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BY JIMMY TWEBAZE – LEAD CONSULTANT

BASELINE REPORT - SKILLING YOUTH FOR EMPLOYMENT IN AGRIBUSINESS (SKY) PROJECT

FINAL REPORT

May, 2016

Contents

List of Photos and Graphs .............................................................................................................................. i

List of Figures and Tables .............................................................................................................................. ii

Acronyms ..................................................................................................................................................... iii

Working Definitions ..................................................................................................................................... iv

EXECUTIVE SUMMARY .................................................................................................................................. v

1. INTRODUCTION TO THE STUDY ............................................................................................................ 1

1.1. About AVSI Foundation ................................................................................................................. 1

1.2. About SKY Project ......................................................................................................................... 1

1.2.1. Project Objectives ................................................................................................................. 1

1.2.2. Geographical coverage.......................................................................................................... 1

1.2.3. Targeted Beneficiaries .......................................................................................................... 2

1.3. Purpose and objectives of the Study ............................................................................................ 2

2. METHODOLOGY .................................................................................................................................... 3

2.1. Desk literature review ................................................................................................................... 3

2.2. Key Informant Interviews .............................................................................................................. 3

2.3. Questionnaires .............................................................................................................................. 4

2.4. Focus Group Discussions ............................................................................................................... 4

2.5. Interviews with agribusinesses ..................................................................................................... 4

2.6. Interviews with Public and Private Agri-skilling institutions and Learning farms ......................... 4

2.7. On-Spot Observations ................................................................................................................... 4

2.8. Sampling frame and Techniques ................................................................................................... 5

2.9 Focus Study Districts in the Farming Zones ........................................................................................ 6

2.10 Data Collection Tools ........................................................................................................................ 6

2.11 Validation Workshop ........................................................................................................................ 7

3. CONSTRAINTS AND CHALLENGES ......................................................................................................... 7

4. STUDY FINDINGS ................................................................................................................................... 7

4.1. Skilling for employability in line with the Skilling Uganda Strategy .............................................. 7

4.1.1 Existing Networks and Partnerships in Skilling Ugandans .................................................... 7

4.1.2 Certification and Assessment .............................................................................................. 17

4.1.3 Key Skill Gaps ...................................................................................................................... 20

4.2. Youth employment status or engagement in agribusinesses within the agricultural sector ..... 20

4.3. Youth poverty index and wealth ranking .................................................................................... 23

4.4. Profiles of agribusiness entities by region .................................................................................. 26

4.5. Profiles of learning farms and available local resource persons by region ................................ 43

4.6. Profiles of agri-institutions / colleges, schools by region ........................................................... 49

4.7. Baselines / key indicators ............................................................................................................ 54

5. CONTEXTUAL ANALYSIS OF RESULTS .................................................................................................. 54

5.1 The National Perspective .................................................................................................................. 54

5.2 Skilling Uganda Perspective .............................................................................................................. 57

5.3 Project level context ................................................................................................................... 59

6. MAIN CONCLUSIONS ........................................................................................................................... 59

7. KEY RECOMMENDATIONS ................................................................................................................... 61

ANNEXES ..................................................................................................................................................... 68

1) List and contacts of Key Informants ................................................................................................ 68

2) Lists and contacts of Focus Group Discussions Participants ........................................................... 68

3) Profiles of agri-institutions / colleges by region ............................................................................. 68

4) Profiles of agribusinesses by region ................................................................................................ 68

5) Profiles of selected learning farms persons by region .................................................................... 68

6) External / and local resource persons available for agriprenuership training ................................... 68

7) Tools used for data collection ............................................................................................................. 68

8) Possibilities for youth employment in agribusinesses ........................................................................ 68

9) Private and Public VTIs in the project area providing agri-skilling to youth ....................................... 68

10) Bibliography ...................................................................................................................................... 68

11) Terms of Reference ........................................................................................................................... 68

12) M&E System for Skilling Uganda ...................................................................................................... 68

List of Photos and Graphs

Photo 1: The National Farmers Leadership Centre - Kampilingisa ............................................................. 12

Photo 2: The role of National Instructors College Abilonino(NICA) in Agr-iskilling .................................... 18

Photo 3: NICA's location in the SKY Project area ........................................................................................ 19

Photo 4: Commercial growing of tea in Kabale .......................................................................................... 29

Photo 5: Arabic coffee model farmer (Ms Baitwa) on the slopes of Mt. Rwenzori (Kabarole) .................. 29

Photo 6: Banyantaleza Learning Farms (Kabarole) cover dairy, apiculture, crops, and agro-forestry ....... 45

Photo 7: Students of Nyakasura School Agriculture club pose with Farm Master ..................................... 52

List of Graphs

Graph 1: Indicating the average (mean) income earned by working youth in SKY Project area ................ 24

Graph 2: Showing % of working youth disaggregated by wage earning and self-employed ..................... 25

Graph 3: Portraying % of working youth with livestock in SKY Project area .............................................. 25

Graph 4: Depicting % of working youth with electronics ........................................................................... 26

Graph 5: Showing % of working youth with own motor-powered machine .............................................. 26

Graph 6: List of Agribusinesses visited in Western Uganda........................................................................ 27

Graph 7: Depicting the year of registration for agribusinesss met in SKY Project area ............................. 32

Graph 8: Showing number of employees and proportion of youth employees ......................................... 33

Graph 9: Estimated net income and net worth for agribusinesses during 2015 ........................................ 33

Graph 10: Interns taken o by agribusinesses during 2015.......................................................................... 34

Graph 11: Competencies of agribusinesses to impart particular skill sets ................................................. 34

Graph 12: Showing mismatch in required skill sets and competencies by agribusinesses to deliver them

.................................................................................................................................................................... 38

Graph 13: Showing challenges faced by agribusinesses with youth interns .............................................. 38

Graph 14: Learning farms identified in the SKY Project area...................................................................... 44

List of Figures and Tables

Figure 1: Roles of the proposed Skills Development Authority .................................................................... 9

Figure 2: Agriculture Modules assessed by DIT in 2014 ............................................................................. 18

Table 1: Sampling Frame ............................................................................................................................... 5

Table 2: Focus Districts for the survey .......................................................................................................... 6

Table 3: YLP Funds disbursed by sector ...................................................................................................... 14

Table 4: Geographical spread of UGAPRIVI members offering agriculture in SKY Project area ................. 15

Table 5: Examination and Assessment Centres in SKY Project area ........................................................... 17

Table 6: Challenges existing at various levels of training under UVQF ....................................................... 19

Table 7: Various levels in employment in different agri-value chains steps and corresponding skills gaps

.................................................................................................................................................................... 21

Table 8: Wealth ranking and poverty index by region / district ................................................................. 24

Table 9: List of Agribusinesses visited in Mt Elgon area ............................................................................. 30

Table 10: List of Agribusinesses visited in the Lake Victoria Crescent ........................................................ 30

Table 11: Agribusiness visited in Lake Kioga area ....................................................................................... 32

Table 12: Sectors in which the learning farms are engaged in ................................................................... 46

Table 13: List of agribusinesses with capacity to function as learning farms ............................................. 48

Table 14: Capacity and turnover of learning farms .................................................................................... 49

Table 15: List of agri-skilling institutions visited in SKY Project area- enrolments and gaps ...................... 49

Table 16: Available pre-vocational places for agripreneuership students in selected schools .................. 52

Table 17: Staff faculty among agri-skilling institutions / service providers ................................................ 53

Table 18: Good practices in matching training supply with demand ......................................................... 58

Table 19: Key recommendations for the SKY Project (with corresponding responsibilities and

timeframes) ................................................................................................................................................. 62

Acronyms

ACEs Area Cooperative Enterprises

AFRISA Africa Institute for Strategic Animal Resource Services and Development

AICM African International Christian Ministries College of Science and Technology

APSDCU Association of Private Sector Development Companies Uganda

ARU African Rural University

ASDCs Agricultural Skills Development Centres

ATPs Assessment and Training Packages

BAC Bukalasa Agricultural College

BTC Belgian Development Agency

BTVET Business, Technical, Vocational Education and Training

CBET Competency-Based Education and Training

CDO Cotton Development Organization

CIP International Potato Centre

COCTU Control of Trypanosomiasis in Uganda

DANIDA Danish International Development Agency

DDA Dairy Development Authority

DIT Directorate of Industrial Training

DITTE Diploma in Instructor and Teacher Technical Education

DRABIC Dairy Research and Business Incubation Centre

EKN Embassy of the Royal Kingdom of Netherlands

EPE Entrepreneurship Education

FAO Food and Agriculture Organization

FICA Farm Inputs Care Seeds

FTI Fisheries Training Institute

IDB Islamic Development Bank

IFDC International Fertilizer Development Center

IPC Integrated food Security Phase Classification

ISSD Integrated Seed Sector Development Programme

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KAZARDI Kachwekano ZARDI - Kabale

KOICA Korean International Development Agency

LLL Life-Long-Learning

LMIS Labour Market Information System

MAAIF Ministry of Agriculture, Animal Industry and Fisheries

MBADIFA Mbarara District Farmer’s Association

MBAZARDI Mbarara ZADRI

MGLSD Ministry of Gender, Labour, and Social Development

MoEST&S Ministry of Education, Science, Technology & Sports

MTRC Mushroom Training and Resource Centre

NAADS National Agriculture Advisory Services

NaCORRI National Coffee Research Institute

NaCRRI National Crops Resources Research Institute

NaFIRRI National Fisheries Resources Research Institute

NAGRC&DB National Genetic Resource Centre and Databank

NaLIRRI National Livestock Resources Research Institute

NARIs National Agricultural Research Institutions

NaRL National Agricultural Research Laboratories

NARO National Agricultural Research Organisation

NaSARRI National Semi Arid Agricultural Research Institute

NaTRRI National Tea Resources Research Institute (Rwebitaba)

NDP National Development Plan

NEET Not in Employment, Education or Training

NEPAD New Partnership for Africa’s Development

NFLC National Farmers Leadership Centre

NFT Non-Formal Training

NICA National Instructors College Abilonino

NUCAFE National Union of Coffee Agri business & Farm Enterprise

PIDB Presidential Initiative on Development of Banana Industrial Production

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PPSPs Public and Private Skills Providers

PRICON Private sector Consultancy Kabarole

PSC Project Steering Committee (of SKY Project)

RTF Reform Task Force (of Skilling Uganda)

SACCOs Saving and Credit Cooperative Organisations

SATNET Agriculture Sustainable Agriculture Training Network

SDA Skills Development Authority

SDF Skills Development Fund

SDG Sustainable Development Goals

SEDFA Ssembabule District Farmer’s Association

SKY “Skilling Youth for Employment in Agribusiness” project

SPEDA Skills in Production, Employment and Enterprise Development in Animal industry

TOT Training of Trainers

TUNADO The Uganda National Apiary Development Organisation

TVES Technical and Vocational Education Support (Project)

UBOS Uganda Bureau of Statistics

UBTEB Uganda Business, Technical Examination Board

UCA Uganda Cooperative Alliance Limited

UCDA Uganda Coffee Development Authority

UDHS Uganda Demographic and Health Survey

UGAPRIVI Uganda Association of Private Vocational Institutions

UIRI Uganda Industrial Research Institute

UNADA Uganda National Agro-Input Dealers Association

UNEB Uganda National Examinations Board

UNHS Uganda National Household Survey

UNICEF United Nations International Child Education Fund

UNSPPA Uganda National Seed Potatoes Producers Association

USAID United States Agency for International Development

UVCF Youth Venture Capital Fund

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UVQF Uganda Vocational Qualification Framework

VET Vocational Education and Training

YEF Youth Entrepreneurship Facility

YES Youth Entrepreneurial Scheme

YILDI Youth in Leadership Development Initiative

YLP Youth Livelihoods Programme

ZARDI Zonal Agricultural Research and Development Institution

Working Definitions

agriprenuership The art and / or science of doing farming as a business by an entrepreneur. See entrepreneur below.

agri-skilling institutions

formal agriculture training institutions offering agriculture programmes e.g Bukalasa Agricultural College. It also includes private institutions e.g St. Jude (Masaka)

agri-skills training providers

informal and non-formal institutions offering agriculture skills training, usually short term courses, seminars / workshops

agri-business the entire agriculture-based value chain from agricultural production to final markets, which includes production inputs, methods and technologies, agro-processing, marketing and all services related to production and marketing

agriculture term used to describe crops, livestock, poultry, and fishing activities

drop-out refers to a trainee that does not accomplish a prescribed programme / course of study

employment is the state of gainful engagement in any economic activity; this includes all wage and salary earners and managers in all businesses, and directors actively working in incorporated businesses. It includes those working full-time or part-time and those who are permanent or temporary.

enterprise An income generating entity operating within a legal sector, which earns the owner above US$60 net income per month and employs at least 1 person. It may not be legally registered but has prospects of growth and sustainability.

Entrepreneurship A training scheme to develop persons for self-employment or for organizing, financing and/or managing an enterprise. Entrepreneurship is a dynamic and social process where individuals, alone or in collaboration, identify opportunities for innovation and act upon these by transforming ideas into practical and targeted activities, whether in a social, cultural or economic context. The word ‘entrepreneur’ originates from the French entreprendre, to undertake. In a business context, an entrepreneur is someone who starts a business. The concept of entrepreneurship covers a wide range. At one extreme an entrepreneur is a person of very high aptitude, possessing characteristics found in only a very small fraction of the population, who pioneers change. At the other, individuals who want to work for themselves can be considered as entrepreneurs. The newer trend is for Entrepreneurship Education (EPE) to impart a generic skill for all, as an integral part of life-long learning (LLL). EPE is often a link in a chain of support offered to those who decide to explore self-employment and establish a small enterprise. Other links of the chain include technical, legal and administrative support, as well as incubation, franchise and networking support services. Success in training in the informal sector rests mainly with pre-and post-training activities.

Formal training Is imparting skills in an organized / structured way as is done in the formal school system.

gross enrolment Total number of trainees enrolled on various programs in an institution at a particular period

Informal training Forms of learning that are intentional or deliberate but are not institutionalized. They are less organized and structured than either formal or non-formal education. Informal learning may include learning activities that occur in the family, in the work place, in the local community, and in daily life, on a self-directed, family-directed or socially-directed basis. It is learning that results from daily activities related to paid or unpaid work, family or community life, or leisure. It is not organised or structured (in terms of objectives, time or learning support). Informal learning in most cases is unintentional from the learner's perspective.

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Internships / Learnerships / Apprenticeships

are learning and training programmes that lead to an occupational qualification. They combine classroom and theory-based learning at a college or training centre with on-the-job training in the workplace. Learnerships are based on legally binding agreements between an employer, a learner and training provider. This agreement is intended to spell out the tasks and duties of the employer, the learner and the training provider. The person or institution that provides the theory part of the training also signs the agreement. Anyone can apply for a learnership. It is open to both employed and unemployed people and to young people leaving schools and colleges. The length of learnerships vary, but are normally not less than one year. Learners are assessed against occupational standards that have been agreed in advance by industry stakeholders. At the end of a successfully completed learnership learners receive a nationally irecognized qualification. A certificate is awarded to the learner describing the skills learned.

Learning farms Private Service Providers (PSPs) wherein internships /apprenticeships / learnerships can be undertaken by youth in agri-skills (See learnerships above)

Level 1 Skills semi-skilled – worker able to carry out simple/elementary tasks in a structured environment, and in a limited context. Possesses basic skills in reading, writing, using numbers and working in a supervised structure or working with other people under direct supervision. e.g a milk handler, / a porter at a construction site.

Level 2 Skills adequately skilled – a craftsman or skilled implementer able to perform tasks individually or in a group under supervision or semi-independently and possesses such skills as reasoning, calculating, planning, and problem solving in usual occupation-specific / subject area. e.g tractor driver, Veterinary Assistant, a poultry breeder / a farm mason.

Level 3 Skills highly skilled – working supervisor often leading others and with a high degree of autonomy and able to handle a broad range of scope of work (duties and tasks). e.g / Farm Supervisor / Manager / Foreman.

Level 4 Skills Ability to acquire varied range of specialized knowledge and skills to interpret technical information, modify and perform complex technical operations within broad scope of work and varied structured contexts, undertake activities with substantial degree of autonomy checked on results by superiors, with substantial degree of resources control and managerial performance

Level 5 Skills Instructor level with ability to acquire broad range of specialised knowledge and skills to interpret technical information, modify concepts and current practices / procedures and perform complex technical operations with unpredictable work contexts, undertake activities with high degree of autonomy checked on results by superiors with high degree of resources control and management performance

Life Long Learning

All learning activity undertaken throughout life, which results in improving knowledge, know-how, skills, competences and/or qualifications for personal, social and/or professional reasons. It is the process of acquiring knowledge or skills throughout life via education, training, work and general life experiences.

Life skills the large group of psychosocial and interpersonal skills that can help youth make informed decisions, communicate effectively and develop coping and self-management skills that may help them lead a healthy and productive life; these skills can include communication and interpersonal skills, decision-making and critical thinking skills, and coping and self-management techniques.

Livelihoods the means by which households obtain and maintain access to the resources necessary to ensure their immediate and long-term survival.

Non-formal organised training but outside the formal school system. The defining characteristic of non-

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training / education

formal education is that it is an addition, alternative and/or a complement to formal education within the process of the lifelong learning of individuals. It is often provided to guarantee the right of access to education for all. It caters for people of all ages, but does not necessarily apply a continuous pathway-structure; it may be short in duration and/or low intensity, and it is typically provided in the form of short courses, workshops or seminars. Non-formal education mostly leads to qualifications that are not recognized as formal qualifications by the relevant national educational authorities or to no qualifications at all. Non-formal education can cover programmes contributing to adult and youth literacy and education for out-of-school children, as well as programmes on life skills, work skills, and social or cultural development. Examples in Uganda include COPE, CHANCE, ELSE, ABEK, BEUPA.

retention Those trainees who successfully stay up to the end of a prescribed study duration. See drop out above.

Unemployment occurs when people are “without work,” “currently available for work” and are “actively seeking work” in a specified reference—normally the past four weeks (7 days for Uganda).

Value chain the full range of activities that are required to bring a product from its conception to its end use and beyond, including activities such as production, marketing, distribution and support to the final consumer. The activities that make up a value chain can be contained within a single business or divided among different businesses. Value chain activities can be contained within a single geographical location or spread over wider areas.

Vocational training

practical and theoretical instruction to prepare an individual for a particular skilled labor; the extent of the preparation varies by service provider.

Work shadowing is a process in which a person accompanies and observes organized time with another person, team/service or organization, for the purposes of developing their knowledge and enhancing their performance and that of the person, team/service or organization they shadow. It provides opportunities for sharing best practice and self/professional development.

Youth person aged between 15-35 years (African Union, 2005) or from 18-30 years Uganda (National Youth Policy, 2011). The former definition will be applied in this study.

EXECUTIVE SUMMARY

AVSI Foundation Uganda commissioned a consultancy for a contextual baseline survey for the Skilling

Youth for Employment in Agribusiness (SKY) Project supported by the Embassy of the Royal Kingdom of

Netherlands (EKN) in Uganda. The survey was executed in the months of April and May, 2016.

The SKY Project which is to be implemented in Western Uganda, Mt. Elgon area, the Lake Victoria

Crescent, and Lake Kioga runs for the period 2016-2020 and targets 6000 unemployed and unskilled

youth (40% of them female), 14 BTVET institutions, colleges and secondary/high schools, 40 Learning

farms (both Public and Private Skills Providers - PPSPs), 100 instructors / resource persons, and up to

100 agribusinesses and has the following objectives:-

i. Strengthen the capacities of the agri-skills providers in a sustainable way to provide marketable

and employable skilling.

ii. Provide pre and post-employment support to the skilled youths

iii. Create strategic linkages of agribusiness for enhanced capacity building through skilling and

brokerage.

iv. Facilitate Skilling Uganda Authority to be supportive to agri-skilling in the targeted areas.

The objectives of the survey as per the Terms of Reference (See Annex 11) were to:

a) Establish the youth employment status or engagement in agribusiness within agricultural sector;

b) Establish youth poverty index and wealth ranking;

c) Identify, map and profile agribusiness entities;

d) Identify, map and profile learning farms and available local resource persons;

e) Identify, map and profile Agro-institutions/colleges;

f) Desk review and perform a contextual situational analysis, literature review in the subject area of

Skilling for employability in line with Skilling Uganda Strategy. The following methodology was used to

deliver on the assignment.

Methodology

Both qualitative and quantitative approaches were employed for the study and included a review of

relevant literature to obtain secondary data while primary data was generated through Key Informant

Interviews (KIIs) with persons considered knowledgeable in the area of agriprenuership training , Focus

Group Discussions with youth as potential beneficiaries, and interviews with other key stakeholders in

the project (agribusinesses, learning farms, training providers, schools, and resource persons). A

questionnaire was also administered for working youth. In total 174 youth respondents filled the

questionnaire, 22 FGDs were facilitated for youth in school/training institution and those out of

school/training, 58 KIIs, and interviews held with 83 owners / managers of agribusinesses, 27 learning

farms, and 26 Principals / Instructors of training institutions (colleges, BTVET institutes, selected

Universities), and Head-teachers / Farm Managers of some secondary schools with school farms.

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Key Findings

Youth employment status or engagement in agribusiness within agricultural sector

i. 50% youth are in agricultural employment

ii. 13% of working youth are in wage employment, while 78% in self-employment

Youth poverty index and wealth ranking

iii. On average, rich youth constitute less than 20% of youth, rest are medium poor 20% and > 60% are

genuine poor. Lake Victoria crescent has an estimated 17% rich, 30% medium poor, and 53% poor,

Western region has rich 16%, medium poor, 25%, poor 59%, Lake Kioga has 10% rich, 30% medium

poor, while Mt Elgon are has 10% rich, 23% middle poor, and 67% poor youth as a % of the youth

population in those regions.

iv. 61% - working youth with earnings above UGX 300,000 and average monthly salary / earnings UGX

256,000

Profiles of agribusiness entities (Refer to Annex 4 for details of individual profiles of agribusinesses)

v. 100 agribusinesses targeted by the project. Agribusinesses do not regard skills training as a core

activity.

vi. About 30% of the agribusinesses can accommodate 1-10 interns per year

vii. 45% of the agribusinesses employ between 5 and 20 employees (mainly youth)

viii. 48% - of the agribusinesses earn UGX 11-50 million annual income

ix. 22% - of the agribusinesses earn > UGX 500 million per annum

Profiles of learning farms and available local resource persons (Refer to Annex 5 and 6 for details of

individual profiles of learning farms and resource persons)

x. 45 Learning farms in SKY Project area have capacity to absorb 2,066 interns

xi. There is a disconnect between what is taught and what has been researched by research

institutions.

Profiles Agro/agri-skilling institutions/colleges (and schools) – Refer to Annex 3 for profiles of

individual training institutions

xii. There are still limited agricultural training opportunities up to Diploma level. Only Bukalasa

Agricultural College (Lake Victoria Crescent – Luwero) offers Certificate and Diploma programmes in

public training institutions. The college is to be turned into a Centre of Excellence under the World

Bank Project. Eight (8) private institutions in the area take it up to Diploma level.

xiii. 38 agri-skilling institutions have total enrolment – 6,433

xiv. There are 384 degree holders in 41 institutions, 229 diploma holders in 26 institutions, close to 100

with lower qualifications, and 28 PhD holders.

xv. Only 14 BTVETs / agriskilling institutions are targeted for support by the Project.

xvi. 80% of supported agri-skilling institutions provide marketable skills for employability to youth.

xvii. Project supports a few schools to arouse interest in agriculture by students.

