Case study of Sasakawa Africa Fund for Extension Education (SAFE) Program at Haramaya University.

Prof. Belay KassaDr. Ferdu Azerefegne

January 2008

Prepared by:-

Sasakawa Africa Fund for Extension Education (SAFE)

Case study of Sasakawa Africa Fund for Extension Education (SAFE) Program at Haramaya University,

Ethiopia

Prepared and submitted by

Professor Belay Kassa, Haramaya University

Dr. Ferdu Azerefegne, Hawassa University

January 2008

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Acknowledgements We would like to thank SAFE for giving us the opportunity to work on the tracer study of the Mid-career B.Sc. Agriculture Extension graduates and profile of key components of the program. Our gratitude and heart-felt thanks are extended Dr. Jeff Mutimba for his unreserved support and provision of valuable information. The authors would like to thank staff members of the department of Rural Development and Agriculture Extension (RDAE) in general and Prof. Ranjan S. Karrippai, Mr. Samson Eshetu, Mr. Tolera, and Mr. Samuel Taye in particular for their interest in the study and their invaluable support by availing the necessary documents and data about the program. The authors highly commend the department of RDAE for its excellent record keeping and strongly suggest that all other programs of institutions of higher education to emulate it. Mrs. Yenenesh Tadesse tirelessly traced graduates of the program all over the country for interview and filled in the questionnaires. Mr. Tafesse Tsegaye is duly acknowledged for processing of the questionnaire data. Finally, yet importantly, the authors would like to express their sincere gratitude to the 140 respondents for their willingness to provide information pertaining to the subject of the study.

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Table of Contents Page Acknowledgements ...................................................................................................................................... ii Executive Summary........................................................................................................................................ 1

Technology Villages.................................................................................................................................. 3 The Supervised Enterprise Projects (SEP) ................................................................................................. 4 Alumni Association................................................................................................................................... 4 Staffing Situation ...................................................................................................................................... 5 Low Female Enrolment in the Mid-Career Program............................................................................ 5 Government Participation ....................................................................................................................... 6

1. Introduction............................................................................................................................................... 7 2. A Tracer Study of Haramaya University Mid-Career B.Sc. Graduates (1999-2007) .................... 9

2.1. Objectives of the Tracer Study................................................................................................... 9 2.2. Methodology ................................................................................................................................... 9 2.3. Brief Description of the Mid-Career B.Sc. Program and Graduates ............................... 10 2.4. Survey Results and Discussion ............................................................................................... 15

2.4.1. Individual characteristics of respondents............................................................................... 15 2.4.2. Academic background before joining the mid-career program ........................................... 16 2.4.3. Respondents’ employment history .......................................................................................... 17 2.4.4. Current employment situation ................................................................................................ 19 2.4.5. Job mobility............................................................................................................................... 21 2.4.6. Relevance of studies to current job ......................................................................................... 23 2.4.7. Job satisfaction.......................................................................................................................... 23 2.4.8. Appropriateness of position and work to level of education ................................................. 24 2.4.9. Utilization of different competences learned in the Mid-career program ........................... 25 2.4.10. The managerial responsibilities of the respondents............................................................. 25 2.4.11. Changes observed in professional status............................................................................... 29 2.4.12. Remuneration and benefit packages ..................................................................................... 29 2.4.13. Influential job positions held by the respondents ................................................................ 32 2.4.14. Further training since graduation from the mid-career program ..................................... 33 2.4.15. Suggestions for improvement of the Mid-career program.................................................. 35

2.5. Conclusion .................................................................................................................................... 36 2.6. Recommendations....................................................................................................................... 36

3. Technology Village .................................................................................................................................. 38 3.1. Concept and Rationale ............................................................................................................... 38 3.2. Objectives of Technology Village ............................................................................................ 40 3.3. Functions of Technology Village ............................................................................................. 40 3.4. Types of Technology Villages .................................................................................................. 40

3.4.1. Technology Village in the University ...................................................................................... 40 3.4.2. Technology Villages outside the University ............................................................................ 42

3.5. Intended Beneficiaries of Technology Village...................................................................... 42 3.6. Establishment Cost ..................................................................................................................... 43 3.7. Management System................................................................................................................... 45 3.8. Challenges and Constraints...................................................................................................... 45

4. SEPs and Mid-Career Program .......................................................................................................... 46 5. Alumni Association ................................................................................................................................. 49

5.1. Function ......................................................................................................................................... 49 5.2. Number of the Members............................................................................................................. 50 5.3. Running Costs of the Association .......................................................................................... 50 5.6. Sustainability of the Association............................................................................................. 51 5.7. Management of the Association .............................................................................................. 51

6. Staffing Situation..................................................................................................................................... 52 7. Low Female Enrolment in the Mid-career Program ............................................................................ 61 8. Government Participation..................................................................................................................... 66

8.1. Government Contribution through the University .............................................................. 66

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8.2. Government Contribution through the Employing Organizations.................................. 66 8.3. Estimated Cost of Training a Mid-career Program Student .............................................. 66

9. Conclusion................................................................................................................................................ 68 10. References............................................................................................................................................ 70 10. Annexes................................................................................................................................................ 72

Annex 1. Mid-Career Graduates Tracer Information-Haramaya University .......................... 72 Annex II: Questionnaire for Tracer Study of Mid-career B.Sc. Graduates............................ 88 Annex III: The Current Specific Job Titles of Respondents ..................................................... 92 Annex IV: Distribution of respondents by their job title at the time of joining the mid-career B.Sc. program.......................................................................................................................... 95 Annex V: Equipments purchased by SAFE for the Technology Village................................ 96 Annex VI: Curriculum for Rural development and Agricultural Extension (Mid- career - BSc Program) ....................................................................................................................................... 97 Annex VII. Sample Respondents and Year of Graduation ........................................................ 99 Annex VIII: Case Study on SAFE Program at Haramaya University, Ethiopia Checklist 102 Annex IX: Case Study on Safe Program at Haramaya University in Ethiopia-Terms of Reference for Consultancy ............................................................................................................. 104

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Executive Summary This report focuses on the experience of Haramaya University in launching and running an innovative Bachelors Degree program in Agricultural Extension as well as the perception of the graduates from the program about the relevance of the program, utilizations of knowledge and skills they had gained in their current jobs and their professional development. From an historical perspective, in 1997, Alemaya University, in collaboration with the Ministry of Agriculture and Sasakawa Africa Association, launched an innovative B.Sc. degree program in Agricultural Extension. The objective of this innovative training program has been to upgrade the technical and human relations skills of experienced mid-career extension staff working with the Ministry of Agriculture, Regional Bureaus of Agriculture and Non-governmental organizations engaged in agricultural and rural development. In this program, mid-career extension workers with diploma level training in agriculture and related fields are admitted and trained for two and half years during which they take professional courses and receive hands-on practical training designed to upgrade their skills, knowledge and qualification. The program is believed to prepare adequately the participants to deal with complex agricultural problems. The distinguishing features of this program include: demand-driven curriculum development process (consensus among key stakeholders about the structure and the content’s balance between theory and practice); dynamic interplay between theoretical and practical components; partnerships among institutions and agencies involved in the mid-career agricultural extension program (these partnerships are important for resource mobilization, monitoring and supervision of students’ projects and ensuring the sustainability of the program); and emphasis on helping learners to be reflective practitioners and to view learning as a process not limited only to outside experts. The first batch of 30 students (27 males and 3 females) started classes in February 1997. So far, 246 students (43 females and 203 males) graduated from the program. This report is based on a tracer survey of 140 mid-career B.Sc. graduates (110 males and 30 females) who were contacted through telephone. Moreover, other relevant data and information were collected through in-depth interviews with key stakeholders (officials of the Federal Ministry of Agriculture and Rural Development and Regional Bureaus of Agriculture and Rural Development, the Head and staff members of the Department of Rural Development and Agricultural Extension and third year mid-career students) and a thorough review of existing empirical literature on the mid-career program at Haramaya University. In this section, the main findings of the study are summarized under the principal areas of study focus, namely the results of the tracer survey, the technology village, the Supervised Enterprise Projects (SEPs), the Alumni Association, the current staffing situation of the Department of Rural Development and Agricultural Extension and its attendant problems, reasons for low female intake into the program and strategies for reversing the current trend, and the degree of stakeholders’ participation and strategies for enhancing increased participation. The results of this study show that the mid-career B.Sc. degree program at Haramaya University has made a modest contribution to the agricultural sector principally through

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upgrading the technical and human relations skills of experienced mid-career extension staff working with the Federal Ministry of Agriculture and Rural Development, the Regional Bureaus of Agriculture and Rural Development and Non-governmental organizations engaged in agricultural and rural development. So far, 246 students (43 females and 203 males) graduated from the program. Unfortunately, the number of graduates is very small when compared with the country’s demand for highly qualified agricultural extension professionals. Tracer study 1. All of the respondents had a diploma education before joining the mid-career B.Sc.

program in fields of studies related to agriculture. The reasons for joining the mid-career B.Sc. program are mainly for professional development and the prospect of a higher income and benefits. The respondents of this study had about 13 years average work experience before joining the mid-career B.Sc. The female respondents had shorter work experience than the male respondents.

2. The respondents’ professional occupations are diverse indicative of strong demand for such graduates. About 55% of the respondents (8 females and 69 males out of the 140) continued working for their former organizations for various reasons not related to pecuniary rewards. On the other hand, many respondents changed employers at least once. The completion of the mid-career B.Sc. program by the respondents’ increased their prospects for occupational mobility between organizations and the principal reasons for changing employer were promotion to a better position and higher income/benefits.

3. About 96% of the respondents indicated that they were using the knowledge and skills acquired during their studies in their current work. As a result 60.9 percent of the respondents were highly satisfied and 28.3 percent satisfied with their current job. The study revealed that the vast majority of the respondents are in professional occupations that are directly related to their university studies.

4. Out of the competences learned, critical thinking skills, communication skills, human relations skills, skills acquired through off-campus Supervised Enterprise Projects, and problem-solving skills got the highest rank of use according to the opinion of the respondents’. Entrepreneurial skills and managerial skills come next in importance.

5. Before joining the mid-career program, 58 respondents (54 males and 4 females) pointed out that they had assumed leadership positions of one form or another. However, none of the female respondents who had reported to have assumed leadership positions had been working at senior managerial level. After completion of their study, about 67 percent of the respondents were working in managerial positions (26.1 % in senior and 40.6 % in middle level managerial positions) and about 31 percent were employed in non-executive level jobs. It is, however, interesting to note that the majority of the female respondents have been working as experts. On the other hand, the current managerial responsibilities of the respondents, as measured by the number of subordinate staff under them and the amount of financial resources (budget) that they had to manage have shown a marked improvement, when compared with the situation before they joined the mid-career B.Sc. program. The average annual budget that they were managing was estimated to be Birr 4,800,437 for males and Birr 1,042,178 for females, which clearly indicates that male graduates

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were entrusted with larger resources than their female counterparts. 6. Higher income/benefits (93.6%), promotion to a better position having higher social

status (94.3%), and transfer to an area with better infrastructure and social services are among (42.9%) the most important realized benefits that the respondents attributed to their completion of the mid-career B.Sc. program in Agricultural extension. At the time of joining the mid-career B.Sc. program, the average gross monthly incomes of the male and female respondents were Birr 1069.1 and Birr 911.4, respectively. One key factor that might have contributed to the earnings gap between men and women could be that women had served for less number of years than men. The current gross monthly income levels ranged from Birr 1065.0 to Birr 5700.0 among the male respondents and from Birr 1617.0to Birr 15,000.0 among the female respondents with the average gross monthly income of Birr 2836.8 for males and Birr 2692.2 for females. A small proportion of the presently employed respondents received some form of fringe benefit. In this respect, it is striking to observe that of the 29 female respondents interviewed, only one had been receiving a housing allowance. Over all, these results reveal that almost all the female respondents were in occupations that did not have benefit packages and that male respondents had more chances of receiving fringe benefits than their female counterparts.

7. A closer examination of the respondents’ current employment status shows that some of them hold challenging and demanding key managerial/political positions of high status and with considerable decision making power.

8. Out of the 246 mid-career B.Sc. graduates, 47 of them had completed (are pursuing) further studies at M.Sc. level in local institutions (35) and foreign Universities (12). It is interesting to note that most of the respondents who reported to have completed their M.Sc. studies in Ethiopia earned their degrees from Haramaya University in Rural Development and Agricultural Extension which shows the graduates’ interest to further their knowledge in the area of agriculture extension. The survey results also highlight that the proportion of female respondents (36.7 %) who reported to have obtained (to have pursued) postgraduate qualifications at the time of the survey was higher than that of the male respondents (24.5%).

9. Furthermore, the respondents pointed out that the mid-career training had given them adequate background to pursue graduate studies. The 102 respondents who had not pursued further training at M.Sc. level had the plan to join graduate studies and would opt for fields of Rural Development, Gender & Development, Agricultural Economics, and Agricultural Marketing in order of declining preference.

Technology Villages 1. Haramaya University has embarked on the establishment and development of

Technology Villages to achieve its academic and development objectives. The villages will be hubs for supplying information on improved agricultural technologies, techniques, knowledge and materials to farmers and other interest groups. In addition, they will be used to expose students to real-life situations of the farmers and develop their social and communication skills as well as self-confidence in dealing with farmers. The technology villages will help to create strong linkages between the university and farmers.

