of Ethiopia: Jijjiga University in Somali Region and Semera University in Afar Region to redress the situation. The two universities have therefore jointly produced a pastoral-oriented curriculum. The curriculum was reviewed and approved during a curriculum validation workshop involving representatives from the two regional governments, Federal Ministry of Agriculture and the two universities. They planned to launch the program in the next academic year. An additional outcome of this process was the creation of awareness at Federal level of the inadequacy of current curricula at diploma colleges which are run by the Ministry of Agriculture and Natural Resource Development. The Ministry has expressed an interest in also reviewing the curricula of diploma colleges in pastoral areas. Some regions in Ethiopia have expressed preference for summer degree programs for their diploma holding staff. Their reason is that full time program takes away their staff from their work for too long. They would like programs that are run during low agricultural activity periods so that staff are back at their work during pick activity periods. Following these requests, a workshop was organized to restructure the current curriculum for ‘summer’ program. Accordingly, university delegates restructured the curriculum for the ‘summer’ version of the program and it is now ready for implementation. This will be a four year degree program instead of 2.5 years for the full time program. Three universities in Ethiopia (Arba Minch, Hawassa and Jimma) have shown interest for the ‘summer’ program and are in the process to have the program approved by their respective senates. A value chain training workshop was organized for 19 teaching staff from eight universities in Ethiopia and two staff of SAA in August 2014. The value chain concept is well accepted by universities which are now working hard to embrace it in their teaching. The SEPs workshops conducted in all Ethiopian universities also showed an improvement in terms of embracing the value chain orientation. In addition, SAFE has participated in organizing the first national conference of the Ethiopian Society of Rural Development and Agricultural Extension (ESRDAE) in November 2014.

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Another meeting was organized for mid-career alumni representatives of Ethiopian universities to explore possibilities of strengthening Alumni Associations. The main outcome of the meeting was an agreement to form an association for each university and have an apex committee at national level to coordinate issues of common interest across associations. It is agreed that the role of the associations would include sharing success stories, compile the profile of extension professionals, participate in SEPs supervision, engage in extension policy dialogue, keep tracer information of the graduates, serve as guest lecturers, participate in curriculum review activities, etc. The main tool for keeping the members together will be through newsletters. Five of the six universities in Ethiopia held successful graduation ceremonies in July 2015. The sixth, Jimma University, will graduate its first intake next year. Wollo University graduated its first intake. Perhaps the most impressive result came from Mekelle University. From a graduating class of 39, 26 achieved a distinction which included 6 Very Great Distinction; 6 Great Distinction; and, 14 Distinction (including 2 females). This is a hugely successful result.

1.2 Nigeria In the 2013/2014 academic sessions, SAFE programs in Nigeria embarked on the curriculum review process to meet emerging needs of farmers in the country. Various efforts have been made to mainstream value chain into the curricula. Ahmadu Bello University (ABU) and Bayero University of Kano (BUK) have jointly developed the content of the course (manuals) on Value Chain to be taught by a team of lecturers from Agricultural economics, Agronomy, Animal Science and Food Technology. Specifically, BUK, has made the following efforts at implementing Value Chain Oriented Curriculum. A strong synergy was established among the departments in developing the Value Chain curriculum. SAFE liaised with Center for Entrepreneurship Education to teach some of the VC courses. Adamawa University, University of Ilorin and Usmanu Dan Fodiyo University have also developed their curricula along the value chain courses. All universities have made conscious efforts in 2014 academic year to reorient the SEPs of midcareer students to cover the entire value chain of commodities of interest to farmer groups. A two days workshop was organized at University of Ilorin on sustaining and improving the SAFE program among participating Universities. After series of deliberations, the following resolutions were made:

Intensify sensitization efforts by the various institutions.

Incorporate gender issues and ICT that could attract more grants for the program.

The Enterprise Centers should serve as a training ground as well as revenue generating center

for the SAFE program.

A joint Sasakawa academic journal was proposed which will be made up of a consortium of the

participating Universities.

