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MANPOWER DEVELOPMENT AND TRAINING FOR EFFFECTIVE SCHEME OPERATION AND EFFICIENT SERVICE DELIVERY1

D. Bashir, A.K. Ndahi and S.D. Ahmed

National Water Resources Institute, Kaduna dogara.nwri@gmail.com

ABSTRACT

The paper identified and discussed the challenges of manpower development and training in the irrigation and drainage subsector in Nigeria. As a case study, the paper presented the outcome of the participatory institutional assessment for capacity development of Chad Basin Development Authority (CBDA) recently conducted by the National Water Resources Institute (NWRI) which revealed shortage of manpower and inadequate skills and knowledge. A summary of training needs and stakeholders involved are outlined in the paper. The paper also highlighted some training strategies for effective scheme operation and efficient service delivery, suggesting that effective manpower development and training programme should be need-driven and should consist of a systematic process. The paper also categorized training needs for successful development of irrigation schemes as follows: professional training; technical training in irrigation; vocational training; participatory irrigation management (PIM) training; training needs for scheme officials; training needs for farmers and training needs for policy makers. Institutions and their roles with plan of execution for manpower development and training are also highlighted in the paper. The paper concluded that government at all levels as well as the non-governmental organizations contributing to the development of improved irrigation schemes, have vital roles to play in the development of an effective national water resources manpower and training programme.

Key words: manpower development, training, scheme operation, service delivery, irrigation development, Nigeria.

1. INTRODUCTION Developing the water resources potential of a society is of paramount importance for any meaningful strategy for sustainable development. However, development of this potential, important as it is, is only a step toward harnessing and utilization of this important natural resource. The most critical and essential aspect is the effective management of the various water resources projects. Agricultural use of water is the major determinant in water use requirements of many countries. On a global scale, irrigation and other agricultural uses account for as much as 80% of all water withdrawals. In Nigeria, agricultural development is receiving high priority in the general development program and irrigation has been recognized as an extremely important component of the economic agricultural development. That is the reason for the tremendous investments in large irrigation projects in the 1970s and 1980s. The performances of these large and capital

1 Paper presented at the 14th National Irrigation and Drainage Seminar, "Advancing the Frontiers of Irrigation

and Drainage for Agricultural Transformation" held on 20 - 24 October, 2014 at Gidan Matasa, No. 1, Matasa

Drive, off Okada Road, Minna.

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intensive projects have been rather disappointing leading to increasing emphasis toward development of small scale irrigation projects. Notwithstanding that there are quite considerable potentials within existing irrigation systems with the employment of appropriate management strategies for their sustainable utilization. On-station results obtained under varying technical conditions have indicated possibilities for tremendous benefits from irrigated farming at individual farm levels (Mayaki et al., 1989; Dambatta, 2001). Table 1: Development of formal irrigated agriculture in Nigeria

Year Irrigated Area (ha) Reference

1960 1970 1980 1985 1990 1992 2004 2013

2,985 14,783 30,706 36,163 70,000 91,000 29,140 17,488

FDA (1971)* Agboola (1979)* Nwa and Martins (1982)* Adeniji (1985)* Hashidu (1990)* Adeniji and Musa (1992)* Enplan (2004) JICA (2013)

*Adapted from Musa, 1996

Since 1960, Nigeria’s irrigated area has expanded more than thirty-fold (Table 1). Most of these irrigated areas are under traditional small scale irrigation scattered all over the country and could be found near river banks and flood plains (commonly called fadama). A report on national inventory conducted by Enplan (2004) indicated that private small scale schemes and individual small scale farmers, mostly under the Agricultural Development Programs (ADPs) irrigate about 183,000 ha. Hence, considering the formal and informal sectors together, the report indicated about 218,240 ha of land is under irrigation in Nigeria. It is noteworthy that an essential facet of irrigated agriculture is manpower development and training. Training should be seen as a continuous process since the development of knowledge is not static and new systems and techniques are continuously evolving. Thus, staff training and re-training should form part of the culture of an effective organization, especially with the introduction of participatory approach to management of irrigation systems.