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2. The university will have two types of technology villages; a technology village in the university and technology villages outside the University. The university technology village is a basic and simple building complex and tract of land dedicated for practical training and demonstration purposes. The major functional components include basic infrastructures, appropriate technology inputs, services, information, and mobile exhibition van. Technology villages outside the university will be used as “field laboratories” for overall development of the villages by transferring integrated technologies. Eight villages in the vicinity of Haramaya Research Station representing the highland, and seven villages near Babile Research Station covering the lowland will be established.

3. Full fledged and complete establishment of the Technology Villages require about Birr 3,598,350 (USD 374,828.1). Some of the materials and equipments required for the village are already obtained from SAFE. However, a portion of the required budget (about birr 789600=USD 82,250) need to be solicited within a short period to cover the cost of the most important additional items.

4. The main challenges in establishing full fledged technology villages at Haramaya University are securing adequate amount fund and the little experiences the university has in management such villages.

The Supervised Enterprise Projects (SEP) 1. One of the innovative aspects of the Mid-Career Agriculture Extension BSc Program

at Haramaya University is the component that students plan, execute independent field-based projects called the Supervised Enterprise Projects (SEPs) with the main objective of narrowing the gap between theory and practice. SEPs have been very much commended by the graduates, instructors and employers and being reflected in the graduates performance, confidence and professionalism.

2. The programme has given the university experience and confidence in running tailor-made, flexible, and practically oriented programmes; and the university staff the opportunity to interact with adult students and to handle courses in a participatory and experiential manner.

3. However, SEPs are constrained by problems related to supervision and funding. Instead of the initial plan to have two supervisions only one is conducted currently because of shortage of staff, finance and vehicles. The staffing situation has been improving. On the other hand, the participation of other stakeholders has not improved much. Most of the traveling costs had been covered by SAFE. Currently the university covers the total supervision cost. Thus, the participation of the stakeholders in monitoring SEPs has become a necessity more than ever.

4. The level of support that students receive from their respective employers to conduct SEPs have been variable and some faced problems of financial support. The university is advised to solicit funds from various external sources and engage employers of students in the planning, execution, an evaluation of SEPs.

Alumni Association 1. The Haramaya University Mid-Career Alumni Association was officially established

in December, 2002 with the objectives of assisting development in agriculture, facilitate communication between agricultural extension professionals, researchers,

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academic staff, policy-makers, and farmers. Currently, the association has 96 members. The legalization of the association is under the process. The association does not have its own capital and it is fully supported by SAFE. The cost of running the association is estimated to about birr 165,000 (USD 17187.5) per annum.

2. The alumni association can make great contribution to the Mid-career program. Members can be involved in monitoring and evaluations of SEPs projects in their respective Woredas.

3. The alumni association has published a proceeding of the alumni congress and two newsletters containing very useful information. Members of the association have been very committed and have done commendable jobs. However, the association cannot stand by its own this time without the strong support from Haramya University and SAFE. Haramaya University is hosting the alumni association. The association is of the first of its kind in the university history and has set a great example to other graduates. Therefore, it has to be supported for some years until it stands by its own.

Staffing Situation A. The Department of Rural Development and Agricultural Extension currently has 390

regular undergraduate and 42 regular postgraduate students. There are a total of 19 staff members who are teaching undergraduate and/or postgraduate courses. Five of the departmental staff members are Ph.D. holders, nine have M.Sc./MA degrees and the remaining 5 hold B.Sc. degrees. The Department suffers from a critical shortage of highly qualified and experienced national staff.

B. Upgrading the academic qualifications of the department staff has been placed high on the agenda of the University and several staff members were sent abroad for higher degrees. However, nine staff members who were sent abroad in the last ten years failed to report back to duty after the completion of their studies.

C. On the other hand, the number of programs the department running has increased from one in 1995/96 academic year to eight currently. The rapid increments in the undergraduate enrolments and the launching of additional study programs have exacerbated the shortage of the staff. The demand for competent and experienced staff members has always been huge in the Department of Rural Development and Agricultural Extension. However, supply has continuously fallen short of the demand. The recent decision by the Ethiopian government to increase the salary level of university instructors by an average of 80 percent will help attract and retain highly qualified and experienced professionals in the higher education system.

Low Female Enrolment in the Mid-Career Program 1. Women have been poorly represented in the mid-career program. Enrolment and

graduation statistics over the 1997-2007 period reveal the existence of gender imbalance in the mid-career program. The percentage of female graduates from the mid-career program varied from year to year, from the lowest of 3.3 % in 2007 to the highest of 48.5 % in 2003 with the average annual percentage over the 1999-2007 periods of 16.3 %.

2. Of the 43 females who graduated from the mid-career B.Sc. program over the 1999-2007 period, 34 (79 % of the total female graduates) had joined the program through a special scholarship scheme financed by Winrock International which include the

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medical insurance, pocket allowance and coverage of all expenses related to the off-campus Supervised Enterprise Project.

3. The main reasons for low female enrolment are limited opportunities that specify target women, low proportion of female extension agents, lack of confidence of women to push for such opportunities, men heading institutions not valuing women’s abilities, family responsibilities, and limited access to information on opportunities for further education.

4. Some of the strategies suggested to increase female enrolment in the program are putting in place admission policies that ensure at least 25 % of the places are reserved for females, providing scholarship emulating the Winrock model, lowering the service requirement to three years for female applicants, setting up of policies and mechanisms to train and employ more female agricultural extension workers..

Government Participation 1. The government participation in this program is mainly through the university and

employing organizations, primarily the Regional Bureaus of Agriculture and Ministry of Agriculture and Rural Development. The University provides instructors who lecture, tutor, advise students while the students are in the university. In addition, the instructors are involved in the review of SEPs, laying out the project in the field, monitoring and evaluation by traveling to the actual project sites. The various activities of the program including recruitment, class and field trainings are coordinated by the department and the administration cost is covered by the university. The mid-career students pay only for their meal.

2. The government contribution through the employing organizations includes full salary for the study period, the cost to conduct SEPs and other administration costs incurred for recruitment of candidates, participation in annual meetings and review of the program, etc.

3. It is estimated that a total amount of Birr 74,892 (USD 7801.25) is spent to train one BSc by the Ethiopian government through the university and the employing institutions. This is a modest estimate as education in Ethiopia is highly subsidized.

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1. Introduction The Ethiopian economy is predominantly agricultural. Consistently, over 45% of the GDP and over 90% of exportable commodities are accounted for by the agricultural sector. Moreover, this sector provides employment for about 85% of the labour force. However, Ethiopian agriculture is characterized by very low productivity. The average grain yield for various crops is less than one tonne per hectare. The animal production sub-sector experiences decreasing productivity as a result of poor management systems, shortage of feed and inadequate health-care services. The low productivity of the agricultural sector has made it difficult to attain food self-sufficiency at the national level. One of the major obstacles for the rapid development of the agricultural sector in Ethiopia is the scarcity of skilled and experienced labor. In this regard, agricultural institutions of higher education are expected to play a leading role in training skilled labor that can serve as a catalyst in identifying root causes for low agricultural productivity, devising appropriate remedial measures to surmount problems of food self-sufficiency and improving the traditional farming practices1. Towards this end, the curricula for the training programs must be tuned to the needs of key stakeholders (employing organizations) in that they must be relevant in terms of producing graduates with knowledge and skills required by the stakeholders. One such a training program that was launched with a participatory exercise that involved all key stakeholders, including public authorities, policy makers, employers (government, non-governmental organizations and private sector) as well as university officials and instructors is the Mid-Career B.Sc. Program in Agricultural Extension offered at Haramaya University. Haramaya University, in collaboration with the Ministry of Agriculture and Sasakawa Africa Association, launched an innovative B.Sc. degree program in Agricultural Extension in February 1997. The objective of this innovative training program is to upgrade the technical and human relations skills of experienced mid-career extension staff working with the Federal Ministry of Agriculture and Rural Development, Regional Bureaus of Agriculture and Rural Development and Non-governmental organizations engaged in agricultural and rural development. In this program, mid-career extension workers with diploma level training in agriculture and related fields are admitted and trained for two and half years during which they take professional courses and receive hands-on practical training designed to upgrade their skills, knowledge and qualification. The program is believed to prepare adequately the participants to deal with complex agricultural problems. The distinguishing features of this program include: demand-driven curriculum development process (consensus among key stakeholders about the structure and the content’s balance between theory and practice); dynamic interplay between theoretical and practical components; partnerships among institutions and agencies involved in the mid-career agricultural extension program (these partnerships are important for resource mobilization, monitoring and supervision of students’ projects and ensuring the sustainability of the program); and emphasis on helping learners to be 1 Especially, since the mid 1990s the different agricultural institutions of higher learning have placed food-self

sufficiency, extension, research work etc., as their primary objectives. A glance through their catalogues attests to this fact.

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reflective practioners and to view learning as a process not limited only to outside experts. One unique and very important element of this program is the field-based Supervised Enterprise Projects (SEPs). The principal objective of the SEPs is to narrow the gap between theory and practice. This study evaluates the performance of the mid-career B.Sc. program in Agricultural Extension offered at Haramaya University and examines the most important problems which affect the smooth running of the program. The specific objectives of this study are to: evaluate achievements of the mid-career program in terms total of number of graduates, their professional development, relevance of academic qualifications, appropriateness of position and work to level of education and level of job satisfaction; examine the current situation of the key components of the program and propose strategies for improvement; identify the most important challenges facing the program; and summarize the main empirical findings and draw appropriate conclusions. This report is based on a tracer survey, in-depth interviews with key stakeholders (officials of the Federal Ministry of Agriculture and Rural Development and Regional Bureaus of Agriculture and Rural Development, the Head and staff members of the Department of Rural Development and Agricultural Extension and third year mid-career students) and a thorough review of existing empirical literature on the mid-career program at Haramaya University. The report is organized in nine parts. Part two deals with the results of the tracer survey. Part three reviews the current situation of the technology village and suggests strategies for implementation and making it an integral part of the university system. Part four provides background information on SEP and proposes some strategies aimed at ensuring sustainability. Part five examines the current status of the Alumni Association. Part six discusses the current staffing situation of the Department of Rural Development and Agricultural Extension and its attendant problems. Part seven identifies the reasons for low female intake into the program and proposes strategies for increasing female enrolment. Part eight examines the government’s participation and suggests strategies for enhancing increased participation. Part nine summarizes the main empirical findings and draws appropriate conclusions.

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2. A Tracer Study of Haramaya University Mid-Career B.Sc. Graduates (1999-2007) Tracer studies of graduates from institutions of higher education are often seen as an important tool of institutional development especially when the world of work is changing rapidly. Tracer studies are undertaken with the principal aim of helping institutions of higher education get a systematic feedback from their former students (alumni). To know the whereabouts of the graduates, their working conditions and their retrospective assessment of the training programs they completed might stimulate the curricular debate and could be also very interesting for the current or later students. It was with this belief that the present tracer study was carried out. The empirical analysis of this study is based on the findings of a tracer survey made between 25 November and 5 December 2007. The tracer survey was directed at the 246 mid-career B.Sc. program graduates who graduated from Haramaya University in the years 1999 to 2007 (see Annex 1). 2.1. Objectives of the Tracer Study This tracer study was undertaken with the following objectives in mind:

• To assess the employment status of extension professionals who graduated from the mid-career B.Sc. program, over the period 1999-2007;

• To compile a career profile of the graduates based on types of employer, position held, income levels, job mobility etc. ;

• To analyse the relevance of academic qualifications, appropriateness of position and work to level of education and the level of job satisfaction among graduates; and

• To find out whether or not the graduates pursued further training.

2.2. Methodology This tracer survey employed a structured questionnaire with both open-ended and pre-coded types of questions (see Annex II). The questionnaire was designed in close alignment with the objectives of the tracer study. The data and information for this tracer study were collected from a total of 140 mid-career B.Sc. graduates (110 males and 30 females) who were contacted through telephone. This represents about 57 percent of the 246 graduates from the mid-career B.Sc. program (about 54 % and 70 % of the total male and female graduates, respectively). Time constraint made it impossible to increase the number of respondents beyond this level. The distribution of the respondents by year of graduation is presented in Table 1.

