Overview of ANAFE and its Programme for Strengthening Africa’s Strategic Agricultural Capacity for Impact on Development (SASACID) Presentation for Sida, Nairobi, 12 October 2012

Outline of Presentation ANAFE view on TAE in Africa About ANAFE SASACID External Evaluation of SASACID Partnerships Conclusion

ANAFE View on TAE in Africa  The enormous potential of the agriculture sector in Africa to drive improved livelihoods and development (thus contributing to achievement in one way or another to most of the Millennium Development Goals (MDGs)) is vastly underutilized today.  A major contributing factor to underutilized and untapped potential is that agricultural education in its current form is poorly targeted and structured to adequately respond to the challenges for achieving food security, eradicating malnutrition, alleviating poverty, preserving the environment and spurring development in rural Africa.  Vertical linkages of TAE to lower levels of education remains weak.  It is time to invest in change, more specifically in the transformation of TAE. Well-designed, well-targeted TAE can provide scientific expertise, technical innovations and training in strategic areas of education for rural people, industry and policy makers.

ANAFE View on TAE in Africa  It is important that TAE transformation in Africa be African- owned and African-implemented to ensure that results are sustainable.  African Heads of State have endorsed CAADP for the development of Agriculture, but TAE institutions are still not properly involved in CAADP processes  ANAFE, the African Network for Agriculture, Agroforestry and Natural Resources Education, is an established network of 132 African institutions of higher learning across the continent that works actively to transform TAE

ANAFE Member Countries in 2012 (in dark green ) What is ANAFE? Created in 1993 by 29 TAE institutions In 2012: the network is made up of 132 Agricultural Colleges and Universities in 35 African countries Mission Statement: “To improve the quality, relevance and application of tertiary agricultural education in Africa” ANAFE relies on regionalized approach for decision making, planning, implementation, monitoring and control

GENERAL MEETING BOARD Board Committees Executive Secretariat RAFTs FIs and SEFs Make decisions and coordinate Advise and give information FI, Focal Institution; SEF, Senior Education Fellow; RAFT, Regional Agricultural Forum for Training; NAFT, National Agricultural Forum for Training NAFTs Implement Board’s decisions and supervise activities Overall Financial and administrative Network Management Decide on policies, strategies and leadership: Elects Board members Make decisions and coordinate regional activities Implement RAFTs’ decisions Make policy links, conduct situation analysis and needs assessment and implement activities

The ANAFE Results Chain for Tertiary Agricultural Education (TAE) and Development Poverty in rural areas of Africa alleviated Long-term Impact Good performance of the agriculture sector contributing significantly to growth, food security and increased income for small-holder farming households in rural areas of Africa Medium-term Impact Improved capacity of African TAE institutions, and their faculty, staff and graduates to work with key agriculture and rural development (ARD) sector stakeholders to improve agricultural production, productivity, sustainability, and marketing mechanisms benefiting small- holder farming households in rural areas of Africa Short-term impact Improved quality, relevance and application of tertiary agricultural education (TAE) in Africa Outcome

ANAFE Strategy for Achieving its Stated Outcome and Impacts  The ANAFE strategy focuses on improved quality, relevance and application of TAE.  The strategic approach to be followed calls for work on three fronts to simultaneously improve:  (1) TAE in higher institutions of learning,  (2) the context and links of TAE with rural and agri-business development objectives, and  (3) the relevance of TAE through applied research and development (R&D) benefiting small-farmer households in rural areas.

“Strengthening Africa’s Strategic Agricultural Capacity for Impact on Development” (SASACID)  Has been prepared and presented to Africa Development Bank (ADB) and to Sida.  Endorsed by the AU Commission, Department of Rural Economy.  Responses from all parties have been positive.  While SASACID will cover most of the external financing requirements of ANAFE’s “Transforming Agricultural Education in Africa” Programme, ANAFE will seek and/or have other sources of funding/collaboration to linked to SASACID programme-related projects.

Why SASACID TAE poorly articulated Curricula still largely unsuitable and incoherent The tools, methods and quality of teaching and learning are weak, especially with respect to practicum There is poor understanding of the integrative nature of land use disciplines The business and industrial development aspects are not well articulated particularly in academic research Local innovations and links with communities are very weak, at a time when the population of jobless rural youth is growing Women represent only % of the student population For countries emerging from civil strife, the capacity of their TAE institutions has been greatly weakened

“Strengthening Africa’s Strategic Agricultural Capacity for Impact on Development” (SASACID): Projects Refocusing Agriculture Education Objectives and Improving Curricula Project 1: Establishing the Capacity of Agricultural Scientists to Develop Relevant Learning Resources Based on African Knowledge and Experiences Project 2: Building Capacity for Innovations Systems Approaches: Linking agricultural policy with research, education, industry and practice Project 3: Strengthening Capacity for Agri-Business Education and Training, Particularly Strengthening the Interest and Capacity of Women and Youth to take up Agricultural Careers Project 4:

SASACID Projects (contd) Managing Risk and Uncertainty in Agriculture, Including Agrochemicals, Biosafety and Climate Change Project 5: Strengthening Methods for Teaching and Learning and Enhancing Agricultural Information and Knowledge Management Project 6:  Counterpart contributions to both ANAFE in total and SASACID in particular are in the form of in-kind contributions by ANAFE institutions (e.g. faculty time, facilities, local transport, per diems sometimes, etc.). About 20 percent of total Budget