The call for capacity building on operation and maintenance of irrigation and drainage facilities goes back many years when there were strong calls from the world’s irrigation community to reform irrigation development projects so that they include capacity building component of facilities. The irrigation and drainage challenge initially was just to achieve routine delivery of water, but evidence has now shown that capacity development for effective scheme operation and efficient service delivery should be a central focus for future strategies on irrigation and drainage.

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Once an irrigation and/or drainage system is constructed, the transition towards its intended function begins. The organization to perform this function centers on operation and maintenance personnel. An irrigation system is designed to provide water to supplement deficient moisture in order to produce food and fiber. It achieves this purpose by delivering water as equitable and efficiently as possible.

A drainage system functions to protect lands and properties from excess water. No matter how well constructed, an irrigation or drainage system fulfills its intended function only when properly operated and maintained. Effective maintenance is an essential element of good operation. Keeping maintenance work current on all facilities in a system is the keystone of any successful irrigation or drainage system. Effective operation and maintenance depends upon personnel, structures and equipment. Operations mean those actions taken to ensure performance of the irrigation systems and these include: provision of technical support and other related advisory services for system users, exercise of responsibility for balance management to ensure system sustainability and collection of user fees. It also includes administration of water stocks and policing of water regulations (Verdier and Millo, 1992). Abubakar (2012) identified shortage of qualified and experienced staff with capabilities in the operation, maintenance and management of irrigation schemes as one of the major institutional constraints of River Basin Development Authorities (RBDAs) and irrigation projects in Nigeria. This paper highlights some training strategies for effective scheme operation and efficient service delivery. The challenge is to appreciate the relevance and needs of manpower development in the irrigation sector which will include the education and training of irrigation personnel and water users associations (WUAs) to enable them boost crop production while consuming less water and within restrictive financial and economic regimes. This can be achieved by: (1) assessment of the capacity development needs of the irrigation and drainage sub-sector; (2) implementing reforms in the training system, structure and curriculum to make them relevant to the duties and responsibilities of the farmers, irrigation scheme officials and extension workers; (3) establishing farmer training programs; and (4) improvement of training management. 2. THE CHALLENGES OF MANPOWER DEVELOPMENT AND TRAINING With irrigation using more than 70% of the world’s available water, urgent need is required in the improvement of the efficiency of water use. In Nigeria, irrigation is regarded as the main user of water, with about 70% of the impounded water utilized for irrigated agriculture. A lot of this water is being wasted or mismanaged due to poor on-farm water management, weak institutional water management policies coupled with inadequate government policies and lack of manpower and systematic training programmes which are needed to address these issues (Adeniji, 2001). Efficiency in the use of water in irrigation is a critical consideration. As the competition between users increases, there will be pressure to reduce the volumes absorbed by irrigation, and at the same time demand for foodstuff and higher agricultural yields will continue to rise.

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A major constraint identified in this country which limits the development and management of irrigation system is the insufficient capacity of the irrigation personnel and water users. By integrating irrigation, gender and nutrition issues, improvements can be made in household food security, vulnerability of poor families can be reduced, and capacity can be built-up in rural areas. These require appropriate solutions which must be developed in accordance with prevailing conditions in the country (i.e. water and land deficient areas) in relation to farming and water resources management. The solution to this problem involves providing the right knowledge or know-how to farmers. This requires capacity building at every level- from farmer to agency staff. This paper recognizes that manpower development and training is the starting point, and a necessary ingredient for success of the declared objectives of the Nigerian Government of self-sufficiency in food production (FAO-WB, 1982) It should be noted that well developed and implemented capacity building initiatives lead to effective scheme operation and efficient service delivery, effective development of human potential, which eventually results in better human security and all-round development. The central focus of manpower development and training is improved performance of staff towards greater productivity and sustainable management of available resources; leading to a change and upgrading of competence and potentials in terms of awareness, knowledge, skills, and attitudes that predispose the trainees to greater efficiencies. An effective manpower development and training program should be need-driven and consist of a systematic process, the stages of which are closely linked. According to Kubr and Prokepenko (1989), the training cycle (Fig. 1) is made up of the following stages:

i) Assessing individual and group needs; ii) Defining training objectives; iii) Selecting participants; iv) Designing training courses and instructional methods; and v) Feedback and evaluation.