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Table 1: Distribution of the Respondents by Year of Graduation

Sample Respondents Year of Graduation

Total number of graduates

Male (N=110)

Female (N=30)

Total (N=140)

1999 28* 9 2 11

2000 18 7 1 8

2001 25 11 4 15

2002 32 15 2 17

2003 33 10 15 25

2004 28 11 2 13

2005 28 18 3 21

2006 24 12 1 13

2007 30 17 0 17

Total 246 110 30 140

* Two of the 28 graduates, namely Alemu Foche (male) and Marishet Endeshaw (female) who had gone abroad for further studies failed to come back to the country after the completion of their studies. A former graduate of the mid-career program who has completed her M.Sc. studies in Rural Development and Agricultural Extension interviewed the respondents and filled in the questionnaires. Pre-testing of the structured questionnaire and training of the interviewer were carried out by the consultants. 2.3. Brief Description of the Mid-Career B.Sc. Program and Graduates

The mid-career B.Sc. agricultural extension program at Haramaya University was launched in February 1997 with the following objectives: • To strengthen the theoretical and practical capability of the extension staff in the

country; • To enable them deal successfully with the multidimensional problems facing the

farming community; • To arm the potential participants of the program with the required up to date

technological and communication skills that help them transfer meaningful knowledge to the farmer; and

• To assist in the implementation and success of rural-based economic policies. In this program, mid-career extension workers with diploma level training in agriculture and related fields are admitted and trained for two and half years during which they take

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professional courses and receive hands-on practical training designed to upgrade their skills, knowledge and qualification. The program is believed to prepare adequately the participants to deal with complex agricultural problems. The distinguishing features of this program include: demand-driven curriculum development process (consensus among key stakeholders about the structure and the content’s balance between theory and practice); dynamic interplay between theoretical and practical components; partnerships among institutions and agencies involved in the mid-career agricultural extension program (these partnerships are important for resource mobilization, monitoring and supervision of students’ projects and ensuring the sustainability of the program); and emphasis on helping learners to be reflective practioners and to view learning as a process not limited only to outside experts. One unique and very important element of this program is the field-based Supervised Enterprise Projects (SEPs). The principal objective of the SEPs is to narrow the gap between theory and practice. With respect to the achievements of the mid-career B.Sc. degree program at Haramaya University, one can safely say that it has made a modest contribution to the agricultural sector principally through upgrading the technical and human relations skills of experienced mid-career extension staff working with the Federal Ministry of Agriculture and Rural Development, the Regional Bureaus of Agriculture and Rural Development and Non-governmental organizations engaged in agricultural and rural development. So far, 246 students (43 females and 203 males) graduated from the program. Unfortunately, the number of graduates is very small when compared with the country’s demand for highly qualified agricultural extension professionals. The mid-career training program is believed to have contributed to the enhancement of indigenous research (applied and adaptive) capability. As already noted, the program focuses on equipping the candidate with knowledge and experience in participatory diagnostic tools and methodologies. These include: formulation of project ideas; design of sound and well-thought projects; selection of appropriate techniques and methods in the execution of projects; and presentation of results in the form of scholarly reports. Through their off-campus SEPs, graduates from the program have addressed different problems related to Ethiopian agriculture. The off-campus SEP reports are believed to be valuable sources of information for national and international organizations involved in agricultural development work in the country. In this respect, it is gratifying to note that a recent external evaluation of the program revealed that employers rated the professional knowledge and skills of the graduates highly and expressed full satisfaction with their job performance (Mwangi et al., 2005). The report noted further that the feed back from employers pointed to the fact that the training had greatly improved the graduates’ professional competence, self-confidence and communication skills. Other desirable qualities of the program are summarized as follows: • The curriculum emphasizes deep understanding of important concepts, development

of essential skills, and the ability to apply what one has learned to real-world

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problems. By making connections across the disciplines (through SEPs) the curriculum helps reinforce important concepts;

• The special nature of the program enables students to engage in extended projects, hands-on experiences, and inquiry-based learning. Moreover, students have regular opportunities to work with their colleagues to deepen their knowledge and improve their team work skills;

• Students are required to use various forms of media to present their project proposals and reports. This is believed to help improve students’ presentation skills and communication styles, two crucial skills important in the workplace;

• Regular contacts with key stakeholders (in the form of annual SEP review workshops and the periodic alumni conferences) serve as a conduit for exchange of ideas, personal experiences, and emerging trends in rural development and agricultural extension. It is also believed that these regular contacts helps identify the weaknesses of the program and improve its quality and relevance;

• The program has given the University experience and confidence in running tailor-made, flexible, and practically oriented programs; and

• The program has given the University staff the opportunity to interact with adult students and to handle courses in a participatory and experiential manner.

Table 2 presents the distribution of mid-career B.Sc. graduates by sponsoring organizations. A closer look at Table 2 reveals that over the 1997-2007 period, 87.5 percent of the mid-career B.Sc graduates were sponsored by six regions2. These regions include the Oromia National Regional State (24.8 %), the Southern Nations, Nationalities & Peoples Regional State (24.4 %), the Amhara National Regional State (17.5 %), the Tigray National Regional State (9.8 %), the Benishangul National Regional (6.1 %), and the Somali National Regional State (4.9 %)3. 2 Candidates who join the mid-career B.Sc. program at Haramaya University are required to be sponsored by their employers (in most cases Regional Offices of Agriculture and Rural Development or the Federal Ministry of Agriculture and Rural Development and in limited cases Non-governmental Organizations). The normal practice is that the University signs a Memorandum of Understanding (MoU) with the employers thereby institutionalizing the whole process of training extension professionals. The Memorandum of Understanding (MoU) stipulates that each Regional Government shall have the following responsibilities: grand study leave with pay to its mid-career agricultural extension staff to attend the B.Sc. Agricultural Extension program at Haramaya; re-engage the agricultural extension staff after the completion of their studies at Haramaya; support the University in the implementation of the off-campus Supervised Enterprise Projects (SEPs)through provision of transportation and small grants to students to facilitate the smooth implementation of their off-campus SEPs and co-supervision of the students during the implementation of their SEPs; and appointment of a regional coordinator to liaise with the University and other partners to exchange ideas on ways and means of sustaining the program, monitor its implementation and review and revise it, if necessary, so that it remains responsive to the changing needs of the country.. Like wise, the MoU stipulates that University shall: provide competent academic staff to facilitate the teaching-learning process for the B.Sc. Agricultural Extension program; provide per diem for academic staff for off-campus supervision of student SEPs; provide suitable accommodation for the agricultural extension staff during their in –residence training program on the University campus; and appoint a coordinator to liaise with the Regional Governments and other partners. 3 These six regions host about 95 percent of the rural population of the country. These regions account also for the quasi-totality of the nation's agricultural production.

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Table 2: Distribution of Mid-Career B.Sc. Graduates by Sponsoring Organization, 1997-2007

Graduates Sponsoring Region

Male Female Total

N % N % N %

Oromia National Regional State 59 29.1 2 4.7 61 24.8

Southern Nations, Nationalities & Peoples Regional State

39 19.2

21 48.8

60 24.4

Amhara National Regional State 31 15.3 12 27.9 43 17.5

Tigray National Regional State 22 10.8 2 4.7 24 9.8

Benishangul National Regional 13 6.4 2 4.7 15 6.1

Somali National Regional State 11 5.4 1 2.3 12 4.9

Harari National Regional State 6 3.0 1 2.3 7 2.8

DireDawa Administrative Council 6 3.0 0 0.0 6 2.4

Gambella National Regional State 6 3.0 0 0.0 6 2.4

Afar National Regional State 5 2.5 0 0.0 5 2.0

Non-governmental Organizations 4 2.0 0 0.0 4 1.6

Federal Government Offices 0 0.0 2 4.7 2 0.8

Private 1 0.5 0 0.0 1 0.4

Total 203 100.0 43 100.0 246 100.0

It is also gratifying to note that 47 of the 246 mid-career B.Sc. graduates had completed (are pursuing) further studies at M.Sc. level (Table 3). Table 3 also shows that of the 47 mid-career graduates who were reported to have obtained (have pursued) postgraduate qualification 35 went to the local institutions (32 to Haramaya University and 3 to Mekelle University) and the remaining 12 had pursued (are pursuing) their further studies in foreign Universities.

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Table 3: Summary of the Mid-Career B.Sc. Graduates who Pursued Further Studies at M.Sc. Level, by Country of Study and Field of Specialization Country University Field of Specialization Total

number Rural Development & Agricultural Extension

29

Agricultural Extension 2

Haramaya University

Agricultural Economics 1 Cooperative Marketing 1

Ethiopia

Mekelle University Rural Development 2 Larenstein University Training and Rural Extension 2

Management of Agro-ecological Knowledge & Social Change

1

Management of Development 1

Wageningen University

Unknown 1 Institute of Social Studies Gender 1

Netherlands

Unknown Unknown 1 United Kingdom

University of Reading

Tropical Agricultural Development 1

Sweden Royal Technology University Land Management & Built Environment

1

Tanzania Sokoine University of Agriculture

Agricultural Education in Extension 1

United States of America

Unknown

Unknown

1

Unknown Unknown Unknown 1 Total 47 Table 4 summarizes the latest available information about the institutional affiliation of the mid-career B.Sc. graduates. As can be seen from the table, of the 246 mid-career B.Sc. graduates 240 are currently employed by the Regional Governments (84.6 %), Non-governmental Organizations (7.5 %), the Federal Government (7.1 %) and private firms (0.8 %). The table also shows that the great majority of the mid-career graduates are in the public sector. Two of the remaining six graduates had resigned from their positions and joined the School of Graduate Studies at Haramaya University to pursue their M.Sc. studies in Rural Development and Agricultural Extension and the other four were reported to have passed away after having reported back to duty4.

4 The two mid-career graduates who resigned from their positions and joined the M.Sc. program in Rural Development and Agricultural Extension are Yenenesh Tadesse (female) and Dereje Zewdu (male). The five mid-career graduates who passed away are Belete Bedada (1st intake), Daniel Taye (1st intake), Yemanu Yilema (2nd intake), Galgelo Wariyo (5th intake), and Mohammed Bedada (5th intake). All of them are men and they used to work for the Oromia National Regional State.

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Table 4: Distribution of the Mid-Career Graduates by Current Institutional Affiliation

Mid-career Graduates Male Female Total

Region/Organization

N % N % N % Oromia National Regional State 49 24.7 1 2.4 50 20.8

Southern Nations, Nationalities & Peoples regional State

36 18.2

14 33.3

50 20.8

Amhara National Regional State 26 13.1 9 21.4 35 14.6

Tigray National Regional State 20 10.1 2 4.8 22 9.2

Non-governmental Organizations 14 7.1 4 9.5 18 7.5

Federal Government/ Addis Ababa 9 4.5 8 19.0 17 7.1

Benishangul National Regional State 12 6.1 2 4.8 14 5.8

Somali National Regional State 9 4.5 1 2.4 10 4.2

Harari National Regional State 6 3.0 1 2.4 7 2.9

Dire Dawa Administrative Council 6 3.0 0 0.0 6 2.5

Gambella National Regional State 5 2.5 0 0.0 5 2.1

Afar National Regional State 4 2.0 0 0.0 4 1.7

Private 2 1.0 0 0.0 2 0.8

Total 198 100.0 42 100.0 240 100.0

2.4. Survey Results and Discussion 2.4.1. Individual characteristics of respondents

Of the total target group of 246 mid-career B.Sc. program graduates, 140 were traced and responded to the questionnaire. The group of respondents comprised 78.6 percent males and 21.4 percent females. The mean age of the sample respondents at the time of the survey was about 40 years but there were extreme variations, the oldest being 53 and the youngest 27 years old. In fact, the female respondents were younger (average age of 38.5 years) than the male respondents (mean age of 40.1years). The age structure of the respondents shows that the largest proportion of the respondents (about 91 percent of males and 93 percent of females) were within the age bracket of 31 and 50 years. Whereas, only 5.5 percent of the males and 6.7 percent of the females were between the age bracket of 20 and 30 years, respondents older than 50 years constituted 3.6 percent of the males and none of the female respondents (Table 5).

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Table 5: Profile of Respondents by Age and Gender

Males (N=110)

Females (N=30)

Total (N=140)

Age Group

Number % Number % Number % 20-30 years 6 5.5 2 6.7 8 5.7 31-40 years 55 50.0 16 53.3 71 50.7 41-50 years 45 40.9 12 40.0 57 40.7 51years and older 4 3.6 0 0.0 4 2.9 Mean (years) 40.1 38.5 39.8 Standard deviation 5.6 5.3 5.6 Minimum (years) 27 27 27 Maximum (years) 53 50 53 One important factor in extension work is the agents’ background in farming. In this connection, about 68 % of the respondents (78.2 percent of the males and 30 percent of the females) stated that their parents were farmers. 2.4.2. Academic background before joining the mid-career program Table 6 depicts the academic background of the respondents before joining the mid-career program. All of the respondents had a diploma (two years of post high school education) before joining the mid-career B.Sc. program. In terms of their areas of specialization, the largest number of respondents (42.9%) graduated with a diploma in General Agriculture followed by the respondents specialized in the areas of Plant Sciences (21.4%), Animal Sciences (15.7%), Home Science and Technology (Home Economics) (7.2%) and Forestry (4.3%). A closer look at Table 6 shows that almost all the respondents had an agricultural background. Table 6: Profile of Respondents, by Field of Study at Diploma Level

Respondents Males Females Total

Area of specialization

N % N % N % General Agriculture 48 43.6 12 40.0 60 42.9 Plant Sciences 27 24.5 3 10.0 30 21.4 Animal Sciences 16 14.5 6 20.0 22 15.7 Forestry 6 5.5 0 0.0 6 4.3 Home Economics 1 0.9 4 13.3 5 3.6 Home Science & Technology 1 0.9 4 13.3 5 3.6 Rural Economics & Social Development 4 3.6 0 0.0 4 2.9 Crop Production & Technology 3 2.7 0 0.0 3 2.1 Agricultural Engineering & Mechanization 1 0.9 0 0.0 1 0.7 Animal Health 1 0.9 0 0.0 1 0.7 Animal Production Technology 1 0.9 0 0.0 1 0.7 Biology 0 0.0 1 3.3 1 0.7 Rural Development 1 0.9 0 0.0 1 0.7 Total 110 100 30 100 140 100