The SAFE programs in Nigeria also gave more focus to develop modules and manuals in 2015. The development of 20 various modules/teaching manuals have been completed and some yet to be

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completed by end 2015. Lecturers at Usmanu Dan Fodiyo University are also currently working on the modules for their program. Bayero University has developed 9 modules for short courses while another 6 modules are currently being edited. Subsequently, BUK organized formal and informal training (in form of short courses) in collaboration with State Agricultural Development Programs (ADPs) and Universities and trained 316 extension agents, farmers and processors in Adamawa, Jigawa and Gombe states. After the training, it was observed that participants learned improved ways of wheat production and possible opportunities in processing wheat into flour and semovita. The extension agents can now calibrate their sprayers and calculate the right dose of fertilizer using the research recommendations. All participants can now use GPS device to measure their farm size instead of using the conventional method of rope and tape. The resource persons delivered their papers in a very professional manner and remarkably played their respective roles during the training; making the training very productive and interactive. Various SEPs have been implemented by SAFE students with farmers and farmer groups in the rural communities. These projects were intended to solve particular problems of farmers along the entire value chain agriculture. For example, the 15 SEPs projects implemented in ABU addressed many diverse rural problems and solutions were found collaboratively to improve the livelihoods of many rural villagers. The “Technology Village” in the coming years will have an “enterprise incubator center” component. Therefore, SAFE partner institutions have started the initiative to develop projects in collaboration with students, administration of institutions, and resource people. Adamawa has indentified aquaculture and apiculture/Bee keeping enterprise while University of Ilorin has selected locust bean, fish packaging and juice production to be the major value chain enterprises at its Technology Village. Bayero (BUK) has also decided orchard & animal slaughtering and meat processing enterprises to be implemented at its enterprise center. In 2014, the ABU SAFE program graduated only 7 candidates. This set of candidates was the lowest number of students to be ever graduated in the history of the ABU SAFE program. The low number was due to the high dropout rate and incompletion of SEPs projects due to the unrest situation in the Northern part of the country. The enrolment and number of graduates in other universities continued to increase. A professional visit was organized for the FMARD funded Usmanu Dan Fodiyo University Sokoto (UDUS) to the University of Cape Coast in Ghana. Participants included the Vice Chancellor and the Deputy Vice Chancellor (Academic), the Federal Director and Deputy Director of Agricultural Extension (FMARD), the Dean of the faculty of agriculture, lecturers and administrative officers. The objective of the visit was to learn about UCC program and take home lessons for the implementation of the new program in Nigeria. To that effect, the key components of the program at UCC were presented and discussed. A similar learning in-country visit was organized for UDUS at the University of Illorin (Nigeria).

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1.3 Mali As per the agreement of SAFE francophone partner institutions to develop common training manuals, 12 manuals were developed in 2014/2015 academic year. University of Segou has admitted its first batch of 25 students in January 2015 and value chain oriented modules were developed for the program. Students at IPR/IFRA continued conducting value chain oriented SEPs and the government has supported the supervision of SEPs. In the past two academic years, female intake at Samanko has significantly increased and reached up to 42%. IPR and Samanko have sustained the program after the termination of direct support by SAFE. The Enterprise Centers remained the place where value addition practices were performed by students. Between 2014 and 2015, the entrepreneurial projects performed in the Technology Villages at IPR/IFRA and CAA Samanko included breeding of crossbred chickens, production and processing of peanuts, papaya, onions and garlic. E-learning project for SAFE partner institutions in Francophone countries is underway. The program will be fully devoted to distance learning and more particularly to online training. Ten online training courses have been developed. In addition, a project proposal has been submitted to Modernizing Extension and Advisory Services (MEAS) for funding a pilot e-learning class. A panel discussion was organized in Bamako on September 20, 2014. The objective of the panel was to make the SAFE programs more visible and raise the awareness of young girls to embrace a career in Agriculture. The panel brought together the “excellent students” from various geographical regions of Mali. The panel has informed, educated and motivated young girls to embrace Agriculture and Agribusiness in order to develop this sector in Mali.

1.4 Uganda The university is working on an accreditation arrangement with a diploma college, Bukalasa. If this succeeds, the university will come up with a two-track curriculum – one for mid-career professionals and another for the high school graduates. Representatives of Makerere and Bukalasa visited University of Cape Coast in Ghana for lesson learning. This was followed by a consultative workshop where modalities and a roadmap were agreed. The consultative workshop was also attended by representatives from the Ministry of Agriculture, Animal Industry and Fisheries (MAAIF) which has since written a letter to Makerere endorsing the accreditation initiative. The Department of Extension and Innovation Studies at Makerere has since developed an accreditation proposal which is now awaiting approval by the University Council.