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Skilling for employability in line with Skilling Uganda Strategy

xviii. Youth are interested in “quick money”. Returns from agriculture enterprises take long.

xix. Majority of youth distaste practical agriculture skills training as “dirty” and arduous.

xx. There is limited access to land, capital, and skills provision to many youth.

xxi. There are preferences in agricultural enterprises by level of education, rural versus urban, and

gender. Girls prefer poultry, the more urban youth are averse to agriculture, and the less educated

take keen interest in agriculture as a livelihood option.

Main Recommendations

a) Reduce the poverty index by less than 50% through employment creation by designing appropriate

agri-skilling programme. This entails accurate Market Assessment, correct Curriculum Development

and Skills Selection, Recruiting Qualified Teachers and Trainers, Selection of Programme

Participants, Ensuring Well-informed Core Skill Selection, Life Skills, Responsive Programming,

Meeting Youth Needs, Programme Accreditation, Certification of VET graduates, and appropriate

Post-training activities (In-kind and Financial Assistance upon Graduation, Linking with Microfinance

Institutions, Learning from Agricultural Market Linkages, Monitoring and Follow-up).

b) Set the threshold income target monthly earnings for skilled and employed youth under the project

to UGX 250,000 for the Mt. Elgon area and Lake Kioga, and UGX 500,000 for Western Uganda and

the Lake Victoria Crescent.

c) Reduce %age of agribusinesses that will provide internship / employment opportunities to 30% (33)

and approach agribusiness through their national apex bodies and / local governments.

Collaborating with the Reform Task Force / Skills Development Authority work out feasible

partnership arrangements (e.g MOUs) to stimulate the partnership.

d) Increase the number of learning farms to be supported by 50% (to 60)

e) Link the participating PPSPs in SKY Programme to NARO (NARIs and ZARDIs) in order to connect

research to the users and benefit from technology transfer undertaken by the research institutions.

f) Establish and equip regional Agricultural Skills Development Centres (ASDCs) offering integrated

training (Level 1-4 – the African Rural University model) in Mt Elgon area (Mbale), Western

(Mbarara), and Lake Kyoga (Lira) in line with the Skilling Uganda Strategy. These institutions should

offer career progression possibilities, deliver Certificate and Diploma programmes and constitute

mini Centres of Excellence in these regions. The Fisheries Training Institute should be considered for

upgrading to a Centre of Excellence.

g) Take advantage of the regional networks of UGAPRIVI to recommend and work with potential

beneficiary private BTVETs. Grants (on a competitive basis) could be channeled through UGAPRIVI to

stimulate demand for training in agriculture.

h) Impart appropriate and practical skill sets in agribusiness management, entrepreneurship,

marketing and sales, financial management, post harvest, value addition and processing, as well as

crop and animal management, and strategic skills (like ICT). All agri-skilling institutions receive TOT /

be oriented in mindset change and agro entrepreneurship. Include agro-forestry in SKY curricula

offer.

i) Collaborate with these “like-minded” organisations and institutions and sign MOUs with them with a

view to utilizing their established networks, including on recommendation of genuine members and

channelling of grants.

j) Build the capacity of and work with the local resource persons identified in Annex 9

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k) Capacity building of trainers / local resource persons should be increased by 50% (150)

l) Double the overall target number of youth skilled in agribusiness (12,000)

m) Treble the number of agri-skilling institutions to be supported (42)

n) 95% agri-skilling institutions provide marketable skills for employability to youth. This is to be

supported by regular employment destination surveys / tracer studies

o) Project supports as many secondary schools as possible.

p) Scale down intervention to primary schools;

i. Support one (1) model primary school per region

ii. Support the school agro-tourism component

q) Add a new target – At least 80% of the youth trained / skilled under the project are self employed

r) Invest in high yielding, fast returning crops and animals like rabbits, piggery, poultry, mushrooms,

cabbages, water melons, cabbages, etcetera, and obtain skills in value addition (processing,

marketing, and trade).

s) Style-up agricultural training as fun and make it more appealing to the youth through farm camps,

agro-tourism, integration of ICT in agricultural training programmes, data collection, and

information platforms, use of high tech technologies for instance milking machines in dairy

production, advanced laboratories, and keep the curricula contemporary (up-to-date) and modular

to allow youth to make free selection in a wider menu of targeted tailor-made courses.

t) Provide appropriate post-training tool kits and monitoring (follow-ups) and facilitate credit

guarantee programmes (using a Revolving Loan approach), encourage land-intensive farming

(keeping rabbits, apiary, horticulture) and innovation among the youth. Linking graduates to Saving

and Credit Cooperative Organisations (SACCOs) and lobbying for the creation of an Agricultural Bank

are other options that can be explored.

u) Integrate agriculture in the curriculum early, predispose it towards modern farming as a business,

and modernize it through high-tech technologies that are more appealing and palatable to both

gender (i.e. engender gender in all aspects). Focus on a few agricultural value chains targeting

particular farming zones.

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1. INTRODUCTION TO THE STUDY

This is a report of a Contextual Baseline Survey for Skilling Youth for Employment in Agribusiness (SKY)

Project implemented by AVSI with support from the Embassy of the Royal Kingdom of the Netherlands

(EKN) in Uganda. The project runs from 2016-2020 and the survey was undertaken by Jimmy Twebaze

and Associates from April through May 2016.

1.1. About AVSI Foundation

AVSI Foundation is duly registered in Uganda under the Non – Government Organisations Statute (1989)

and has been active in Uganda since 1984, maintaining a constant presence in the northern region. It

aims to the serve the individuals, families and communities which they encounter in the field. With

support from the donor community (USAID, European Union, ICC, UNICEF, Alliance, FAO and private

donations from Belgium, Canada and Italy), AVSI has implemented / is implementing a wide range of

programmes across the country in Health, HIV/AIDS, Disability, Education, Food Security, Agriculture,

Livelihoods and Nutrition.

Today, through public private partnerships (PPP), AVSI foundation in Uganda engages with private sector

players, government and communities to build capacity of children, youths and households across

Uganda through a comprehensive family-centered approach that builds resilience and contributes to

sustainable development.

1.2. About SKY Project

AVSI is implementing a 5 year project titled “Skilling Youth for Employment in Agribusiness (SKY)”. The

Euro 11.4 million (UGX 45 billion) project is supported by the Netherlands Embassy to enhance

sustainable creation of employment of youths in the agribusiness sector in several Districts in the areas

of Lake Kyoga, Elgon, Lake Victoria Crescent, and South‐Western Uganda over the next 5 years. SKY will

focus on public and private sector agri-skilling to enhance competitiveness and trade as one of the

fundamental determinants of wealth creation, production and increase the skills base of the human

capital thus employable people. This is in line with NDPII Theme “Strengthening Uganda’s

Competitiveness for Sustainable Wealth Creation, Employment and Inclusive Growth” (NDP II, 2015) and

the Business, Technical, Vocational Education and Training (BTVET) – Skilling Uganda Strategic Plan

(BTVET Strategy and Plan, 2012).

1.2.1. Project Objectives

Existing training providers do not meet the market demands in terms of training for (self) employment.

To fill this gap, the SKY project is focused on the following four main objectives:

a) Strengthen the capacities of the agri-skills providers in a sustainable way to provide marketable

and employable skilling.

b) Provide pre and post-employment support to the skilled youths

c) Create strategic linkages of agribusiness for enhanced capacity building through skilling and

brokerage.

d) Facilitate Skilling Uganda Authority to be supportive to agri-skilling in the targeted areas.

1.2.2. Geographical coverage

The SKY Project is to be implemented in four (4) zones; namely, Western Uganda, Mt. Elgon area, the

Lake Victoria Crescent, and Lake Kioga. These are broadly reflected below.

2

Map showing areas of implementation for the SKY Project

1.2.3. Targeted Beneficiaries

The project is targeting 6000 unemployed and unskilled youth (40% of them female), 14 BTVET

institutions, colleges and secondary/high schools, 40 Learning farms (both Public and Private Skills

Providers - PPSPs), 100 instructors / resource persons, and up to 100 agribusinesses.

The Skilling Youth for Employment in Agribusiness (SKY) project targets those persons between 14-35

years and youth unemployment in this cohort is estimated at 79% (UBOS, Census 2014).

The scope of the proposed agri-skilling programme will cover technical, agripreneurship and work-

readiness skills, tailored towards addressing labour and market needs. Technical skills will cover

agriculture and non-agricultural (but support services) such as tillage services (tractor operations and

maintenance), equipment handling and maintenance. Agricultural skills would include production and

processing of crops, livestock and fish as may be determined by the market. Tailor-made curricula will be

made to enhance capacity of the skills providers.

1.3. Purpose and objectives of the Study

The purpose of the baseline survey was to undertake a contextual analysis for the SKY Project and

generate data that would provide a comprehensive picture of the current status of youth-employment-

Elgon

Area

(Mbale)

South

Western

Lake Victoria Crescent

Kyoga

Areas

(Soroti)

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRw&url=http://www.enchantedlearning.com/africa/uganda/outlinemap/&ei=DWL0VJKcN6r7ygPxk4FY&bvm=bv.87269000,d.bGQ&psig=AFQjCNG4ey5xfYWFPvQws5qDW4eHm1fV1w&ust=1425388440533758




3

skills gaps and available opportunities for public private partnership for skilling youths for formal/non-

formal employment or start own enterprise in the Agribusiness sector in Uganda. The specific objectives

of the contextual study were to:-

a) Establish the youth employment status or engagement in agribusiness within agricultural sector;

b) Establish youth poverty index and wealth ranking;

c) Identify, map and profile agribusiness entities;

d) Identify, map and profile learning farms and available local resource persons;

e) Identify, map and profile Agro-institutions/colleges;

f) Desk review and perform a contextual situational analysis, literature review in the subject area of

Skilling for employability in line with Skilling Uganda Strategy.

Data generated will be used in evidence based programming and milestone target setting in the SKY log-

frame, implementation and for progress monitoring and evaluations at both midterm and end of project

impact assessment. The baseline survey will also help the SKY Project Steering Committee (PSC), staff at

AVSI Uganda, donors and other key stakeholders make programmatic decisions and to rethink

intervention model and provide the best alternatives strategy before commencement of project

implementation.

2. METHODOLOGY

Chapter 2 presents the technical approach and methods used to obtain data. It espouses on the

sampling frame and techniques used, the data collection tools, and elaborates on the focus Districts for

the study.

2.1. Desk literature review

Various documents were studied and these are indicated in Annex 10. The review focused on the

contextual status in the implementation of Skilling Uganda , examined what gaps and challenges exist at

Uganda Vocational Qualification Framework (UVQF) Levels 1, 2, 3, 4, and 5 as well as in selected high

schools, with a view to recommending on how SKY intervention can provide solutions or support

implementation. National as well sectoral and District Development Plans provided a major reference

point. The literature in turn provided useful secondary information for the analysis. Primary data was

secured from the following sources;

2.2. Key Informant Interviews

Interviews were held with persons considered knowledgeable in the subject matter of youth agri-

skilling. Meetings with national associations provided up-to-date market information and information

about production costs, quality standards, end market buyers and the potential for youth to access

employment or self- employment opportunities in a specific sector.

Engagement with the central and local government staff provided insight into national and regional

development priorities; plans for district development, existing Vocational Education and Training (VET)

frameworks; and information about upcoming contracts that could provide short-and long-term

employment opportunities for VET graduates.

A total of 58 interviews were held during the survey. The list of key informants met is provided as Annex

1.

4

2.3. Questionnaires

A questionnaire for youth was developed and administered to gather information on among others, the

following attributes:-

a) Status of skilled youth employed or self-employed in agribusiness sector in the targeted

communities/regions (i.e. current % of youth employed or self-employed in agribusiness sector).

b) Status of youth running their own agribusinesses as a primary livelihood option in the targeted

communities/regions (i.e. current % of youth running their own agribusinesses as a primary

livelihood option).

c) Socio-economic status, (especially Income and livelihoods) of youth in the targeted

communities/regions.

d) Monthly average income earnings of the youth (unemployed, part-time employed, full time

employed and self-employed) and Sources of livelihood of the youth in the 4 regions.

e) % of youth retained for employment by Agribusinesses

174 youth respondents in total filled the questionnaires. Three (3) questionnaires were discarded. Data

sets are available depicting the characteristics and answers of the various youth that provided responses

to the questionnaire.

2.4. Focus Group Discussions

Small groups of between 8-12 youth were met for both students and out-of-school youth to solicit their

views regarding the poverty index and wealth rankings in various locations. Focus Group discussions

have the advantage of soliciting the views of beneficiaries in a consensual manner. A total of 22 Focus

Group Discussions were facilitated. The signed attendance sheets are attached as Annex 2.

2.5. Interviews with agribusinesses

A total of 83 Micro, Small, and Medium / Large agribusinesses were visited to establish structuring of

agribusinesses in relationship to the opportunity for youth for job placement and on-job training.

Interviews with local businesses provided information about labor market demand, qualifications and

constraints to enter into a given industry, potential industrial training placement and where VET

participants might find employment or self-employment opportunities upon graduation.

2.6. Interviews with Public and Private Agri-skilling institutions and Learning farms

Interviews were also held with 26 Public and Private agri-skilling institutions as well as 27 learning farms

(all called Service Providers (PPSPs)to establish institutional capacity of the agricultural colleges,

vocational training centres and high schools involved in agri-skilling in the project catchment area.

Engagement among VET providers enables planners to share best practices and market data. PPSPs

helped to identify key elements of each programme and expose local trends in VET programming.

Profiles of key agri-skilling institutions and Agribusinesses visited as well as contacts of external / local

resource persons are captured in Annexes 3, 4 and 6 respectively.

2.7. On-Spot Observations

Institutions visited were observed for the following:-

a) Availability and functionality of training infrastructure (classrooms, demonstration farms, etc)

b) Accessibility and other amenities like electricity, water, etcetera

5

c) Organisational capacity (staffing, management and leadership aspects)

Photos of significant observations were taken in some instances and are included in this report.

2.8. Sampling frame and Techniques

A “snow-balling” approach was used to identify the Key Informants, Agribusinesses, and Service

Providers in the selected Districts beginning from Ministries, Department and Agencies, as well as

apex bodies in Kampala. The District Technical Officers provided the team with clues on the key

agribusinesses and service providers within their Districts of operation. The following table provides

a summary of key informants interviewed, Focus Group Discussions held, agribusinesses met,

Service Providers visited, and respondents of youth questionnaires by district. Youth were randomly

selected for participation in the Focus Group Discussions as well as for questionnaire respondents.

Table 1: Sampling Frame

District KIIs Agribusinesses

Service Providers (BTVETs, Colleges, schools, and learning farms)

Youth FGDs

Youth questionnaires

WESTERN UGANDA Kabale 8 8 3 2 26 Kabarole 12 1 6 2 3 Mbarara 3 10 4 2 17 Bushenyi 5 9 2 3 17 Kibaale 2 0 1 0 0 Isingiro 0 1 0 0 0 Kiruhura 0 0 1 0 0 Sheema 0 0 2 0 0 MT. ELGON AREA Mbale 3 5 3 1 16 Manafwa 3 0 0 1 5 Tororo 0 1 3 0 12 LAKE VICTORIA CRESCENT Bugiri 0 4 0 1 0 Masaka 4 8 2 2 9 Kampala 10 10 3 0 19 Wakiso 2 5 8 3 7 Busia 4 1 1 1 3 Jinja 3 8 0 0 6 Mpigi 1 0 1 0 0 Luwero 0 1 2 1 5 Sembabule 0 2 1 0 2 Kamuli 0 0 1 1 0 Buikwe 0 4 1 0 5 Iganga 0 2 1 1 3 LAKE KIOGA Soroti 0 1 2 1 5

6

Kole (Lira) 4 0 2 0 1 TOTALS 58 83 531 22 174

Source: Consulting team

2.9 Focus Study Districts in the Farming Zones

The study focused on the following districts in the 4 farming zones where the project is to be

implemented, and zeroed in on key commodity value chains as follows;

Table 2: Focus Districts for the survey

Farming zone Focus Districts Key commodity value chains

Western Uganda Kabale, Kabarole, Mbarara, Bushenyi

Potatoes, tea, bananas, dairy

Mt, Elgon Mbale, Manafwa Coffee, bananas, dairy, meat

Lake Victoria Crescent Busia, Jinja, Wakiso, Kampala, Masaka

Fish, coffee, horticulture

Lake Kyoga Soroti, Kole (greater Lira) Cotton, fruits


The districts were purposively selected due to presence of significant agricultural value chains existing in

these districts, their regional significance, presence of agri-skilling institutions, learning farms,

agribusinesses, thriving cross-border trade, and the urban and peri-urban nature of Kampala and Wakiso

districts, among others.

However, the team also visited some institutions in Mpigi, Luwero, Sembabule, Tororo, Kamuli, Bugiri,

Buikwe, Iganga, Sheema, Isingiro, Kiruhura, and Kibaale districts during the survey.

Additional commodity value chains preferred by the youth were given special coverage, and these

include apiary, poultry, piggery, rabbitry, and horticulture.

2.10 Data Collection Tools

The tools used to collect data were:-

a) Key Informants Interview Guide

b) Focus Group Discussion Guide

c) Questionnaire

d) Interview Guide for Agribusinesses, and for Public and Private Service Providers (PPSPs)

e) Observation Checklist

The above tools were pretested for validity and accuracy prior to the field work. Templates were

developed for summaries of key responses by individual agribusinesses and PPSPs. The tools are

attached as Annex 7, while the profiles are attached as Annexes 4 and 5 respectively.

Data was analysed using SPSS and Microsoft Excel programmes.

1 Some of the agribusinesses are suitable learning farms

7

2.11 Validation Workshop

The Consulting team facilitated a one-day validation workshop organized by the client where a zero

draft report was presented and discussed. Thirteen (13) senior staff from AVSI participated in this

workshop and their comments were incorporated in the final report.

3. CONSTRAINTS AND CHALLENGES

The team encountered the following challenges:-

i. Rainy season interrupted activities in the field

Making appointments and fulfilling them was a difficult task owing to the erratic rains

experienced in April. This was aggravated by the terrain of some of the districts the team had to

visit, especially the montane farming zone (Kabale, Mt. Elgon area, and Rwenzori sub-regions).

With the aid of 4 X 4 vehicles, much of the terrain was traversed. Individual consultants also had

measures to counter the rain effects (gum-boots, cover-papers, and umbrellas).

ii. Late release of first payment resulting in readjusting of planned itinerary

The team went to the field without any facilitation until the second week of the assignment. The

team had to use their means to carry on with the task. Decisions had to be taken on how best to

execute the assignment within the limit of available resources at the time.

iii. Lack of cooperation from agribusinesses leading to a low response rate

Most of the agribusinesses had no time for the interviews. The agribusinesses do not consider

training as a core activity and thus were not keen to host the consultants. Repeat visits

sometimes produced positive results. Citing referrals from the District offices and the Kampala

based apex offices were also useful strategies.

iv. Low response rate from wage / self employed youth

Majority of the working youth were too busy to fill the questionnaires on the grounds of limited

time. Repeated visits and working with and through the District Youth Officers facilitated the

exercise.

4. STUDY FINDINGS

This Chapter presents the findings from the desk review and fieldwork undertaken by the team. The

findings are presented in line with the Terms of Reference (See Annex 11).

4.1. Skilling for employability in line with the Skilling Uganda Strategy

Youth can participate in a variety of agri-skilling training areas to enhance their opportunities for

employment along the agricultural value chain (See Annex 8). Short modularized trainings have been

arranged under non-formal and formal trainings conducted by various PPSPs in the project area. Over

100 private and public VTIs in the project area provide agri-skilling to youth. These are supervised by the

Ministry of Education, Science, Technology, and Sports (MoESTS). The PPSPs are indicated as Annex 9.

4.1.1 Existing Networks and Partnerships in Skilling Ugandans

There are different actors in the sector who play complementary roles in Agri-skills development.

Government under the leadership of Ministry of Agriculture, Animal Industry and Fisheries (MAAIF) is

responsible for policy formulation, regulation and quality control; private sector and farmers engage in

farm production, agro-processing and marketing of agricultural output; the civil society organisations

(CSOs) complement Government in delivering of agricultural services to farmers; the academia and

research institutions undertake research and disseminate information that may guide policy

8

formulation, promotion of innovation, product development and technology advancement for

commercialization of agriculture; financial institutions provide finance and credit to the farmers,

cooperatives and agro-processors; while the Development Partners provide financial and technical

assistance.

Local Governments and semi-autonomous agencies are the other state players delivering agricultural

services to the population. Semi-autonomous agencies include: Directorate of Industrial Training (DIT),

Examination Boards [Uganda Business, Technical Examinations Board (UBTEB) and Uganda National

Examinations Board (UNEB)], Control of Trypanosomiasis in Uganda (COCTU), Cotton Development

Organisation (CDO), Dairy Development Authority (DDA), National Agricultural Advisory Services

(NAADS), National Agricultural Research Organisation (NARO), National Genetic Resource Centre and

Databank (NAGRC&DB), and Uganda Coffee Development Authority (UCDA). Some of these are

explained below.

Coordination - Reform Task Force (proposed Skills Development Authority)

Established in 2011, the 26 member body is mandated to:-

i. Establish the Skills Development Authority (SDA)

ii. Set up a Skills Development Fund (SDF)

iii. Pilot some of the reforms proposed in the 10-Year Business, Technical, Vocational Education and

Training (BTVET) Strategic Plan 2012/13-2020/21 (dubbed “Skilling Uganda”).

The Reform Task Force (RTF) will spearhead reforms and oversee the implementation of the 10-year

BTVET Strategic Plan until a permanent, integrated Skills Development Authority (SDA) is established.

The plan is meant to accelerate reforms and guide the rational use of investments. It aims at a high level

development objective “Ugandans and enterprises acquire skills they need to raise their productivity

and incomes”. The plan has five (5) specific objectives that include:-

(i) Raise the economic relevance of BTVET

(ii) Increase the quality of skills provision

(iii) Provide equitable access to skills development

(iv) Achieve greater organizational and management effectiveness in BTVET

(v) Increase internal efficiency and resources available for BTVET

Skilling Uganda Strategy is geared to ensuring all Ugandans get requisite skills for wage/self-employment

in line with Vision 2040. Plan implementation is behind schedule. The roles for the proposed SDA have

been drawn. This is shown below.

9

Figure 1: Roles of the proposed Skills Development Authority

Source: Reform Task Force 2016

The organization structure is yet to be approved. It is anticipated the SDA will be in place in the coming

Financial Year 2016/17 following endorsement of the legal framework. The mandate of the authority will

be to regulate, harmonise, coordinate, promote, and institutionalise sustainable quality, equitable and

relevant skills development in Uganda.