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All of the respondents obtained their diploma from different academic institutions in the country (Table 7). As Table 7 shows, the largest number of respondents (31.4%) completed their diploma program at Awassa College of Agriculture, 29.3 percent at Jimma College of Agriculture, 12.9 percent at Alemaya College of Agriculture, 10.7 percent at Ambo College of Agriculture, 7.9 percent at Debre Zeit Junior College of Agriculture, 4.3 percent at Wondo Genet College of Forestry and 2.1 percent at Kotebe College of Teachers’ Education. Table 7: Profile of Respondents, by Institution of Higher Learning from which they Graduated with a Diploma

Respondents Males Females Total

Institution of Higher Learning

N % N % N % Awassa College of Agriculture 31 28.2 13 43.3 44 31.4 Jimma College of Agriculture 35 31.8 6 20.0 41 29.3 Alemaya College of Agriculture 16 14.5 2 6.7 18 12.9 Ambo College of Agriculture 11 10.0 4 13.3 15 10.7 Debre Zeit Junior College of Agriculture 9 8.2 2 6.7 11 7.9 Wondo Genet College of Forestry 6 5.5 0 0.0 6 4.3 Kotebe College of Teachers’ Education 1 0.9 2 6.7 3 2.1 Bahir Dar College of Teachers’ Education 0 0.0 1 3.3 1 0.7 Debre Zeit Institute of Animal Health 1 0.9 0 0.0 1 0.7 Total 110 100 30 100 140 100 When asked to give their reasons for pursuing higher education (joining the mid-career B.Sc. program), all of the respondent have listed down more or less similar responses. Though expressed in different forms, the reasons given by the respondents can be grouped into two broad categories. The first of these categories relates to professional development (upgrading professional skills and knowledge) and the second has to do with the prospect of a higher income and benefits. More precisely, 94.3 percent of the total respondents (93.6 % of the males and 96.7 % of the females) believed that higher education would help them better develop their talents or pursue their interests and 20 percent (17.5 % of the males and 33.3 % of the females) associated higher education with the prospect of earning more. 2.4.3. Respondents’ employment history

With respect to the respondents’ employers at the time they joined the mid-career B.Sc. program at Haramaya University, most of them (23.6%) had been working for the Oromia National Regional State followed by those who had been employed by the Southern Nations Nationalities and Peoples Regional State (22.9%) and the Amhara National Regional State (17.1%). The Afar National Regional State and the Gambella

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National Regional State with only 2.1 percent of the respondents each are the least represented (Table 8). The distribution of respondents has almost followed the same pattern as the distribution of the total mid-career graduates by region. In fact, the number of candidates admitted into the program from each region is proportional to the population size of the region in question. In this respect, of the 246 mid-career B.Sc. graduates only five and six were from the Afar National Regional State and the Gambella National Regional State, respectively. Only four of the respondent (2.8%) indicated that they had been working for Non-governmental organizations when they joined the program. As the program was primarily meant to build the human resource capacity of the federal and regional offices of agriculture and rural development, the fact that almost all the respondents (97.2%) were sponsored by the Regional Governments/ Federal Government shows that the program has been accomplishing its objectives successfully. Table 8: Distribution of Respondents, by Employer at the Time of Joining the Mid-career Program5

Respondents Males Females Total

Employer

N % N % N %Oromia National Regional State 32 29.1 1 3.3 33 23.6 Southern Nations, Nationalities & Peoples Regional State

18 16.4

14 46.7

32 22.9

Amhara National Regional State 14 12.7 10 33.3 24 17.1 Benishangul Gumuz National Regional State 11 10.0 1 3.3 12 8.6 Tigray National Regional State 10 9.1 1 3.3 11 7.9 Somali National Regional State 6 5.5 0 0.0 6 4.3 Dire Dawa Administrative Council 5 4.5 0 0.0 5 3.6 Harari National Regional State 4 3.6 1 3.3 5 3.6 Afar National Regional State 3 2.7 0 0.0 3 2.1 Gambella National Regional State 3 2.7 0 0.0 3 2.1 Self Helf Development International * 2 1.8 0 0.0 2 1.4 Federal Ministry of Agriculture 0 0.0 2 6.7 2 1.4 Hararghe Catholic Secretariat* 1 0.9 0 0.0 1 0.7 Menshen fur Menschen* 1 0.9 0 0.0 1 0.7 Total 110 100 30 10 140 100 *Non-governmental Organization

5 With the change in government in 1991, on the basis of ethnic, linguistic and cultural identity, the country was divided into 9 semi-autonomous administrative regions, one federal capital (Addis Ababa) and one special Administrative division (Dire Dawa). At present, extension activities are the entire responsibility of regional agricultural bureaus. The extension division of the Federal Ministry of Agriculture is charged with the task of coordinating inter-regional extension work, providing policy advice on nation-wide agricultural extension issues, advising regional bureaus of agriculture in the areas of extension management and administration, developing extension training materials, and organizing training programs in agricultural extension for regional extension personnel. The regions are given full autonomy in the planning, execution, monitoring and evaluation of extension programs.

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The average work experience of the respondents before coming to join the mid-career B.Sc. program was about 13 years (Table 9). Of course, the length of the experience varied from one person to another, the longest being 32 years and the shortest only one year. A gender breakdown of the data for work experience before joining the mid-career B.Sc. program shows that female respondents had shorter work experience (an average of 11.3 years) than the male respondents (13.6 years). The difference in mean work experience between male and female mid-career B.Sc. graduates is statistically significant at 10 percent probability level. The vast majority of the respondents (83.7% of the males and 80% of the females) indicated that they had work experience ranging from five to twenty years. Only a small percentage of the respondents (8.2 percent of the males and none of the females) reported that they had work experience of more than fifteen years before coming to study for their B.Sc. degrees. About eight percent of the male and twenty percent of female respondents had less than five years of experience before joining the mid-career B.Sc. program. Considering the fact that one of the admission criteria into the program is a minimum service year requirement of five years, this result shows that the criteria in question has not been strictly adhered to. Table 9: Distribution of Respondents by Work Experience before Joining the Mid-career B.Sc. Program

Males (N=110)

Females (N=30)

Total (N=140)

Work experience in years

Number % Number % Number % Less than 5 years 9 8.2 6 20.0 15 10.7 5-10 years 30 27.3 6 20.0 36 25.7 10-15 years 20 18.2 8 26.7 28 20.0 15-20 years 42 38.2 10 33.3 52 37.1 More than 20 years 9 8.2 0 0.0 9 6.4 Mean (years) 13.6 11.3 13.1 Standard deviation 6.2 5.7 6.2 Minimum (years) 1.0 2.0 1.0 Maximum (years) 32.0 20.0 32.0 2.4.4. Current employment situation

In response to a question regarding their current employment status 138 respondents reported that they were employed where as the remaining two (one male and one female) stated that they were not employed. When asked to give the reasons for their unemployment both of them indicated that they had resigned from their positions to pursue advanced studies at M.Sc. level at Haramaya University. The female respondent reported that she had left her job on December 22, 2005 and has now completed her M.Sc. studies in Rural Development and Agricultural Extension in 2007. The male

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respondent joined the School of Graduate Studies at Haramaya University in October 2006 and is in his second year of M.Sc. studies in Rural Development and Agricultural Extension. Table 10 shows that the vast majority of the respondents (equal proportions of males and females, 86.2%) were employed in the public sector (Regional Governments/Federal Government) at the time of the survey. Whereas 13 percent of the respondents (12.8 percent of the males and 13.8 percent of the females) indicated that they worked for non-governmental/international organizations at the time of the survey, only one male respondent stated that he was employed by a co-operative society. It is important to note that the only four of the 140 respondents reported that they had been working for non-governmental/international organizations before joining the mid-career program. However, examination of the current employment status of the respondents reveals that 18 of the 138 presently employed respondents are now working for non-governmental/international organizations. These figures therefore indicate an increasing trend of mid-career B.Sc. program graduates who leave the public sector and join non-governmental/international organizations. Table 10: Distribution of Presently Employed Respondents, by Current Employer

Respondents Males Females Total

Employer

N % N % N %Oromia National Regional State 29 26.6 0 0.0 29 21.0 Southern Nations, Nationalities & Peoples Regional State

18 16.5

6 20.7

24 17.4

Non-governmental Organizations/international organizations

14 12.8

4 13.8

18 13.0

Amhara National Regional State 8 7.3 6 20.7 14 10.1 Federal Ministry of Agriculture 3 2.8 10 34.5 13 9.4 Benishangul Gumuz National Regional State 8 7.3 1 3.4 9 6.5 Tigray National Regional State 7 6.4 1 3.4 8 5.8 Dire Dawa Administrative Council 6 5.5 0 0.0 6 4.3 Harari National Regional State 5 4.6 1 3.4 6 4.3 Somali National Regional State 5 4.6 0 0.0 5 3.6 Gambella National Regional State 3 2.8 0 0.0 3 2.2 Afar National Regional State 2 1.8 0 0.0 2 1.4 Co-operative society 1 0.9 0 0.0 1 0.7 Total 109 100 29 100 138 100 The respondents’ average length of service with their present employers was 9 years (9.6 years for male respondents and 6.7 years for female respondents). The length of service with the present employer varied from one month to 27 years. Table 11 shows that the great majority of the presently employed respondent (about 58 percent of the males and 76 percent of the females) have been working for their present employers for ten years or

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less. The proportion of respondents who have been working for their present employers for more than twenty years was only 13 percent (13.8 percent of the males and 10.3 percent of the females). Given the fact that a significant proportion of the respondents (45 percent of the males and 62.1 percent of females) have a work experience of less than five years, these results indicate that the many respondents have changed employer at least once. Table 11: Distribution of Presently Employed Respondents by Length of Service with their Present Employer

Males (N=109)

Females (N=29)

Total (N=138)

Work experience with present

employer Number % Number % Number % Less than 5 years 49 45.0 18 62.1 67 48.6 5 - 10 years 14 12.8 4 13.8 18 13.0 10 – 15 years 9 8.3 2 6.9 11 8.0 15 – 20 years 22 20.2 2 6.9 24 17.4 More than 20 years 15 13.8 3 10.3 18 13.0 Mean (years) 9.6 6.7 9.0 Standard deviation 8.4 7.3 8.2 Minimum (month) 1 6 1 Maximum (years) 27 23 27 The current specific job titles of the presently employed respondents are presented in Annex III. The diversity of the respondents’ professional occupations may be the result of either the strong demand for mid-career B.Sc. graduates or a belief by employers that the mid-career program prepares graduates for a wide range of work. It is also interesting to note that the vast majority of the presently employed respondents (78 percent of the males and 69 percent of the females) had served in their current position from 1-3 years, with the average length of service being 2.4 years (2.2 years for male respondents and 3.1 years for female respondents). The proportion of respondents who have been serving in their current position for more than five years is extremely low (7.3 percent of males and 10.3 percent of females). This indicates that the respondents have been in their present positions for a relatively short time.

2.4.5. Job mobility When asked if they were still working for the organization that had sponsored their B.Sc. studies, 78 respondents (8 females and 69 males) responded in the affirmative. The 78 respondents who had reported to have continued working for their former organizations were asked to list down the reasons for staying in the same organization and their responses are set out in Table 12. The table depicts that for the majority of the 78 respondents, honoring their service commitment with their organization (53.8%) and the possibility that their current job allows them to take into account their family needs

22

(52.6%) were important factors in their decision to stay in the same organization. Other important factors cited by the respondents for staying in the same organization included, in order of importance, the possibility of using knowledge and skills acquired during study period (50%), opportunity to work in a locality of preference (47.4%), chances of doing something useful to society (43.6%), opportunity of pursuing continuous learning (26.9%), and job security (20.5%). It is worth noting that income was placed at the bottom of the list in Table 12 implying that the respondents’ principal reasons for continuing to work for the same employer after graduating from the mid-career program were not related to pecuniary rewards. Table 12: Percentage Distribution of Respondents, by Reasons Provided for Continuing to Work for the Same Organization after Graduating from the Mid-career Program

Percentage of respondents* Reasons Male Female Total

To honour my service commitment with the organization 55.1 44.4 53.8 My current job allows me to take into account family needs/family influence 50.7 66.7 52.6 Possibility of using knowledge and skills acquired during my studies 47.8 66.7 50.0 My current job provides the opportunity to work in a locality I prefer 47.8 44.4 47.4 Chances of doing something useful for society 43.5 44.4 43.6 Opportunity of pursuing continuous learning 24.6 44.4 26.9 Job security 18.8 33.3 20.5 Good promotion prospects 13.0 22.2 14.1 Social status and respect 13.0 11.1 12.8 Good career prospects 10.1 22.2 11.5 My current work ensures a higher income/benefits 10.1 11.1 10.3 High income 10.1 0.0 9.0 Total Number of respondents 69 9 78 * Percentages pertain to those respondents who had reported to have continued working for the same organization that sponsored their B.Sc. studies. It should also be noted that the percentages do not add up to 100 because of multiple responses. Fifty-seven respondents (18 females and 39 males) reported that they had changed employer since their graduation from the mid-career program. When asked further to specify the number of times they had changed employer since their graduation from the mid-career program, 36 (13 females and 23 males), 13 (3 females and 10 males), 6 (1 female and 5 females), and 2 (1 female and 1 male) respondents indicated that they had changed employer once, twice, trice and four times, respectively (Table 13). These results indicate that the completion of the mid-career B.Sc. program by the respondents’ has increased the prospects for their occupational mobility between organizations. A closer look at the reasons given for changing employer reveals that except five respondents who reported to have been assigned in their present positions by political leaders, the remaining (52) respondents cited promotion to a better position and higher

23

income/benefits as the principal reasons for changing employer6. Table 13: Distribution of respondents who have changed employer since their graduation from the mid-career program

Respondents Males Females Total

Number of times

N % N % N % 1 23 59.0 13 72.2 36 63.2 2 10 25.6 3 16.7 13 22.8 3 5 12.8 1 5.6 6 10.5 4 1 2.6 1 5.6 2 3.5 Total 39 100 18 100 57 100 2.4.6. Relevance of studies to current job

The 138 respondents (109 males and 29 females) who reported to have been employed at the time of the survey were asked to indicate whether or not the knowledge and skills acquired during their studies were used in their current jobs. Accordingly, about 96% of the respondents (96.3 percent of the males and 96.6 percent of the females) indicated that they were using the knowledge and skills acquired during their studies in their current work. This is a clear indication that the courses offered in the mid-career B.Sc. program are quite relevant to the work assignment of the graduates. Only five respondents (3.7 percent of the males and 3.4 percent of the females) reported that they were unable to utilize effectively the knowledge and skills they acquired during their studies at university. It is also interesting to note that of the five respondents who reported that they were not using the knowledge and skills they acquired during their studies, three pointed out that they were dissatisfied with their current jobs and the remaining two indicated that they were more inclined to be satisfied than dissatisfied with their current job. 2.4.7. Job satisfaction

Asked about the extent to which they were satisfied with their current job, the 138 respondents who are presently employed (109 males and 29 females) responded as shown in Table 14. Interestingly, as Table 14 reveals, the majority of the respondents (59.6 percent of the males and 65.5 percent of the females) indicated that they were highly satisfied with their current job. Similarly, 28.3 percent of the respondents (29.4 percent of the males and 24.1 percent of the females) reported that they were satisfied with their current job. Overall, only a small proportion of the respondents who are presently employed (11 percent of the males and 10.3 percent of the females) expressed their discontentment towards their current jobs. 6 Those five respondents who reported to have been assigned to their present position by political leaders changed employer only once.