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2. Programs in non-focus countries As reported last year, the support from the Ministry of Agriculture to the program at the Polytechnic University in Burkina Faso has drastically declined over the years. A meeting was held with MoA to try to re-engage them. Unfortunately, there has been no significant improvement so far. The main reason was the political change which occurred in Burkina Faso, followed by the stepping down of the then President and his government. The current transitional government is mainly focusing on the preparation of the elections, leaving other administrative matters on standby. The situation was compounded by the recent Coup d’Etat by a segment of the army. The Government of Tanzania has stopped the financial support it gave to the mid-career students in the form of loans. This affected tremendously the program resulting in rapid decrease in intake. This unfortunate decision has forced students to postpone their studies due to inability to pay required tuition and living costs. In both cases of Tanzania and Burkina Faso, there is serious need to re-engage with the two governments to revisit their decisions and the level of support. They were the ones who asked for the program and as such they should continue their support. As a way forward on this situation, a meeting will be planned during 2016 for the chair to discuss the issue with the officials of the two countries.

3. Alumni Associations Alumni associations continued to participate in SEPs supervision. In addition, the associations helped in the collection of graduates' tracer information in their respective countries. Alumni associations in Ethiopia, Nigeria and Mali have participated in curriculum review workshops. They were instrumental in facilitating networks among SAFE graduates. SAFE has provided financial and technical support for 14 alumni associations. More than 25 alumni members were supported to participate in professional and networking workshops so that members can upgrade their professional qualifications. In 2015, two alumni associations were established in Ethiopia (Wollo & Jimma). One new alumni association in Nigeria (Adamawa) will be established by end 2015. Currently, there are 16 active Alumni associations in 9 program countries. Preparation is underway to have an alumni apex committee at national level to coordinate issues of common interest across associations. All associations planned to increase the revenue from membership fees so as to cover expenses of their office and update the data base of the mid-career graduates.

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4. Regional activities

Annual Retreat Sasakawa Africa Fund for Extension Education (SAFE) held its annual staff retreat in Kampala, Uganda from July 24 – 25, 2015, followed by the East Africa Regional SAFE Networking Workshop from 27-28 July. The agenda items, presentations, and discussions of the retreat mainly focused on: Enrollment, Graduates, Supervised Enterprise Projects (SEPS), Curriculum Development, Alumni, Program Expansion, Partnership with Government, and others. It also discussed in depth Regional Activities, Farmer Based Organizations (FBOs) activities, and Theme Collaboration with Sasakawa Global – 2000. The retreat also laid out ideas from the SAFE perspective for the 2016 Tokyo International Conference on African Development (TICAD). The World Food Prize in Des Moines, Iowa (USA), in November and SAA – SAFE side event on the occasion was another main agenda on table. It discussed SAFE board suggestion of establishing Hubs for SAFE programs in different regions so as to increase SAFE profile and visibility. The retreat recommended among others that FBOs strengthening activity should give more emphasis to capacity building in the form of training, and stressed proper mechanism should be in place to control and administer the repayment of the revolving fund. Regional Technical Workshop for East Africa The East Africa Networking Workshop was organized in Kampala (Uganda) on July 27 and 28, 2015. Sixty (60) participants were drawn from the Universities and Ministries of Agriculture from Ethiopia, Malawi, Tanzania, Uganda and Ghana.

Workshop theme

Supervised Enterprise Projects: An opportunity for actualizing the value chain concept in the B.Sc. program for mid-career extension professionals

Background to the workshop The challenges faced by the smallholder farmers in their bid to enter the cash economy are huge. They need strong support from properly trained agricultural extension profess ionals with appropriate and relevant knowledge and skills to drive agricultural modernization process. Currently, smallholder farmers in the region are not benefitting to the full because of lack of value -addition to their agricultural produce. This is partly because extension services focus on improving production and productivity and abandon the farmers at harvesting. Extension services are structured for this production focus , too. University training has a strong production orientation because they train for extension services with a production focus. This situation is therefore self-reinforcing – the extension service’s production focus influences training at universities; and training at universities determines what extension can do – the result is, extension services staff are not trained to provide advice beyond production. To break this cycle, employers need to articulate their needs covering the entire value chain and in ways that universities can easily translate the needs into curricula. The role of universities is to ensure that

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the wheels of agricultural production and the entire value chain are well oiled with the necessary knowledge and skills. During the past five years, several universities have taken steps to ensure that their curricul a have a value chain orientation.