In the interim, five (5) Sector Skills Councils, including one of Agriculture, have been created. A Pilot

Skills Development Fund will be established in the Albertine region under the Support to Skilling Uganda

Project implemented by the Belgian Agency for Technical Cooperation (BTC). A BTVET specific Labour

Quality Enhancement role

Uganda Vocational Qualification Fraework

Occupational Standards and Assessment Scheme

Accredit Assessment and Examination bodies

Accredit training providers, training programmes, TVET instructors, TVET

pre-service Training Institute

Maintain qualifications and accreditation database

In-service TVET teachers training

Advisory role

Monitor industry trends

Monitor supply and quality of skills workers

Create and facilitate sectorial skills councils

Research and sharing of TVET best practices

Skilling Uganda / TVET policies and national skills strategies

Resource mobilisation and Administration of Training Provision

role

Administration of Apprenticeship / Workplace Training scheme

Support the administration of sectorial employment training fund

Bridging literacy and nueracy programmes for skills training

10

Market Information System (LMIS) is being developed to feed into the general LMIS being established by

the Ministry of Gender, Labour, and Social Development, while a Monitoring and Evaluation (M&E)

system for Plan implementation is in place (See Annex 12).

Further work needs to done and this includes:-

(i) Development of manuals and guidelines for operationalization of Sector Skills Councils

(ii) Piloting a sector specific fund for the agriculture sector

(iii) Development of Assessment and Training Packages (ATPs) for various agricultural occupational

fields

(iv) Development of the Uganda Vocational Qualifications Framework (in terms of scope and levels

of application in the agriculture sector)

(v) Operational frame work and guidelines for skills development (to foster collaboration among

training providers in the formal and non-formal sectors and entrepreneurs)

With regard to promotion of reforms, the following are yet to be accomplished:-

(i) Piloting an apprenticeship program for the agriculture sector (developing a collaborative

program between training providers and micro-enterprises/agri-preneurs for skills development

of the unemployed youth)

(ii) Piloting an agri-related labour market information System (LMIS) for agriculture in the targeted

sub regions

(iii) Creating a database for the agriculture sector

(iv) Operationalization of Agriculture Regional Support Centers (these can also provide training in

value addition for agricultural products).The Agriculture Skills Development centers proposed in

the BTVET Strategic Plan have not been established.

The SKY Project could be instrumental in accelerating some of the above reforms.

Other potential areas of cooperation with the SKY project are:-

(i) Purchasing hard and soft ware of the Monitoring and Evaluation System.

(ii) Capacity building of secretariat staff.

(iii) Conducting a baseline survey in targeted districts to generate information to build the RTF M&E

database.

(iv) Carrying out tracer studies to track graduates to ensure quality and relevancy of training

undertaken.

(v) Undertaking joint monitoring activities and spot checks to assess progress of Plan

implementation.

(vi) Facilitating exchange visits to successful agripreneurs.

(vii) Financing benchmarking visits for experience sharing.

It is understood that the SKY Project will provide operational support to RTF Secretariat by among other

things establishing a desk-office for Agriculture at the Secretariat.

11

Training provision is carried out under various Ministries, Departments, and agencies, as well as by the

private sector as explained hereunder.

Ministry of Agriculture, Animal Industry and Fisheries (MAAIF) Institutions

Bukalasa Agricultural College (BAC)

The College is situated in Wobulezi (Luwero district) some 30 kilometres from Kampala. With a

population of 1,603 trainees (1370 Male, 233 Female), the college offers 1 Year Certificate Programmes

in Animal Management, Crop Management, and Flower Management. It also offers Diploma

Programmes in Crop Production and Management, Animal Production and Management, Agribusiness,

Horticulture, Home Economics, and Nutrition. Annually the college admits over 1000 trainees. Most of

the agricultural training resources are in place except for a demonstration irrigation system, a dairy

demonstration farm, an apiary demonstration farm, a fish pond, and food processing technologies. The

staff faculty includes 10 Masters degree holders, 5 postgraduate Diploma holders, 32 Degree holders,

and 9 Diploma holders.

Fisheries Training Institute (FTI)

With a current enrolment of 148 (112 Male and 36 Female) trainees, the institute established in 1968,

offers a 1-Year Certificate and a 2-Year Diploma in Fisheries Management and Technologies. They posses

laboratory and food processing units but with no equipment. The cold-room is not functional. They

require demonstration units for cage farming, pond culture, tank culture, and integrated aquaculture to

be more effective training providers in their niche area. They are endowed with a staff faculty of 9

Masters degree holders, 5 graduates, and 6 Diploma holders.

National Farmers Leadership Centre (NFLC)

The National Farmers Leadership Centre (NFLC) is a Government initiative started in 2014 geared

towards enhancing farmers’ leadership and entrepreneurial capacities as well as adoption of

appropriate agricultural technologies focusing on mind-set transformation. The center offers the

following course modules:-

i. Ideology and Mindset transformation for transformative leadership

ii. Pioneering spirit for community development

iii. Rural income generation and Farming as a business

iv. Organic and conventional livestock farming (Piggery, Dairy, and Poultry)

v. Organic and conventional Crop Production technologies (green houses, irrigation and compost

making)

vi. Preparation and application of Indigenous Micro-Organisms (IMO)

vii. Mushroom production

viii. Use of ICT in agriculture commodity marketing

The centre was officially opened by H.E the President on 30th May, 2016.

12

Photo 1: The National Farmers Leadership Centre - Kampilingisa

National Agricultural Research Organisation (NARO)

The National Agricultural Research Organisation (NARO) was established by the Act of Parliament (NARS

Act, 2005) and comprises of National and Zonal Agricultural Research Institutions.

NARIs and ZARDIs

Seventeen (17) agricultural research institutions (national and regional) exist in Uganda. Although

essentially with a research mandate, ZARDIs are engaged in technology transfer and train on/off-site

under arrangement in order to promote what works and has been tested.

6 of the 9 ZARDIS exist in the project area, namely;

i. Kachwekano (Kabale) and Kalengere Irish Potato Research Institute

ii. Bugi (Mbale)

iii. Mukono (Mukono)

iv. Mbarara (Mbarara)

v. Rwebitaba / Kyembogo (Kabarole)

vi. Ngetta (Lira)

All ZARDIs have Agribusiness units.

Eight (8) NARIs operate at national level and include:-

i. National Crops Resources Research Institute (NaCRRI) located at Namulonge (Wakiso) and is

mandated to carry out research in beans, cassava, maize, rice, sweet potatoes, fruits, oil palm,

and vegetables. Training and advisory services constitute one of the services offered by NaCCRI.

13

ii. National Livestock Resources Research Institute (NaLIRRI) located in Tororo (and with a satellite

centre at Namulonge). The satellite focuses on dairy research and skill and knowledge

enhancement through the Dairy Research and Business Incubation Centre (DRABIC) Nakyesasa.

iii. National Agricultural Research Laboratories (NaRL) at Kawanda

iv. NaFIRRI -National Fisheries Resources Research Institute (in Jinja and Kajansi)

v. NaCORRI – National Coffee Research Institute

vi. NaSARRI - National Semi Arid Agricultural Research Institute

vii. NaFRRI - National Forestry Resources Research Institute, and

viii. NaTRRI – National Tea Resources Research Institute (Rwebitaba)

All these institutions have a training / technology dissemination component.

Operation Wealth Creation

This is a new programme targeting farmers rolled out by Government countywide. There is however,

sluggishness in agricultural extension services following the revamp of the NAADS Programme.

The Youth Livelihoods Programme (YLP) -Ministry of Gender, Labour, and Social Development

The Youth Livelihood Programe (YLP) is a Government of Uganda Rolling Programme being implemented

under the Ministry of Gender, Labour, and Social Development (MGLSD), beginning in the Financial Year

2013-2014. It was launched in January, 2014 and Cabinet and Parliament approved U. SHs 265 billion

(about US $100 million) for the first 5 years of implementation 2013-14 to 2017-18.

The Programme is designed in response to the high un-employment and poverty among the youth. The

Programme Development Objective is to empower the target youth to harness their socio-economic

potential and increase self-employment opportunities and income levels, while the specific objectives

are:-

a) To provide youth with marketable vocational skills and tool kits for self-employment and job

creation

b) To provide financial support to enable the youth establish Income Generating Activities (IGAs)

c) To provide the youth with entrepreneurship and life skills as an integral part of their livelihoods

d) To provide youth with relevant knowledge and information for attitudinal change (positive mind

set change)

YLP has three components, namely;

i. Skills Development Component (20%)

Innovations in non-traditional skills areas e.g ICT and agro-processing are encouraged and

promoted.

ii. Livelihoods Component (70%)

To provide productive assets for viable income generating enterprises chosen by the youth.

Investment options include dairy production, high value crops, poultry /egg production, piggery,

aquaculture, animal traction, agro-forestry, post harvest handling, value addition, trade, service

sector projects, etcetera

iii. Institutional Support (10%)

14

This has two sub-components – Project Implementation Support, and Transparency,

Accountability, and Anti-corruption.

50% of the projects financed under the YLP are in agriculture / agro industry. The table below portrays

the projects financed by sector.

Table 3: YLP Funds disbursed by sector

Sector / Type No. of Projects

Amount disbursed (Ug Shs)’000

% of amount disbursed

No. of beneficiaries Male Female Total

1 Agriculture 2,903 20,569 45.2 21,105 16,854 37,959

2 Trade 1,803 12,215 26.8 13,102 10,530 23,632

3 Services 541 4,330 9.5 3,649 3,122 6,771

4 Vocational skills 412 3,253 7.1 2,588 2,511 5,099

5 Industry (small scale manufacturing

420 2,571 5.6 2,994 2,416 5,410

6 Agro-industry 214 1,669 3.7 1,591 1,190 2,781

7 ICT 74 453 1.0 506 434 540

8 Agro-forestry 49 405 0.9 323 234 557

9 Creative economy 9 76 0.2 67 55 122

TOTAL 6,425 45,546 100 45,925 37,346 83,271

Source: MGLSD (2016)

Challenges for the Programme include:-

i. Low technical capacity (low staffing levels) in some Local Governments to facilitate community

level processes under the Programme

ii. Cases of delays in funds flow within the banking system in some districts

iii. Tendency of some stakeholders to violate set guidelines and procedures at the various stages of

the project cycle

iv. Inadequate funds for strengthening support systems at the Local Government level for

continuous and timely follow up, training, mentoring and coaching of the beneficiary groups

v. Drop-out has been registered in some groups.

During the 2016-17 Financial Year the YLP expects to finance an estimated 7,000 new groups

(approximately 90,000 beneficiaries).

Youth Venture Capital Fund (UVCF) Ministry of Finance

Youth Venture Capital Fund (UVCF) was launched in 2011/12 and is managed by the Ministry of Finance.

The UVCF fell short of expected outcomes of loan disbursals and job creation. UVCF was supposed to

lend money to young entrepreneurs through the commercial banks. Unfortunately, while not included in

the original design, collateral requirements appeared and one year grace period disappeared. Invariably

the majority of youth failed to qualify or cope.

Non-Formal Training

15

Youth Training Fund (Non-Formal Training) is managed by BTVET Department of the Ministry of

Education, Science, Technology and Sports, and implemented by selected service provides / institutions.

The programme started in 2010 and aims at certifying all skilled Ugandans in their chosen fields of

competence. Most of the costs incurred by the provider are met by Government. The Directorate of

Industrial Training conducts the assessment.

Uganda Private Vocational Institutions (UGAPRIVI)

As of April 2016, there were 1,032 registered members of the Association of Private Vocational

Institutions, and an estimated 850 of these were active as of December 2015 (UGAPRIVI Secretariat).

However, only 10% (88) of them located in the SKY Project area offered agriculture training. The table

below illustrates the geographical spread of registered UGAPRIVI members providing agriculture in the

SKY project area.

Table 4: Geographical spread of UGAPRIVI members offering agriculture in SKY Project area

SNo. Name of UGAPRIVI region Location of regional office

No. of institutions offering agriculture

1 South west Kabale 14

2 Eastern Mbale 13

3 Northern Lira 22

4 Southern Masaka 13

5 Central Kampala 14

6 Western Hoima 12

TOTAL 88

Source: UGAPRIVI 2016

Development Partners

The following development partners offer financial and technical support in the area of agri-skilling:-

a) Embassy of the Royal Kingdom of Netherlands (EKN)

b) Danish Development Agency (DANIDA)

c) Korean International Development Agency (KOICA)

d) Belgian Development Agency (BTC)

e) World Bank

Civil Society Organisations

There are a number of Non-State Actors involved in agri-skilling in Uganda and include the following;

Uganda Cooperative Alliance (UCA)

The Uganda Cooperative Alliance Limited (UCA) is an umbrella organization for all cooperatives in

Uganda established in 1961. UCA has 70 agricultural Cooperatives as members (April 2016) located in

the SKY Project area. They are comprised of National Agricultural Cooperative Unions (e.g Bugisu, Sebei,

Banyankole Kweterana, Bushenyi Dairy Farmers), Area Cooperative Enterprises (ACEs) (e.g. Katerera,

Bukawa, Kayuna, Buguda, Bukonde Wewuka), and lower level Primary Cooperative Societies (PSCs). Tis

network has among other objectives, “Technology transfer aimed at raising productivity and income of

small-scale farmers”, and “Supporting youth to create employment through cooperatives”.

16

The UCA has an Agribusiness Department with 9 regional offices countrywide manned by Agribusiness

Coordinators and the department carries out extension, value addition and marketing services as well as

institutional development. UCA organizes input procurement, agro-processing, securing loan funds for

members, developing new systems, organizing extension services, and lobbying and advocacy.

Agri-Associations

Uganda National Agro-Input Dealers Association (UNADA)

The Uganda National Agro-Input Dealers Association (UNADA) is the apex organization for all agro-input

dealers in Uganda. Registered under the NGP statute in 2003, it has 10 regions (8 of them in the SKY

Project area). Key among UNADA’s services offered to its members is skills development to the input

distribution network. The association “links members to private sector training providers who offer high

quality business management courses tailored to the specific needs of the agro-input sector. In addition,

short courses in specific aspects of marketing, new product knowledge, safe use and handling, group

dynamics, and association development are offered directly by the association”.

The Uganda National Apiary Development Organisation (TUNADO)

The organization exists to promote the interests of beekeepers countrywide. It undertakes training

courses for its members.

There are a lot more associations which invest in the training of their members (Coffee, Meat, etcetera)

Skills in Production, Employment and Enterprise Development in Animal industry (SPEDA) / Africa

Institute for Strategic Animal Resource Services and Development (AFRISA) Knowledge Transfer and

Partnership Model

SPEDA exists to address employment, industrialization and commercialization challenges. SPEDA offers

Certificate, Diploma and Degree programmes in, among others, the following industries/value chains:-

i. Bee industry and business

ii. Poultry industry and business

iii. Piggery industry and business

iv. Dairy industry and business

v. Fish industry and business

vi. Feed industry and business

vii. Meat industry and business

Linked to the Makerere University College of Veterinary Medicine, Animal Resources and Biosecurity,

the Africa Institute for Strategic Services and Development (AFRISA) is a Presidential Initiative on

Agriculture targeting youth training started in 2012 and executes the Knowledge Transfer Partnership

model using a value chain approach and trainees acquire skills to manufacture products such as shoes,

belts, hay bales, hives, yoghurt.

SPEDA and AFRISA are under the same management and are located at Namulonge.

Private Sector Development Centres

17

Eleven (11) Private Sector Development Companies formed under the auspices of the UNDP in 2002 are

strategically spread in Kabale, Bushenyi, Lira, Mbale, Masaka, West-Nile, Busia, Moroto, Kitgum,Nebbi,

and Kabarole. They exist to catalyse change in entrepreneurship capabilities in SMEs country-wide. One

such centre visited is Private sector Consultancy (PRICON) in Kabarole.

PRICON’s agriculture training services, value addition and brokerage cover:-

i. Food processing

ii. Post harvest handling / Quality enhancement

iii. Farming as a business

iv. Agri-business development, and

v. Value chain promotions of beans, cassava, coffee, rice, maize, and pineapples, among others.

PRICON is a member of the Association of Private Sector Development Companies Uganda (APSDCU).

4.1.2 Certification and Assessment

Certification of graduates and accreditation of assessment centres is carried out by both the Directorate

of Industrial Training (DIT) and Uganda Business Technical Examination Board (UBTEB). Uganda National

Examinations Board (UNEB) examines the high schools offering agriculture as a subject. Some districts in

the project area do not have examination / assessment centres.

Table 5: Agriculture Examination and Assessment Centres in SKY Project area

DIT Assessment Centres UBTEB examination / assessment Centres*

Caritas Lugazi-Buikwe Fisheries Training Institute

Kakoola High Sch. Wobulenzi-Luweero Centenary Community College-Kayunga

Bussi Island Non-Formal Learning-Wakiso Mityana Agrovet Institute

Kitagata Farm Institute, Marembo-Sheema Kitagata Farm Institute

Frena Holdings Limited -Kampala Rwampara Farm Institute

Rwentanga Farm School-Mbarara Rwentaga Farm Institute

Business Clinic for Development and Training services Kisinga Town Council – Kasese

Ssese Farm Institute

Institute of Social Transformation-Busia Mbale Municipality Community Polytechnic

St. Joseph's Voc.Training Centre-Kamuli Kyera Agricultural Training College

Kikonda Enterprises Bamunanika-Luwero Mbuye Farm School

Olio Community Polytechinic-Serere Great Lakes Institute

Bushenyi Banana Plantation Farmers Association (BUBAPFA) Ishaka-Bushenyi

African International Christian Ministry Vocational Training College

Medicraft Foundation Centre-Kampala Nile Farm School

Dependable God Biodynamic Farmers Association -Serere Ankole Western Institute of Science and Technology

National Organisation of Trade Unions –Kampala

Devine Energy Solutions Limited

IT Consults - Mbale

*8 of the UBTEB Examination Centres offer Agriculture / Fisheries up to Diploma level

Source: Databank DIT and UBTEB (2016)

The following modules were assessed by DIT in 2014:-

18

Figure 2: Agriculture Modules assessed by DIT in 2014

Source: DIT 2016

Diploma in Teacher Technical Education (DITTE) programmes offered by National Instructors College

Abilonino (NICA) in Kole district (greater Lira) are assessed by Kyambogo University.

Photo 2: The role of National Instructors College Abilonino(NICA) in Agr-iskilling

Popular

Agro Forestry, Soil and Water Conservation

Seed Breeding

Biomass Technology

Tilling

Floral Arrangement

Trees and Fruit Crops Growing

Vegetable Growing

More Popular

Animal Husbandry

Animal Traction

Diary Production

Cattle Management

Fish Farming

Goat Keeping

Pig Keeping

Poultry Keeping

Most Popular

Horticulture

Mushroom Growing

Bee Keeping

Api-culture and Banana Production

Banana Management and Improvement

Coffee Management and Improvement

Tree Seed and Nursery Management

19

Photo 3: NICA's location in the SKY Project area

NICA is benefitting from a Ug. Shs 10 billion project funded by the BTC. The project has construction and

equipment, and learner centred pedagogy components. The construction component embraces

classrooms, administrations block, hostels, multi-purpose rooms, and sport facilities.

The following challenges exist at various levels in the Skilling Programme

Table 6: Challenges existing at various levels of training under UVQF

UVQF Level Institutions Challenges Pertinent remarks

5 (HD) National Instructors College Abilonino (Kole)

The DITTE programme managed by Kyambogo University is largely

College currently benefitting from a BTC

20

theoretical. This however has a more practical orientation than its predecessor DTTE that had more of professional teaching methods.

Instructor / Tutor Project with a construction component

4 (OD)

Bukalasa Agricultural College (Luwero). Fisheries Training Institute is classified as a College although the name is “Institute”

The UBTEB curriculum emphasizes theory. A new CBET curriculum has been unveiled (2016) and its efficacy is yet to be known.

College identified to benefit from a World Bank Project supporting 5 regional centres to become Centres of Excellence (CoE)

3 (Cert. III) Vocational Training Institutes (National Certificate – Agriculture)


Public VTIs to benefit from a proposed Islamic Development Bank (IDB) funded TVES Project

2 (Cert. II) Technical Schools and Community Polytechnics (Junior Certificate - Agriculture)


Infrastructure and equipment is generally poor in most of the institutions

1 (Cert. I) Schools Under UNEB and undergoing reform – eight generic subjects

Schools work as prevocational skill training centres (S1-S4)

Elementary / Entry level

Non-formal training (NFT) for all categories of Ugandans including those that have not benefitted from the formal education / training system

DIT although more practical has implementation challenges on the ground (few and incompetent assessors). Assessment and Training Packages (ATPs) developed in only a few areas.

Launched in 2010, NFT and assessment recognizes Prior Learning (RPL) Participants receive a partial qualification / Worker’s PAS


4.1.3 Key Skill Gaps

Key skill gaps in youth include:-

i. Marketing

ii. Work-ethic (mindset)

iii. Entrepreneurship

iv. Proposal writing

v. Post-harvest handling

vi. Business management

vii. Agronomic practices

4.2. Youth employment status or engagement in agribusinesses within the agricultural sector

Youth are not fully engaged in agriculture due to among other reasons, lack of requisite skills and are

very selective in engagement in agribusinesses within the agricultural sector. Preferences exist among

the educated, the urban, and the female youths. The following table depicts some critical skill gaps for

youth employment in various agricultural value chains.

21

SKILLS General Cross Cutting

Value Chain Steps

Input Supply

Traders Transport management Marketing

Product information Business management

Production Crops Animals

Farmers Farm management

Crop production Animal production Institutional strengthening

Post harvest management

Collection & Transport

Traders Post harvest management Marketing

Transport management Business management

Processing

Processing technology Marketing

Business management

Marketing

- Domestic

- Regional

- Export

- Land preparation -

Occupational Health

& Safety, Gender,

Environment

Marketing, Business

management

Technical

Table 7: Various levels in employment in different agri-value chains steps and corresponding skills gaps

Source: Jutta et al 2010

Interns lack a range of skills specifically in crop management, animal management, postharvest

handling, value addition and processing, financial management, marketing and sales, strategy skills,

entrepreneurship skills, life skills, practical skills and agribusiness skills. Agribusinesses met revealed the

following gaps in training.

The most frequently mentioned was a huge gap in practical, life, agribusiness and crop management

skills. Other key skills that were lacking among the interns included animal management, processing

and value addition skills and entrepreneurship; whereas strategy skills and marketing and sales skills

were less frequently demanded.