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Table 14: Respondents’ Level of Job Satisfaction

Percentage of presently employed respondents Level of job satisfaction Males Females Total

Highly satisfied 59.6 65.5 60.9 Satisfied 29.4 24.1 28.3 Not at all satisfied 11.0 10.3 10.9 Total 100 100 100 2.4.8. Appropriateness of position and work to level of education

Respondents were asked to indicate the extent to which their positions were related to their level of education. The findings of this tracer study reveal that 76.8% and 21.7% of the respondents were of the view that the positions they held were highly appropriate and appropriate to their level of education, respectively (Table 15). Only two respondents (1.4%) indicated that their jobs were not at all appropriate to their university education. The findings of this study indicate that the vast majority of the respondents are in professional occupations that are directly related to their university studies. Table 15: Percentage Distribution of Presently Employed Respondents by their Judgment on Appropriateness of Position and work to Level of Education

Percentage of presently employed respondents Appropriateness of position and work to

level of education Males Females Total

Highly Appropriate 75.2 82.8 76.8

Appropriate 23.9 13.8 21.7

Not at all Appropriate 0.9 3.4 1.4

Total 100 100 100

It is important to note that of the two respondents who said that their current work was not at all related to their qualifications, one graduated from the mid-career program in July 2004 and has been working since six months in the capacity of Head of the Housing Transfer Division of the Hosaena Housing Development project, which is sponsored and administered by the Southern Nations, Nationalities & Peoples Regional State. When asked to provide the reasons for accepting work not linked to his educational background, he stated that his current job allowed him to take into account family needs/family influence. The other respondent graduated from the program in July 2007 and is currently working as a Laboratory Technician in the Bureau of Agriculture and Rural Development of the Dire Dawa Provisional Administration Council. When asked to explain why he had accepted to work in his current position, he underlined that his current job provided him

25

the opportunity to work in a locality he preferred. 2.4.9. Utilization of different competences learned in the Mid-career program

Respondents were asked to indicate which competences learned in the mid-career B.Sc. program have been very useful in their work and their responses are presented in Table 16. According to the table, critical thinking skills (98.6%), communication skills (97.9%), human relations skills (97.9%), skills acquired through off-campus Supervised Enterprise Projects or SEP (97.1%), and problem-solving skills (97.1%) rank the highest in the respondents’ opinion. Entrepreneurial skills (51.4%) and managerial skills (42.9%) come next in importance. Considering that a large majority of the respondents have to interact with many people in their day to day activities, it is not surprising that they found those competences dealing with ability to work and interact with a diversity of people extremely useful in their current work. Table 16: Distribution of Respondents who Reported that the Different Competences Learned in the Mid-career Program have been very useful in their work

Percentage of respondents Type of competence Males Females Total

Critical thinking skills 98.2 100 98.6 Communication skills 97.3 100 97.9 Problem-solving skills 96.4 100 97.1 Human relations skills 97.3 100 97.9 Skills acquired through off- campus SEP 97.3 96.7 97.1 Entrepreneurial skills 51.8 50 51.4 Managerial skills 42.7 43.3 42.9 2.4.10. The managerial responsibilities of the respondents

When asked to specify the positions they had held before joining the mid-career program, 58 respondents (54 males and 4 females) pointed out that they had assumed leadership positions of one form or another (supervisory level or senior managerial level or middle level managerial level) (Table 17). In this respect, it is interesting to note that none of the female respondents who had reported to have assumed leadership positions had been working at senior managerial level (Head of the Zonal Bureau of Agriculture & Rural Development or Head of District Agricultural Office or Deputy Head of District Agricultural Office)7.

7 For the specific job titles of the respondents at the time of joining the mid-career B.Sc. program, see Annex III.

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Table 17: Managerial Positions Held by Respondents

Number of respondents Managerial positions

Male Female Total

Team Leader (Crop Production & Protection/Extension/Natural Resources/Technical) 16 0 16

Supervisor (Extension/Rural Development) 13 2 15 Head of District Agricultural Office 12 0 12 Head of the Zonal Bureau of Agriculture & Rural Development 6 0 6 Deputy Head of District Agricultural Office 5 0 5 Rural Women’s Affairs Team Leader 0 2 2 Budget Manager 1 0 1 District Extension Division Deputy Head 1 0 1 Total 54 4 58 Similarly, 73 respondents (65 males and 8 females) reported that they had subordinate staff working under their supervision before they joined the mid-career program. More precisely, the average number of subordinates who had been working under them was about 76 (about 85 for males and 6 for females). Likewise, 40 respondents (37 males and 3 females) reported that they had been responsible for managing part of the budget allocated to their organization before they joined the mid-career program. The average annual budget that they had been managing was estimated to be Birr 723, 232 (Birr 780,243 for males and Birr 20,100 for females). The current specific job titles of employed respondents were investigated and were categorized as senior management level, middle management level, expert, senior advisor, supervisor and professional staff (Table 18a). Accordingly, about 67 percent of the respondents were working in managerial positions (26.1 % in senior managerial positions and 40.6 % in middle level managerial positions) and about 31 percent were employed in non-executive level jobs. It is however interesting to note that the majority of the female respondents have been working as experts, reinforcing the popular view that there are very few women at managerial positions in the country as a whole. The current managerial responsibilities of the respondents, as measured by the number of subordinate staff under them and the amount of financial resources (budget) that they had to manage, have shown a marked improvement when compared with the situation before they joined the mid-career B.Sc. program. In this respect, when asked to indicate whether or not they had subordinate staff working under them at the time of the survey, 81 respondents (73 males and 8 females) responded in the affirmative. More precisely, the average number of subordinates who had been working under them was about 320 (about 349 for males and 53 for females). Likewise, 59 respondents (52 males and 7 females) reported that they were responsible for managing part of the budget allocated to their organization at the time of the survey. The average annual budget that they were managing was estimated to be Birr 4, 354, 542 (Birr 4,800,437 for males and Birr 1,042,178 for females). The conclusion which emerges is that male respondents were entrusted with a larger number of subordinates and had to manage more financial

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resources than their female counterparts. These results tend to reinforce the earlier finding that the percentage of male respondents in senior managerial/ middle level managerial positions was much higher than that of female respondents. Table 18a: Distribution of Respondents by the Current Positions Held

Respondents Males Females Total

Current position

N % N % N % Senior managers (Bureau head, Administrator, Regional representative, etc.)*

32 29.4

4 13.8

36 26.1

Middle level managers (Department/Division head/ team leader)

51 46.8

5 17.2

56 40.6

Expert 24 22.0 19 65.5 43 31.2 Senior advisor** 1 0.9 0 0.0 1 0.7 Supervisor*** 1 0.9 0 0.0 1 0.7 Rank and file (professional staff) 0 0.0 1 3.4 1 0.7 Total 109 100 29 100 138 100 *One of the respondents is the Regional Representative of a non-governmental organization (Christian Relief and Development Association, CRDA). ** The respondent has been a senior rural development advisor to the Head of the Dire Dawa Administrative Council since three years. *** The respondent reported that he had been working in the capacity One hypothesis that could be made about the job positions held by the mid-career B.Sc. graduates is that the likelihood that those individuals who graduated from the program recently will have a relatively low chance of assuming managerial positions. In this respect, the 30 sample respondents who graduated from the program in 2006 (13 respondents) and 2007 (17 respondents) were excluded and the current positions held by the remaining 108 sample respondents were examined (Table 18b). The results presented in Table 18b are consistent with those reported in Table 18a, implying that an increasingly large proportion of the mid-career graduates assume leadership positions in their respective organizations. Another interesting exercise regarding the current job positions held by the mid-career B.Sc. graduates is to look into the specific job titles of the 246 extension professions who had graduated from the program in the 1999-2007 period. Based on the employment records obtained from the Alumni Secretariat, the current positions held by 212 mid-career graduates are presented in Table 18c8.

8 It must be noted that the specific job titles of 27 mid-career graduates were not clearly stated in the records of the Alumni Secretariat and 5 individuals were reported deceased. It is also important to note that two former graduates of the program were unemployed (pursuing their further studies) when this study was carried out.

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Table 18b: Distribution of Respondents by the Current Positions Held (respondents who graduated between 1999 and 2005)

Respondents Males Females Total

Current position

N % N % N % Senior managers (Bureau head, Administrator, Regional representative, etc.)* 21 26.3 4 14.3 25 23.1Middle level managers (Department/Division head/ team leader) 41 51.3 5 17.9 46 42.6Expert 16 20.0 18 64.3 34 31.5Senior advisor** 1 1.3 0 0.0 1 0.9Supervisor*** 1 1.3 0 0.0 1 0.9Rank and file (professional staff) 0 0.0 1 3.6 1 0.9Total 80 100.0 28 100.0 108 100.0*One of the respondents is the Regional Representative of a non-governmental organization (Christian Relief and Development Association, CRDA). ** The respondent has been a senior rural development advisor to the Head of the Dire Dawa Administrative Council since three years. *** The respondent reported that he had been working in the capacity of Field Monitor for the World Food Program for about one year. Table 18c: Distribution of Total Mid-career B.Sc. Graduates by the Current Positions Held

Respondents Males Females Total

Current position

N % N % N % Senior managers (Bureau head, Administrator, Regional representative, etc.)* 36 20.6 5 13.5 41 19.3Middle level managers (Department/Division head/ team leader) 83 47.4 8 21.6 91 42.9Expert 51 29.1 22 59.5 73 34.4Senior advisor** 1 0.6 0 0.0 1 0.5Supervisor*** 1 0.6 0 0.0 1 0.5Rank and file (professional staff) 3 1.7 2 5.4 5 2.4Total 175 100.0 37 100.0 212 100.0*One of the respondents is the Regional Representative of a non-governmental organization (Christian Relief and Development Association, CRDA). ** The respondent has been a senior rural development advisor to the Head of the Dire Dawa Administrative Council since three years. *** The respondent reported that he had been working in the capacity of Field Monitor for the World Food Program for about one year.

Table 18c shows clearly that the latest available information about the employment situation of the 212 extension professionals who had graduated from the program during the 1999-2007 period reveals that 42.9%, 34.4% and 19.3% were working as middle level managers, experts and senior managers, respectively. It is interesting to note that the

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majority of the 212 mid-career graduates (62.2%) were posted at managerial positions, confirming once again the results obtained from the tracer survey of 140 mid-career B.Sc. graduates. 2.4.11. Changes observed in professional status

The respondents were asked to indicate the changes that took place in their professional status after they completed the mid-career B.Sc. program and their responses are summarized in Table 19. The majority of the respondents (80 percent of the males and 70 percent of the females) indicated that they had assumed new responsibilities after graduation. Likewise, about 43 percent of the respondents (39.1 percent of the males and 56.7 percent of the females) reported that they were transferred to other employers. According to the respondents, the most important realized benefits that are directly attributable to their completion of the mid-career B.Sc. program in Agricultural extension include higher income/benefits (93.6%), promotion to a better position having higher social status (94.3%), and transfer to an area with better infrastructure and social services (42.9%). Table 19: Distribution of respondents by their judgment on the changes that took place in their professional status

Respondents* Males Females Total

Types of changes

N % N % N % Promoted to a better position having higher social status

103 93.6

29 96.7

132 94.3

Earned higher income/benefits 102 92.7 29 96.7 131 93.6 Assumed new responsibilities 88 80.0 21 70.0 109 77.9 Transferred to an area with better infrastructure and social services (urban centre)

44 40.0

16 53.3

60 42.9

Transferred to another employer 43 39.1 17 56.7 60 42.9 *Percentages do not add up to 100 because of multiple responses.

