NPCA/CAADP Agricultural Education and Training Agricultural Education and Skills Improvement in Africa Hamidou Boly & J.M.K. Ojango

70-80% of employment 30-40% of GDP 20-30% of exports Agriculture is the Engine for Africa Development Comprehensive African Agricultural Development Program ( CAADP) (2003) = Strong political commitment of African leaders - To attain 6% annual agricultural growth - To allocate 10% of public expenditure for Agriculture sector; Operationalization of the CAADP RF Phase I Government Buy- in/Cabinet Memo Stocktaking Exercise M&E Programmes Contract signing Investment Plans Independent Technical Review

Sustaining the CAADP Momentum (2013) Level 3: Specific added value of CAADP support and interventions to institutional transformation Level 2: Changes in African agriculture Level 2: Changes in African agriculture resulting from the implementation of CAADP Level 1: Impacton Economic Growth Level 1: Impact on Economic Growth

The CAADP Results Framework ( ) Wealth creation Access to food; better nutrition Prosperity Resilience Level 1 - Contribute to economic GROWTH and INCLUSIVE development

2.1 Increased agriculture production and productivity 2.2 Better functioning & expended national & Regional agriculture markets & trade; Increased access to market 2.3 Entrepreneur ship & Increased public, private investments in agriculture value chain 2.4 Sustainable natural resource use & management & improved ecosystems resilience Level 2 – Increased and Sustained agricultural performance The CAADP Results Framework ( )

Level 3: Strengthening systemic capacity for effective execution and delivery of results 3.1 Improved agriculture policy design and implementati on 3.2 More effective and accountable institutions 3.3 More inclusive and evidence based agriculture planning and implementati on processes 3.4 Improved coordination, partnerships and alliances within and across sectors and countries 3.5 Increased (public/privat e) investment financing in agriculture 3.6 Enhanced knowledge support and skills development for agriculture The CAADP Results Framework ( )

CAADP CAPACITY BULDING FRAMEWORK Support for public and business stakeholders Knowledge Information Systems Learning networks; expert pools, knowledge networks linking available information and data to policy design; SAKSS; Think-tanks Knowledge Information Systems Learning networks; expert pools, knowledge networks linking available information and data to policy design; SAKSS; Think-tanks Agriculture Science Agenda Research capacity; research issues; link to knowledge networks; facilitating & supporting innovation. Policy and social research in agriculture Agriculture Education and Training Vocational training; private-public sector drive in competency development; curricula; tertiary education- research links; internship Agriculture Education and Training Vocational training; private-public sector drive in competency development; curricula; tertiary education- research links; internship ICT in Agricultural Transformation Information support to farmers and practitioners; information packaging and dissemination ICT in Agricultural Transformation Information support to farmers and practitioners; information packaging and dissemination

8 Context for Agricultural Education and Training (TAE) Challenge 1 - Low enrollment rate RegionResearchers per million population Africa70 Middle East130 India130 Asia340 Latin America550 Europe1990 North America2640 Japan4380 How can gap be filled?

Public support decrease due to others sets of priorities Increasing needs of TAE. Increased demands without additional funding Public support Development partners increasingly interested for TAE Need for better functional approaches (regional) to avoid duplication; Clear vision, coherence and efficiency for their supports. Development Partners Challenge 2. Financial management

Challenge 3. Quality of training, Boring!!! Unadapted Curricula Theorical training Lack of ICT tools Lack of practices

Challenge 4. TAE Governance structure Weak relationships between Ministry of Agriculture & Agric private sector Lack of strategic alignment by key actors to national agriculture development priorities; Strong political interference in the management of TAE (absence of autonomy in decision); Limited strategic planning processes, self-assessment procedures and Quality assurance mechanism;

12 Stakeholder Consultation Workshops

13 A continental level policy framework to stimulate and coordinate the drive on agriculture education (Tertiary, Technical and vocational) and skills development around a shared vision and common agenda. Agricultural Education and Skills Improvement Framework (AESIF)

14 Why focus on Technical Vocational and Tertiary Education?

15 To Address Challenges: Improve the Governance structures  Improve the relations between TAE-TVET, Research, Advisory Services, Agric. private sector and integrate AET into national agriculture development priorities  Enhance strategic planning processes, self-assessment procedures and Quality assurance mechanism  Reduce the political interference in the management of AET and bring other actors on board

16 Make Ag education more appealing to target group Change the image of agriculture education from poverty to prosperity (by creating awareness at primary and secondary school and special recruitment program targeting Youth and women) Structure career paths around appealing themes: marketing, agribusiness, Biotech, Bio-informatics, Agric entrepreneurship, Food security expert, Natural resources managers Expand and increase the MSc and PhD programs on our agric product constraints Opt for accreditation to secure high quality of education programs Make learning environment more relevant and attracting Use good guest lectures, field visit, case based and experiential learning, internships, Modernize teaching by use of ICT Update Curricula and attract motivated Students

17 Facilitate business creation capacity Through private public partnerships support * Start-up venture capital * Business development mentorship * Access to loans and land Social Support to students Gender sensitive infrastructure (dormitories, rest rooms, etc)

 Continuously develop & retain a critical mass of qualified agricultural scientists to design and sustainably implement various programs  Empower ”Champions”-(i.e. those showing leadership) to have impact at scale  Establish regional platforms to support uniterupted improvement programs  Espouse international collaborations to stimulate the uptake /adoption of emerging technologies Way Forward

CAPACITY DEVELOPMENT FOR SUSTAINABLE USE OF ANIMAL GENETIC RESOURCES IN DEVELOPING COUNTRIES “TRAINING THE TRAINER’S”: More meat, milk and fish for and by the poor  Number trained: 138 animal breeding scientists/teachers employed mainly at universities & research institutes  31 countries in Africa and 15 in Asia represented

Report of the ILRI-SLU capacity building project published in Dec /16393 Available also as a pdf file at:

Knowledge Containers Knowledge Creators Way Forward

THANK YOU!!!