Whereas the skills offered are general, the industry requires very specific skill sets as listed below:

Crop management

a) Agro input usage

b) Agronomic practices

c) Coffee farm establishment and management

d) Garden management

e) Horticulture Chemical usage and fertilizers

f) How to use seeds to maximize yields

g) Technical skills

h) Pest management

Animal management

a) Mixing poultry feeds

22

b) Animal husbandry

c) Livestock Management

d) Dairy farming

e) Disease control and nursing the sick animals

f) Feeding Chicken

g) Fish basic knowledge

h) Fish breeding skills

i) Fish equipment handling

Post-harvest, value addition and processing

a) Operating processing machines

b) Milk Laboratory skills

c) Milk testing

d) Post-Harvest Handling

e) Value addition

Financial management

a) Financial literacy

b) Farm record keeping

c) Financial management

d) Accounting skills

e) Cost saving

Marketing and Sales

a) Marketing skills

b) Customer care

Strategic skills

a) Computer Literacy/ ICT

b) Leadership skills

c) Writing Skills

d) Networking skills

e) Team work

Entrepreneurship

a) Innovation

b) Creativity

c) Responsibility

d) Patience

e) Persistence

f) Self-drive

g) Initiative

Life skills

23

a) Follow (factory) guidelines and basic instructions

b) Care Skills

c) Communication

d) Saving

e) Time management

f) Self confidence

g) Interest in what they do

h) Listening Skills

i) Self-management skills

j) Professionalism in all they do

Practical skills

a) Translating classroom knowledge to practical skills

b) Graduates lack skills for practical farm work

c) Hands-on training to augment their theoretical training

d) exposure to practice

e) They lack practical adoption of skills to real life situations

f) Youth are weak and have not practiced use of hands in production

g) Youth lack hands-on experience on farm related issues

h) relying on the internet for business proposal design disregarding their own environment

i) Agriculture trainees do not want to practice agriculture

Agribusiness Management skills

a) Lack general farm management skills

b) Agribusiness technical skills

c) Business Skills

d) Farming as a business

e) Human resource management skills for unskilled labour is largely lacking

f) Ignorance about the Private sector

g) Writing of reports is poor/bad

4.3. Youth poverty index and wealth ranking

In Uganda, a youth is defined as a person between 18-30 years. 18-30 years age cohort constitutes

18.4% of the population amounting to 6,437,400 (2,997,300 M and 3,440,100 F). In addition, Youth NEET

(not in employment, education or training) figures are estimated at about 18 percent of the population

(UBOS 2016). Among the 14-35 age bracket youth met, 22 Focus Groups were facilitated to establish the

poverty index and wealth ranking.

The following were results of estimated youth poverty index and wealth ranking in the districts / regions visited.

24

Table 8: Wealth ranking and poverty index by region / district

Region Average for region Youth estimates per district

Western Rich 16%, medium rich25%, poor 59% Kabale 20%R, 20%MR, 60% Poor Mbarara 10%R, 30%MR, 60% Poor Bushenyi15%R,20%MR,65% Poor Kabarole 20%R 30%MR 50% Poor

Lake Victoria Crescent Rich 17%, medium rich30%, poor 53% Masaka 10%R, 50%R, 40%Poor Busia 20%R, 25%MR, 55% Poor Wakiso 18%R, 32%MR, 50%Poor Kampala (none) Luwero 20%R, 15%MR, 65%Poor

Mt. Elgon area Rich 10%, medium rich 23%, poor 67% Mbale 10%R, 25%MR, 65% Poor Manafwa 10%R, 20%MR, 70% Poor

Lake Kioga Rich 10%, medium rich 30%, poor 60% Soroti 10%R, 30%MR, 60% Poor Lira (none)

Source: Compiled from FGDs data

Majority of youth own less than 1 acre of land and can only access up to 2 acres of land. Growing of

plantations like tea, coffee, bananas, and other crops / livestock requiring large chunks of land is not an

option for over 80% of the youth. Using the YLP as proxy, an estimated 50% of self-employed youth are

in the agriculture sector.

Limitations in acquisition of capital also constrains youth to participate meaningfully in agribusinesses

within the agricultural sector.

The following were findings from employed youth who filled a self-administered questionnaire.

Number of youth earning above Shs 300,000 per month were 107 out of the 174 youth that filled the

questionnaire. This represents 61% of the working youth. The mean income was Shs 256,000

Graph 1: Indicating the average (mean) income earned by working youth in SKY Project area

Statistics

Income

N Valid 150

Missing 24

Mean 2.5692

Median 2

Mode 2

Minimum 1

Maximum 5

25

Source: Youth questionnaire respondents data

Asked about their employment status, working youth responded as follows; 78% were self-employed

while 13% were employed by someone else.

Graph 2: Showing % of working youth disaggregated by wage earning and self-employed


Graph 3: Portraying % of working youth with livestock in SKY Project area

Livestock

Frequency Percent

Valid

Yes 72 41.4

No 63 36.2

Total 135 77.6

Missing System 39 22.4

Total 174 100


Owning my own

business, 136, 78%

being employed,

23, 13%

Missing System, 15,

9%

26

Graph 4: Depicting % of working youth with electronics


Graph 5: Showing % of working youth with own motor-powered machine


4.4. Profiles of agribusiness entities by region

The following are profiles of identified, mapped, and visited agribusinesses by region.

Western Uganda

The following agribusinesses were visited.

Yes, 98.5 (72.8)

No, 36.75, (27.2)

Yes, 11 (9.2)

No, 108.8 (90.8)

27

Graph 6: List of Agribusinesses visited in Western Uganda

SNo. Name of agribusiness Agri-value chain Capacity for interns

Location

1 Zoma Enterprises Limited Passion fruit and vegetable processing

30 Kabale

2 Mushroom Training and Resource Centre (MTRC)

Mushroom and spawn production, and business skills training

80 Kabale

3 Namangu Investments Rabbit rearing and selling 700 Kabale

4 Uganda National Seed Potatoes Producers Association (UNSPPA)

Irish potatoes seed production and marketing

2 Kabale

5 Huntex Industries Co. Limited Cheese making. Yoghurt making

7 Kabale

6 Jopafam Enterprises Horticulture, apiary 25 Kabale

7 Youth in Leadership Development Initiative (YILDI)

Tea processing and packing

30 Kabale

8 Ranch on the Lake and Resort Cage fish breeding and rearing, horticulture

15 Kabale

9 Uganda Industrial Research Institute (UIRI)

Irish crisps processing 20 Kabale

10 Baitwa Model coffee farmer Kazingo Parish Bukuuku sub-county

Coffee farming 3 Kabarole

11 Akoraheka Dairy Farm Dairy and goat meat processing

10 Kabarole

12 Rwengaju Poultry Farm Poultry, dairy, and banana plantation

5 Kabarole

13 KadAfrica Estate (passion fruits) Passion fruit farming 700 Kabarole

14 Feed My Lamb Dairy, fish farming, and horticulture

4 Kabarole

15 Nyabubaare Beekeepers Association Apiary production and beehive making

10 Kabarole

16 Agriculture and Dairy Farming Dairy farming, general agriculture, and entrepreneurship training

15 Kabarole

17 Bushenyi Farmers and Bee Keepers Cooperative Society

Honey 200 Bushenyi

18 Keirere Green Africa Agency Coffee and Piggery 4 Bushenyi

19 Ankole Private Sector Promotion Center Agribusiness support services

129 Bushenyi

20 Kabeihura Farmers Ltd Dairy, Tea, Poultry and fish 6 Bushenyi

21 Forest Fruit Foods Ltd Banana (juice production) and honey

3 Bushenyi

22 Tigerwa Development Association Banana (Wine production) 70 Bushenyi

23 Bushenyi Banana and Plantain Farmer’s Association

Banana (wine making), apiary and Dairy

0 Bushenyi

24 Nkanga Young Farmers Group Honey 24 Bushenyi

28

25 Nyabubare Area Cooperative Enterprise Coffee, wine and honey 0 Bushenyi

26 Presidential Initiative on Development of Banana Industrial Production (PIDB)

Banana - Bushenyi

27 Mbarara Zonal Agricultural Research Development Institution (MBAZARDI)

Agribusiness Support services

- Mbarara

28 Mbarara Dairy Farmer’s Cooperative Union

Dairy 3 Mbarara

29 Agro Max U Ltd Horticulture Mbarara

30 Mbarara District Farmer’s Association (MBADIFA)

Support Services provider 15 Mbarara

31 Excel Hort Consult Agri business value chain development and support services

0 Mbarara

32 High Mark Dairy Farm Dairy, Horticulture 45 Mbarara

33 Operation Wealth Creation Agri business support services and monitoring

0 Mbarara

34 Uganda Crane Creameries Cooperative Union Ltd

Dairy 15 Mbarara

35 BanyankoreKweteranaCooperative Union Coffee 15 Mbarara

36 Paramount Diaries Cheese production 0 Mbarara

37 Silgad Investments Ltd Wine production 6 Mbarara

38 Global Agro Enterprises Limited Horticulture, Animal husbandry,Perennial crops

6 Isingiro

Sub-total 2,191

Source: Consultant team - Field work Analyses

The dominant agribusinesses in which youth could engage are potatoes, piggery, poultry, rabbits, maize,

beans, sorghum, small livestock, pomology, and horticulture value chains in Kabale.

Rubanda District carved out of Kabale district in 2015 is reported to be one of the most productive

districts in Uganda. It is a major source of potatoes. The Uganda National Seed Potato Producers

Association (UNSPPA) whose aim is to equip farmers with quality seed potato production and marketing

skills has its headquarters in Kabale and has been in operation since 1997. The International Fertilizer

Development Center (IFDC) is already active in the region. Potato is grown by more than 300,000

smallholder households, producing a total of 800,000 tonnes on 112,000 hectares. By 2015, the demand

for potato was up to one million metric tonnes (International Potato Centre -CIP, 2015). The Uganda

Industrial Research Institute (UIRI) has constructed a model processing facility in Kabale (3 km on Katuna

road) as a value addition centre producing potato crisps in various flavours for the local and

international market. The centre trains entrepreneurs for the whole Kigezi region.

UIRI’s function is catalyzing industries nationwide and has expanded to Maziba in Kabale (pineapple

processing facility), Luwero (essential oils industries), Soroti (juice processing), and Lira (groundnuts

processing).

Tea growing, processing, and packing is an emerging trend in Kabale district. Much of the low lying areas

have paved way for tea growing on a commercial scale. Close to 800 acres of land are under commercial

tea plantations.

29

Photo 4: Commercial growing of tea in Kabale

In Kabarole, bananas, apiary, tea, dairy, cassava, fruits, cereals, and potatoes are dominant

agribusinesses. Coffee is an emerging value chain particularly in the high altitude areas of the Mt.

Rwenzori ranges.

Photo 5: Arabic coffee model farmer (Ms Baitwa) on the slopes of Mt. Rwenzori (Kabarole)

The farmer hails from Kazingo parish in Bukuku subcounty. Bukuku subcounty and neighbouring

Karangura subcounty (new) were nominated best coffee quality producers in East Africa by NUCAFE in

2015.

Cage fish farming is also beginning to take root in the 40 crater lakes of the district. Numerous

commercial tea plantations along the Kabarole – Kampala highway provide good prospects for

internship training.

In Bushenyi, tea, diary, meat production, banana plantations, and apiary remain significant agricultural

value chains.

30

Other agri-businesses are in the areas of piggery, keeping of rabbits, fruit growing and processing,

apiary, mushrooms and vegetable growing.

Mt Elgon


Table 9: List of Agribusinesses visited in Mt Elgon area

SNo. Name of agribusiness Agri-value chain Capacity for interns

Location

1 El-Shaddai International Ltd Ago-Inputs 3 Mbale

2 Gumutindo Coffee Cooperative Enterprise

Coffee Processing 3 Mbale

3 Bugisu Cooperative Union Coffee Processing 2 Mbale

4 Wasena Engineering Works Rice Production and Processing 2 Mbale

5 Mt. Elgon Millers Maize Processing 6 Mbale

6 Namaubi Farmers & Poultry Maize Processing 8 Busia

7 Tilder Uganda Ltd (Kibimba Rice) Rice Production and Processing 300 Bugiri

8 Kalukuku Awali Sole Proprietor Rice Production and Processing 2 Bugiri

9 Kimbugwe Muzaham Rice Milling Rice Processing 2 Bugiri

10 Awali & Sons Investments Agro-Inputs 10 Bugiri

11 Kakira Out-growers Rural Development Fund

Sugarcane Production 19 Jinja

12 Busoga Sugarcane Out-growers Association

Sugarcane Production 2 Jinja

13 Agroways Uganda Ltd Maize Processing 50 Jinja

14 Bam Agro Consultancy Inputs 30 Jinja

15 BIDCO Cooking Oil Processing 150 Jinja

16 Upland Rice Millers Co. Ltd Rice Processing 4 Jinja

17 Mugweri John Sole Proprietor Piggery Farming 50 Jinja

18 Jinja Farmers Association/Shop Production 300 Jinja

19 Agromax Uganda Ltd Farm Inputs 300 Iganga

20 Standard Agro-Vet Consultancy Agro-Inputs 152 Iganga

21 Son Fish Farm Ltd Fish Farming 120 Buikwe

22 Chickways Farm Supplies Poultry Farming 3 Buikwe

23 Kyaggwe Coffee Curing Estates Ltd Maize / Coffee Production 200 Buikwe

24 Uganda Tea Corporation Ltd Tea Production and Processing 30 Buikwe

25 Frema Enterprises Maize and Cassava Production 11 Tororo

Sub-total 1,860

Source: Consulting team – Fieldwork analyses

Lake Victoria Crescent


Table 10: List of Agribusinesses visited in the Lake Victoria Crescent

SNo. Name of agribusiness Agri-value chain Capacity Location

31

for interns

1 Ssembabule District Farmer’s Association (SEDFA)

Coffee, maize and beans Ssebabule

2 Ssembeguya Estates Uganda Ltd Cattle ranching, animal breeding and veterinary Services

Ssembabule

3 West Buganda Coffee Farmer’s Cooperative Union Ltd

Coffee 0 Masaka

4 REPRO (Real Product) Company Uganda Ltd

Pineapple Juice production 0 Masaka

5 Treasure Seed Centre Financial services 100 Masaka

6 KEKOS Conservation Scheme Aquaculture, coffee and sugar cane

0 Masaka

7 Green Village Farming & Consult management

Coffee and horticulture 4 Masaka

8 Nalubowa Lusembo & Company Estates Ltd

Aquaculture 0 Masaka

9 Kabonera Coffee Farmer’s Cooperative Society

Coffee - Masaka

10 Zampo Enterprises Ltd Poultry, Piggery, coffee and Horticulture

15 Masaka

11 KK Fresh Produce Exporters Ltd Horticulture 5 Wakiso

12 Kasawo Grain Millers Ltd Maize, Rice, Beans 3 Kampala

13 UGACHICK Poultry, Animal feeds, Fish farming

10 Wakiso

14 TATGEM (U) Ltd Water, Juice, Fruits 3 Wakiso

15 Butenga Farmers Incubator manufacturing, Dairy, Poultry

5 Wakiso

16 Farm Inputs Care (FICA) Seeds Seed sector, other agro inputs

5 Kampala

17 Bee House Products Apiculture consultancy, Honey Processing, Apiculture equipment

2 Kampala

18 Golden Bees Ltd Honey Processing, Bee-hive making, Training in Apiculture

0 Kampala

19 Development and Research Associates

Horticulture Production, Market linkages, agro tourism

1 Kampala

20 Dathine Agricultural Consult Agribusiness Training, Horticulture, Agro-tourism

5 Kampala

21 Delight(U) Ltd Orchard Farming, Juice Processing, Farmer training

28 Kampala

22 Aponye (U) Ltd Maize Grain & flour, Beans, Sorghum

5 Kampala

23 Malaika Honey Honey 10 Kampala /

32

Arua

25 Siraco irrigation Horticulture, Irrigation 2 Kampala

Source: Consulting team – Field work analyses

Lake Kioga

Only one (1) agribusiness was visited in the Lake Kioga area.

Table 11: Agribusiness visited in Lake Kioga area

Name of agribusiness Agri-value chain Capacity for interns

Location

Ali Mills Rice Production and Processing

5 Soroti

Profiles of 83 Agribusinesses by region are provided in Annex 4.

Key findings

Out of the 83 agribusinesses visited, 40 agribusinesses can be selected for suitability for engagement of

skilling youth through placements and apprenticeship / internship (See recommendations section).

62 (74%) Agribusinesses from two regions only (Eastern and Western) can accommodate 4,051 interns.

Of the agribusinesses profiled 77% were registered while 23% were not registered. Most agribusinesses

are relatively young with only 5% registered before 1990; 18% registered between 1991 and 2000; and

78% registered after 2001.

Graph 7: Depicting the year of registration for agribusinesses met in SKY Project area

Source: Compilation from field data

0

5

10

15

20

25

30

35

40

5

18

37

29

12 Frequency

Percentage

33

Most agribusinesses employ 2- 20 employees and irrespective of the number of employees in an

agribusiness, majority are youths aged below 35 years.


Graph 8: Showing number of employees and proportion of youth employees

Most agribusinesses profiled were in the big business category with an estimated income and net worth

(2015) of over 500 million Uganda Shillings. The sector is also characterized by small and medium size

agribusinesses with estimated income ranging between 11- 300 million Uganda Shillings.

Graph 9: Estimated net income and net worth for agribusinesses during 2015 (in million Shs)

Source: Compilation from filed data

0

5

10

15

20

25

30

35

40

45

10

45

13

18

3

14

41

10 14

4

Number of employees

Number of youthemployees

0

5

10

15

20

25

30

0

14 16

10 10

6

23

6

1 3

18

7

14

6

29

0

Estimated income 2015

Estimated Networth 2015

34

Almost all agribusinesses were willing to take on internship students. In 2015, majority of the

agribusinesses accepted 1-10 students followed by a few who accepted over 50 students or 11-30

students. Very few agribusinesses accepted between 31-50 interns, probably reflecting the lack of

vibrant medium sized enterprise.

Graph 10: Interns taken on by agribusinesses during 2015

0

5

10

15

20

25

30

35

40

None 1 to 10 11 to 30 31 to 50 Over 50

Interns 2015

Interns 2015


Most agribusinesses reported having capabilities for imparting crop management skills, animal

management skills, processing and value addition skills and agribusiness skills. Other skills possessed

include financial management, marketing/ sales and practical skills while those almost lacking include

entrepreneurship, life skills and strategy skills as shown below.

Graph 11: Competencies of agribusinesses to impart particular skill sets

010203040506070

Frequency

Frequency

35


The above skill sets could be provided by agribusinesses in the following value chains:-

Crop management

Under crop management skills, the major value chains included coffee, rice, horticulture, banana,

potato, cassava and mushrooms. The specific skills possessed by the agribusinesses are:

i. Nursery management

ii. Irrigation technologies

iii. Rain water harvesting

iv. Horticulture

v. Orchard management

vi. Mushroom growing

vii. Greenhouse and open field farming

viii. Pests and weeds control

ix. Management, handling and using chemicals

x. Crop agronomy

xi. Water harvesting systems

xii. Improved agricultural methods

Animal management

Under animal management, the most common value chains were dairy, fish, apiculture, poultry,

piggery, rabbits and goats. The specific skills included:

i. Farm Inputs and Drugs use

ii. Dairy farming

iii. Goat meat production

iv. Hatchery management

v. Poultry management

vi. Apiculture

vii. Rabbits as a business

viii. Piggery Management & Production

ix. Fish Farming

Processing and Value addition

The processed products or agricultural produce to which value was added were:

i. Wine making

36

ii. Honey production

iii. Dairy milk processing

iv. Maize milling

v. Fruit and vegetable processing

vi. Coffee value addition

vii. Tea processing and packing

viii. Rice Processing

ix. Poultry Feeds

x. Wine and food processing (from pineapples)

xi. Cheese Processing

Financial Management

The major skills among agribusinesses are:

i. Farm record keeping

ii. Loans, saving and financial literacy

iii. Financial Management

iv. Accounts / Estates Management

v. Financial support

vi. Accounting and book keeping

Marketing and Sales

i. International standards for Horticulture

ii. Sales/ Marketing

iii. Customer handling

iv. Marketing linkages

Strategy Skills

No agribusiness was involved in strategy skills like networking, leadership, though they are availed by

some of the national and regional stakeholders like Agri Profocus, Uganda National Farmers Federation,

District Farmer’s Associations, and some NGOs and CBOs.

Entrepreneurship

Entrepreneurship skills providers were also minimal. The skills available are

i. Entrepreneurship training

ii. Agro-entrepreneurial training

iii. Resource mobilization

Life skills

Despite the huge demand for life skills, there were very few agribusinesses that were involved in

offering this skill. This means the project will have to look elsewhere to impart these vital skills among

the youth.

37

Practical skills

Whereas the general skills gap was the failure of (the educated) youths to translate the theoretical

knowledge into practice, the practical skills available are not taught in a typical agricultural University/

institution. With the exception of a few skills like making bee hives, fish pond construction and installing

irrigation systems majority are acquired through non formal training. Unfortunately these skills

providers such as Musa Body are not recognized by the Ministry of Education. The major skills available

are:

i. Poultry equipment fabrication

ii. Milling skills

iii. Mill Repairs

iv. Artisans- bee hives and equipment

v. Hatchery fabrication

vi. Operating food processing machines

vii. Fish pond construction

viii. Irrigation systems installation and management

Agribusiness

The available skills include:

i. Farming as a business

ii. Business skills and enterprise development

iii. Agribusiness development (marketing)

iv. Group training

v. Production for Export

vi. Advisory and extension services

vii. Farm Management

viii. Agri business value chain development

ix. Agro tourism

x. Agricultural equipment and inputs

xi. Producer/ business association / cooperatives promotion

xii. Agricultural packaging

A comparison of the reported skills gaps among interns and the available skills among agribusinesses

shows a mismatch. For example whereas the practical skills and life skills rank among the most lacking

among the interns, the agribusinesses are equally not capable of imparting those skills.

The agribusinesses are highly skilled in technical areas of crop and animal management and hence can

be a good resource for the youth in the production related areas. However the gross lack of other

critical skills like entrepreneurship, financial management, marketing and strategy skills means that the

youth skilled purely by agribusinesses would increase their employability but would have limited

capacity to start and successfully manage their own agribusinesses. The skills that foster

entrepreneurship and self- employment would therefore have to be outsourced from private

agribusiness development companies or other specialized business service providers.

38

Graph 12: Showing mismatch in required skill sets and competencies by agribusinesses to deliver them


Though almost all agribusinesses were willing to take on internship students, they reported various

challenges with the youth. The most outstanding were behavioral related issues followed by various

institutional constraints and lack of necessary competencies among the youth. Other important factors

were poor attitude of the youth towards agriculture, inappropriate or non-existent after training follow

up programs and training delivery methods used. The least mention challenges was access to resources

such as land and finances by the youth.