2.4.12. Remuneration and benefit packages

The tracer survey results show that the average gross monthly income of the respondents at the time of joining the mid-career B.Sc. program was Birr 1035.3 (Table 20)9. Table 20 shows that the majority of the respondents (55.4 percent of the male respondents and 76.7 percent of the female respondents) earned a gross monthly income level of Birr 1000 or less at the time of joining the mid-career B.Sc. program at Haramaya University. The 9 Birr is the Ethiopian national currency. Currently, the exchange rate for Birr is determined by inter-bank exchange of currencies and it is around 1 US = 9.6 birr.

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respondents’ gross monthly income level varied depending on the length of their service. In fact, the number of service years and the respondents’ gross monthly income are positively associated (with a Spearman correlation coefficient of 0.537, which is significant at 1% level of significance) indicating that those who served longer earned more and vice versa. A gender breakdown of the gross monthly income data reveals that women earned less than men (85% of what men earned). More precisely, the average gross monthly incomes of the male and female respondents at the time of joining the program were Birr 1069.1 and Birr 911.4, respectively. It is important to note that the difference in mean gross monthly income between male and female mid-career B.Sc. graduates is statistically significant at 5 percent probability level. The gross monthly income ranged from Birr 403.0 to Birr 2600.0 among the male respondents and from Birr 530.0 to Birr 2000.0 among the female respondents. One key factor that might have contributed to the earnings gap between men and women could be that women had served for less number of years than men. Table 20: Distribution of Respondents by Gross Monthly Income Levels at the Time of Joining the Mid-career B.Sc. Program

males (N=110)

Females (N=30)

Total (N=140)

Gross monthly income level

Number % Number % Number % < Birr 500.00 4 3.6 0 0 4 2.9 Birr 500.00 - 750.00 16 14.5 12 40.0 28 20.0 Birr 751.00 - 1000.00 41 37.3 11 36.7 52 37.1 Birr 1001.00 - 1250.00 18 16.4 2 6.7 20 14.3 Birr 1251.00 - 1500.00 12 10.9 3 10.0 15 10.7 Birr 1501.00 - 1750.00 14 12.7 0 0 14 10.0 Birr 1751.00 - 2000.00 4 3.6 2 6.7 6 4.3 Birr 2001 and above 1 0.9 0 0 1 0.7 Mean (Birr) 1069.1 911.4 1035.3 Standard deviation 385.9 356.3 384.0 Minimum (Birr) 403.0 530.0 403.0 Maximum (Birr) 2600.0 2000.0 2600.0 While only one of the respondents reported to have earned a gross monthly income of more than Birr 2000 at the time of joining the mid-career B.Sc. program, the respondents’ current monthly income levels show clearly that the program has resulted in substantial improvement in their gross monthly income level. More precisely, a large majority of the respondents (91.7 percent of the males and 86.2 percent of the females) indicated that their gross monthly incomes at the time of the survey were more than Birr 2000 (Table 21). The average gross monthly income of the respondents at the time of the survey was Birr 2807.2 (Birr 2836.8 for males and Birr 2692.2 for females)10. It is worth pointing out 10 A former female graduate of the program who is currently working for the United Nations Children’s Fund (UNICEF) reported that she earned a monthly income level of Birr 15,000. As her monthly income is extremely high even by the standards of Non-governmental organization in the country and it tends to inflate the estimation of the average monthly income, it was found realistic to exclude her while computing the same.

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that there is no statistical difference in mean gross monthly income between male and female mid-career B.Sc. graduates. The current gross monthly income levels ranged from Birr 1065.0 to Birr 5700.0 among the male respondents and from Birr 1617.0to Birr 15,000.0 among the female respondents. Table 21: Distribution of Respondents by Current Gross Monthly Income Levels

males (N=109)*

Females (N=28)**

Total (N=137)

Gross monthly income level

Number % Number % Number % Birr 1001.0 - 1250.0 4 3.7 0 0 4 2.9 Birr 1251.0 - 1500.0 0 0 0 0 0 0 Birr 1501.0 - 1750.0 1 0.9 1 3.6 2 1.5 Birr 1751.0 - 2000.0 4 3.7 3 10.7 7 5.1 Birr 2001.0 -2250.0 15 13.8 6 21.4 21 15.3 Birr 2251.0 -2500.0 31 28.4 7 25.0 38 27.7 Birr 2501.0 -2750.0 3 2.8 3 10.7 6 4.4 Birr 2751.0 -3000.0 14 12.8 1 3.6 15 10.9 Birr 3001.0 -3250.0 12 11.0 0 0 12 8.8 Birr 3251.0 -3500.0 7 6.4 2 7.1 9 6.6 Birr 3501.0 -3750.0 2 1.8 1 3.6 3 2.2 Birr 3751.0 -4000.0 4 3.7 1 3.6 5 3.6 Birr 4001 and above 12 11.0 3 10.7 15 10.9 Mean (Birr) 2836.8 2692.2 2807.2 Standard deviation 881.6 855.1 875.1 Minimum (Birr) 1065.0 1617.0 1065.0 Maximum (Birr) 5700.0 5000.0 5700.0 * One male respondent who resigned from his positioned and joined the School of Graduate Studies at Haramaya University reported that he was not in wage employment at the time of the survey. ** One female respondent who has just completed her M.Sc. studies in Rural Development and Agricultural Extension reported that she was not in full-time employment at the time of the survey. Moreover, the female respondent with a gross monthly income of Birr 15,000 was excluded while computing the average monthly income level. One can deduct from the above table that the respondents have been in a better condition after their graduation from the mid-career program than they were before. In response to a question regarding the types of employer-provided benefit packages they had been receiving before they joined the mid-career B.Sc. program, 138 respondents reported that they had not been receiving any benefit package. The remaining two respondents pointed out that they had been provided with transportation services to and from their work place. The presently employed respondents were asked to indicate the types of employer-provided fringe benefits they had been receiving and their responses are summarized in Table 22. The information presented in Table 22 shows that the most common forms of

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fringe benefits were housing allowance/subsidized housing, employer sponsored health insurance, covering own/family education expenses, different types of allowances (office, fuel and telephone), free transportation service to and from the work place and government / company car assignment for office holders. The table also shows that only a small proportion of the presently employed respondents received some form of fringe benefit. In this respect, it is striking to observe that of the 29 female respondents who reported to have been employed at the time of the survey, only one indicated that she had been receiving a housing allowance. This tends to reinforce the earlier finding that the percentage of male graduates in top management positions was much higher than that of female graduates. Over all, these results reveal that almost all the female respondents were in occupations that did not have benefit packages and that male respondents had more chances of receiving fringe benefits than their female counterparts. Table 22: Distribution of Respondents, by Type of Employer-provided Fringe Benefits

Number of times the fringe benefits are cited by

Males Females Total

Type of fringe benefit

Na %b Na %b Na %b

Transportation service (car service to and from the work place).

14 12.8

0 0.0

14 10.1

Office allowance* 11 10.1 0 0.0 11 8.0 Free housing/ housing allowance 9 8.3 1 3.4 10 7.2 Health insurance 9 8.3 0 0.0 9 6.5 Vehicle under own supervision (provided with a vehicle by the institution)

5 4.6

0 0.0

5 3.6

Fuel allowance** 3 2.8 0 0.0 3 2.2 Allowance for telephone service*** 2 1.8 0 0.0 2 1.4 Education/training (subsidy for own or family members)

1 0.9

0 0.0

1 0.7

Provident fund 1 0.9 0 0.0 1 0.7 Na- Number of times the fringe benefits are cited by respondents %b – Proportion relative to the presently employed respondents *The average office allowance per month was Birr 410 (minimum of Birr 50 and maximum of Birr 1000). **The average fuel allowance per month was Birr 133 (minimum of Birr 100 and maximum of Birr 200). ***The average telephone allowance per month was Birr 92 (minimum of Birr 83 and maximum of Birr 100). 2.4.13. Influential job positions held by the respondents

The results of this tracer survey indicate that nearly all of the respondents have directly been engaged in development activities that require high level of expertise. A closer examination of the respondents’ current employment status shows that some of them hold key managerial/political positions (Table 23).

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It is worth noting that except the two rural development advisors, all the other individuals who are listed in Table 23 hold positions that are not only challenging and demanding but are also of high status, prestige and with considerable decision making power. Table 23: Profile of Respondents in Key Managerial/Political Positions Name Current position Year of

graduation Mr. Abdo Adem Member of the Ethiopian Parliament and Vice

chairperson of the Parliament’s Rural Development Sector Standing Committee

2005 Mr. Mahadi Egie Deputy Director General of the Somali Region

Pastoral and Agro Pastoral Institute

2002 Mr. Tajudin Abdurahman Administrator of the Eastern Hararghe Zone in

Oromia Region

2003 Mr. Amsalu Bedasso Academic Vice Dean of the Alage Agricultural

Technical and Vocational Education and Training College

2003

Mr. Kaba Merga Dean of the Ardayta Agricultural Technical and Vocational Education and Training College

2003

Mr. Guled Abdulahi Acting Bureau Head of the Somali Region Bureau of Agriculture and Rural Development

2004

Mr. Admasu Andarge Deputy Head of the Office of the President of the Oromia Regional State

1999

Mr. Tsegaye Woldemeskel Agriculture and Rural Development Advisor to the Mayor of the Dire Dawa Administrative Council

1999

Mr. Belachew Teshome Agriculture and Rural Development Advisor to the Deputy Mayor of the Dire Dawa Administrative Council

2002

2.4.14. Further training since graduation from the mid-career program

Respondents were asked to indicate if they had undertaken any further formal study since completing the mid-career B.Sc. degree program. The results to this question are shown in Table 24. Table 24 depicts that 18 respondents (10 males and 8 females) said that they had completed their M.Sc. studies (12 from Ethiopia, 4 from the Netherlands, 1 from Sweden and 1 from the United Kingdom) at the time of the survey. Likewise, 20 respondents (17 males and 3 females) indicated that they were pursuing their M.Sc. studies (18 in Ethiopia, 1in the Netherlands and 1 in Tanzania). Of the 20 respondents who reported to have been enrolled for their M.Sc. studies, 11 (10 males and 1 female) and 9 (7 males and 2 females) indicated that they would complete their studies in 2008 and 2009, respectively. It is interesting to note that 10 of the 12 respondents who reported to have completed their M.Sc. studies in Ethiopia earned their degrees from Haramaya University in Rural Development and Agricultural Extension whereas the remaining two graduated from Mekelle University in with M.Sc. degrees in Rural Development. Similarly, of the 18 respondents who reported to have been registered for their M.Sc. studies in the Ethiopian institutions of higher education at the time of the survey, 16 were

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enrolled in the Rural Development and Agricultural Extension M.Sc. program and one was pursuing M.Sc. studies in Agricultural Economics at Harmaya University whereas one respondent was registered for his M.Sc. studies in Co-operative Marketing at Mekelle University. The survey results also highlight that the proportion of female respondents (36.7 %) who reported to have obtained (to have pursued) postgraduate qualifications at the time of the survey was higher than that of the male respondents (24.5%). Table 24: Distribution of Respondents who Pursued Further Training at M.Sc. Level by Field of Study and Status

Number of respondents Enrolled Completed Total

Field of Specialization

M F T M F T M F T Rural Development & Agricultural Extension 13 3 16 8 3 11 21 6 27 Training and Rural Extension 0 0 0 0 2 2 0 2 2 Agricultural Economics 1 0 1 0 0 0 1 0 1 Agricultural Education & Extension 1 0 1 0 0 0 1 0 1 Co-operative Marketing 1 0 1 0 0 0 1 0 1 Gender Studies 0 0 0 0 1 1 0 1 1 Land Management & Built Environment 0 0 0 0 1 1 0 1 1 Management of Agro ecological knowledge & Social change

1

0

1

0

0

0

1

0

1

Management of Development 0 0 0 0 1 1 0 1 1 Rural Development 0 0 0 1 0 1 1 0 1 Tropical Agricultural Development 0 0 0 1 0 1 1 0 1 Total 17 3 20 10 8 18 27 11 38 M: Male F: Female T: Total The 102 respondents who indicated that they had not pursued further training at M.Sc. level were asked whether or not they had a plan to undertake further studies at M.Sc. level in the future and all of them responded positively. In a response to a further question regarding their preferred area of specialization at M.Sc. level, 89.2 %, 4.9 %, 3.9 % and 2 % of the respondents indicated that they would opt for Rural Development, Gender & Development, Agricultural Economics, and Agricultural Marketing, respectively. Another interesting outcome of this study is the respondents’ view on the strength of the mid-career program in terms of preparing the graduate to pursue advanced studies. In this respect, almost all (139 of the 140) respondents pointed out that they felt that the mid-carrier training had given them adequate background to pursue graduate studies. As 18 respondents had completed their M.Sc. studies and 20 have been pursuing their studies (are enrolled) at the time of the survey, this response could be taken as one of the indicators of the quality of the training.

