agricultural education and skills improvement … education and skills improvement framework ......

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


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.


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


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


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.


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.


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.


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


(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


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)


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.


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)


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


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).


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


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


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,


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.


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


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).


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.


• 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


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


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


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.


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.


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;.


• 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.


6. References

AfricanTechnologyPolicyStudiesNetwork,2011.MinisterialConferenceonHigherEducationinAgricultureinAfrica(CHEA):ProceedingsofthePre-Conference&PolicySideEvents.AfricanUnionCommission,2007.StrategytoRevitalizeTechnicalandVocationalEducationandTraining(TVET)inAfrica.AfricanUnion,2012.ReportontheImplementationoftheTechnicalVocationalEducationandTraining.Annor-Frempong,I.andJones,M.2014.AgriculturalEducationandTrainingforDevelopment:Lessonsfromsub-SaharanAfrica.In:Swanepoel,F.J.C.,Ofir,Z.andStroebel,A.(Eds.).TowardsImpactandResilience:TransformativeChangeInandThroughAgriculturalEducationandTraininginSub-SaharanAfrica.NewcastleUponTyne:CambridgeScholarsPublishing.AssociationforPublicandLand-grantUniversities,KnowledgeCentreonHigherEducationforAfricanDevelopment,2014.AfricanHigherEducation:OpportunitiesforTransformativeChangeforSustainableDevelopment,USAID.EthiopianFederalMinistryofEducation.Educationstatistic,AnnualReport2012,Sep2012/2004/2011-2012GCEarl,S.,Carden,F.&Smutylo,T.,2001.OutcomeMapping:BuildingLearningandReflectionintoDevelopmentProgrammes,Ottawa:InternationalDevelopmentResearchCentre.FAO.2000.“AgriculturalProductionandProductivityinDevelopingCountries.”TheStateofFoodandAgriculture2000 (SAFA). http://www.fao.org/docrep/x4400e/x4400e12.htm.Retrievedin2002.InterAcademyCouncil,2004.Mourshed,M.,Farrell,D.&Barton,D.,2012.EducationtoEmployment:DesigningaSystemThatWorks.McKinseyCenterforGovernment,McKinsey&Company.Hess,S.,AbuHatab,A.,MiraDaSilva,L.,Boly,H.,Glynn,C.,Frey,H.(2013)Agriculture,AgribusinessandTertiaryAgriculturalEducationinAfrica:Asystematicreviewoftheliterature.ScientificReportCommissionedbyTEAM-AfricaundertheProspectiveStudyonTertiaryAgriculturalEducationinAfrica,2013.NEPAD,2015:Africa’svision2015-2025visionandgoalsonAfricanagriculture:Theprogrammeofwork,operationalisingtheMalabodeclarationonAfricanAgricultureandCAADPImplementationstrategyandroadmap 14p.NEPAD,2015:TheCAADPresultsframework2015-2025:GoingofrresultsandImpacts:22pNEPAD,2013.PromotionofTechnicalVocationalEducationandTraining(TVET)fortheAgriculturalSector(ATVET)inAfricaAReviewofbestPracticesonATVETinAfrica;CaseStudiesofEthiopia,Benin,Namibia,SierraLeone,GhanaanKenya;FinalReportJune2013:35p.NEPAD,2014.CAADPScalingUpVocationalEducationandTraininginAgriculture.[Online]Availableathttp://www.nepad.org/foodsecurity/news/2963/caadp-scaling-vocational-education-and-training-agriculture.NPCA,2013.ReviewofAETinAfrica,andanalysisoftwoscopingstudiesconductedattheUniversityofAbomeyCalaviandSokoineUniversityofAgriculture.NEPAD.SouthAfrica.RukazamboN.Daniel(2013):Innovateworkshopforbuildingagriculturalcapacityinpostconflictcountries.Innovatereport,Kampala,Uganda,August2013.Stroebel,A.,F.J.C.Swanepoel,andC.Eicher.2011.AgriculturalEducationandTrainingforDevelopment(AET4D)inAfrica.SeventhGlobalConfederationofHigherEducationAssociationsfortheAgriculturalandLifeSciences(GCHERA)Conference,June27–29,Beauvais,France.Swanepoel,F.J.C.,Stroebel,A.,andOfir,Z.2014.AgriculturalEducationandTraininginsub-SaharanAfrica.In:Swanepoel,F.J.C.,Ofir,Z.andStroebel,A.(Eds.).TowardsImpactandResilience:TransformativeChangeInandThroughAgriculturalEducationandTraininginSub-SaharanAfrica.NewcastleUponTyne:CambridgeScholarsPublishing.TEAM-Africa,HowToAttractMotivatedStudentsofHighQuality,ParticularlyYouthandWomen.INNOVATEsymposium,September2013,Fairfax,Virgina,USATheWorldBank,2007.CultivatingKnowledgeandSkillstoGrowAfricanAgriculture:ASynthesisofanInstitutional,Regional,andInternationalReview,TheWorldBank.


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