Graph 13: Showing challenges faced by agribusinesses with youth interns

Negative Attitude

0

10

20

30

40

50

60

70

Skills gap

Internship competencies

01020304050607080

34

78

9

54 49

19 24

Challenges with Youth interns

Frequency

39

Youth have a negative attitude towards work in general and agriculture in particular. It should be noted

that this is a general attitude even among the non-youth including parents, policy makers and farmers

who do farming as the last resort. Among the youth the negative attitude is reflected in the following

ways:

a) Youths take agriculture enterprise as not productive

b) Poor mindset towards work

c) Lack of interest in agriculture tasks

d) Most of them are not willing to take up the skills provided

e) They lack the drive to love and appreciate to agricultural skills

f) Youth attend internships as a formality to fulfill their academic requirements

g) Mindset is elsewhere not geared on the training

h) Negative attitude to farming

i) Unwillingness to learn

j) Many are unwilling to work in rural areas

k) Agricultural work is thought to be dirty

l) Youth do not want physical work

m) They aspire for office jobs

Youth behavior in the Workplace (Work Ethic)

This was the most outstanding challenge agribusinesses faced with the youths and could be attributed

to their attitude, physiological factors, social-economic environment and their future aspirations. The

SKY Project might have to develop a multi delivery approach to influence positive behavior of the youth

in the workplace. Most youths exhibited various negative behavior, the major ones are listed below:

a) Youth are constantly moving

b) Youth need quick returns

c) Youth do not cooperate while on training

d) They are lazy

e) Impatience

f) Have high expectations

g) Minimal concentration

h) Lack of creativity

i) Communication skills

j) Impatience

k) Work ethic

l) Team work

m) Low interest

n) Absenteeism is also common

o) They tend to be redundant if they are not housed at the farm.

p) They spend most time on phones especially the girls

q) Inability to express themselves, they cannot speak out

r) Youth are unstable; they are on and off and lack concentration

40

s) Playful

t) Delete important information

u) Youths are jumpy and largely unreliable

v) Youths are not honest

w) Youths are always in a rush, they are not patient enough to adopt the skills

x) Youth do not like manual work

y) They normally fail to manage their time well

z) They are very negligent of their lives

aa) Youth don’t like being dirty

bb) Youth don’t keep time

cc) High Drop Out Rate

dd) Youth like cheating

ee) They have a poor saving culture

ff) High drop-out

gg) High placement expectations

hh) Pride at work

ii) City born youth are challenged by the rural environment

jj) Untrustworthiness

Resource Access

Contrary to the general belief that access to financial resources is a major constraint to starting agri

business, this was the least mentioned constraint. The major issues raised were:

a) Low adoption of agricultural practices due to limited resources

b) Failure to raise startup capital

c) Lack of security for youth to access financing

d) Availability of land for farming is a challenge

Competencies

This is a major constraint that the SKY project should address. Most agribusinesses do not consider

“youth skilling” as their core business though they are willing to do it. Since internship is expensive for

the training institution, they often hope to compensate from cheap labour but they are discouraged by

the low competencies among the interns. The most pressing were:

a) Some lack farming background

b) Low machine productivity

c) They usually do a lot of losses in marketing and production

d) Lack of practical skills

e) Lack of exposure to industry

f) Lack interpersonal skills

g) Lack of mechanical Skills

h) Quality control

i) Damaging machines

41

j) Differences in education level

k) They bring about a lot of damages especially in production

l) Discrepancy between academic qualifications and ability to perform

m) Lack of professional etiquettes

n) Failure to follow biosecurity procedures causing serious losses

o) The youth lack exposure and business focus

p) Addiction to traditional methods of farming

q) Lack of agricultural training

r) Youth take time to understand

s) Lack access to required skills

Institutional constraints

In addition to the youth related factors, agribusinesses have internal constraints that limit their capacity

for skilling and employing the youth. These include:-

a) No funding to facilitate the skills training

b) Transport and meals

c) Lack of training materials

d) Limited supervision time

e) Lack of farm inputs and tools

f) Skills kits

g) Limited Training Facilities

h) Limited office Space

i) Lack Skilled Persons

j) Access to Machinery and individual facilitation

k) Inadequate resources to invest in technology required for appropriate training

l) Poor quality of materials

m) Youth upkeep during apprenticeship is not budgeted for by the organization

n) MoEST&S funding is released untimely and the delay is a challenge to service providers of NFE

o) Limited resources for growing demand in internship

p) Unskilled farmers

q) Language barrier between trainers and youth

r) Lack of demonstration sites

s) Lack of stable markets for their products

t) Quality of products limits the level of marketing

u) Cost of having them is big

Training delivery methods

The current design of most internship programs was considered inappropriate to cause an attitude and

behavioural change among the youth. This is because of:

i. Short period of training

ii. The lack role models for the youth

42

iii. There is a gap between parents and children in the use of hands in agro- production

iv. Poor facilitation to implement their [projects

v. No clear indication of the courses and related units to be covered during the training

vi. Education system training youth for white collar jobs

vii. Curriculum is more theoretical

viii. Lack of follow-up

After training program/ follow up

Most youths do not put into practice the acquired skills. This is attributed to youth personal factors as

well as program design and implementation challenges. The key factors are:

a) A follow up program is often missing

b) Land shortage

c) Lack of start-up capital

d) Poor linkage with financial institutions

Programme Key Success Factors

Several suggestions have been given that could positively impact of SKY project success. For easy

conceptualization, they have been categorized under program design, youth involvement, institutional

capacity building, facilitating the training program, follow up program, and partnering arrangement. The

key aspects to include under each aspect are given below:

a) Training Program design

a) Supporting a practical training program

b) Mass sensitization to create awareness

c) Partnering approach to draw on available skills

d) Training to attain appropriate skills

e) Program supervision to ensure effectiveness

f) Attain shared values between trainers and trainees

g) Create agribusiness incubation centres

h) Share the curriculum for specific areas

b) Institutional Capacity Building

a) Facilitate curriculum development

b) Exposure and training of trainers

c) Provision of training materials that the organization may not have

d) Basic training institutions be sensitized on the need to give full training to students

e) Timely disbursement of required funds

f) On-site training facilities

g) Help them get specialized skills and technical backstopping

h) Establishment of demonstrations sites

43

i) Procurement and/installation of training materials and machinery

j) Insurance cover for equipment and machinery

c) Facilitate the training programme

a) Provision of accommodation and meals for the trainees

b) Set up several demonstration farms

c) Transport to take trainees to the field and for follow up

d) Training kits/ materials

e) Contribution on tuition

f) Welfare for the participants

g) Facilitate supervisors

d) Youth involvement

a) Mobilise youth to engage in farming as a business

b) Support training for pupils in primary and secondary schools as well as out of school

c) Target tertiary institution students for greater impact

d) Emphasis on getting the students to like the training courses

e) Youth showcasing their potential

f) Youth exposure to successful agribusinesses

g) Youth to prepare formal business plans

h) “Qualifying” students stand a chance of placements

i) Recognise stellar performance

e) Follow up and Monitoring programme

a) Youths be trained to start their own agri businesses

b) Provision of start-up kits

c) Support youth to get markets

d) Entrepreneurial skills training

e) Enterprise development skills

f) Medium to long term coaching and mentoring

g) Financial management training

h) Access to bio gas as electricity is getting more expensive

i) Agribusiness libraries

j) Purchase of cottage industry machinery for youth skilling

f) Partnering Arrangement

a) Agree with top agribusiness management in an MoU

b) Employ the Social Business Model

c) UNBS Certification- for food processing

d) Establish linkage with other specialised service providers

e) Clear documentation of the project scope, stages and duration

4.5. Profiles of learning farms and available local resource persons by region

A number of learning farms have been identified in the project area. These are indicated below.

44

Graph 14: Learning farms identified in the SKY Project area2

SNo. Name of learning farm Capacity for

interns

District

1 Agromax Ltd 100 Wakiso

2 SPEDA/AFRISA 30 Wakiso

3 NARO - NaCCRI 40 Wakiso

4 NARO – NaRRI (Namulonge Satellite) 15 Wakiso

5 Awoja Riverside Farm 250 Soroti

6 Eastern Private Sector Development Centre 6 Mbale

7 SEPSPEL Private Sector Promotion 50 (est.) Busia

8 National Livestock Resources Research Institute (NaLIRRI)

150 Tororo

9 Private Sector Development and Consultancy Centre (PRICON)

20 Kabarole

10 Agriculture Sustainable Agriculture Training Network (SATNET)

5 Kabarole

11 Kyembogo ZARDI (Kabarole) 60 Kabarole

12 Banyateleza Sisters 40 (est.) Kabarole

13 Kabale Municipality Modern Bee-keepers Association

30 Kabale

14 KAZARDI (Kachwekano) 200 Kabale

15 Uganda National Seed Potato Producers Association (UNSPPA)

0 Kabale


81 Kabale


200 Bushenyi

18 Keirere Green Africa Agency 4 Bushenyi

19 Ankole Private Sector Promotion Center 129 Bushenyi

20 Kabeihura Farmers Ltd 6 Bushenyi

21 Forest Fruit Foods Ltd 3 Bushenyi

22 Tigerwa Development Association 70 Bushenyi


0 Bushenyi

24 Nkanga Young Farmers Group 24 Bushenyi

25 Nyabubare Area Cooperative Enterprise 10 Bushenyi

26 Presidential Initiative on Development of Banana Industrial Production

- Bushenyi

27 National Agricultural Research Organisation Mbarara (MBAZARDI)

120 Mbarara

28 Mbarara Dairy Farmer’s Cooperative Union 3 Mbarara

29 Agro Max U Ltd 0 Mbarara

30 Mbarara District Farmer’s Association 15 Mbarara

Some agribusinesses are learning farms as well

45

(MBADIFA)

31 Excel Hort Consult 0 Mbarara

32 High Mark Dairy Farm 45 Mbarara

33 Operation Wealth Creation 0 Mbarara


15 Mbarara

35 Banyankore Kweterana Cooperative Union 15 Mbarara

36 Paramount Diaries 0 Mbarara

37 Silgad Investments Ltd 6 Mbarara

38 St Jude Family Project 100 Masaka

39 National Farmers Leadership Centre (NFLC) 20 Mpigi

40 Katende Harambe 80 Wakiso

41 Kyanja Agricultural Resource Centre (KCCA) 15 Kampala

42 Gudie Leisure Farm 10 Wakiso

43 Sulma Foods 13 Luwero

44 Agromax 100 Wakiso

45 NUCAFE 16 Kampala

TOTAL 2,066

Source: Consulting team – Computations from fieldwork

A total of 2,066 interns can be absorbed by the above identified learning farms. A number of

agribusinesses providing good learning farms have not been included here. These include Namangu

Investments, MTRC and Zoma (in Kabale) KadAfrica, Akoraheka, Agriculture and Dairy Farming (in

Kabarole) to mention a few such examples.

Photo 6: Banyantaleza Learning Farms (Kabarole) cover dairy, apiculture, crops, and agro-forestry

Profiles of 45 Learning farms as well as contacts of resource persons by region are provided in Annex 5

and 6 respectively.

Key findings

46

Number and suitability for engagement in providing internships for youth

The target of 40 learning farms reached to provide 2,000 internship places is realistic. Agribusiness

provide additional opportunities for internships. Namangu Investments in Kabale (rabbit rearing) and

KadAfrica Ltd in Kabarole (passion-fruit farming) for instance can provide 1,400 places for interns.

Sectors engaged in by the learning farms

Table 12 below provides a comprehensive picture of the sectors the learning farms are engaged in.

Table 12: Sectors in which the learning farms are engaged in

SNo. Name of learning farm Sector engaged in

1 Agromax Ltd Horticulture Green house technology Nursery management Irrigation technology

2 SPEDA/AFRISA Value addition in crops and animals (various)

3 NARO – NaCCRI Crops research and technology dissemination

4 NARO – NaLIRRI (Namulonge Satellite)

Animal research and technology dissemination

5 Awoja Riverside Farm Crop and animal husbandry

6 Eastern Private Sector Development Centre

Agronomy Farmer Institutional Development Farming as a Business Gender Mainstreaming

7 SEPSPEL Private Sector Promotion Post-harvest Demonstration farming Backyard gardening Rice growing

8 National Livestock Resources Research Institute (NaLIRRI)

Diary Production Poultry Production Piggery Production Goat rearing Apiculture

9 Private Sector Development and Consultancy Centre (PRICON)

Food processing Postharvest handling / Quality enhancement Farming as a business Agri-business development Value chain promotions (various crops)

10 Agriculture Sustainable Agriculture Training Network (SATNET)

Crops and animals

11 Kyembogo ZARDI Crop and animal research and technical information dissemination

12 Banyateleza Sisters Maize production and processing Coffee production and processing Dairy farming

13 Kabale Municipality Modern Bee-keepers Association

Apiary

47

14 KAZARDI (Kachwekano) Crops and animal / fish research and technical information dissemination

15 Uganda National Seed Potato Producers Association (UNSPPA)

irish potato seed multiplication Agribusiness development (marketing)


Spawn and mushroom production Business Skills training


General farming and apiary

18 Keirere Green Africa Agency Coffee

19 Ankole Private Sector Promotion Center

Agri business support services

20 Kabeihura Farmers Ltd Coffee and Piggery

21 Forest Fruit Foods Ltd Various

22 Tigerwa Development Association Various


Banana (wine making) Apiary Dairy

24 Nkanga Young Farmers Group Various

25 Nyabubare Area Cooperative Enterprise

Coffee, wine and honey

26 Presidential Initiative on Development of Banana Industrial Production (PIDB)

Banana value addition

27 Mbarara Zonal Agriculture Research and Development Institute (MBAZARDI)

Agri-business support services

28 Mbarara Dairy Farmer’s Cooperative Union

Dairy

29 Agro Max U Ltd Seed inputs, irrigation

30 Mbarara District Farmer’s Association (MBADIFA)

Various

31 Excel Hort Consult Various

32 High Mark Dairy Farm Dairy

33 Operation Wealth Creation Various business advisory services and inputs


Dairy products

35 Banyankore Kweterana Cooperative Union

Various

35 Paramount Diaries Dairy

37 Silgad Investments Ltd Various

38 St Jude Family Project Crop and animal husbandry

39 National Farmers Leadeship Centre Various (mindset transformation is a major)

40 Katende Harambe Animal husbandry Crop production

41 Kyanja Agricultural Resource Centre (KCCA)

Piggery management Hydroponics Horticulture

48

Poultry management Apiculture

42 Gudie Leisure Farm Fisheries Poultry Piggery

43 Sulma Foods Fruits and Vegetables Apiculture Herbs and Spices

44 National Union of Coffee Agri business & Farm Enterprise (NUCAFE)

Coffee Nurseries Coffee Bulking Coffee Value Addition

45 Uganda Cooperative Alliance (UCA) Various value chains

Source: Consultant team – Compilation from Field work

Other agribusinesses capable of carrying out the functions of learning farms include:-

Table 13: List of agribusinesses with capacity to function as learning farms

Bugisu Cooperative Union - Mbale

Buying Coffee Parchments Processing Coffee Parchments Marketing Coffee Products

Gumutindo Coffee Cooperative Enterprise - Mbale

Processing Coffee Purchasing Coffee Marketing Processed Coffee

Frema Enterprises – Tororo Cassava Growing Sweet Potatoes Growing Beans and Maize Growing

Namaubi Farmers & Poultry - Busia Buying Maize Processing and Packing Maize Poultry farming

Kulukuku Rice Processer Production - Bugiri Rice Processing Rice Agricultural Production

Tilder Uganda Ltd Kibimba Rice - Bugiri Rice Growing Rice Processing Rice Sales and Marketing

Agromax Uganda Ltd - Iganga Greenhouse Marketing farm inputs Drip irrigation

Bam Agro Consultancy - Jinja

Seeds inputs Herbicides Pesticides

BIDCO – Jinja Agricultural Production Processing agricultural products Marketing

Mugweri Piggery – Jinja Piggery farming Marketing / Sales of Piglets Marketing Agricultural Products

49

Kakira Outgrowers Rural Development Fund (KORD) – Jinja

Agriculture Youth Skills Development Farmers Access to Credit

Kyaggwe Coffee Curing Estates Ltd - Jinja Maize Cultivation Soya Cultivation Beans Cultivation

Son Fish Farm Ltd – Jinja Fish Farming Fish Marketing – as farm input Fish Marketing – for eating

KadAfrica – Kabarole Passion fruit farming

Namangu Investments – Kabale Rabbit selling rabbit wool collection

Akoraheka Dairy Farm – Kabarole Dairy farming Goat meat production

Kenshunga, Tayebwa & Rutamweba ta Mutanoga Farm and Training Institute

Dairy Training Centre and Demonstration Farm

Source: Consultant team – Compilation from Fieldwork

Capacity and turn-over in the learning farms

Majority (48% of those who answered the question) are in the U. Shs 11-50millionannual income

bracket as indicated below. These included most o the training institutions. These were followed by the

above 500 million category (22%). The Private Sector Promotion companies were found in this category.

Table 14: Capacity and turnover of learning farms

U. Shs <1 1-10 11-50 51-100

101-300

301-500 >500

No. 0 2 13 4 2 6

The number of persons employed by the learning farms, their technical and management capabilities,

support needed / technical gaps and potential for skilling and employing youth is similar to

agribusinesses reported on earlier.

4.6. Profiles of agri-institutions / colleges, schools by region

There are evidently agri-skills shortages in the agri-value chains in terms of quality, quantity, and

relevance, especially for youth (self) employment. A number of Public, Faith Based, Civil Society, as well

as individual / Private agro- institutions have been identified in the project area. These included 3

Universities, 7 colleges, 21 BTVETs, and 7 secondary schools as indicated below.

Table 15: List of agri-skilling institutions visited in SKY Project area- enrolments and gaps

SNo. Name of Agri-institution Enrolment in

agriprenueship

Gaps and challenges District

1 Busitema University Arapai campus

1,800 Staff capacity building, mindset, irrigation unit, tools and equipment

Soroti

50

2 Bungokho Rural Development Centre

50 Mindset, training materials, and agro-appropriate technologies

Mbale

3 Nile Vocational Institute 13 Tools, machinery, equipment and agriculture books

Buikwe

4 Uganda Cooperative College – Tororo

105 Staff capacity building, training materials and equipment, infrastructure (dormitory, classrooms, new project – poultry)

Tororo

5 Sibanga Polytechnic SS - Manafwa

6 St. Joseph Vocational Training Centre

280 Mindset, capacity building, facilitation of interns, tools, and improved technologies

Kamuli

7 Victoria High School 500 Mindset, lack of trainers, equipment and tools for demonstration farm

Iganga

8 St. Paul Mbale College 500 Capacity building of staff, accommodation, inputs, and equipment (tractor)

Mbale

9 Benedictine Vocational 80 Farm equipment Tororo

10 St. Joseph’s Technical Institute / Uganda Martyrs F/Portal campus

15 Facilitation for interns Kabarole

11 Nyakasura School 574 Mindset change, material inputs, and facilities (greenhouse, irrigation system, chaff cutter) and cattle restocking

Kabarole

12 AICM College of Science and Technology

15 Instruction materials, modern laboratory, green house, agriculture books

Kabale

13 Great Lakes Institute 8 New technologies, equipment, input materials

Kabale

14 St. Konrad Integrated Vocational School

5* Transport facilitation, inputs for vegetable growing, tools, implements and equipment

Kabale

15 Fisheries Training Institute 148 Staff capacity building, state-of-the-art laboratory, equipment, tools, and demonstrations (cage farming, pond culture, tank culture)

Wakiso

16 Masaka Secondary School 576 Capacity building of staff, exchange visits, student counselling, land, materials, and equipment

Masaka

17 Lutunku Community Polytechnic - modern structures, veterinary kit, facilitation for interns

Ssembab

ule

18 Bbowa Community Polytechnic 5 Laboratory, training materials, and tools Luwero

19 Bukalasa Agricultural College 1,603 Practicum sites, infrastructure, research

capacity (including internet connectivity)

Luwero

20 Musa Body Machinery 75 Unrecognised training provider, training

capacity limited by training machinery

Kampala

21 Gayaza High School - Capacity building of staff, improvement of facilities, accommodation, new breeds,

Wakiso

51

disease and pest control

22 Gombe Community Polytechnic 14 Mindset, laboratory and related equipment, classrooms, dormitories, training equipment and books

Wakiso

23 St. Mary’s College Kisubi - Improvement of farm structures, limited materials for demos., capacity building and general awareness raising

Wakiso

24 Masulita Vocational Centre 22 Training materials, classrooms, apiary unit establishment, demonstration farm. exposure visits

Wakiso

25 Bishop Stuart University - Capacity building for staff, processing machinery, specialized training, exposure visits

Mbarara

26 Rwampara Farm Institute 187 Laboratory, irrigation system, food processing technology, transport

Mbarara

27 Rwentanga Farm Institute 310 Staff capacity building, irrigation equipment, modern machinery and equipment

Mbarara

28 Kyeizooba Technical School 20 Instructional materials, machinery and equipment

Bushenyi

29 Bweranyangi Girl’s Secondary School

203 Capacity building of staff, accommodation, materials and equipment

Bushenyi

30 Kitagata Farm Institute 238 Laboratory, library, farm buildings and structures

Sheema

31 Kalera Technical Institute 14 Structures, improved breeds, fish ponds and bee-hive equipment

Sheema

32 National Instructors College Abilonino (NICA)

60 Specialized training for lecturers, fencing-off, animal feeds, specimens, structures (greenhouse, offices), tools and equipment

Kole

33 Nile Valley Agro-Tech Academy 18 Material inputs (seeds, fertilisers, herbicides, insecticides), farm implements, and agriculture books

Kole

34 St. Jude Projects 750 Accommodation, materials and machinery for demos., exposure visits, and support services for interns

Masaka

35 Africa Coffee Academy 30 Mindset, training equipment, facilitation for internship training (accommodation, damages)

Kampala

36 Katende Harambe 15 infrastructure - dormitory, hatchery, library Wakiso

37 Awoja Riverside Farm 16 Excess demand for training, accommodation, conference hall, trainees sponsorship

Soroti

38 African Rural University 37 Staff professional development, limited research capacity, high unit cost for interns

Kibaale (Kagadi TC)

TOTAL 6,433 (excl. secondary schools)

*all the 170 vocational students at St. Konrad take entrepreneurship as a core subject

52

Source: Compilation from Fieldwork

The African Rural University (ARU) initiative under the Kibaale based URDT offers Sustainable Agriculture

skills with entrepreneurship as a core subject for youth starting in primary five (P5) through secondary,

Agricultural Institute to University. When teaching entrepreneurship, ARU’s case subject is agriculture.

Photo 7: Students of Nyakasura School Agriculture club pose with Farm Master

Key findings

Number and suitability of skills providers for engagement in providing agri-skills for youth

In the 3 Universities, 7 colleges, and 21 BTVETs visited, 6,433 training places for agriprenuership are

available. The target of skilling 6,000 youth in agribusinesses can therefore be easily met in the 31

training institutions visited in the project area.

Secondary schools provide prevocational training opportunities in even bigger numbers per school as

reflected below. It is to be noted that these numbers exclude senior 1 and senior 2 students (aged 13-

14) for whom agriculture is a compulsory subject.

Table 16: Available pre-vocational places for agripreneuership students in selected schools

SNo. Name and location of school Enrolments in agriprenuership (excl. S1 & S2 subj compulsory)

1 Masaka Secondary School – Masaka 576

2 Nyakasura School – Kabarole 198

3 Bweranyangi Girls Secondary School 203

4 Victoria High School – Iganga 500 (incl. S1 & S2s)

5 St. Paul Mbale College - Mbale 500 estimate (incl. S1&2)

6 Gayaza High School – Wakiso -

7 St. Mary’s College Kisubi – Wakiso -


53

Gaps and challenges amongst the agri-skills providers and support needed by agri-skill providers to be

more effective

Most of the agri-skilling institutions require capacity building of staff and still grapple with the challenge

of attitude / mindset from the youth. Irrigation equipment, high-tech laboratories, and exposure visits

featured high in the requirements for effective training. Almost all training institutions lack training

materials, equipment and machinery to carry out effective demonstrations. Individual institution

support needs are reflected in table 13 above.

Technical competencies of agri-skills providers

The technical competencies of individual institutions (facilities, machinery, physical resources,

instruction materials, etcetera) are reflected in their respective profiles in the Annex. Majority of the

institutions have the requisite resources. The skill sets offered are not good enough for employment in

industry / self-employment.