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2.4.15. Suggestions for improvement of the Mid-career program

Table 25 summarizes the responses to an open-ended question on the most important elements that must be taken into consideration to further improve the mid-career program. The table shows that 50 respondents (35 males and 15 females) identified different factors related to admission policy, courses offered and off-campus SEP that must be considered to further improve the program. More precisely, the respondents’ suggestions include, in order of importance, introducing more courses in the areas of statistics and experimental design, strengthening the supervision of all aspects of off-campus SEP, introducing additional rural development related courses, putting in place an official affirmative policy to increase the number of female candidates joining the program, redesigning/reviewing some non-departmental courses so as to make them more suitable to the candidates’ background and increasing intake (number of candidates) per year11. Table 25: Proposed Changes to the Mid-career Program

Respondents Males Females Total

Suggestions

N % N % N % More courses need to be introduced in the areas of statistics and experimental design

9 25.7

4 26.7

13 26.0

Strengthen the supervision of all aspects of off-campus SEP*

8 22.9

3 20.0

11 22.0

Initiating similar programs in other departments and institutions of higher learning that offer agriculture and agriculture related training programs

7 20.0

1 6.7

8 16.0 Introducing additional rural development related courses

5 14.3

1 6.7

6 12.0

Putting in place an official affirmative policy to increase the number of female candidates joining the program

2 5.7

3 20.0

5 10.0 Some courses that are highly technical and less relevant to the profession need to be reviewed to suit the candidates’ background**

2 5.7

2 13.3

4 8.0 Increasing intake (number of candidates) per year

2 5.7

1 6.7

3 6.0 Total 35 100 15 100 50 100 *This is understood to include allocating more time and properly guiding students throughout the whole process of problem identification, proposal writing, implementation of the project, and final write up. ** The courses in question listed by the respondents are Crop Production & Management and Animal Production & Management.

11 The specific suggestion concerning the initiation of similar programs in other departments of Haramaya University and other institutions of higher learning that offer agriculture and agriculture related training programs was cited by 8 respondents (7 males and 1 female). Though the suggestion would help make the program more accessible to a large number of extension professionals, it does not have anything to do with the improvement of the existing program.

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2.5. Conclusion The mid-career B.Sc. program at Haramaya University has been offering practical-oriented undergraduate training to agricultural extension professionals since its inception in 1997. As on the 8th of July 2007, a total of 246 mid-career agricultural extension professionals graduated with B.Sc. degrees from the program. These graduates represent all the regions of the country. This tracer study considered all the 246 mid-career B.Sc. graduates as the population frame and 140 respondent mid-career B.Sc. graduates were taken as a fairly good representative of the graduates from the program for an overview of the professional and academic standing of these graduates. Even though the tracer survey covered only 140 of the 246 mid-career B.Sc. graduates, given the fact that the sample is a fairly good representation of the graduates from the program (57%), the overall findings of this tracer study would help draw plausible conclusions about the mid-career B.Sc. program. The results of this tracer survey indicate that the mid-career program was generally viewed as a practical-oriented and highly focused program since it equips its graduates with the right skills and prepares them for working life. This is evidenced by almost all the respondents who responded positively to questions pertaining to job satisfaction, relevance of academic qualification, appropriateness of position and work to level of education and utilization of knowledge and skills gained during training. More over, the majority of the respondents reported that their careers had advanced after obtaining their B.Sc. degrees either in the form of promotions upon returning to their organizations or higher positions in a different organization. The findings of this tracer study reveal that the respondents’ gross monthly income level had improved as a result of their participation in the mid-career B.Sc. training program. A great majority of the participants in the program came from governmental agencies and only very few came from non-governmental organizations. In terms of professional occupation, the study showed that the vast majority of respondents were engaged in various rural development activities at the time of the survey. The survey data also indicate that about 27 percent of the respondents obtained or were pursuing post-graduate qualification at the time of the survey.

2.6. Recommendations The following recommendations are made based on the findings of the tracer study:

• The survey data reveal that an increasing number of respondents have landed jobs in non-governmental organizations that offer better pay and working facilities. It is therefore important that corrective measures be taken in time to curb this trend precisely because, in the long run, the migration of highly qualified and experienced extension professionals to non-governmental organizations will impact on the quality and effectiveness of service delivered by public organizations.

• As already noted, some of the suggestions made with respect to the courses offered in the mid-career B.Sc. program include introducing more courses in the

37

areas of statistics, experimental design and rural development as well as redesigning/reviewing some non-departmental courses so as to make them more suitable to the candidates’ background. This specific suggestion could be taken as a sign of the need for revising the existing mid-career B.Sc. curriculum in view of producing graduates with knowledge and skills required to staff agricultural agencies. As the current curriculum has been in use since almost ten year during which it has been slightly modified, it is high time that the University gives a serious thought to the revision of the curriculum with the active participation of key stakeholders.

• Strengthening the supervision of all aspects of off-campus SEP was one of the strong suggestions made by the respondents. As SEPs are important components of the program that impart more knowledge and technical skills, this suggestion must be taken seriously and mechanisms should be put in place to see to it that students get proper guidance and supervision at all stages of their off-campus SEP.

• Another important suggestion put forth by the respondents was increasing the number of female extension workers joining the mid-career program. In this respect, putting in place admission policies that ensure at least a certain proportion of students admitted into the mid-career B.Sc. program (preferably 25 %) are female extension agents from across the country could be a move in the right direction. In fact, as a large number of female extension agents (5287) have graduated from the Agricultural Technical and Vocational Education and Training Centres over the past four years, reducing the service year requirement from five years to three years for young female extension agents with outstanding performance could help lure many of them to join the mid-career B.Sc. program.

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3. Technology Village 3.1. Concept and Rationale Despite the importance of agriculture in the national economy and potential of the country for agricultural development, productivity in crop as well as livestock production in Ethiopia remains among the lowest in the world. Limited availability of appropriate technologies and low rate of adoption of the available ones are considered among the top factors contributing to low productivity and accelerated natural resource degradation. In the present information age, generation of appropriate agricultural technologies and its quick dissemination to farmer’s community is important. There is a need to ensure that the technology is need-based, location specific and advantageous to stakeholders. Ethiopia is committed to improving the productivity of smallholder agriculture in a sustainable manner and for this purpose the government has launched a national development strategy known as Agricultural Development-Led Industrialization (ADLI). The generation and adoption of productivity enhancing and natural resource conserving technologies are the primary focus of this strategy. There is a huge potential of increasing agricultural production in the country provided that improved technologies in the form of improved varieties of crops and fruits, improved breeds of animals, poultry, fisheries etc. are made available to the farming community. Normally the farmers are not aware as to whom and where to approach for the solution of problems related to agriculture. In addition, people working in the various sectors of agriculture development do not have full information on the types of available technologies. It has been widely realized that the initiative to adopt the technology comes from the exposure and accessibility of the technology to the farmers. To meet this challenge, there is a need to establish a strong linkage mechanism between the farmers and extension system of the country. The task of delivering the technology to farmers mainly falls on extension professionals. The Rural Development and Agricultural Extension (RDAE) Department is responsible for producing extension professionals with competence and technical knowledge needed for revamping Ethiopian farming sector. At present, the RDAE Department runs five B.Sc. level training programs: 1) Regular, 2) Mid-career, (3) CEP, (4) Distance and (5) Summer-in Service. The regular undergraduate RDAE curriculum consists of courses in rural development and agricultural extension along with courses in technology inputs in crop and livestock production, soil and water conservation, crop protection and the like. The Mid-Career and summer-in-service undergraduate program awards B.Sc. degree in Rural Development and Agricultural Extension. The department has also started Master’s degree in Agricultural Extension in 2003-04 which was later modified as RDAE in 2006. The M.Sc. program has three sub-specializations: rural development, agricultural communication and innovation, and gender development, among which the third sub specialization is yet to. The department actively collaborates with Farming System Research and Extension Unit and uses appropriate technology development and dissemination as part of student practical training. On the other hand, the research wing of HU has been successful in generating useful

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technologies over years such as improved varieties of crops for human and livestock consumption, improved animal breeds, natural resource conservation and post-harvest technologies. These technologies are released through the national system and promoting large-scale adoption of the technologies is usually left to the extension system that has the mandate and resources to do so. However, the College of Agriculture’s desire to demonstrate its impact on small farmers’ livelihood at its doorstep is constrained because of resource deficiency. The regular plea on annual farmers’ day from the close-by farmers for access to the available promising technologies testifies to the need for such endeavor. Haramaya University used to hold annual farmers’ days and demonstration at its various experimental fields. It used to exhibit modern technologies in any opportune place and time. One of the notable examples in early days of the college of agriculture is the exhibitions of modern agricultural tools, products and practices by students at St Gabriel’s day at Kulubi, Eastern Ethiopia, where worshippers in hundreds of thousands gather from all corners of the country. Practical training in the real-life settings is critical for students of RDAE. Sound instruction of most courses requires teaching to be complemented with practicum under farmers’ field conditions and in close liaison with the field level development functionaries. Without continuous interaction with the community, students cannot appreciate the indigenous knowledge systems, different rural livelihood systems and the complex, diverse and risk prone decision making environment of small-scale farmers. For the students to develop problem-solving skills and to gain requisite confidence in their jobs upon graduation, constant contact with farmers and their problems is essential. Without extensive field training the education of extension students remains incomplete. Stakeholders are demanding that the students graduating from universities in fields of agriculture must be job-ready. This requires that students receive training in practical, hands-on laboratories and problem-focused courses and have field-based experiential learning. To solve the agricultural problems of Ethiopia, thus, agricultural graduates must be able to a) initiate, organize and implement effective technological change and, monitor and evaluate its impact on rural livelihoods; b) facilitate linkages between farmers, researchers, input suppliers, agribusinesses, and other participants in agricultural development; c) foster participatory and decentralized agricultural and rural development; and d) facilitate the identification, validation and dissemination of useful indigenous technologies. One means of addressing the challenges stated above is through establishment of model villages in the university and its proximity to create ‘learning-by-doing’ opportunities for students, promote adoption of appropriate technologies to the neighborhood farmers, and to test decentralized, participatory and demand-driven agricultural and rural development approaches using action research methodologies. The technology village is a concept based on a ‘Single Window Approach’ where all types of information and technology support including farm advisory services; input delivery, extension literature etc will be made available to the potential users under single roof.

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3.2. Objectives of Technology Village The major objective of the Technology Village is to supply all the information on improved agricultural technologies, techniques, knowledge and materials including planting materials, seed, advisory services, diagnostic services, animal nutrition and available feed resource utilization for sustainable animal production and animal product technology etc from one node. The technology village assists the university in achieving its academic and development objectives. Some of the academic objectives that will be met through the technology villages include exposure of students to real-life situations of the farmers and develop their social and communication skills as well as self-confidence in dealing with farmers, provision of hands-on practical training on participatory rural appraisal tools for baseline survey, planning of intervention and monitoring and evaluation, help students appreciate farmers’ wisdom and rational behind their decision-making behavior, and to conduct participatory and demand driven agricultural and rural development researches. Creating linkages between the research centers and farmers for participatory technology development, provision of mechanism for feedback from the users of technology to the institution for further improvement, ensuring that farmers have access to and utilize effectively preferred technologies, and documenting farmers’ indigenous technical knowledge for improvement and better use are some of the main development objectives. 3.3. Functions of Technology Village The main function of the Technology Village is demonstration of the latest appropriate and relevant technologies related to agriculture and allied fields to the farmers and other interest groups so that they can increase their farm production and productivity. The village will be used to provide short-term trainings to the farmers, unemployed youth, development agents and other functionaries including NGOs, etc. The technology village will also be used as an instructional laboratory for the students of College of Agriculture so that the standard of practical classes can be improved by experiential modes. In addition, the technology villages complement the off campus SEPs. 3.4. Types of Technology Villages Two broad categories of technology villages could be recognized. 3.4.1. Technology Village in the University The university technology village is a basic and simple building complex and tract of land dedicated for practical training and demonstration purposes. The villages will be open to the university community, farmers, visitors and others interested. The village will have scheduled and well communicated tasks to users. In addition, it will organize special annual events and exhibitions. Annual events of the university like opening of the

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academic year, welcome to first year students, graduations, research and curriculum reviews, graduate theses defenses, etc. will be exploited to demonstrate and exhibit the universities accomplishments and appropriate technologies by the national agriculture research systems. Certain products could be produced and made available for sale.

Major Functional Components of Technology Village in the University Vast arrays of technologies could be included in the technology village. However, those which are relevant, appropriate, and affordable by the farmers will be periodically selected and demonstrated. The major functional components include the followings. a. Structures • Technology park (Display/Exhibition Room) • Demonstration shade • Model rural houses, small backyard/plot, compound with fencing • Biogas plant • Cafeteria • Improved grain storage bins b. Products / Technology inputs o Improved varieties and planting materials o Improved farm tools, implements and equipments o Animal feed production technology, livestock breeds o Apiculture technology, modern bee hives, honey extractor o Sericulture Technology and products o Mushroom technology and products o Earthworm (vermiculture) o Farm product processing tools and food preservation equipments o Grain & food storage technologies, vegetable storage technology o Processed products (Honey, meat, fish, vegetable, mushroom, fruits, vegetables) o Value added products, formulations of balanced diet o Irrigation & water harvesting technology o Energy saving technology, fuel saving stoves o Renewable energy generating & utilizing technology o Small scale animal production technology o Organic fertilizer preparation & utilization o Solid waste management technology o Hand craft production technology c. Services • Plant clinic, veterinary clinic, bull service, artificial insemination, • Testing and calibration of small equipments • Technology park (Display/Exhibition) • Cafeteria d. Information a) Exhibits [Models, specimens etc.] b) Visual Aids, including video and slide shows c) Farm literature, leaflets

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e. Mobile exhibition van Well setup and occasionally updated display of new technologies in a vehicle, which move to different villages and attend field days or other occasions.