Figure 1: The Training Cycle

2.1 Stage I: Needs Assessment Needs assessment serves as foundation for the entire training effort. It defines the extent and relevance of the training effort. The scope of the needs assessment depends on the

Needs Assessment Objectives Settings Program Design

Evaluation and Follow-up Program Design

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quality of the available manpower and the required trained manpower (determined from a staff audit and training needs analysis). Needs assessment should be completed before defining objectives. The most widespread error in training practice is the failure to respect this basic sequence. When the needs assessment stage is entirely omitted, this inevitably leads to setting the wrong objectives and designing programs that miss their targets. 2.2 Stage II: Objective Setting The objective stage, appropriately anchored on needs assessment, defines specific output (outcome) of the training exercise, which enables appropriate selections of inputs, processes and baseline for the evaluation of training program and course design. It also guides the appropriate choice of both programs content, methodology, resources and program organization. Training program objectives should therefore, as much as possible, be defined in clear, measurable and specific terms. 2.3 Stage III: Program Design This stage determines the technical content, outline, sequence and detailed scheduling of the actual training and development events that are envisaged. Appropriate methodology and organization is chosen in harmony with the content to be covered, bearing in mind the objectives, resources and working and learning styles of trainees. Program design aims ultimately and practically at evolving valid strategies that will ensure that training objectives are realized. 2.4 Stage IV: Program Implementation This is the stage where “actual” training takes place. This stage puts a lot of management demands on the training program coordinators. Therefore, adequate management skill of the coordinator, that is necessary for effective performance, is critical to the success of the training program. Furthermore, suitable learning environment with appropriate facilities should be provided to ensure effective delivery of the course contents. 2.5 Stage V: Evaluation and Follow-up Training program results are evaluated in the light of the stated objectives. In addition, the performance of the trainees on their jobs are evaluated to determine the effectiveness or otherwise of the training. 3. MANPOWER DEVELOPMENT AND TRAINING NEEDS FOR SUCCESSFUL DEVELOPMENT

OF IRRIGATION PROJECTS Manpower development and training is an important facet in the development of the irrigation sector. Its need cannot be over emphasized. Irrigation projects need to be sufficiently elevated in terms of manpower development and training in order to achieve a sustainable management of irrigation schemes. Generally, it has been observed that there is an acute shortage of suitable trained manpower in specialized fields of agriculture such as: irrigation, mechanization, horticulture, processing, etc. Most of the scheme operators are junior and middle level operators with minimal or no qualification at all and are hardly trained for the job. Also, there is a low level

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of management awareness on the part of middle and top management cadres with little emphasis on management training for technical staff who move up to the managerial levels. In addition, many of the academically qualified staff do not have the opportunity to gain work experience and acquire relevant skills for better job performance because most of the irrigation schemes lack manpower planning and systematic training and development programs. This situation is prevalent in all the River Basin Development Authorities (RBDAs) and ADPs across the nation (JICA, 1995). This was attested by a participatory institutional assessment for capacity development of Chad Basin Development Authority (CBDA) recently conducted by the National Water Resources Institute (NWRI) that revealed a general indication of shortage of manpower and inadequate skills and knowledge (NWRI, 2011). Table 2 shows some areas of training needs identified in the CBDA. Table 2: Summary of identified training needs in the CBDA S/N Area of Training Needs Stakeholders Involved