Projects and expected outputs ProjectExpected Output Refocusing agricultural learning objectives and improved curricula Refocused agricultural education objectives and improved curricula Establishing the capacity of agricultural scientists High quality and locally contextualised agricultural learning resources Building capacity for innovation systems approach Synergy and institutional links in agricultural policy, research, education, industry and practice Strengthening capacity for agribusiness education and training Graduates with knowledge and skills in agricultural business enterprising Managing risk and uncertaintyResilience: Increased capacity on managing risks and uncertainty in agriculture Strengthening methods of teaching and learning Teaching and learning methods and tools and sharing of agricultural information enhanced

External Appraisal of SASACID by Sida Done by Independent Consultants: Prof Ulf Magnusson from SLU, Sweden Prof Amon Z. Mattee from Sokoine University of Agriculture

External Appraisal of SASACID by Sida General Assessment: 1.SASACID Proposal targets one of the most important elements for poverty alleviation, hunger reduction and economic development in Africa: Building African human capacity within the field of agriculture 2.SASACID aligns with the Swedish programme on refocusing on poverty and hunger eradication

External Appraisal of SASACID by Sida (Cont.) What was appreciated within SASACID: 1.SASACID is a huge commitment with high ambitions for Africa 2.SASACID wants to use holistic and comprehensive approaches 3.Importance given to the Regional approach with initiatives coming from member institutions 4.Clear inter-connectedness and synergies of the projects

External Appraisal of SASACID by Sida (Cont.) General Recommendations : 1.SASACID should also work on gender issues and strengthen interventions aiming to get more women in more senior positions 2.Use the regional approach for peer pressure 3.Include Agribusiness elements in curricula and develop good links with the private sector 4.Develop links to other disciplines (Not Forestry and Agroforestry alone) within Research and Extension 5.Refine the programme during the initial phase to achieve optimal effectiveness 6.Involve Leaders from national members, policy makers and other stakeholders in regional meetings and activities would strengthen linkages and boost their interest for TAE.

External Appraisal of SASACID by Sida (Cont.) Recommendations for Implementation: 1.RAFTs should be more proactive, take care of synergies, boost regional cooperation and use peer pressure (RAFTs Chairs will make presentations). 2.Need for a result –based Management framework based on sharpened log frame and indicators (will be presented by James and Andy) 3.Need for the ANAFE Secretariat to have a strong, professional and transparent mechanism for accounting of funding (presentation on accounting by Josephine)

External Appraisal of SASACID by Sida (Cont.) Recommendations for Implementation: 1.Make better use of the potential synergy at regional levels and the peer pressure generated through cross institutions’ comparisons 2.Develop the element of climate change and biosecurity 3.Make the log frame sharper, particularly the “means of verification of outputs”.

External Appraisal of SASACID by Sida (Cont.) Recommendations for Implementation: 1.Best process is for SASACID to work with a pilot list of members in each region, and implement all the projects with them. 2.Continue to work with short courses and workshops on annual basis to include maximum number of institutions. 3.Continue to use curriculum assessment and development as a working tool, and include agribusiness, involvement of women/gender perspective, climate change as cross cutting issues in all assessments ad development

External Appraisal of SASACID by Sida (Cont.) Recommendations for Implementation: 1.Establish a process to select 2 – 3 (4) pilot institutions per regions (similar to that when selecting regional Focal institutions); Criteria for selection include top level management with clear institutional and political support; be already engaged in at least 2 to 3 activities linked to the SASACID projects. 2.Pilot institutions should report to the General Assembly about their experiences and progress within SASACID 3.Sida will commission an independent mid term review of SASACID in 2013

SASACID Funded Activities See document with budget

Partnerships  ANAFE officially selected as a key implementer of TAE under CAADP Pillar IV. Key Member of TEAM Africa.  ANAFE works with others on important major education and capacity-building initiatives in Africa: Partners with African TAE organizations (AAU, AVU, RUFORUM, CAMES, CRUFAOCI,REESAO, etc.), African SROs (ASARECA, CORAF/WECARD, SADC), Political Organizations ( AUC, NEPAD, FARA, ACTS, FANRPAN, AFF, CTA) national Research Institutes (KARI, INRAN, INERA), CGIAR Centres (ICRAF, Bioversity International, ICRISAT, AWARD, etc.) UN Agencies (FAO, UNEP, World Bank, etc,), Northern partners (SLU, AGRINATURA, APLU, Nebraska University, Montpellier SupAgro, Danish Universities, Finish Universities, NORAD, etc.)

CONCLUSION  The funds allocated by Sida for the Preparatory Phase of SASACID allowed ANAFE to get RAFTs and member institutions ready for the full implementation of SASACID.  The Preparatory Phase has built an enormous hope and enthusiasm within the member institutions.  Various aspects of the SASACID projects were funded by various funding sources such as DFID through the Association of African Universities (MRCI 1,2), DANIDA through FARA (UniBRAIN), UNEP and FAO (Climate Change).  This support from Sida will allow the implementation to take place and bring new donors and partners on board.