Instructors’ competence among the agri-skills providers

The following faculty (resource persons) exist as trainers in the agri-skilling institutions visited:-

Table 17: Staff faculty among agri-skilling institutions / service providers

Highest Qualification held

Number with

qualification

No. of service

providers

Remarks

PhD 28 8 NaLIRRI, ZARDIs, Agromax, Gayaza High School, Universities dominate category

Masters degree 136 24 Bukalasa Agricultural College, Fisheries Training Institute dominate this category

Postgraduate Diploma 54 10

Degree 384 41 Majority of trainers and institutions belong in this category

Diploma 229 26

Certificate 57 12

Other 45 7 In the high schools


The high numbers in the bottom categories underscore the need for capacity building and continuous

professional development by the project. Over 100 of the staff offering agricultural training do not

posses a degree. Degree and diploma holders are available in most of the institutions, followed by

Masters degree holders.

A pool of institutions and external instructors / trainers and other local resource persons available for

providing instruction is provided as Annex 9.

54

4.7. Baselines / key indicators

The team was able to establish the following indicators relevant to the SKY project.

a) 50% youth in agricultural employment (YLP beneficiaries as proxy)

b) Average monthly salary / earnings UGX 256,000

c) 61% - working youth with earnings above UGX 300,000

d) 13% working youth in wage employment, 78% in self-employment

e) 72% working youth have electronics

f) 41.4% working youth have livestock

g) 9.2% working youth with own motor-powered machine e.g motorbike

h) About 30% of the agribusinesses can accommodate 1-10 interns per year

i) 2,191 available intern places from 37 Agribusinesses in Western Uganda alone

j) 1,860 available intern places from 25 Agribusinesses in Mt Elgon area alone

k) 45% of the agribusinesses employ between 5 and 20 employees (mainly youth)

l) 45 Learning farms in have capacity to absorb 2,066 interns

m) 48% - of the agribusinesses earn UGX 11-50 million annual income

n) 22% - of the agribusinesses earn > UGX 500 million per annum

o) 38 agri-skilling institutions have total enrolment – 6,433

p) 7 secondary schools provide agric. education – 3500 students (estimate)

q) 384 degree holders in 41 institutions, 229 diploma holders in 26 institutions, close to 100 with

lower qualifications. 28 PhDs

r) 13% of youth in project area are rich with the following regional differences (Lake Victoria

Crescent 17%, Western Uganda 17%, Elgon, and Lake Kioga 10% each)

s) 27% of youth in project area have mediocre income with the following regional differences

(Lake Victoria Crescent 25%, Western Uganda 30%, Elgon 23%, and Lake Kioga 10%)

t) 60% of the youth in the project area are poor with the following regional differences (Lake

Victoria Crescent 59%, Western Uganda 53%, Elgon 67%, and Lake Kioga 60%)

u) 12% of all youth in Uganda aged between 12-30 are chronically poor (AAIU, 2013).

v) NEET youth (those not in employment, education or training) - 18 percent of the population

(UBOS 2016)

5. CONTEXTUAL ANALYSIS OF RESULTS

5.1 The National Perspective

The project makes a modest contribution to the 2030 “Transforming our World” Sustainable

Development Goals (SDG) 1,2,4,5 and 8, namely;

i. End poverty in all its forms everywhere

ii. End hunger, achieve food security and improve nutrition and promote sustainable agriculture

iii. Ensure inclusive growth and equitable education and promote Life Log Learning opportunities

for all

iv. Achieve gender equality and empower all women and girls

v. Promote sustained, inclusive and sustainable economic growth, full and productive employment

and decent work for all

There is a lesser amount of attention to SDG 13 on climate action, and SDG 14 – on Life on Land.

55

The SKY Project also contributes to Vision 2040 of a “Prosperous and modern Country”. Farming as a

Business / Commercial Agriculture has been identified as key in charting the road to prosperity.

Agriculture is the main employment destination of Ugandans. It is estimated that agriculture employs

73% of the Ugandan population and about 66 percent of the workforce (14-64 years). The services and

industrial sectors employ about 28 percent and 7 percent of the labor force, respectively. The sector

accounts for 53% of the national export revenue and 24% of the GDP. Despite the bulk youth

employment in agriculture, less than 5 percent of those in agriculture are in wage-paying jobs. Within

the Agricultural sector the highest demand for skilled workers stems from specialised sectors partly with

a high value adding processing component. Previous studies have ranked Fish and Fish Farming first,

followed by Fruits and Vegetables, Floriculture and Livestock. Fish and Fish Farming as well as

Floriculture mainly require skilled workers at certificate level 3 whereas Fruits and Vegetables as well as

Livestock especially demand for those at level 2. (Rapid Labour Market Scan based on A Study on

Economic and Employment Trends in Uganda, Oct.2008).

During NDP II (2015/16-2019/20), in agriculture, emphasis will be placed on investing in 12 enterprises

(Cotton, Coffee, Tea, Maize, Rice, Cassava, Beans, Fish, Beef, Milk, Citrus and Bananas), along the value

chains (NDP II, 2015).

The agro-value chain actors include producers (smallholders and large scale), input dealers, traders,

transporters, retailers, processers, extension workers, regulators/local authorities, financial bodies,

warehouses and skilling service providers. Youth could participate in any of the following cash and food

crop / animal value chains.

The cash crops sub-sector includes growing of coffee, cotton, tea, cocoa, tobacco, sugar cane, exported

flowers and horticulture (2011 Agricultural Statistical Abstract).

Maize, Beans, Banana (Food), Cassava and Sweet Potatoes are the major food crops grown by most of

the crop farmers in Uganda (UBOS and MAAIF - Uganda Agricultural Census, 2008-2009). They can be

sold for cash as well (in the different stages of the value chain).

Lake Victoria continues to be the most important water body in Uganda both in size and contribution to

the total fish catch. Its share of the fish catch was 60.4% in 2009 and 57.7% in 2010. This is a vast

resource for youth to exploit. Lake Kioga has immense land area and serves several districts in the SKY

Project area.

Beef and Milk are key animal products with vast value chains in which the youth can participate.

Other crops and animals which are land and capital intensive and therefore suitable for poor and

unemployed youth are piggery, rabbit keeping, apiary, small livestock, mushroom growing, vegetables

and fruit farming.

Amidst these opportunities is a major unemployment problem. According to UBOS (2015), 36% of

Ugandans between the ages of 14 and 19 are unemployed (i.e 64% employed) compared to the age

group 30 to 64 years. The age category 20 to 24 has 65% of its 'members' unemployed. This means that

11.8 million youths, most of them straight from university and other tertiary institutions have a problem

getting employment.

56

For those above 25 years, the situation is worse, with over 90% of them unemployed. This is a huge

challenge and a recipe for crime, recklessness, and social anxiety in Uganda. One key informant

observed;

An estimated 20% of the population resides in the focus districts and this is a huge market and resource.

District Population

Kabale 702,029

Mbarara 474,144

Ssembabule 252,994

Bushenyi 235,621

Masaka 296,649

Wakiso 2,007,700

Jinja 468,256

Kampala 1,516,210

Busia 325,527

Mbale 492,804

Manafwa 352,864

TOTAL 7,346,020

Source: (UBOS, 2014 Census)

Various other factors augur well for the SKY Project in the identified areas of operation. IPC report

(2015) indicates that in South Western Uganda, 28.6% of the population is poor and only 17.6% have

access to credit and savings. Various livelihood strategies exist in the South western highland whose

major crops are potato, tea, sorghum and vegetables. There is the South western midland robusta

“where there is unemployment and

poverty, insecurity, crime, drug abuse and

lawlessness are always close by”

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coffee, banana, millet and cattle zone and the Southwest rift valley where tobacco, beans, cotton,

banana and millet are popular. There are strong operational by-laws on movement of sick livestock,

handling of infected banana plants and deforestation, while in Western Uganda, there are insatiable

demands for financial resources to address the poor state of (feeder and community access) roads

which hampers market access by farmers who are far deep seated in the communities. The current

social capital set up falls short of the community collective effort by the communities in addressing the

exiting social injustices like redundancy, thuggery, etcetera, especially among the youth who are

regarded as less or non-productive and dependent category of people in the communities. The main

economic activities are diary, beef, coffee, cassava, bananas, fish, rice, maize, potatoes, tea, cotton,

legumes, pulses, cocoa, tobacco, sugar cane, timber and other forest products.

The Lake Victoria Crescent is affected by rural to urban migration of the labour force (youth) who could

have engaged in agricultural production but are instead involved in petty trade and bodaboda riding in

the urban centres. (IPC, 2015). Livestock is kept and fishing is carried out at lakeshores and riverbanks

found in the region. Cash income comes from coffee, banana, maize, pineapple, tea, sugarcane, apiary,

oil palm, charcoal, fish and livestock products, small to medium industries, and petty trading.

The Eastern Central region recorded Wealth Index (UNHS 2013) of 24.3% absolute poor, 46.3%

moderate poor, 29.4% middle/upper class.

In Eastern Uganda, about a quarter (23%) of the population are unskilled laborers. There is adequate

access to land, availability of water bodies, forest cover around Elgon region and the region bi modal

rain pattern. About half (51.9 percent) of the Households are poorer or worse and this affects access to

food and other basic needs. Banana, maize and coffee are dominant crops for the Elgon sub region.

5.2 Skilling Uganda Perspective

The BTVET Strategic Plan envisages expanding and improving agriculture training through:-

(a) Establishing, improving and expanding facilities for agriculture BTVET

(b) Strengthening linkages of BTVET institutions with research institutions, industry and farmers

(c) Strengthening competency-based training (CBET) in agriculture

The Agriculture Sector Skills Council will be at the heart of the Agricultural training and skills

development needs of the sector. The Council will assure quality in the subsector and match training

supply with demand.

For a) No agricultural training institutions have been established. Bukalasa Agricultural College (Luwero)

is to be turned into a Centre of Excellence under World Bank Project 2016-2010. The Farm schools have

been upgraded to Farm Institutes, and Rwentanga VTI has been selected for refurbishment and

infrastructure upgrading to become an improved and expanded institution for agricultural training.

For b) Existing training providers do not meet the market demands in terms of training for wage / self-

employment. Hardly any linkages exist between BTVET institutions and research institutions, industry

and farmers. Good practice requires collaboration between national and local government and

employer representatives, improved collaboration between VET schools and local employers, and

increased opportunities for employers to influence the content of training programmes, as reflected

below.

58

Table 18: Good practices in matching training supply with demand

Inputs Outcomes

Improved collaboration between national and local government and employer representatives.

Improved collaboration between VET schools and local employers.

Increased opportunities for employers to influence the content of training programmes.

Improved forecasting of employment trends and skills needs.

Increased investment in guidance and employment services.

Removal of barriers to access VET by members of disadvantaged groups.

Reduction in skills shortages.

Reduction in the number of hard-to-fill posts.

Increase in number of posts being filled by

indigenous workers.

Reduction in emigration of skilled workers.

Increased employment rates amongst VET

graduates.

Evidence of education, careers and employment

information being widely disseminated and used.

Reduction in average number and length of

periods of unemployment for all people of

working age.

Source: Jutta Franz et al (2010)

For c) Competence Based Training models are expensive to deliver. Competencies are required in hard /

technical as well as soft skills.

According to Vandenbosch et al., 2005, Basic skills needed for agricultural production include:

i. Literacy (reading and writing);

ii. Numeracy;

iii. Basic decision-making and problem-solving skills;

iv. results-orientation abilities;

v. Technical and vocational skills in agriculture;

vi. land and water management

Additional skills needed for food security and sustainable rural development are:

a) Planning skills

b) Management skills

c) Social, interpersonal and communication skills

d) Negotiation skills

e) Facilitation skills

f) Critical thinking (necessary for fostering innovation and change)

g) Food preservation and processing skills

h) Marketing skills

i) Leadership skills

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j) Business skills (ICT, operations, cash flow management, self-help group formation, small

business management and basic record keeping)

k) Income-generating skills

l) Entrepreneurial skills

m) Awareness about social, political and legal institutions (necessary for the development of skills

for effective participation in civil society)

The above notwithstanding, achievement of a productive and profitable agricultural sector requires

Africa to address a complex set of challenges, including the following:

a) Low internal effective demand due to poverty

b) Poor and un-remunerative external markets (with declining and unstable world commodity

prices and severe competition from the subsidised farm products of industrial countries)

c) Vagaries of climate and consequent risk that deters investment

d) Limited access to technology and low human capacity to adopt new skills

e) Low levels of past investments in rural infrastructure (such as roads, markets, storage, rural

electrification, etc.) essential for reducing transaction costs in farming and thereby increasing its

competitiveness in serving production, processing and trade

f) Poor governance and institutional weaknesses for service provision to the entire agricultural

chain from farm to market. (NEPAD, 2003)

Therefore, while competence-based training is still a new concept to agri-skilling institutions and the

curricula (as determined by NCDC) remains largely theoretical, other exogenous variables impinge on

growth and productivity in the sector, and policy and institutional issues need to be addressed. It is to be

noted that Competence Based Training (by institutions) and Competence Based Assessment (by DIT) are

not fully implemented due to lack of resources.

5.3 Project level context

The project is well situated to meet the challenges of skills, employment, and income shortages. Skills

are in short supply, jobs are rare, and incomes are low.

There are sufficient numbers of BTVET institutions and service providers to deliver on the skills with

support from the project. Learning farms identified have adequate internship opportunities to offer for

effective training. The drive towards self-employment is to be augmented by the project post-training

support services and this should complement incomes obtained by youth employed by the

agribusinesses for those with requisite skill sets.

The project should however deliberately target to contribute to SGD 13 on “Climate Action”, and SDG 14

– on Life on land for future posterity. This will require aggressive green training, creating green jobs, and

generally promoting a green economy (Agroforestry, green houses, hydroponic technology, etcetera).

The SKY Project shall endeavor to support environment clubs in addition to agriculture clubs in schools

and institutions that will be supported.

6. MAIN CONCLUSIONS

i. Youth do not hate farming as a business; they only have a negative perception of agriculture.

They are mainly constrained by challenges in accessing land, capital, technology, and

60

kj,kmnappropriate skills. Youth for instance, do not possess the requisite level and types of skills

needed to participate / effectively engage in the sector.

ii. Agriculture curricula (especially Tropical Agriculture offered in many of the agri-skills providers)

is out-of-date and not in tandem with contemporary times. Agriculture is basically a practical

subject and needs resources (laboratories, demonstration farms, modern and high-tech

equipment, appropriate tools and instruction materials) which are lacking, except for a few

learning farms. Relevant and demand-driven curricula should be a concerted effort

(industry/users, practitioners, academia, trainers, communities, and government). The

agriculture Sector Skill Council shall play a pivotal role in this regard.

iii. Parents have not done enough to educate youth about the value of land. This has reinforced the

negative perception youth have on investment in agriculture as a livelihood option. Few role

models exist. Youth are motivated by the desire to make “quick bucks”.

iv. Integrated training (beginning agriculture training at a tender age) is lacking. Training in the

formative years is crucial for creating interest and ensuring sustainability.

v. Limited financial capital, low incomes and the lack of credit and saving services constrains the

acquisition of factors of production, improved technologies and labour to expand production.

vi. Weak Apprenticeships / Learnerships / Internships - practical training models like internships or

larger scale industry-led training are manifest. The concept of internships has appeal in that it

provides the possibility of transmitting highly focused workplace skills as well as elements of

positive workplace behaviours like punctuality and a positive business ethic. The challenge,

however, is to construct internships with real learning experiences and to find enough

placements for many interns. Workplace learning for significant numbers of students demands a

large-scale operation or a larger number of business placements. An interesting South African

model is one in which the government provides financial incentives to companies to encourage

employers to scale up internships (called learnerships in South Africa). Employers are

encouraged to take on more interns than they need for their own operations through a system

of financial bonuses.

vii. Holistic Vocational Training Programming is lacking. This includes:

a. Market Assessment: A Market Assessment Toolkit for Vocational Training Programmes

provides an understanding of dynamic market conditions and the sources of potential

employment growth within the community and surrounding areas.

b. Programming Decisions: Preparing and Implementing the VET Programme (Curriculum

Development and Skills Selection, Recruiting Qualified Teachers and Trainers, Selection

of Programme Participants, Ensuring Well-informed Core Skill Selection, Life Skills,

Responsive Programming: Meeting Youth Needs, Programme Accreditation,

Certification of VET graduates),

c. Post-training activities: In-kind and Financial Assistance upon Graduation, Linking with

Microfinance Institutions, Learning from Agricultural Market Linkages, Monitoring and

Follow-up.

viii. Key leverage areas for the Programme to succeed will hinge on:-

a. Creating sufficient linkages and partnerships

b. Youth involvement

c. Effective Training Programme Design

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d. Facilitation of the training programme

e. Institutional Capacity building

f. Apt follow-up and monitoring programme

7. KEY RECOMMENDATIONS

Arising from the foregoing findings, analysis and conclusions, the following “SMART” recommendations

are tendered.

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Table 19: Key recommendations for the SKY Project (with corresponding responsibilities and timeframes)

SNo. Finding, Analysis or Conclusion Recommendation Responsibility Time-frame3

A Youth skilling for employability

A1 Youth are interested in “quick money”. Returns from agriculture enterprises take long.

Invest in high yielding, fast returning crops and animals like rabbits, piggery, poultry, mushrooms, cabbages, water melons, cabbages, etcetera, and obtain skills in value addition (processing, marketing, and trade).

Youth beneficiaries Immediate

A2 Schooled youth continue to view agriculture as an unprofitable livelihood option and associate it with the poor in the community.

Expose youth to successful model farms and modern farming methods / best practices and link training efforts to financial results e.g emphasize agriprenuership / entrepreneurship training under the Youth Livelihood Programme (YLP). Only 20% of the funding to the YLP is dedicated to skilling youth and this has led to a high default rate.

Parents, district opinion leaders, schools and institutions

Immediate

A3 Majority of youth distaste practical agriculture skills training as “dirty” and arduous.

Style-up agricultural training as fun and make it more appealing to the youth through farm camps, agro-tourism, integration of ICT in agricultural training programmes, data collection, and information platforms, use of high tech technologies for instance milking machines in dairy production, advanced laboratories, and keep the curricula contemporary (up-to-date) and modular to allow youth to make free selection in a wider menu of targeted tailor-made courses.

Training institutions (colleges, VTIs, and schools)

Immediate

A4 There is limited access to land, capital, and skills provision to many youth

Provide appropriate post-training tool kits and monitoring (follow-ups) and facilitate credit guarantee programmes (using a Revolving Loan approach), encourage land-intensive farming (keeping rabbits, apiary, horticulture) and innovation among the youth. Linking graduates to Saving and Credit Cooperative Organisations (SACCOs) and lobbying for the creation of an Agricultural Bank are other options that can be explored.

SKY Project Medium

3 The time-frame has been divided into Immediate (1

st 2 years of implementation), Medium term (3

rd and 4

th Year of implementation), ad Long-term (after 4

years)

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A5 Youth have deficiencies in both the “hard and soft skills”.

Compliment technical skills training with a strong dose of soft skills (business planning, marketing, work-ethic, mind-set change (the case of the National Farmers Leadership Training Centre)

Trainers / training institutions

Medium

A6 There are preferences in agricultural enterprises by level of education, rural vs urban, and gender. Girls prefer poultry, the more urban youth are averse to agriculture, and the less educated take keen interest in agriculture as a livelihood option

Integrate agriculture in the curriculum early, predispose it towards modern farming as a business, and modernize it through high-tech technologies that are more appealing and palatable to both gender (i.e. engender gender in all aspects). Focus on a few agricultural value chains targeting particular farming zones

Schools, training institutions and community / government / SKY Project

Medium

A7 78% of working youth in self-employment

Add a new target – At least 80% of the youth trained / skilled under the project are self employed

SKY Project Long-term

A8 Non-formal training is a useful training and assessment approach

Support youth groups involved in non-formal training. The SKY Project should consider facilitating such groups with credit guarantee options under a Revolving Loan system or Skills Development Fund modality for the agricultural sector

MoESTS (BTVET and DIT) and SKY Project

Immediate

B Profiles of agri-skilling institutions / colleges/schools

B1 There are still limited agricultural training opportunities up to Diploma level. Only Bukalasa Agricultural College (Lake Victoria Crescent – Luwero) offers Certificate and Diploma programmes in public training institutions. The college is to be turned into a Centre of Excellence under the World Bank Project. Eight (8) private institutions in the area take it up to Diploma level.

Establish and equip regional Agricultural Skills Development Centres (ASDCs) offering integrated training (Level 1-4 – the African Rural University model) in Mt Elgon area (Mbale), Western (Mbarara), and Lake Kyoga (Lira) in line with the Skilling Uganda Strategy. These institutions should offer career progression possibilities, deliver Certificate and Diploma programmes and constitute mini Centres of Excellence in these regions. The Fisheries Training Institute should be considered for upgrading to a Centre of Excellence.

SKY Project Long-term

B2 Only a few private skills providers (10%) have agriculture as part of the curriculum offer

Take advantage of the regional networks of UGAPRIVI to recommend and work with potential beneficiary private BTVETs. Grants (on a competitive basis) could be channeled through UGAPRIVI to stimulate demand for agri-skilling.

SKY Project Immediate

B3 The training offer is not relevant for industry (users) rendering youth

Impart appropriate and practical skill sets in agribusiness management, entrepreneurship, marketing and sales,

Training providers Immediate

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unemployed financial management, post-harvest, value addition and processing, as well as crop and animal management, and strategic skills (like ICT). All agri-skilling institutions receive TOT / be oriented in mindset change and agro entrepreneurship. Include agro-forestry in SKY curricula offer

B4 There exist other vital stakeholders, partners, and networks of agri-skilling providers e.g NARO (ZARDIs and NARIs), Uganda Cooperative Alliance (UCA), Agricultural Associations, UGAPRIVI, AFRISA/SPEDA, the Youth Livelihoods Programme (YLP), UPSPCs, and others.

Collaborate with these “like-minded” organisations and institutions and sign MOUs with them with a view to utilizing their established networks, including on recommendation of genuine members and channelling of grants.


B5 There are unexploited synergies / opportunities among institutional service providers, research organisations, and local resource persons.

Build the capacity of and work with the local resource persons identified in Annex 9 Capacity building of trainers / local resource persons should be increased by 50% (150)

SKY Project Immediate to long-term (continuous)

B6 38 agri-skilling institutions have total enrolment – 6,433

Double the overall target number of youth skilled in agribusiness (12,000)

SKY Project Long term

B7 Only 14 BTVETs / agriskilling institutions are targeted for support by the Project

Treble the number of agri-skilling institutions to be supported (42)

SKY Project Medium term

B8 80% of supported agri-skilling institutions provide marketable skills for employability to youth

95% agri-skilling institutions provide marketable skills for employability to youth. This is to be supported by regular employment destination surveys / tracer studies

Agri-skilling institutions

Medium term

B9 Project supports a few schools to arouse interest in agriculture by students

Project supports as many secondary schools as possible. Scale down intervention to primary schools;

i. Support one (1) model primary school per region ii. Support the school agro-tourism component


C Youth poverty index and wealth ranking

C1 Rich youth are less than 20%, rest are medium poor 20% and > 60% real poor

Reduce the poverty index by less than 50% through employment creation by designing appropriate agriskilling programme


C2 61% - working youth with earnings above UGX 300,000 and average

Set the threshold income target monthly earnings for skilled and employed youth under the project to UGX 250,000 for


65

monthly salary / earnings UGX 256,000 the Mt. Elgon area and Lake Kioga, and rest UGX 500,000

D Profiles of Public and Private Service Providers (learning farms) / and resource persons

D1 There is a disconnect between what is taught and what has been researched.