1. Operation and maintenance of irrigation infrastructure

Technical Staff, WUAs Executives

2. Drainage and salinity control in irrigation schemes

Water Guards, Irrigation Assistants and Engineers

3. Rehabilitation of irrigation systems Technical and Managerial Staff

4. Operation and maintenance of pumps Pump Operators

5. Water demand survey and analysis Water Guards, Irrigation Assistants and Engineers

6. Dam catchment studies Technical Staff

7. Management of surface irrigation systems Managers and Technical Staff

8. Regulation and monitoring of irrigation water delivery systems

Gate Operators, Water Guards, Irrigation Assistants and Engineers

9. Performance and evaluation of irrigation systems

Technical, Managerial Staff and WUA Executives

10. Communication in irrigation management Extension Officers

11. Effective management and coordination Managers and Supervisors

12. Financial management and water delivery record keeping

Accounts Staff, Water Guards

13. Computer and internet operations Management Officers, Scheme Senior, Middle Cadre and Support (Secretaries and Clerks) Staff

14. Establishment and organisation of Water Users Associations (WUAs)

Extension Officers

15. Participatory appraisal and action planning for irrigated systems

Extension Officers

16. Sensitisation and mobilisation of Water Users Associations (WUAs)

Extension Officers

17. Functional literacy training Farmers

18. Water Users Associations and irrigation management

WUAs Executives

19. Organizational management techniques Management Officers

20. Sensitization on water resources policies, regulations and legislations

Management Officers

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S/N Area of Training Needs Stakeholders Involved

21. Operation and maintenance of mechanical/ electrical machines

Technical Officers

22. Facility maintenance trainings Technical Officers

23. Management of hydraulic structures Irrigation Engineers

24. Irrigation water management Irrigation Engineers

25 Irrigation scheduling techniques Irrigation Engineers

26. Drainage of agricultural lands Irrigation Engineers

27. Participatory irrigation management (PIM) Irrigation Agronomists

28. Farming systems and cropping patterns Irrigation Agronomists

29. Agroclimatology Irrigation Agronomists

30. Agri-business and entrepreneurial trainings Agricultural Officers and Farmers

31. Irrigation water quality assessment Soil and Water Quality Laboratory Technologists

32. Soil sampling and analyses Soil and Water Quality Laboratory Technologists

33. Soil mechanical properties investigations Soil and Water Quality Laboratory Technologists

34. Plumbing and pipes laying Plumbers

35. Hand and motorized pump maintenance Borehole Mechanics

36. Borehole installations, maintenance and rehabilitation

Borehole Mechanics

37. Auto CAD training Architects and Design Engineers

38. Project monitoring and evaluation Monitoring & Evaluation Officers

39. Contract management and administration for civil works

Technical Officers (Civil) and Procurement Team

40. Supervision of civil works Technical Officers (Civil) and Procurement Team

Therefore, the broad objective of training component for institutional development is to develop a strategy to effectively address these issues. The specific objectives are to: establish human resources development units in each of the irrigation scheme; conduct a regular review of staffing profiles and training need analysis; develop immediate, short term and long term training strategies; train all categories of staff at all levels;

o ensuring that course contents is relevant to the training objectives, o enforcing the application of rigorous selection criteria to make sure that

training is given to staff that really need and deserve it and, o using effective methods of evaluation to verify the impact of the training.

3.1 Professional Training The main requirements are in the areas of agricultural and civil engineering. An assessment of the potential availability of this category of staff, which has the main responsibility for major irrigation works and dam planning, construction and maintenance, should be done in conjunction with manpower demand. The Universities have a major role to play in meeting this requirement. It is important that effective linkages are established with universities having both engineering and agriculture faculties for the development of suitable programs for high level manpower training in water resources. 3.2 Technical Training in Irrigation This is designed to produce agricultural engineering technicians capable of utilizing and carrying out repairs and routine maintenance of farm machinery, irrigation and drainage