Purpose of the workshop

The workshop provides a platform for both employers and universities to review their progress towards the value chain orientation.

Specific objectives

For employers to:

share their experiences with extension staff development for value chain-oriented extension; and,

present their expectations from universities regarding their extension staff development needs.

And for universities to:

share their experiences with the mid-career program; and,

present updates on progress towards implementing the value chain-oriented curricula and the extent to which students have been able to embrace the value chain orientation

in their SEPs.

Expected outputs Documented experiences on the mid-career program in general and on value chain orientation in particular. The workshop deliberations were around the following key issues.

Delivery is still generally biased towards production. Most of the SEPs are oriented to crop production. Mindset to production and productivity by lecturers in the host department and support

departments. Lack of resources and absence of budget for SEPs from some of the employers. The complexity of some Value Chains. The decline and/or the absence of support to the programs by the concerned Ministries.

As a way forward, the following recommendations were made by the participants.

1. Organize refresher or short courses to reorient the focus to Value Chain for lecturers . 2. Retool the lecturers to teach beyond production. 3. The SEPs’ proposals should clearly indicate the objectives on production, value addition and

marketing.

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4. The universities should lobby and seek audience with political leaders to influence policy and make extension visible.

5. The concerned ministries should continue financing the program as an in-service training program.

5. Papers presented by the staff The papers listed below were produced and presented by the staff during the year.

1. “Public-Private Partnership for Responsive Extension Education: The Case of SAFE and UCC in Ghana” by Prof. J.A. Kwarteng and Deola Naibakelao, at MEAS Symposium, Washington, USA

2. “ Mainstreaming Value Chain Orientation in a B.Sc. Curriculum for Frontline Agricultural Extension Professionals in Ethiopia” by Jeff Mutimba, at AIAEE 31st Annual Conference, Wageningen Universsity, The Netherlands.

3. “Perception Towards Supervised Experiential Learning Projects (SELPs) Among Mid-Career Agricultural Professionals in Uganda: The Case of the Bachelor of Agricultural and Rural Innovations, Makerere University” By Jeff Mutimba and F. B. Kyazze, at AIAEE 31st Conference.

4. “Strengthening the African Agricultural Extension System with the Special Focus on Value Chain Extension: The Sassakawa Africa Fund for Extension Education Way” by Jeff Mutimba, at Conference on Postharvest and Agro-Processing (PHAP) Extension in Africa), Hawassa.

5. “Perception of Mid-Career Extension Professionals and Farmers on e-Wallet Fertilizer distribution Scheme to Improve Farmers’ Performance in Kano State, Nigeria” by Mercy Akeredolu; Abraham Jibowo; Assa Kante and Mahmoud Ibrahim Daneji , at SASAE Conference in South Africa.

6. “Lifelong Learning in Agricultural Extension and Advisory Services: The Sasakawa Africa Fund for Extension Education Experience” by Jeff Mutimba, at AFAAS Africa-wide Agricultural Extension Week, Addis Ababa

SAA and SAFE have organized a successful side event during this year’s World Food Prize celebrations in Des Moines, USA.

6. Fund Raising I met with Gary Alex, ‘Farmer-to-Farmer Program’ Manager, Bureau of Food Security (USAID), during MEAS workshop in Washington. We discussed possible funding of SAFE activities by USAID. He suggested having in-depth discussions later. I therefore involved Winrock in the process. As a first step, Henk Knispscheer (Senior Fellow) and Deb Roy Royjit (Senior Vice President) visited USAID where they presented SAFE to Gary and one of his colleagues. The discussions revealed that USAID support to SAFE would be:

1. Country based 2. Emphasis will be on institutional strengthening

SEPs

Collaboration between Agricultural Colleges of the Ministries of Agriculture and Agricultural Universities, and

Gender should be an integrated component

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The next step in the process will be a formal presentation to USAID central management which will be shared with USAID staff at selected Missions; hoping that the Missions will buy in.

