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CAADP Agricultural And Vocational Education Training (ATVET)

Initiative on Technical, Vocational Education and Training (TVET) in Support

CAADP ImplementationAbraham Sarfo

ATVET Advisor-NEPAD Planning and Coordinating AgencyAbraham.sarfo@nepad.org

+27 82869 5060Twitter @A_Sarfo

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ATVET-ContextA glimpse on key challenges and opportunities for

ATVET

Markets and competitiveness

Climate change

Employment and incomes

Food security

Skills Development and

professional Education in Agriculture

Adapted from A. Matthess, A. Akinola, Sustainable Cocoa Business Project GIZ

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ATVET-Context Key challenges and opportunities for ATVET

What is our response to these challenges and opportunities? Effective today Tomorrow in the making

under OUR mandateNext generation

Higher temperaturesChanges in precipitation patterns and extreme weather Lower yields for crops and livestock

Food independency decreases in Africa: Approx. 20% Cereals must be imported

Demand grows rapidly: In 2035, 700 million Africans (50%) will live in cities

In 2015, 20 million young Africans will enter the labour market

Today, 47% of Africans live below 1.25USD poverty line

Rising prices of agric. commodities provide incentives

Markets and competitiveness

Rural employment and incomes

Food security

Climate change

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ATVET- Background

• In addressing some of these critical challenges in Africa agriculture, ATVET was launched in 2012 with the support of GIZ with focus on:– Knowledge management and survey of approaches,

information and best practices sharing of ATVET in Africa– Anchoring of ATVET in the AU structures and in the CAADP-

country process promotion programs– Development and assessment of qualification measures

for farmers, the youth, employed persons and service providers at national level.

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How ATVET Responds To Key Challenges

• Farming systems and value chains that are attractive for African youth and that create jobs (added value)

• Prioritize human capital development through training and access to technology

• Ownership-ATVET that responds to the needs the continent and specific needs of specific of countries

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How ATVET Responds To Key Challenges

Renewing Agriculture Education that is part of an integrated approach to rural transformation by building the knowledge base and broad consensus around a rural transformation agenda

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Sustaining the CAADP Momentum

Impact

Outcome

Strategic Thrust

CAADP Pillars

Job Opportunity and Food Security

Wealth Creation

Economic Growth Resilience

Productivity CompetitivenessRegional and

Global Integration

Land and Water

Markets and Private

Sector

Food and Nutrition Security

Research, Knowledge

Strengthening and Aligning Institutions

Knowledge and

Knowledge Support

Financing and

Investment In Agric04/10/2023 7

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Sustaining CAADP Momentum- Strategic Thrusts-2

• An education focused on science, technology and vocational training

• An R & D and technology transfer system; innovative firms and entrepreneurs

• Networks and communities of practice to co-create knowledge and learning

Knowledge and learning Support CAADP should stimulate increased

investment in knowledge infrastructure

AUC and NPCA have over the last year led

KIS support within the country and regional

CAADP implementation

processes and ICT and Information support to

farmers and practitioners

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The Demand for ATVET in Africa Specialization, Diversification and Commercialization of

Agricultural Production according to the regional agricultural corridors

Enhancement of skills and knowledge is needed to participate actively in agricultural value chains

Mechanized Farming is emerging

Training of Agricultural Extension Agents(AEA), who play a significant role in Agricultural Development

Demand of Rural Youth Population for training-the forgotten majority!

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Core Problems of ATVET Formal ATVET systems normally do not exist ATVET is very fragmented and not integrated into an

overall national TVET system Low importance is given by the governments and lack

of sufficient financing Limited enrollment capacity of the training institutions Very few linkages between public and private efforts Poor training quality, inefficient delivery and insufficient

training in practical skills Poor infrastructure and machinery Teachers /trainers lack of technology knowledge and

practical skills; pedagogy/didactics

CAADP/GIZ Workshop Kenya, June 2013

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Systemic Components Of ATVET Systems

ATVETFundingSystem

Provision & Quality

of ATVET System

Private Sector Partnership

ATVETTraining Models

ATVET Governance

Structure

Self employmentin Informal

Sector

Labor MarketInformation

System

Labor Market Oriented Qualification &Curricula

Labor Market and Industrial Research

National QualificationFramework

Attachments for practical training

Vocational Training CentersPrivate Sector associations

Participation of Private Sector

Multiple FundingGovernment/ Private sector/ Participants

InfrastructureTeachersManagement Staff

IncomeGeneratingActivities

Vouchers

Tax incentives Tuition Fees

Ministries

Employmentin private

Sector

Graduates

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Target Groups: Rural YouthSchool drop outsFarmers, Farmer workers, AEA

Short termUpgradingprograms

EntrepreneurialSkill training

BusinessAdvisoryServices

Income GeneratingServices, e.g.

Production

TechnologyTransfer

Certification & Diploma Programs(10+1+2+3)

Modularized Non Formal Programs

Services provided upon demand of private & public sector

Modern ATVETCOLLEGE

Labor Market Formal andNon Formal Programs

BusinessServices

Links to Universities

LONG TERM VISION

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Core Principles For ATVET (BEEE Or B3Es)

ATVET

Entrepreneurs Employers Employable

B3Es underscores curricula development, technology, knowledge transfer methodologies and value chain targets.

An interventions of ATVET resulting in all or at least one of the following outputs where beneficiaries (trainees) Become Entrepreneurs, Employers and or

Employable (B3Es )

YOUTH & WOMEN would be interested in ATVET only if one of the above outputs would be met

BECOMING

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Value Chains TNA

Existing Training Experiences

Curriculum and Program Development for VC

TOT

Training provision

Curriculum and Program Dep't. in Training Institutes/

ATCFormal/ non formal

Formalin Training Institutes/ATC

YOUTH, Farmers, Farm

workers,Demand oriented

Organizational Development/

Institutional Capacity Building

Business/ Farmer Associations

Public and private Training Institutes /

ATCs

Training provision

HCD- Human Capacity Development

Piloting Qualification Measures at Country Level(Ghana & Kenya)

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Mid Term InitiativesReview and Modernize existing training systems

Linkages between public and private initiatives

Experiences in linking primary and secondary education (e.g.: Kenya Youth program) with agricultural skill training in rural/urban areas and among farm communities

Awareness creation to motivate National decision-makers

Conduct regional surveys and baseline studies on the situation of ATVET

Up scaling of good practices

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Long-Term Initiatives

• As we seek to improve agricultural education within CAADP we wish to lead by developing a system of Agricultural vocational and technical education:– That is part of an integrated approach to rural

transformation building on the knowledge base and broad consensus around a rural transformation agenda

– That is linked to other Initiatives on Agricultural Education on the Continent including TEAM-Africa

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Long-Term Initiatives-Expected Outcomes

1. Existence of national policies which stimulate and support increased capacity and performance of agriculture education

2. A knowledge platform concerning models/good practice for Agricultural Education Systems (AES)-reform, including basic, secondary, tertiary education and R&D in place

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Long-Term Initiatives

3. The private sector is participating in the development of national AESs to assure labour-market conformity

4. Mechanisms to organize a regular communication between theory and practice and vise-versa over the four levels (continental – regional – national – micro) are put in place, to assure e.g. that research results reach the farmer or that farmer’s practical needs are up-taken by R&D.

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• I THANK YOU• ME DA MO ASE