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facilities as well as storage and processing facilities and who can also assist in design. To contribute to the pool of technical manpower in irrigation the need for Polytechnics, Training and Research Institutes, as well as training related organizations cannot be over-emphasized. 3.3 Vocational Training Training at this level is usually attached to specific projects, and most of the trainees undergo hands-on training so that they can acquire the necessary skills. Such trainings are carried out by formal training schools such as the polytechnics, monotechnics, colleges of agriculture and farm training centers. 4. TRAINING NEEDS FOR SUCCESSFUL DEVELOPMENT OF IRRIGATION SCHEME With the increasing needs for food security, more irrigation schemes are being set up through the efforts of the RBDAs, the ADPs and other government and non governmental organizations. This creates a wide gap between available and needed trained manpower. The country therefore needs to embark on programs of transforming the traditional agriculture into a progressive agriculture, utilizing the advantages of modern technology for sustained irrigation development. This, in turn, also calls for the various institutions contributing to the development of irrigation to adopt strategies of integrated staff training and development at all levels of irrigation management. Effective management of irrigation project requires the services of irrigation and water engineers, agronomists, economists, sociologists, and extension specialists among others. However, they are seldom given the necessary training and re-training required for sustainable management of complex and large - scale irrigation schemes. Improved and effective water management cannot be achieved without training and re-training these categories of people who are directly or indirectly involved in the management of the irrigation schemes. According to Adewumi (1990), manpower development and training required for sustainable irrigation development is mostly for two categories of the stakeholders: the scheme officials and the farmers. The areas of training include the following:

a) Extension service agent training; b) Technology transfer training (i.e exchange of experience and technological

information with other institutions both national and international); c) Rural development awareness training; d) Project management training; e) Farmer training; f) Technical literacy training; g) Training for operation and maintenance of infrastructures; h) Training for planners and evaluators; and i) Entrepreneurial development training.

4.1 Participatory Irrigation Management (PIM) Training As water becomes increasingly scarce and faces competition from other sectors including the environment, the need to grow more food with less water will continue to be the focus in the agriculture sector. Experience has shown that sustainable irrigation management

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requires the participation of users and stakeholders (INPIM, 2007). Participatory Irrigation Management as a concept and a strategy has been in vogue for over two decades with lessons of success and failures. A large number of countries have facilitated wide range of institutional arrangements which give greater roles to farmers' organizations. The emergence of new institutions in the water sector calls for a greater emphasis on capacity building for all the major stakeholders in irrigation and drainage. This type of capacity building program should focus on the key elements for facilitating sustainable water user associations and develop further on the skills of participants. The training program should offer an excellent opportunity to interact with a large number of participants with diverse backgrounds, meet local farmers and exchange experiences within the irrigation sub-sector. INPIM (2007) has enumerated the content of such training should cover but not limited to the following: PIM approach to irrigation management; Different types of Participatory Irrigation Managements (e.g. transfer of assets and management to the farmers, transfer of management but not assets, capacity building without management transfer); and emerging issues of PIM. The training should also focus on building and sustaining water user associations; legal framework for water user associations; communication and organizational development for WUAs; financial management for water user associations; technical management for water user associations; watershed management operations-approaches and emerging lessons, and watershed perspective for water user associations-from conflict to synergy. 5. TRAINING NEEDS FOR SCHEME OFFICIALS In order for scheme officials to perform their primary functions effectively, they require a variety of training. Five categories of training have been identified, and may be required to be provided to the scheme officials, in the following relevant areas; 5.1 Extension Services Agents Training This area of training deals with communication methods involved in technology transfer to farmers. It covers such areas as rural sociology, the use of audio-visuals, planning and administration of extension programs. Appreciable capacity building in the area of information system development and database will be useful particularly in making assessment of the physical irrigation network and clear channels of communication between the farmers and the project staff. The trainees will also need to be exposed to new farming systems, developed techniques, environmental impacts of irrigation activities, new farm inputs, etc. 5.2 Technology Transfer Training This will include knowledge of the new technology and how it works. Such training will equip the project staff particularly technicians and extension agents with what to transfer to the farmers. Technician training will cover the upgrading of technical skills of the staff in operation and maintenance (O & M) and agricultural related topics. 5.3 Project Managers Training This type of training is meant to inculcate in the managers the art and science of management. This will provide skills in areas of planning, controlling, organizing, delegating, directing, communication, etc and also enable the managers to co-ordinate human and