7. Farmer Based Organizations (FBOs) The implementation of the capacity development project for FBOs in Ethiopia, Mali, Nigeria and Uganda is in good progress. Farmer groups have received focused training in relation to improving the depth and skills of their organizations. These have been given in the form of short training courses; on-site coaching; and, look and learn visits. So far, 49 training manuals have been developed in areas of knowledge and skills in business; entrepreneurship; group development and management; and, enterprise -specific financial management. More than 11,500 FBO members have trained on these subjects in 2015. Ten field visits were organized and attended by 3,200 members in the 4 countries. In Uganda, for example, a single ‘look and learn visit’ of a farmer association to a progressive farmer in another district has re-energized its members to broaden their income generating activities beyond cassava which is only seasonal. The members have embarked on poultry and piggery as a result of the visit. The amount of savings among all farmer groups has increased. For example, one FBO in Ethiopia has collected a saving of US$70,000.00 in 2014 as compared to US$32,000.00 in 2013. The groups were also able to give credit to their members – and encouraged their members to use the funds borrowed for development purposes. In Ethiopia, all farmer groups have expanded their income generating activities. Those included crops like maize, wheat and teff during the rainy season and irrigation where they grew vegetables during the dry season – including high value crops like seed onion. The project has played a key role in linking farmers to markets and assisting the groups in negotiating contracts. In Mali, two Multi Actor Platforms were able to market (sell) 140 tons of quality cowpea grains to the World Food Program. Another contract was signed between PROSEMA (Promotion du Sesame au Mali) between the sesame platform of Banamba. Many farmer groups are now able to look for alternative market outlets that generate a premium price for their product. They were able to enter in to contractual agreement with buyers and sell their product in bid. More than 25 Multi Actors Value Chain Platforms (MVCP) have been established in four countries. MVCP is a forum whereby all actors along the commodity value chain (input suppliers, producers, service providers, wholesalers transporters and consumers) come together to identify problems along the commodity value chain and look for solutions. The project is also helping farmer groups with physical disabilities. Some 300 physically disabled farmers in Nigeria have been organized into two groups and received training in group dynamics and enterprise management. Technical support was provided on their crop production plots.

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The project has introduced competition between groups. This has encouraged the groups to strive to do better as they aim for recognition – and standards rise as a result. In 2015, the project has provided awards to 12 best performing FBOs. The project in Mali has organized several training sessions (ToT) in collaboration with Winrock International F2F project. Topics of trainings included marketing, post-harvest management, agri-business and entrepreneurship. In 2015, a revolving fund was provided for nine farmer groups to buy inputs and materials. Members

must pay 20% down payments of the total requested loan. FBOs will take 5% interest of the total loan

which will be used to cover running costs. Appropriate follow-up and repayment mechanism are in place

and contained in the signed MOU. FBOs have a passbook for tracking re-payments of the loan.

Depending on the type of enterprise, the period for repayment the revolving fund loan extends from 6

month to 2 years.

FBO Activities

Major Intervention Areas of FBO Project Planned for 5 Years

(2013-2017) Achievement

(as of Oct. 2015)

Number of supported Farmer Organisation in four countries

1,929 FOs 1,075 FOs (56%)

Development of FBOs directory (database) 1,929 FOs 810 FOs (42%)

Development of training materials (manuals) on identified commodities

54 Manuals 45 Manuals (83%)

Number of FO members trained 66,000 members 39,925 members (35%)

Exchange visits for FO leaders & members 41 exchange visits 28 exchange visits (68%)

Revolving fund for selected FBOs 18 FBOs 18 FBOs (100%)

Award for best performer FBOs 36 FBOs 12 FBOs (33%)

Establishment of Multi-Actors Value Chains Platforms (MAVCP)

40 MAVCP 29 MAVCP (73%)

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III. Challenges

The insecurity in Nigeria has negatively impacted the program at Adamawa State University. Adamawa

State is one of the targeted places by Boko Haram. As a consequence, the normal running of the

program was disrupted.