Link the participating PPSPs in SKY Programme to NARO (NARIs and ZARDIs) in order to connect research to the users and benefit from technology transfer undertaken by the research institutions.

Institutions Medium

D2 Extension work is at the crossroads following the revamp of the NAADS programme

Re-kindle Farmer Field Schools in the project area and Support and upgrade selected learning farms to outstanding model outfits

SKY Project Medium

D3 A number of PPSPs located in the SKY Project area are doing a fairly good job in youth agriprenuership

Develop and work out MOUs with, among others, the following PPSPs for effective agricultural skills training delivery:-4


D4 45 Learning farms in have capacity to absorb 2,066 interns

Increase the number of learning farms to be supported by 50%

SKY Project

E Agribusiness Profiles

E1 A good number of agribusiness are prepared to take up interns

Work out feasible partnership arrangements (e.g MOUs) to stimulate the partnership

SKY Project / RTF Immediate

E2 100 agribusinesses targeted by the project. Agribusinesses do not regard skills training as a core activity

Reduce %age of agribusinesses that will provide internship / employment opportunities to 30% (33) and approach agribusiness through their national apex bodies and / local governments


F Other related contextual issues

F1 Capacity gaps exist in PPSPs, agri-institutions, Agribusinesses, and resource persons to deliver training.

Conduct a Capacity Needs Assessment exercise for the above PPSPs, Agribusinesses, and resource persons to determine capacity gaps.


F2 LMIS undertaken by the Belgian Agency for Technical Cooperation (BTC) for districts in the Albertine Region

Undertake an elaborate LMIS for Mt. Elgon area, Lake Kioga, and the Lake Victoria Crescent to determine specific skill gaps building on this contextual baseline survey


F3 M&E system created by RTF (Annex 12) Operationalise the M&E system (by procuring selected hardware and software) at the RTF/SDA for agriculture sector

SKY Project / RTF Immediate

4 Refer to list below

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SUGGESTED LIST OF POTENTIAL PARTNERS – SKY PROJECT

TRAINING INSTITUTIONS

LEARNING FARMS AGRIBUSINESSES

1. Bukalasa Agricultural College

Mushroom Training and Resource Center (Mushrooms)

Uganda Crane Creameries Cooperative (Dairy)

2. Fisheries Training Institute

Namangu Investments (Rabbits)

High Mark Farm (Dairy and Agricultural Engineering)

3. Masulita Vocational Institute

Ranch on the Lake and Resort (cage fish farming)

Agromax (Horticulture and agricultural advisory services)

4. African Rural University (ARU)

Jopafam Enterprises (horticulture and bee-keeping)

Silgard (Banana Value Addition - wine making)

5. National Instructors College (NICA)

Kabeira Farm (Dairy) Mbarara Dairy Farmer’s Cooperative

6. National Farmers Leadership Centre (NFLC)

Forest Fruit Foods Banana Value Addition (Banana Juice)

Banyankore Kweterana

7. Rwentanga Vocational Institute

Nkanga Youth Farmers Group (Bee keeping)

Akroraheka Dairy Farm (Kabarole)

8. Arapai Agricultural College

SATNET (service provider) Global Agro Enterprises Limited (horticulture, animal husbandry, prerennial crops) – Isingiro (refugee target group)

9. St Josephs Kamuli

Nyabubare Foundation for Rural Development (honey and bee-hives making)

Mbarara Dairy Farmer’s Cooperative

10. Benedectine Vocational

Banyantaleza Sisters Agriculture Development Program (cereals and dairy)

El Shaddai

11. Rwampara Vocational Institute

St. Jude Family Projects (training)

Elgon Millers

12. African International Christian

Dairy Training Centre and Demonstration Farm (Kenshunga, Tayebwa &

Bugisu Cooperative Union

67

Ministries (AICM) Vocational College

Rutamweba)

13. Bunghoko Rural Development Centre

Tilda (Rice)

Namaubi

14. Bishop Stuart University

Upland Rice (Rice)

Ssembabule District Farmers Association

15. Mbuye Agricultural Institute

Kakira Outgrowers Rural Development (KORD -sugarcane)

Kasawo

16. Lutunku Community Polytechnic

Son Fish Farm Supplies (Fish Farming)

Butenga

17. Musa Body Uganda Tea Cooperation (Tea) Siraco

18. Uganda Colleges of Commerce in SKY project area (for entrepreneurial training)

SPEDA / AFRISA (animal value chains)

Katende Harambe (service provide)

Kyanja Resource Centre –KCCA (service provider)

Gudie Leisure Farm

Ssembeguya Estates

Nalubowa Lusenda (Sseenya Fish Farms)

Awoja Riverside Farm (service provider)

9 Private Sector Development / Promotion Centres in project area and Uganda Coop.Alliance

7 NARIs and 9 ZARDIs in project area

20 in total 50 (24+26) in total 17 (in total)

NB: Add selected secondary / high schools and where feasible regional level primary schools.

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ANNEXES

1) List and contacts of Key Informants

2) Lists and contacts of Focus Group Discussions Participants

3) Profiles of agri-institutions / colleges by region

4) Profiles of agribusinesses by region

5) Profiles of selected learning farms persons by region

6) External / and local resource persons available for agriprenuership training

7) Tools used for data collection

a) Key Informants Interview Guide

b) Focus Group Discussion Guide

c) Questionnaire for Youth

d) Interview Guide and Checklist for Agribusinesses

e) Interview Guide for Public and Private Service Providers (PPSPs)

8) Possibilities for youth employment in agribusinesses

9) Private and Public VTIs in the project area providing agri-skilling to youth

10) Bibliography

11) Terms of Reference

12) M&E System for Skilling Uganda

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1) List and contacts of Key Informants

SNo. Names Title and Organisation District Contact details

1 Bernard Ilasangaki Assistant Chief Administrative Officer

Kabale 07848876511

2 Beda Mwebesa District Production and Marketing Officer

Kabale 0772358052

3 Busingye Winifred Mbabazi

District Community Development Officer

Kabale 0772673898

4 Moses Akampurira Youth Officer Kabale 0774510835

5 Anthony Kwehangana Manager Uganda Industrial Research Institute (UIRI)

Kabale 0772978924

6 Dr. Alex Barekye Director of Research - KAZARDI Kabale 0781854788

7 Dr. Benda Katari Head of Animal Research - KAZARDI

Kabale 0782799753

8 Peace Byandusya Director Mushroom Training and Resource Centre (MTRC)

Kabale 0772658883

9 Eng. Jorem Adutu Principal National Instructors College Abilonino (NICA)

Kole (Lira)

0752787778

10 Charles Okiror - Akol Head of Agriculture Department / Senior Lecturer NICA

Kole (Lira)

0772960276

11 Andrew Ametto Lecturer - Agriculture Kole (Lira)

0703360800

12 Joseph Ogwal Oyuku Principal Nile Valley Agro Technical Academy

Kole (Lira)

0772884436

13 Patience Joyce Apio Administrator / Accountant National Farmers Leadership Centre (NFLC)

Mpigi 0700566974

14 Dr. Godffrey Asea Director National Crops Resources Research Institute (NaCCRI) Namulonge

Wakiso 0782031285

15 Dr. Annuciate Nakiganda Ag. Program Leader National Animal Resources Research Institute (NaARRI) Namulonge satellite

Wakiso 0782901687

16 Frances Nansubuga Fam Manager AFRISA / SPEDA Wakiso 0772822483

17 Godfrey Ogwang Deputy Chief Administrative Officer

Kabarole 0772494669

18 Dr. Salvatory Abigaba District Production and Marketing Officer

Kabarole 0772522604

19 Dinah Kembabazi Programme Officer – Agriculture Sustainable Agriculture Training Network (SATNET)

Kabarole 0774321424

20 Boaz Mwesigwa Research Officer – Horticulture and Agro-forestry Kyembogo ZARDI

Kabarole 0782837269

70

21 Edson Mirembe Principal St. Joseph’s Technical Institute / Uganda Martyrs F/Portal campus

Kabarole 0782343665

22 Sr. Specioza Kabahuma Superior General Banyateleza Sisters

Kabarole 0788463244

23 Sr. Sylvia Akugizibwe i/c Banyataleza Sisters Agriculture Development Programe

Kabarole 0772636329

24 Frank Manyindo Head-teacher Nyakasura School Kabarole 0772444480

25 Moses Baingana Kakooko Farm Master Nyakasura School Kabarole 0789839541

26 Joyce Baguma Parish Chief Kazingo Parish Bukuuku sub-county

Kabarole 0772957903

27 Paul Kasande Private Sector Development and Consultancy Centre (PRICON)

Kabarole 0772482683

28 Eric Sabiiti Director Agriculture and Dairy Farming

Kabarole 0773556920

29 Prof. Joseph Mukiibi Vice Chancellor Africa Rural University (ARU)

Kibaale 0772700722

30 Prof. Charles Ssekyewa Deputy Vice Chancellor Africa Rural University (ARU)

Kibaale 0790832690

31 Moses Nangulu Executive Director -Uganda National Agro Input Dealers Association (UNADA)

Kampala 0772/0759-633333

32 Katungisa Kenneth Coordinator- Uganda National Farmers Federation (UNIFFE)

Kampala 0702255567

33 Dr Nahamya Wilfred Dep. Executive Secretary -Uganda Business and Technical Examinations Board

Kampala 0772/0702-588133

34 Biryomumaisho Dickson Executive Secretary -The Uganda National Apiary Development Organisation (TUNADO)

Kampala 0703-856911

35 Mugisha Richard Youth Programme Officer-AgroProfocus

Kampala 0752-960057

36 Rev. Abednego Watenga District Community Development Officer

Mbale 0779038583

37 Willy Wopukulu District Commercial Officer Mbale 0772464802

38 Davidson George Wanatina

District Production Officer

Mbale 0782081906

39 Weyusya Joseph


Manafwa

0789002987 0752624533

40 Khakusuma Doreen

District Commercial Officer

Manafwa 0702367377 0773367377

41 Nambuya Modesta District Production Officer Manafwa 0772881582

42 Wafula Erinest


Busia

0772500776

43 Wakapisi Fred District Production Officer Busia 0773906691

44 Opio Danis District Agricultural Officer Busia 0772463862

45 Ogabo Julius District Senior Probation Officer Busia 0772453520

71

46 Kyangwa Ivan


Jinja 0704590177

47 Dr. Kiwemba Steven

District Production Officer

Jinja 0712122829 0706122829

48 Dr. Kasadha Thomas District Principal Vet. Officer Jinja 0706519330

49 Matovu Musoke Executive Secretary Reform Task Force

Kampala 0756566929

50 Patrick Byakatonda Senior Education Officer BTVET Kampala 0772464239

51 Ishmael Mulindwa In-charge Private schools Kampala 0772841345

52 Milly Nabankema Administrator - UGAPRIVI Kampala 0772570832

53 Irene Najjuma Project Coordinator Uganda Cooperative Alliance (UCA)

Kampala 0772685548

54 Lillian Nakamatte Chief Administrative Officer Bushenyi 0772408609

55 Watti Simon Deputy Chief Administrative Officer

Bushenyi 0392944752

56 David Bayineomugisha District Production and Marketing Officer

Bushenyi 0702 270 581

57 Muhanguzi Basil Coordinator District Community Development Services

Bushenyi 0772 380 712

58 Faith Amanya District Community Development & Youth Officer

Bushenyi 0702 142 945

59 Atukunda Francis District Commercial Officer Mbarara 0772/0701 558 997

60 Kayumbu William Deputy Community Development Officer

Mbarara

61 Dr Mwebembezi William Ag District Production and Marketing Officer /District Veterinary Officer

Mbarara

62 Sseremba Hood Assistant Chief Administrative Officer

Masaka 0701/0772 316 379

63 Dr L. M. Mayega District Production and Marketing Officer

Masaka 0772/0701 601 351

64 Margaret Ssekyewa District Commercial Officer Masaka 0783 310 932 0758 785 213

65 Juliet N. Mayanja Principal Assistant Secretary –In charge of Youth Livelihood Fund

Masaka 0701 295 618 0772 541 582

72

2) Lists and contacts of Focus Group Discussions participants

Signed attendance sheets attached

73

3) Profiles of agri-institutions / colleges by region – refer to separate file

74

4) Profiles of agribusinesses by region

- refer to separate file

75

5) Profiles of selected learning farms

- refer to separate file

76

Annex 6 Suggested Institutions and External / local resource persons by region

1. Abdullah Isaac 0783348265-coffee growing

2. Afri Banana Products-Located in Ntinda Minister’s village in K’la

3. Agricultural institute in Kayunga

4. Agro Max (U) Ltd

5. Amb. P. dro- Upland

6. James Akanyijuka 0772552323 mushroom cultivation, business skills, apiary

7. Angopa Reuben- Atiri Zone A, Mukuju S/C

8. Ankole Private Sector Promotion centre

9. Arapai Agricultural College

10. Bala Demonstration Urban Dairy Farm

11. Baraka School of Agriculture (Kenya)

12. Baraza Noor -Busia Municipality- Fabricates Machine parts

13. Benon Mateka NARO staff, Kabale

14. Botto Lameka-0774630278

15. Buginyanya Research Centre in Buginyanya

16. Bugusege Sub Research Station

17. Bukalasa Agricultural College, Luwero

18. Bungokho Rural Dev’t Centre

19. Busitema University

20. Busoga University, Iganga

21. Centenary Community College - Kayunga

22. Charles Ocici- Enterprise Uganda

23. Christine Nyakwezi 0784900778 customer care, communication skills

24. Catherine Tindiwensi 0755297098-Dathine Agricultural Consult Ltd

25. Devongera Tom-Caritus, Jinja

26. Dr Ariho Alex (Was in Ghana at time of interview)

27. Enterprise Uganda

28. Eustance Sajjabi- Nkowe, Wakiso

29. Forest Fruit Foods Limited

30. Fratime Business Solutions; Led by Frank Tumuhiirwe (0782 356 255)

31. Fred Magala -0702163626 of Buwani

32. Gilbert Kakira 0705044279, Sugarcane

33. Godfrey Wambazo 0772915215,maize production and agroforestry

34. Hajji Nema- Budondo

35. Harugogo Farmers, Kabarole

36. Henry Baineomugisha (0782 415 732)

37. IFDC- for Potato farming

38. Iganga District Farmers Ass

39. International Fertilizer Development Centre, Bugolobi

40. Jane Magombe in Busamaga S/C

77

41. Kabale Distict Local Government and NARO J

42. Kabarole Local Government – Veterinary Dept.

43. Kabarole Research Centre (KRC)

44. Kajjansi NAFIRRI

45. Kateregga Sadick, Ssembabule Town Council

46. Kenya Agricultural Research Institute

47. Kituza Mukono

48. Latia Resource Centre- Nairobi

49. Makerere University Agriculture

50. Masese Fish Farmers

51. Mbarara Zonal Research Institutions

52. Mbazardi

53. Mbuye Farm School

54. Mr Kakooza Hassan of Busense- Coffee farmer

55. MTRC – Peace Byandusya 0772658883

56. Mugerwa – Kabale, Mushroom and Horticulture

57. Mugume Robert 0774314526 dairy farming and apiculture

58. Munonozi Nathan, Busembatya, Namalemba S/C

59. Mutaka Emmanuel-0773663879 Iganga

60. Naimuli Micheal, Jinja Farmers

61. Namutumba Farmers Assn

62. NARO

63. NOGAMU

64. NUCAFE

65. Nyabyeya Forest College

66. Obed 0750639918, beehive making

67. Ochakolong Yokolamu-Atiri Zone D, Mukuju S/C

68. Oliver and Designer, Ssembabule town Council

69. Oliver Kishero- Buginyanya, Bulambuli

70. Olyebobi Musa-Nakabango, Sugarcane

71. Peace Kakiri, Nursery Tea growing 0772473487

72. PRICON- James Mwesigwa, Veterinary trainer

73. PRICON, Kabarole

74. Sajjabi Nuhu, Kakira-0701555830 Sugarcane

75. SATNET, Kabarole

76. SIRACO

77. St Jude Family project

78. St. Moses in Buikwe

79. Tigebwa Development Association

80. Tororo District Farm Institute, Malaba Road, Opposite Majansi High Sch

81. Uganda Seed Trade Association, Kampala

82. UIRI

78

83. UMA Trainings

84. Steven Tindimuboona UNSPPA 0772657621

85. Wamimbi Adrew-0781231299

86. Wanyaye Brahim 0775121111

87. Wepukhulu Tom-Bukuya, Jinja

88. Faith Tushabe 0772557551

89. Kenethta Twakiire 0776021695

90. Friday Nelson aka Bajoki 0785010110 (beekeeping)

91. Laudel Ariganyira 0773805225

92. Asiimwe Noria 0782662989 (mushrooms)

79

Annex 7) Tools used for data collection

BASELINE SURVEY FOR SKILLING YOUTH FOR EMPLOYMENT IN AGRIBUSINESS (SKY) PROJECT

STAKEHOLDER INTERVIEW GUIDE NATIONAL (REGIONAL / DISTRICT) KEY INFORMANTS

Interviewer ………………………………………………………..Date……………………………………Contact…………………………

Time of interview:.. Start time……………………End time

Instructions

i. Self introduction

ii. Introduce the assignment and expected outcomes

iii. Link the organization/ project/department to the SKY project

Biodata

Organisation: ………………………………………………………………………………………………………………………………………….

Name of Respondent: ……………………………………………………………………………………………………………………………..

Designation………………………………………………………………………..Contact………………………………………………………..

The interviewer must be flexible to add or omit some questions depending on the nature of organisation

1. What role do you play in youth agri skilling ?

2. What major challenges have you met?

3. Whom would you consider your most preferred agri skilling institutions in Uganda and why?

4. What skills gaps did you find among the youth in agriculture (who work with you/ your member

organisations?

5. How can agri-skilling training programs be made more effective?

6. How would you describe a training institution, farm, Institute suitable for youth agri skilling?

7. How can the capacity of agri training institutions be strengthened?

8. How can agribusinesses be engaged in youth placement and apprenticeship?

9. Who else is involved in agri skilling in Uganda?

10. How can the SKY project engage with your organization?

11. Any other remarks on youth agri skilling?

THANK YOU FOR YOUR COOPERATION

80


INTERVIEW GUIDE AND CHECKLIST FOR AGRIBUSINESSES

Interviewer………………………………………………………………….Date………………………….Contact……………………………

Name of respondent…………………………………………Gender…………………………….Contact…………………………………

Time of interview:….Start time………………………………………….End time……………………….

Biodata

1. District:……………………………………………………....

2. Sub County………………………………………………….

3. Name of Agribusiness…………………………………………………………………………………………

4. Address (physical)….……………………………………………………………………………………………

5. a) Year of registration……………………5b)…Registration No………………..

6. Position of respondent a. Director b. Manager c. Head of Department

d. Supervisor e. Other (specify)…………………………………………………………………….

7. Number of Departments……………………………

8. List them

a. …………………………………………………………..

b. ……………………………………………………………….

c. ……………………………………………………………….

d. ……………………………………………………………….

e. ……………………………………………………………….

f. ………………………………………………………………

9. In which 3 major enterprises are you engaged in?

a. ……………………………………………………………………………………………………………………………….

b. ………………………………………………………………………………………………………………………………..

c. ………………………………………………………………………………………………………………………………..

10. Contact details: Tel…..………………email….…………………………Postal address…………………

Organisational Capacity

11. Is the business registered? A. Yes b. No

12. Total number of employees....…………………(Full-time………………………Part-time……………………)

13. How many of these are youth? (Below 35 years)

14. Does the agribusiness have a bank account with at least two signatories?

A. Yes b. No

15. Does the business prepare and submit annual audited accounts? A. Yes b. No

16. Does the agribusiness have a Tax Clearance Certificate for the last 2 financial years?

A. Yes b. No

81

17. Does the business have access to the fulltime Internet a. Yes b. No

18. Are you a member of any agribusiness network platform locally or internationally? a. Yes

b.No

19. If yes, name it:…………………………………………………………..

20. Do you have a Strategic / Business Plan?

21. What is your estimated business income for the last financial year (2014/2015) in millions in

Uganda Shillings (000,000/=)

Income bracket

Less than 1

1-10 11-50 51-100 101-300

301-500

Over 500

Tick as appropriate

22. Which is the main source of your income?

23. What would you consider to be total net worth of your business (i.e all assets less

liabilities)?

Net worth Less than 1

1-10 11-50 51-100 101-300

301-500

Over 500

Tick as appropriate

Indicate your management capacity

Management Position

Number Male Female Remarks and observations

24. Board of Directors

25. Managers

26. Heads of Departments / Assistant Managers

27. Supervisors

28. Administrator

29. Accountant

30. Other (specify) ………………………

Placement and Apprenticeship

31. Have you been involved in any form of skilling the youth in agribusiness related areas?

A. Yes b. No

82

32. If yes, estimate the number of youth students supported over the last 3 years

2015 2014 2013 For how long?

33. Internship / Apprenticeship

34. Placements (those retained)

35. Other 1 (specify)………………….

36. Other 2 (specify)…………………

37. If the answer was “No” in Question 30 above, would you be willing to engage in skilling

youths through placement and apprenticeship? a. Yes b. No

38. In which areas are you most capable to offer training services?

a. …………………………………………………………………………………………………………………………………

b. ………………………………………………………………………………………………………………………………..

c. ………………………………………………………………………………………………………………………………..

39. Please explain your major challenges in skilling the youth?

a.………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………..

b………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………..

c………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………

d. …………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………

e. …………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………

f. …………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………

40. What skills gaps did you identify with the students / interns?

g. …………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………..

h. …………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………..

i. …………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………

j. …………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………

83

Capacity Building

41. Whom do you consider a model agri skills training centre/ institution / resource person and

why?

Name……………………………………………………………………………………………………………………………………..

Location/ address……………………………………………………………………………………………………………………

Reasons

i. …………………………………………………………………………………………………………………………………

ii. …………….……………………………………………………………………………………………………………………

iii. ………………………………………………………………………………………………………………………………….

Name……………………………………………………………………………………………………………………………………..


Reasons

i. …………………………………………………………………………………………………………………………………

ii. …………….……………………………………………………………………………………………………………………

iii. ………………………………………………………………………………………………………………………………….

Name……………………………………………………………………………………………………………………………………..


Reasons

i. …………………………………………………………………………………………………………………………………

ii. …………….……………………………………………………………………………………………………………………

iii. ………………………………………………………………………………………………………………………………….

42. How can we work with your agribusiness in youth agri skilling?

i. …………………………………………………………………………………………………………………………………………

ii. …………………………………………………………………………………………………………………………………………

iii. …………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………….

43. What support would you require to provide more effective student placements and

apprenticeships?

i………………………………………………………………………………………………………………………………………………

ii……………………………………………………………………………………………………………………………………………

iii……………………………………………………………………………………………………………………………………………

44. How much do you spend on each interns / student on placement per month?.

..........................................................................................

45. How much on average do you pay per month youth working with your enterprise?

Full time……………….. Part-time………………………..