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other resource effectively. In addition, they will be exposed to environmental impacts of the various activities in the schemes, how to minimize the negative impacts and ameliorate the degradations that have already occurred. 5.4 Training for Planners and Evaluators This type of training is specifically for people who do the project planning and evaluation. This is to enable them monitor and report progress, and at the same time make realistic assumptions and proposals, so that what is put into the plans is relevant and achievable. 5.5 Entrepreneurial Development Training This training area should focus on equipping the project staff with the skill required in giving management advice to farmers. This is because farmers may not, on their own, be able to use quantitative decision-making tools such as carrying out farm business analysis. But this can be done by the extension agents and make the results available to them. 6. TRAINING NEEDS FOR FARMERS The farmers need a lot of education about the process of development of the irrigation projects and also training on how to operate the system for their benefits and the overall development of their society. In fact, they should be fully involved in the process of making decisions so that the choice of alternatives will not appear as being forced on them and therefore resisted. The areas of training relevant to farmers among those listed earlier could include the following. 6.1 Rural Development Awareness Training This involves getting rural people (farmers) appreciate their poor conditions of living and preparing their minds to receiving new innovations that will better their conditions. The training will also sensitize the farmers on the various ways and means to achieve the much desired better quality of life. 6.2 Functional Literacy Training This area of training should focus on getting the farmers to know how to read and write. This will enable them use written channels of communication thereby making them more versatile and able to learn about other places and things without having to make physical contact. 6.3 Entrepreneurial Development Training This type of training will make the farmers appreciate that farming needs not be only a subsistence way of life but it is also a business like any other business. They will be exposed to investment strategies such as saving schemes, access to credit facilities, formation and running of user groups and cooperatives, rural banking, off-farm economic activities, etc. 6.4 Training for Management of Infrastructures This area of training will enable farmers appreciate what is involved in putting up the infrastructures and how to use and take proper care of them. This is critical for effective operation and maintenance (O & M) of the facilities which is a pre-requisite for sustainable management of the schemes.

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6.5 Crop Management Training This type of training essentially has to do with irrigated agriculture. Farmers would be taught about the peculiarity of agricultural production under irrigation and how to get the best out of it. It should include, among others; irrigation economy, water requirement of different crops, different irrigation methods and their suitability under different conditions, frequency of irrigation, conservation techniques, etc. If given training in these and other relevant areas, farmers will develop the right attitude to the projects, and the success of the schemes will be highly enhanced. 7. TRAINING NEEDS FOR POLICY MAKERS This type of training should essentially inculcate in the policy makers the art and science of management of irrigation system; water governance skills for problem definition, planning, policy requirements (laws, regulations and institutions etc), leadership and informed decision making; national and international treaties in irrigation; and environmental impacts/climate change on food security and on the various activities in irrigation schemes. To be included also is training on the concept, planning and implementation of public-private-partnerships (PPP); and participatory irrigation management (PIM). 8. TRAINING PACKAGE Omotowojo (1993) indicated that training at the levels of scheme officials could take the form of: classroom type of instruction or teaching (in the case of short courses); field demonstrations; seminars; workshops; project review meetings; etc.

For the farmers, training can be in the following forms: field demonstrations; workshops; peer visits, etc.