The absence of support from employers in some countries (Tanzania, Burkina Faso and Uganda) is

another challenge. In Tanzania, the government has stopped its financial support to the staff. This led to

a drastic reduction in intakes. In Burkina Faso, the relation between the Ministry of Agriculture and the

university has weakened of recent. In Uganda, in the context of the decentralization of extension, the

districts have failed to recruit development agents. Apparently, extension does not seem to be their

priority. In order to address those issues, we plan to visit those countries in 2016 with the Chair to have

in-depth discussions with the concerned authorities.

With respect to FBOs, the high level of illiteracy of members remains a challenge, especially for the

training. In order to address this challenge, we use more and more pictorial training materials.

The high level of interest rate on loans in all the countries is also a challenge facing FBOs and their

members.

IV. Conclusion Despite of the above mentioned challenges, the programs have made progress during the year. The

alumni associations have become more effective in their activities and support to SAFE in their

respective countries. Generally, the FBO project has made steady progress during 2015.

V. Work Plan for 2016

Strengthen programs at the following universities.

Bahir Dar University Mekele University

Illorin University

University of Segou

New Diploma College (Nigeria FMARD Project) Usmanu Dan Fodiyo University (Nigeria FMARD Project)

(The support includes the acquisition of teaching materials, facilitation of SEPs supervision/workshop and provision of inputs for Enterprise centers).

Support to on-going scholars (4 on-going & 2 new scholars)

Develop modules and new curricula

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24 modules (Ethiopia – Pastoral oriented curriculum)

12 modules (Nigeria – for diploma level training) 12 modules (Mali - – for diploma level training)

Upgrade and manage website

Data base for FBO and SAFE programs will be linked with SAFE website.

The SAFE website will add some new dynamic features and will be updated regularly.

Organize the West Africa Regional Workshop in Ghana, University of Cape Coast.

SAFE will facilitate travels, accommodation and other related expenses for participants of West African universities and colleges.

Hold annual Staff Retreat.

Organize workshops (sensitization and new programs development)

Travel

Accommodation

Other expenses

Organize professional exchange and networking visits for Vice Chancellors, Deans and Head of Departments of new Program Universities and Colleges.

SAFE will facilitate travels, accommodation and other related expenses for participants.

Conduct farmer level impact assessment in Ghana and Ethiopia.

Assist alumni associations to establish an apex committee at national level to coordinate issues of common interest across associations and provide back-up to improve their effectiveness and efficiency

Acquisition of laptops for secretariat

Communication (networking) Conferences and Publications

Produce CD room of 10 training courses for online distance education for Francophone

institutions.

Arrange and organize the publication of flyers and proceedings.

Conduct training sessions and associated activities for FBOs Write four commodity training modules

Train FBO leaders, Subject Matter Specialists and Extension Agents (32 training session will be organized and more than 6,400 FBO members will be trained).

Organize eight exchange visits for 1,600 FBO members and leaders. Organize four field days for 1,000 FBO members.

Collect revolving loans from FBOs.