46. Any final remarks regarding youth skilling in agribusiness………………………………………………………

………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………

THANK YOU FOR YOUR TIME

84


INTERVIEW GUIDE FOR AGRI SKILLING SERVICE PROVIDERS (COLLEGES, INSTITUTIONS, SCHOOLS,

LEARNING FARMS)

Interviewer………………………………………………………………….Date………………………….Contact……………………………

Time of interview: Start time……………………………….End time………………………………..

Name of respondent……………………………………………………………Gender…………………………

Designation…………………………………………………………..Contact………………………………………………………………………

Biodata

47. District:……………………………………………………....

48. Sub County………………………………………………….

49. Name of Service Provider/ trainer…………………………………………………………………………………………

50. Year of formation………………………………………..

51. Address / contacts of Head of Institution…………………………………………………………………

6. Type of institution a. College b. Vocational Training Institute c. Learning farm

d. Secondary school e. NGO f. Faith Based Organisation

Other (specify)……………………………………………..

7. Form of ownership a. Public b. Private c. semi-autonomous

8. Position of respondent a. Head of Institution b. Head of Department c. Instructor/

teacher d. Club patron e. Other (specify)…………………………………………………………………….

Training Courses and enrolment

9. Total enrolment…………………..(Male……….Female………..)

10. Enrolment in agribusiness related courses Total…………….(Male………Female…………..)

Which courses/modules/programmes do you offer, their entry and internship requirements, course

duration, current enrolment residence status, and cost per trainee?

Name all Modules / course Minimum Course Possible Current Day or Cost per

85

What was the overall enrolment, drop-out and placements and apprenticeships in the last 2 years?

2015 2014

21. Admitted

22. Number enrolled

23. Drop out

24. Placements

25. Internship and apprenticeship

26. Would you be willing to engage in skilling youths through placement and apprenticeship?

a. Yes b. No

27. If yes, how many apprenticeship / internship places can you provide per year?...........

28. In which 3 major enterprises are you engaged in?

a. ……………………………………………………………………………………………………………………………….

b. ………………………………………………………………………………………………………………………………..

c. ………………………………………………………………………………………………………………………………..

29. In which areas are you most capable to offer agri-skills training services?

a. …………………………………………………………………………………………………………………………………

b. ………………………………………………………………………………………………………………………………..

c. ………………………………………………………………………………………………………………………………..

Organisational Capacity

21. Does the institution have an operational Governing Board? a. Yes b. No

22. If yes, Total Board members………………..(Male……………….Female………………..)

23. Does the institution have a Strategic / Business Plan? a. Yes b. No.

agricultural related programmes / courses / offered

units delivered in the programme / course

entry education requirement

duration number for Placement/ internship

enrolment

Boarding trainee

11

12

13

14

15

16

17

18

19

20

86

24. Do you have any networks / linkages with local enterprises that impact on your quality of

training?

Name them: i………………………………………………………………….

ii…………………………………………………………………………………….

iii…………………………………………………………………………………..

25. How often is inspection done at this institution?.................................................

26. What is the total number of employees....………(Male…………………………Female……………………)

27. How any of these are a. Full-time…………………………..b. Part-time

28. Number of teaching staff / trainers / instructors……………(Male…………………Female……………)

29. Number of non teaching staff………………………………………………………………………………………………..

30. On how much land is your training institution (in acres) a. 1-2 b. 3-5 c. 6-10

d.11-20 e. 21-50 f. Over 51

For learning farms ONLY

31. What is the legal status of the farm a. Proprietorship b. Partnership c. Private

limited Company d. NGO e. Public company f. other (specify)

32. Is the Farm Manager the owner of the farm? A. Yes b. No

Indicate your management capacity

Management Position Number of staff

Qualifications Remarks and observations

33. Director/Principal/Headteacher

34. Farm Manager

35. Heads of Departments / Supervisors

36. Instructors / trainers

37. Accountant

38. Administrator

Note if all the positions are occupied by the same person

39. Does the farm have a farm bank account? A. Yes b. No

40. Does the farm prepare annual audited accounts? A. Yes b. No

41. Does the farm pay government taxes? A. Yes b. No

42. Does the farm have access to the Internet a. Yes b. No

43. What is your estimated farm income by source (in millions of UGX) for the last 2 years

Source of Income 2015 2014

44. Sale of farm produce

45. Training

46. Agro tourism

47. Grants / Donations

48. Rental income

49. Other sources (Specify)

50. TOTAL

87

(For All Institutions) Please indicate the numbers of agricultural and entrepreneurial training staff you

have by their highest level of education attained

Highest level of teaching staff qualification Number of Staff

51. Non certified teaching staff

52. Ordinary Certificate holders

53. Advanced Certificate holders

54. Diploma holders

55. Graduate Degree holders

56. Post graduate Diploma holders

57. Masters Degree holders

58. PhD holders

59. Other 1 (Specify)




88

Indicate the availability of instruction materials, physical resource, machinery and facilities for agri skills

training

Material/ resource/ /machinery / facility

We have it If yes, how many

Remarks

No Yes

63. Classrooms

64. School farm

65. Farm record books

66. Laboratories

67. Dormitory blocks

68. Kitchen

69. Dining hall

70. Library

71. Computer lab

72. Crop demonstration farm

73. Green house technology

74. Irrigation demonstration system

75. Tractor

76. Dairy demonstration farm

77. Poultry demonstration farm

78. Piggery unit

79. Apiary demonstration unit

80. Food processing technologies

81. Fish pond

82. Fruit/ tree demonstration nursery

83. Other 1 (specify)…………………..

84. Other 2

85. Other 3

Capacity Building

86. Whom do you consider model agri skills training centres/ institutions/trainers and why?

Name……………………………………………………………………………………………………………………………………..


Reasons

iv. …………………………………………………………………………………………………………………………………

v. …………….……………………………………………………………………………………………………………………

vi. ………………………………………………………………………………………………………………………………….

Name……………………………………………………………………………………………………………………………………..


Reasons

i. …………………………………………………………………………………………………………………………………

ii. …………….……………………………………………………………………………………………………………………

iii. ………………………………………………………………………………………………………………………………….

89

Name……………………………………………………………………………………………………………………………………..


Reasons

i. …………………………………………………………………………………………………………………………………

ii. …………….……………………………………………………………………………………………………………………

iii. ………………………………………………………………………………………………………………………………….

87. What challenges do you face as agri business skills service providers/ trainers?

a. …………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

b. …………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

c. …………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………..

d. …………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………….

e. …………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………

f. …………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

88. What do you require to be more effective in agri-skilling?

a. …………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

b. …………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………….

c. …………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………..

89. What challenges does your institution face in student placement and apprenticeship?

a. …………………………………………………………………………………………………………………………………………

b. …………………………………………………………………………………………………………………………………………

c. …………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………..

90. How can we support your institution in youth agri skilling?

a. …………………………………………………………………………………………………………………………………………

b. …………………………………………………………………………………………………………………………………………

c. …………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………….

91. Any final remarks regarding youth skilling in agribusiness?

………………………………………………………………………………………………………………………………………………


90


FOCUS GROUP DISCUSSION GUIDE FOR YOUTH

District………………………………………….. Organisation……………………………………………………

Major agricultural youth enterprises in the area……………………………………..,………………………,…………………

1. Focus Group Discussion on Wealth Ranking

WEALTH GROUP RICH YOUTHS

MIDDLE INCOME YOUTHS

POOR YOUTHS

Group consensus % % %

General Description

Acres of agricultural land accessed

Acres of agricultural land owned

Land under cultivation

Assets owned (mobile phone, boda-boda, TV, etc

Agriculture Inputs used

Types of and sources of labour used

Major Food crops

Other sources of food

Cash crops grown

Types of markets accessed -local, national, international

Types of livestock owned

91

Membership to farmer groups

Women position in the household

2. How do you perceive the context within which youths operate in Uganda’s agriculture sector?

3. What are the major skills that youths should be trained in to increase their employability in

agribusinesses?

4. What are the major skills gaps that hinder youths from starting their own successful

agribusinesses/ farm businesses?

5. Who would you consider a model agri skills training centre /Institution/ farm/ school and why?

6. What do you consider as the major constraints to youths in agriculture?

92

7. What could be done to attract youths into agribusiness?

8. What resources should an agri skills training centre or institution have to ensure quality,

relevant and practical training in agribusiness?


93

Annex 8: Possibilities for youth employment in agribusinesses- Agribusiness Skills Areas by occupation

FARMERS OCCUPATIONS

Land Preparation:

Cultivation techniques Tractor Driver

Zero tillage for soil and energy conservation Agricultural Contractor

Soil conservation Farm Mechanic

Crop Production:

Improved varieties Crop Farmer

Plant spacing and density

Nursery management for seedling production Nurseryman/woman

Crop protection (pest and disease control) Crop Protection Officer

Application and use of crop chemicals Crop Sprayer

Integrated pest management Crops Officer

Assessing and meeting plant nutrition needs / fertiliser

Applying fertilizers Tractor Driver

Water management - irrigation, water harvesting Irrigation Engineer

Harvesting techniques including mechanized harvesting Agricultural Engineer

Animal Production:

Animal breeding and improved breeds Livestock Farmer

Animal handling and husbandry Herdsman

Animal health and disease control Veterinary Officer

Animal housing Animal Health Officer / Builder

Pastures Pasture Officer

Grazing management Herdsman

Animal nutrition Animal Nutritionist

Animal identification and recording Farm Recorder

Water supply Farmer / Plumber / Irrigation Engineer

Fish Pond Construction

Aquaculture

Post Harvest Management:

Cleaning Warehouseman

Crop drying Machine Operator / Dryer Operator

Crop grading Pack house Worker / Supervisor

Storage principles and pest and disease control Crop Storage Officer / Warehouseman

Crop storage

Crop processing on the farm Crop processing Technician / Farmer

Marketing:

Obtaining market price information Marketing officer

Working with traders Salesman / Trader

94

Niche marketing for high value crops and livestock

Packaging Packer / Pack house worker

Transportation Driver

Contract growing and contract obligations Contracts Officer

Farm Management:

Calculating land and crop areas Farm Manager

Measuring yields Farm Supervisor

Principles of costs of production

Gross margins

Credit application and management Credit Officer

Record keeping Recorder / Farm secretary

Business planning Farm Manager / Office Manager

Institutional strengthening:

Group formation and membership Extension Worker

Role and function of group members

Types of groups (self help, purchasing, marketing, credit)

Cooperatives Cooperative Officer

Financial management Accountant / Farm Manager

Accessing services

Making a proposal for services

TRADERS (of products and inputs) Trader

Post Harvest Management

Crop storage

Crop quality and grading

Warehouse management

Transport Management

Vehicle maintenance Mechanic

Packaging for transportation Packer

Cool store operation Freezing Worker

Marketing

Marketing and price information Marketing Officer

Stock recording and management Stores Manager

Managing sales and receipts Sales Manager

Contract management Contract Manager

Business Management

Book keeping Book-Keeper

Banking Accountant

Access to credit Clerk

Managing clients Client Manager

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Providing credit in cash or in kind Credit Officer

PROCESSORS

Processing technology

Crop milling Miller

Machinery maintenance Mechanic

Packaging of products Packer

Food technology Food Technologist

Meat inspection Meat Inspector

Abattoir management Abattoir Worker / Slaughter man

Marketing

Marketing and price information Marketing Officer

Stock recording and management Warehouseman

Managing sales and receipts Clerk / Book-Keeper

Contract management

Quality control Supervisor

Business Management

Financial management Finance Officer

Accounting and taxation Accountant / Book-Keeper

Human resource management Personnel Officer

Trade law and contracts Lawyer / Clerk

Commodities exchange practice

Extension and Outreach Extension Officer

Ethics Manager

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Annex 9: Public and Private Agricultural Training Providers in the SKY Project area

No NAME COURSES

OFFERED

MIN ENTRY REQUIREMENTS COURSE

DURATION

DISTRICT TELEPHONE

CONTACT

1. ABILONINO NATIONAL

INSTRUCTORS COLLEGE (NIC)

DTTE, CTTE Technical Vocational

Qualification

DTTE – 2yrs

CTTE – 1yr

Kole 0772-589774

2. BUKALASA AGRICULTURAL

COLLEGE (BAC)

Crop and

Animal

Husbandry

Relevant passes at “A” level

Previous work experience

Diploma

Certificate

3. KITAGATA AGRICULTURE

INSTITUTE

CJ, BCP, TC,

Agric

5 passes at O’ level, sciences

this includes Maths, English &

Physics

Craft Certificate

Part 1 – 2 years

Craft Certificate

Part II (Advanced)

– 1 year

Bushenyi

4. RWAMPARA AGRICULTURE

INSTITUTE

CJ, BCP, TC,

Agric

“ “ Mbarara

5. RWENTANGA AGRICULTURE

INSTITUTE

CJ, BCP, TC,

Agric

“ “ Mbarara

6. SSESE AGRICULTURE

INSTITUTE

CJ, BCP, Agric “ “ Kalangala

7. AMUGO-AGRO INSTITUTE CJ, BCP, Agric,

Mechanics

“ “ Lira

8. KADOGO COMMUNITY

POLYTECHNIC -Level 1

CJ, BCP, TC, EI,

MVT, Agric

PLE 33 Aggregates 3 years Mbarara 0772-345062

9. RUTUNKU COMMUNITY

POLYTECHNIC

CJ, BCP, TC, EI,

MVT, Agric

“ “ Ssembabule 0772-567107

10. OLIO COMMUNITY

POLYTECHNIC

CJ, BCP, TC, EI,

MVT, Agric

“ “ Soroti 0772-539338

11. RUKORE COMMUNITY

POLYTECHNIC

CJ, BCP, TC, EI,

MVT, Agric

“ “ Kabale 0772-338901

12. JINJA COMMUNITY

POLYTECHNIC

CJ, BCP, TC, EI,

MVT, Agric

“ “ Jinja

13. KIHIIHI COMMUNITY

POLYTECHNIC

CJ, BCP, TC, EI,

MVT, Agric

“ “ Kanungu Box, 7, Kihiihi

14. BBOWA COMMUNITY

POLYTECHNIC

CJ, BCP, TC, EI,

MVT, Agric

“ “ Luwero

0782-400872

15. GOMBE COMMUNITY

POLYTECHNIC

CJ, BCP, TC, EI,

MVT, Agric

“ “ Wakiso 0772-584103

16. MBALE COMMUNITY

POLYTECHNIC

CJ, BCP, TC, EI,

MVT, Agric

“ “ Mbale

Municipality

0772-376809

17. HAKITENGYA COMMUNITY

POLYTECHNIC

CJ, BCP, TC, EI,

MVT, Agric

“ “

Bundibugyo 0772-579050

97

No NAME COURSES

OFFERED

MIN ENTRY REQUIREMENTS COURSE

DURATION

DISTRICT TELEPHONE

CONTACT

18. LUMINO COMMUNITY

POLYTECHNIC

CJ, BCP, TC, EI,

MVT, Agric

“ “ Busia 0772-340843

Private Providers (UGAPRIVI members)

No Name Location

1 Astim Institute of Business Kyegegwa

2 Biremo War Memorial Kakumiro

3 Global Business and Vocational Bundibugyo

4 Mother Gerine Mubende

5 Uganda Rural Development and Training / URU Kagadi-Kibaale

6 African International Christian Ministries (AIC) Voc. College Kabale

7 Blessed Parents Rukungiri

8 Dove Cote Vocational Vocational Kabale

9 Trinity Vocational College Ntungamo

10 Drusilla Balaba Vocational Kabale

11 Lake Bunyonyi Christian Kabale

12 Nyanamo Vocational Kisoro

13 St Konrad Integrated Vocational School Kabale

14 Adwoki Technical School Dokoo

15 Alebtong River Blue Vocatioal Lira

16 DJRA Comprehensive Lira

17 Modern Vocational Training Oyam

18 The Nile Valley Agro-Techncal Kole

19 Unity College Ngetta Lira

20 Ggulama Social Training Centre Masaka

21 Mbuye Farm School Kyotera

22 St Hellen Socia Training Centre Masaka

23 St Mugaaga Narozali Farm Masaka

24 Buwama Business Systems Lwengo

25 CIDI Centre for Gardening Kampala

26 Kawmi Vocaitonal mixed Mpigi

27 Benedictine Vocational Training Mbale

98

Annex 10 Bibliography

1. AAU, DRT, UNNGOF (2012) Lost Opportunity? Gaps in Youth Policy and Programming in Uganda. Action Aid International Uganda Agriculture. FiBL

2. Ahaibwe, Mbowa and Lwanga (2013) Youth Engagement in Agriculture in Uganda: Challenges and Prospects. Economic Policy Research Centre (EPRC) RESEARCH SERIES No. 106.

3. Alex Percy-Smith and Leonoor Akkermans (2012) Skill gaps in formal higher agricultural education- A youth perspective: Working towards a new generation of Young Professionals in ARD. YPARD

4. Alliance for a Green Revolution in Africa (AGRA) 2015, Africa Agriculture Status Report 2015 : Youth in Agriculture in Sub-Saharan Africa

5. Attracting and Retaining Youth in Agriculture, Workshop - Phase II 5 - 6, April 2014. TNAU, Coimbatore

6. AVSI (2015) SKY Project Document and associated Project Logical Framework 7. Boehlje, Dobbins, and Miller (2010) Farm Business Management for the 21st Century Checking Your

Farm Business Management Skills. Purdue Extension West Lafayette, IN 47907 8. Brooks et al (2013) Agriculture as a Sector of Opportunity for Young People in Africa. Policy Research

Working Paper 6473. The World Bank 9. BTVET (Business, Technical & Vocational Education & Training) Strategic Plan: Analytical Report-

Technical Report No. 3, Agribusiness Development. February 2011 GOU 10. Butler and Kebba (2014) Youth and Agriculture in Uganda: An Assessment combining agriculture

improvements and youth development shows promise for both. USAID 11. Collett and Gale (2009) Training for Rural Development: Agricultural and Enterprise Skills for Women

Smallholders. City & Guilds Centre for Skills Development 12. Council for African Policy (2013) Uganda’s Education Policy Review: A Focus on the State of Skills

Development n Teso Region (Business, Technical, Vocational Education Training – BTVET Strategic Plan & Policy Review).

13. da Silva and Mhlanga (ed) (2011) Innovative policies and institutions to support agro-industries development. FAO, Rome

14. de Wolf and Schoorlemmer (ed) (2009) Exploring the Significance of Entrepreneurship in 15. FAO (2013) Supporting Communities in Building Resilience through Agro Pastoral Field Schools 16. FAO (2014) FAO, private and public partnership model for youth employment in agriculture

Experiences from Malawi, Tanzania Mainland and Zanzibar archipelago. Case studies series #42014 17. FAO (2014) Public Sector Support For Inclusive Agribusiness Development. An appraisal of

institutional models in Uganda 18. FAO (various) Comprehensive Food Security Vulnerability Assessments (CSFVA) 2005 and 2008 19. IFAD (2012) Enabling poor rural people to overcome poverty in Uganda 20. iicd (2013) Youth, ICTs and Agriculture: Exploring how digital tools and skills influence the motivation

of young farmers. November 2013. 21. IPC (2015) Report of the Integrated food security Phase Classification Chronic Analysis for Uganda,

Feb 2015 22. Jacobs Foundation (2014) Uganda Brighter job prospects for youth through agriculture. 23. Kabarole District Development Plan 24. Karin Wegin (2010) Linking Labour Organisation and Vocational Training in Uganda 25. Kathleen Collett & Chris Gale (2009) Training for Rural Development: Agricultural and Enterprise

Skills for Women Smallholders. City & Guilds Centre for Skills Development 26. Kingdom on Netherlands, SKY, AVSI Press Release 19th November, 2015. NEW Project: Skilling Youth

for Employment in Agri‐business (SKY).

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27. Mabaya, Christy and Bandama (2010) The Current State of Agribusiness Education and Training in Africa. Contributed Paper presented at the Joint 3rd African Association of Agricultural Economists (AAAE) and 48th Agricultural Economists Association of South Africa (AEASA) Conference, Cape Town, South Africa, September 19-23, 2010.

28. Mbarara District Development Plan 29. Ministry of Agriculture, Animal Industry and Fisheries (2011) Statistical Abstract 2011 30. Ministry of Agriculture, Animal Industry and Fisheries (2012) Proposed Plan to Operationalise the

Non-ATAAS Component of the Agriculture Sector Development Strategy and Investment Plan 31. Ministry of Agriculture, Animal Industry, and Fisheries (2013) The Agriculture Policy, 2013 32. Ministry of Education, Science, Technology, and Sports (2012) The BTVET Strategic Plan 2012-2021 33. Ministry of Education, Science, Technology, and Sports-DIT (2007) Rapid Labour Market Scan based

on A Study on Economic and Employment Trends in Uganda, by Thomas Walter and Sarah Nalumansi

34. Ministry of Finance (2015) National Development Plan II (2015/16-2019/2020) 35. Mugonola and Baliddawa (2014) Building Capacity of Smallholder Farmers in Agribusiness and

Entrepreneurship Skills in Northern Uganda. Agricultural Information Worldwide – vol. 6 – 2013/2014

36. Peter Wobst (2012) Youth Employment Promotion in Agriculture. TCI Investment Days Rome, 18 December 2012

37. Proctor and Lucchesi (2012) Small-scale farming and youth in an era of rapid rural change. International Institute for Environment and Development/HIVOS

38. PWC (2015) Africa – are you in for the ride? Agribusinesses Insights Survey 2014/2015. Key trends, challenges & future prospects/March 2015.

39. Sanginga, Lohento and Mayenga (2015) Background Paper: Youth in Agribusiness within an African Agricultural Transformation Agenda. Youth in Agribusiness. Feeding Africa 21-23 October 2015

40. Ssembabule District Development Plan 2015/16-2029/20 41. Sumberg et al., (2014). Young people, agriculture, and employment in rural Africa. WIDER Working

Paper 2014/080. World Institute for Development Economics Research 42. The Republic of Uganda (2001) The National Youth Policy: A Vision for Youth In The 21st Century.

Ministry Of Gender, Labour And Social Development Kampala, 2001 43. Tom Vandenbosch (2006) Post-primary Agricultural Education and Training in Sub-Saharan Africa:

Adapting Supply to Changing Demand: Farmers of the Future, World Agroforestry Centre (ICRAF) 44. UBOS (2013) Agricultural Sector: Gender Statistics Profile 2013 45. UBOS (2016) 2014 Uganda Population and Housing Census - Final Report, Entebbe. 46. Uganda Workforce Development: SABER Country Report, 2012 47. USAID (2008) Moving from Subsistence to Commercial Farming in Uganda Agricultural Productivity

Enhancement Program Final Report 48. USAID (2012) Uganda Livelihoods and Enterprises for Agricultural Development (LEAD) 49. William Tukwasibwe (2008) Factors affecting orientation to self-employment among farm school

graduates in Mbarara District: A post graduate dissertation 50. Women’s Commission for Refugee Women and Children (2008) Youth and Sustainable Livelihoods:

Linking Vocational Training Programs to Market Opportunities in Northern Uganda. 51. World Bank Report (2011) Uganda: Agriculture for Inclusive Growth in Uganda Draft Final Report,

June 2011

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Annex 11 Terms of Reference – see attached pdf file

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