8.1 Classroom Type of Instruction or Teaching This type of instruction or teaching should be conceptual, practical and should highlight on economic, social and technical aspects related to irrigation development. 8.2 Field Demonstration Field demonstration should be designed to provide on-the-job training on practical issues in irrigation related topics such as; water management (conveyance, application, distribution), crop management, WUA formation, operation and maintenance procedure of infrastructures, etc. through demonstration and use of participatory tools. For example, trainees could be made to role-play, observe the conduct of WUA meetings and the style of the trainers’ interaction and rapport with farmers. Observing the trainers would enable the trainees get involved in the activities through a learning process and provide better understanding of the topic under consideration. Other activities could include practical demonstration of assessing maintenance needs, crop water needs, etc.

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8.3 Review Meetings Further training needs for scheme managers and farmers could be identified through periodic review meetings. They will also provide means of monitoring and evaluating the whole process of irrigation development. Table 2: Distribution of institutions and the types training they offer

Level and Type of Training Class of Institution Type of Institution/Agency

Policy Makers Secondary - Universities - Monotechnics (e.g. NWRI) - Training related institutions

Managers Secondary - Universities - Monotechnics (e.g. NWRI) - Training related institutions

Professional & Engineers Secondary - Universities - Training related institutions - Research institutions

Intermediate Management - Technicians - Technologist - Extension agents

Secondary - Polytechnics - Monotechnics (e.g. NWRI) - Colleges of Agriculture - Farm Training centers

Farmer Training Primary - RBDAs - ADPs - Extension Services Agencies - Community Dev. Agencies - User Groups - Cooperative Societies - Traditional Institutions

9. INSTITUTIONS AND THEIR ROLES The institutional facilities for achieving the above mentioned manpower trainings in irrigation could be grouped into two classes; primary and secondary institutions. Primary institutions are those institutions that have direct contact with the ultimate beneficiaries, in this case the farmers. Example of such institutions are the RBDAs, extension service agencies, community development agencies, user groups, cooperative societies and other traditional institutions. While, on the other hand, the secondary institutions made only indirect contact with the farmers. These institutions include the universities, polytechnics, National Water Resources Institute (NWRI), training related organizations, research institutes, agricultural colleges, etc. The distribution of these institutions and agencies and the types of training they offer is given in Table 2. 10. PLAN OF EXECUTION FOR MANPOWER DEVELOPMENT AND TRAINING The first step towards the realization of the objective is to institute a manpower and training committee (MTC) on training needs for effective scheme operation and efficient service delivery of irrigation schemes. This should comprise of the representatives of the Federal

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Department of Irrigation and Drainage, NWRI, RBDAs, ADPs and various institutions directly involved with the irrigation sector (see Fig. 2). The terms of reference of the MTC could include the following:

a) prepare a manpower development and training strategy for effective scheme operation and efficient service delivery of irrigation schemes in the country;

b) carry out periodic manpower audit and training needs analysis in all participating RBDAs and ADPs;

c) establish a Human Resource Development Unit or strengthen the Irrigation Unit at NWRI which will coordinate the human resources development component of institutional strengthening initiatives of all the various irrigation projects and harmonize all available local training resources in the irrigation sector. This is in line with the recommendation in the NWRMP;

d) develop a working training scheme for project staff to comprise of graduate studies, short courses programs (Induction courses, In-house training, On-the-job training, satellite training centers programs and management training programs), functional and applied research;

e) liaise with multi and bi-lateral agencies for technical assistance in training programs aimed at adapting appropriate and proven technologies from donor countries.

f) develop procedures for effective monitoring and accreditation of training programs at various levels as well as evaluating the performances of the trained staff.