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VI. Annexes

1. Statistics of SAFE Students from 1993 to 2015 (as of October 2015)

SN SAFE Program Universities/Colleges and

Countries

Graduated Current Total

Male Female Total Male Female Total

1 University of Cape Coast, Ghana (B.Sc.) 398 107 505 40 5 45 550

2 Kawadaso Agric. College, Ghana (Dip) 473 88 561 18 6 24 585

3 Haramaya, Ethiopia (B.Sc.) 430 77 507 74 8 82 589

4 Hawasa, Ethiopia (B.Sc.) 161 44 205 21 5 26 231

5 Makerere, Uganda (B.Sc.) 229 142 371 95 24 119 490

6 Sokoine, Tanzania (B.Sc.) 680 216 896 80 39 119 1015

7 IPR/IFRA, Mali (Maîtrise) 165 24 189 83 18 101 290

8 Samanko Centre, Mali (Dip) 131 41 172 51 37 88 260

9 Ahmadu Bello, Nigeria (B.Sc.) 131 19 150 33 6 39 189

10 Bayero University, Nigeria (B.Sc) 122 7 129 57 8 65 194

11 Abomey-Calavi, Benin (B.Sc.) 118 20 138 43 16 59 197

12 Bobo-Dioulasso, Burkina Faso (B.Sc.) 68 16 84 41 8 49 133

13 Lilongwe University, Malawi (B.Sc.) 58 17 75 32 41 73 148

14 Bahir Dar University, Ethiopia (B.Sc.) 42 21 63 37 26 63 126

15 Adamawa State University, Nigeria (BSc) - - - 67 12 79 79

16 Illorin University, Nigeria (B.Sc) 7 4 11 27 4 31 42

17 Mekele, Ethiopia (B.Sc.) 63 16 79 38 12 50 129

18 Wollo, Ethiopia (B.Sc) - - - 38 25 63 63

19 Jimma, Ethiopia (B.Sc) - - - 40 6 46 46

20 University of Segou, Mali (BSc) - - - 23 - 23 23

21 Usmanu Danfodiyo Univ., Nigeria (BSc) - - - 16 1 17 17

SUB-TOTAL 3,276 859 4,135 954 307 1,261 5,396

SCHOLARSHIPS Graduated Current

Total Male Female Total Male Female Total

I Diploma 6 - 6 - - - 6

Ii B.Sc. 31 2 33 - - - 33

Ii i M.Sc. 49 11 60 - 1 1 61

iv PhD 5 3 8 4 2 6 14

SUB-TOTAL 91 16 107 4 3 7 114

GRADN TOTAL 3,367 875 4,242 958 310 1,268 5,510

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2. Map of Participating Countries

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3. Duration of University/College Programs

Country University Since Until Total 1993 ‘94 ‘95 ‘96 ‘97 ‘98 ‘99 2000 ‘01 ‘02 ‘03 ‘04 05 ‘06 ‘07 ‘08 ‘09 ‘10 ‘11 ‘12 ‘13 ‘14 15 ‘16 ‘17 ‘18 ‘19 20

Ghana

1. Cape Coast 1993 2003 11 yrs 1 2 3 4 5 6 7

2. Kawadaso 1999 2006 8 yrs

1 2 3 4 5 6 7

Ethiopia

3. Haramaya 1996 2006 11 yrs

1 2 3 4 5 6 7

4. Hawasa 2006 2012 7 yrs

1 2 3 4 5 6 7

5. Bahir Dar 2011 2018 7 yrs

1 2 3 4 5 6 7

6. Mekele 2012 2019 7 yrs

1 2 3 4 5 6 7

7. Wollo 2013 2020 7 yrs

1 2 3 4 5 6 7

8. Jimma 2013 2020 7 yrs

1 2 3 4 5 6 7

Uganda 9. Makerere 1 1997 2006 10 yrs

1 2 3 4 5 6 7 8 9 10

Burkina 10. Bobo 2004 2010 7 yrs

1 2 3 4 5 6 7

Tanzania 11. Sokoine 1998 2006 9 yrs

1 2 3 4 5 6 7 8 9

Benin 12. Abomey 2004 2010 7 yrs

1 2 3 4 5 6 7

Nigeria

13. Ahmadu Bello 2003 2010 8 yrs

1 2 3 4 5 6 7

14. Bayero 2007 2013 7 yrs

1 2 3 4 5 6 7

15. Il lorin 2011 2017 7 yrs

1 2 3 4 5 6 7

16. Adamawa 2011 2014 4 yrs

1 2 3 4

17. U. Dandfodio 2014 2020 7 yrs

1 2 3 4 5 6 7

Malawi 18. Bunda 2005 2011 7 yrs

1 2 3 4 5 6 7

Mali

19. IPR/IFRA 2003 2010 8 yrs

1 2 3 4 5 6 7

20. Samanko 2006 2012 7 yrs

1 2 3 4 5 6 7

21. Segou 2014 2020 7 yrs

1 2 3 4 5 6 7

Keys: = Concluded universities/Colleges

= Universities / Colleges weaned by December 2012 = Universities / Colleges weaned by December 2013 = Universities / Colleges to be weaned by December 2014 = Universities / Colleges to be weaned by December 2017

= Universities / Colleges to be weaned by December 2018 = Universities / Colleges to be weaned by December 2019 = Universities / Colleges to be weaned by December 2020

Current