Figure 2: Institutional framework for human resource development and training in irrigation

Federal Ministry of Water Resources - Policy guidelines - Monitoring - Financial Assistance

National Water Resources Institute - Short courses - Induction courses - In-house training - Management training - Satellite Training Center programs - On-the Job Training programs

Educational Institutions & Consultants - Formal/Professional training - Technical collaboration - Provision of Resource Persons - Curriculum Development

- Affiliation

RBDAs, ADPs, Private Farms - Identify training needs - Prepare annual training plans - Finance courses - Provide logistic support

- Monitor and report progress

Manpower & Training Committee - Training policy and programs - Accreditation of programs

- Operator certification

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11. CONCLUSION The need for manpower development and training for effective scheme operation and efficient service delivery cannot be over emphasized. The main beneficiaries for the trainings are for the scheme officials and the farmers. The country had invested huge amounts of money in irrigation development which need not to be wasted. However, it is very important that irrigation scheme officials and farmers be trained for sustainable agricultural development, as well as for effective operation and maintenance of existing projects. At present, it has been noted that there is acute shortage of manpower in all specialized fields of irrigated agriculture. Sustainable management of irrigation and other water resources projects is a complex undertaking requiring an integrated and multi- disciplinary approach involving virtually all sectors of the economy. The Federal and States Ministries of Water Resources, Agriculture and Environment as well as all the other government and non-governmental organizations, contributing to the development of improved irrigation schemes, have vital roles to play in the development of an effective national water resources manpower and training program. 12. REFERENCES Abubakar, S.Z. (2012): Performance gaps analysis of irrigation projects in Nigeria:

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Adeniji, F.A. (2001): Re-orientation of Irrigation Agencies, Management and Institutional Reforms for Sustainable Management of Irrigation Schemes. Paper presented at National Workshop on Participatory Irrigation Management, Zaria.

Adewumi, A.I. (1990). The role of institution in training and educating farmers for effective management of irrigation systems. Proceedings of a National Workshop held at the Institute of Agricultural Research, Samaru, Zaria, May 7-8, 1990.

Craig, P.L. and L.R. Bittel (1967). Training and Development Handbook. McGraw Hill Publishing Company, New York.

Dambatta, S.U. (2001). Experience of Promoting Participatory Irrigation Management at Watari Irrigation Project. Paper presented at National Workshop on Participatory Irrigation Management, Zaria.

Enplan Group (2004). Review of the Public Irrigation Sector in Nigeria. Draft Final Report of Project UTF/046/NIR/UTF.

FAO-WB (1982): Irrigation and Reclamation Development Policies: A good Prouction Strategy for Nigeria Technical Report. AG; TCP/NIR/0103.

FMWR (1993). The study on the National Water Resources Master Plan (NWRMP). Interim report. Published in collaboration with Japan International Cooperation Agency (JICA).

INPIM (2007). The third international capacity building program on participatory irrigation management. INPIM Training Modules. Website: http://www.inpim.org

JICA (1995). The study on the National Water Resources Master Plan (NWRMP)- Summary and Main Text (Vol. 1). Sanyu Consultants Inc., Tokyo, Japan.

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JICA (2013). The Project for Review and Update of Nigeria National Water Resources Master Plan Draft Final Report (Vol. 4).

Kubr, M and J. Prokopenko (1989). Diagnosing Management Training and Development Needs, Concepts and Technologies. Geneva International Labor Office, 1989.

Mayaki, W.C., P.R. Maurya, V. Kumar and D.O.A. Phillip (1989). Crop Rotation Under Irrigation at Kadawa. A report of terminated experiences submitted to the P & A Board, IAR/ABU, February 1989.

Musa, S.M. (1996). Irrigation Development and Research Needs in Nigeria. Paper delivered at the 5th Faculty of Engineering Seminar, University of Maiduguri, February 1996.

NWRI (2011). Participatory Institutional Assessment for Capacity Development of Chad Basin Development Authority (CBDA). Assessment Report submitted by National Water Resources Institute, September, 2011.

Omotowojo, J.S. (1993). Formation of Water Users Association in Participatory Irrigation Management in Nigeria, IIMI and NWRI Kaduna.

Verdier, J. and J. L. Millo (1992). Maintenance of Irrigation Systems: A Practical guide for System Managers. ICID Paper No. 40: ICID-CIID ISBN 2-85362-353-x-Printed in France.