3.4.2. Technology Villages outside the University

These are selected farmers’ villages in various districts representing representative agro ecological zones and production systems. They will be used as “field laboratories” for overall development of the villages by transferring integrated technologies which address the livelihood of the farmers. Eight villages in the vicinity of Haramaya Research Station representing the highland, and seven villages near Babile Research Station covering the lowland will be selected in clusters. These 15 villages can adequately accommodate students of RDAE undergraduate program. Students will be divided into small groups of about eight members each and assigned to a village to work with a group of households for three consecutive semesters as routine community-based practical training under the guidance and supervision of a faculty member. Each group will make a weekly visit to their respective villages though the frequency of visit can be increased during implementation phases as deemed necessary. The junior and senior students will be involved in three phases: 1) planning intervention; 2) implementation; and 3) evaluation. These three phases will be recognized in the curriculum as three courses with two, one and two credit hours, respectively. The descriptions of the phases are as follows: Planning intervention (first semester): Baseline survey, need assessment and action planning. The phase culminates by submission and defense of technically sound and practical action plan at the end of the semester, which will improve livelihood of selected farmers. Implementation (second semester): Implementation planning, actual implementation and monitoring. This phase lasts from Mid March to end of June. Evaluation (first semester of final year): Follow–up, identification of success indicators and evaluation culminating with presentation of results (written as well as oral). This phase lasts during the first semester of the final year. 3.5. Intended Beneficiaries of Technology Village The project will result in increased productivity of crop and livestock production systems thereby raising farmers’ income and food security situation in the country. The farmers of model villages will receive individualized advice in better farming methods resulting in greater return from their agricultural activities. The project will particularly benefit female-headed households, rural youths, landless and near landless households as special attention will be given to these groups under the project. The student graduating from Rural Development and agricultural extension programs will be better trained to serve the

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farmers. The project will provide specific benefits to the following groups: • The capacity of HU to teach rural extension at the Bachelor and Master degree levels

will be strengthened • Ethiopia will have a pool of agricultural professionals well grounded in the realities

of rural life and agriculture production • The ability of agricultural extension professionals in problem analysis, client-

orientation and linkages will be enhanced because of better trained professionals • The villages selected for the project will experience accelerated adoption rate for

technologies • Academic staff and researchers will get the opportunity to test and disseminate their

research outputs as well as learn from the farmers. • Governmental and non governmental organizations, donors, credit co-operatives,

rural community based enterprises; etc can emulate successful projects in to other areas.

3.6. Establishment Cost Full fledged and complete establishment of the Technology Village at Haramaya University requires about Birr 3,598,350 (USD 374,828.1) (Table 26). Some of the materials and equipments required for the village are already obtained from SAFE (Annex IV). However, a portion of the required budget (about birr 789600=USD 82,250) which covers the cost of the most important items may be required within a couple of years to further develop the technology villages (Table 27).

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Table 26: Budget Requirement for Full Establishment of Technology Village Budget Items Contribution from

external sources (Birr) HU contribution (Birr)

I. Personnel Coordinator allowance

12,000

2 staff (25% of their time) 12,000

3 graduate assistants (50%) 18,000

1 technical assistant (50%) 7,200 2 drivers 20,000 Per diems for travel 200000 Total 212000 57200 II Infrastructure and durables Building at least 8 rooms, one training hall with a capacity of 50 trainees, Cafeteria, toilet facilities

400,000

Farmers hostel sufficient to accommodate 50 farmers

350,000

Model house, shade and rooms for demonstration units (mushroom, sericulture, stoves, biogas, crop varieties etc)

800,000

Mobile exhibition van 300000 50 seats capacity bus and annual servicing charge 1,000,000 camping equipment at Babile 100,000 AU allocate a used pick 150, 000 Total 2950000 150,000 III Supplies and Materials Purchase of exhibits, specimens, models 100000 Laptop 25,000 LCD Projector 25,000 Video camera 10,000 Digital Camera 5000 Office furniture 30000 Office supplies & stationery 20,000 10000 Input costs 30,000 Fuel and lubricant 40, 000 Total 245000 50,000 V. Others Audio-visual lab and camping space 5000

Farmers’ days 20, 000 Total 20000 5000 VI. Contingency (5%) 161350 - Grand Total 3,598,350

(USD 374,828.1) 262, 200 (USD 27,312.5)

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Table 27: Budget Required to Develop the Technology Village Budget Item Contribution from

external sources (Birr)

HU contribution (Birr)

Infrastructure and durables

460, 000

Model house, stores, shade and rooms for demonstration

units (mushroom, sericulture, stoves, biogas, crop varieties

etc),

400,000

Purchase of exhibits, specimens, models 60 000

Running Cost 329600

Personnel 212, 000 57,500

Supplies and materials 60,000 20,000

Farmers’ days 20,000 Contingency (5%) 37,600

Total 789 600 (USD 82,250) 77, 500 (USD 8072.92)

3.7. Management System The technology village will be lead by a manager or a senior faculty member who is answerable to the dean of college of agriculture. Steering committee comprising senior faculty members from different departments of the college of agriculture will be established. The committee will appoint the Manager. The initial task of the steering committee will be to oversee the establishment of the village, develop the terms of references of the committee, and develop guidelines and criteria for selection of technologies. The committee prepares annual plans, budget required, select technologies, review and take appropriate measures on the activities of the village. The manager is responsible for the day to day activities. 3.8. Challenges and Constraints One of the biggest constraints to establish the village is securing adequate amount fund. The university has to tap various sources, external and its own, for the establishment. The village can start small by pulling technologies which are already available in the university and with those that can be acquired easily. The infrastructure could be limited to shades and display areas for start. The University has little experiences in management of technology villages and development of its the functional systems will not be easy at the start. There is critical

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shortage of trained human resource with this respect and it will be very helpful to expose the steering committee, the manager and others involved to exemplary institutions in the country, if there are any, or abroad. The technology village sustainability depends on the full collaboration, enthusiasm and contribution of faculty members of the college of agriculture and others interested. The challenge is expected to remain until faculties realize the importance of the village and its contribution towards achieving the academic and development objectives of the university. On the other hand, taking on board governmental and non-governmental Stakeholders, especially in establishing off campus technology villages, will be a difficult challenge. The university is expected to engage the stakeholders in series of discussions, workshops, etc to create awareness.

4. SEPs and Mid-Career Program In Mid-career Agriculture Extension BSc program workers with diploma level training in agriculture and related fields are admitted and trained for two and half years during which they take professional courses and receive hands-on practical training designed to upgrade their skills, knowledge and qualification. The programme is believed to prepare adequately the trainees to deal with complex agricultural problems of the country. The distinguishing features of this programme include: demand-driven curriculum development process (consensus among key stakeholders about the structure and the content’s balance between theory and practice); dynamic interplay between theoretical and practical components; partnerships among institutions and agencies involved in the mid-career agricultural extension programme (these partnerships are important for resource mobilization, monitoring and supervision of students’ projects and ensuring the sustainability of the programme); and emphasis on helping learners to be reflective practioners and to view learning as a process not limited only to outside experts. One of the innovative aspects of the Mid-career Agriculture Extension BSc Program at Haramaya University is the component that students plan, execute independent field-based projects called the Supervised Enterprise Projects (SEPs) as a requirement for the completion of their study. The principal objective of the SEPs is to narrow the gap between theory and practice. According to Zinnah (1997), SEPs are also meant to: immerse students in valuable farmer-focused, experience-based learning activities; reduce the discrepancy between training and the tasks the extension staff perform in their real work environment; and avoid the traditional tendency of making the training too theoretical. The essence of SEPs is to develop the students’ ability to identify problems and explore practical ways to correct them. At Haramaya University, SEPs are organized in two phases. Preparation for SEPs begins by the offering the course “Introduction to SEPs (RDAE 302)” at the second semester of the first year. During the first phase, which takes place at the end of the first year, each student goes back to their work areas to conduct an assessment of farmers’ extension

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needs from which each student develops an extension project proposal to address those needs. Each project includes an extension research component. The second phase takes place after the completion of three semesters of study on campus. During the second phase, students return to their respective work areas to implement their projects independently over a period of eight months. The mid-career training programme is believed to have contributed to the enhancement of indigenous research (applied and adaptive) capability. As already noted, the programme focuses on equipping the candidate with knowledge and experience in participatory diagnostic tools and methodologies. These include: formulation of project ideas; design of sound and well-thought projects; selection of appropriate techniques and methods in the execution of projects; and presentation of results in the form of scholarly reports. Through their off-campus SEPs, graduates from the programme have addressed different problems related to Ethiopian agriculture. The off-campus SEP reports are believed to be valuable sources of information for national and international organizations involved in agricultural development work in the country. This experiential learning component has been very much commended by the graduates, instructors and employers and being reflected in the graduates performance, confidence and professionalism (Mwangi et al., 2005). Other desirable qualities of the program are summarized as follows:

• The curriculum emphasizes deep understanding of important concepts, development of essential skills, and the ability to apply what one has learned to real-world problems. By making connections across the disciplines (through SEPs) the curriculum helps reinforce important concepts;

• The special nature of the programme enables students to engage in extended projects, hands-on experiences, and inquiry-based learning. Moreover, students have regular opportunities to work with their colleagues to deepen their knowledge and improve their team work skills;

• Students are required to use various forms of media to present their project proposals and reports. This is believed to help improve students’ presentation skills and communication styles, two crucial skills important in the workplace;

• Regular contacts with key stakeholders (in the form of annual SEP review workshops and the periodic alumni conferences) serve as a conduit for exchange of ideas, personal experiences, and emerging trends in rural development and agricultural extension. It is also believed that these regular contacts help identify the weaknesses of the programme and improve its quality and relevance;

• The programme has given the University experience and confidence in running tailor-made, flexible, and practically oriented programmes; and

• The programme has given the University staff the opportunity to interact with adult students and to handle courses in a participatory and experiential manner ;

However, SEPs are constrained by problems related to supervision and funding. Instead of the initial plan to have two supervisions only one is conducted currently. The main reason for this reduction is shortage of staff and vehicles. The staffing situation has been

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improving, although, there is severe competition as a result of expanding and opening of new programs run by the department. On the other hand, the participation of other stakeholders has not improved much. Most of the traveling costs have been covered by SAFE. However, starting the year 2007 the university has to bear costs of the monitoring and evaluation of SEPs. Thus, the participation of the stakeholders in monitoring SEPs has become a necessity more than ever. The monitoring and evaluation cost also has to be some how shared by the employer otherwise public universities cannot cover such costs from their regular budget. SEPs has been the most important component of the Mid-career program and infringing this practice undoubtedly will compromise the quality of the training. The level of support that students receive from their respective employers to conduct SEPs has been a point of discontent at least for some of the graduates. Mwangi et al. (2005) indicated that most of the students, except those sponsored by donors other than the government, faced problems of financial support. It was observed also support varied between regions and Woredas (Districts). While some students were fairly supported others had to resort to other means. The students somehow complete their projects because they are working in an area where they have been working before and able to mobilize resources easily. The final year students of 2007 who just completed their SEPs indicated that about 72% of them got budget support from their respective Woredas (N=25). The support they received varied very much and ranged from 820 to birr 11500 with average of birr 5900. However, 60 % of the trainees indicated that the total support they received was not sufficiently enough to conduct SEPS. Therefore they tapped various sources. About 40 % of them contributed from own savings ranging from 60 to 3000 birr and average of birr 1440. On the other hand, 20% of them got support amounting 160 to 4900 in kind and cash from various sources. Some students cleverly selected projects which do not require financial support. The budget proposals of the same students indicate that the students requested about 7300 birr on the average which was divided in to 48% for per diem and travel, 34 % for inputs and 28 % other expenses. Several discussions have been made with the stakeholders to resolve the issue of SEPs support so that a fixed budget is allotted by employers of students. The university signs memorandum of understanding with the employers that commits them to support SEPs. In addition, the university writes a formal letter to the respective employers notifying a student will start SEPs the next year and need to allot budget for conducting SEPs. It is clear that the support is not uniformly the same for all students. Fixing of flat rate for SEPs budget, for example birr 10000 person that is included in the memorandum of understanding could have solved the problem. However, such a mechanical approach will deter employers, which are budget constrained themselves, from sending trainees. The university has to relentlessly work very hard to involve employing organisations in the Mid-career program to solicit for strong support to SEPs. Some of the approaches include the following:

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• Always invite heads of stakeholders or their delegates when students present SEPs proposal and final reports.

• Invite employers to forward broad areas of development projects relevant to the specific Woredas so that students work on issues which interest employers and farmers.

• Make it a requirement that students present their findings to employers and co-workers in their Woredas.

• Involve employers in evaluation of SEPs and include as one of the grading criteria of students.

• Negotiate with employers to assign coordinators and evaluators of former Mid- career graduates.

• Share good experiences of SEPs support from exemplary regions and Woredas to the others.

• Edit and publish summary of SEPs reports for wide circulation to create awareness among academia, researchers and development workers involved in the agriculture sector.

In addition, faculty members of RDAE should mobilize efforts and try to solicit funds from various external sources. There is a need to create awareness and popularize that the mid-career students are capable extension workers with diligence, devotion who can deliver appropriate technologies if they get the necessary support. It is important to engage NGOs involved in the development of the agriculture sector. 5. Alumni Association 5.1. Function The BSc program for Mid-career extension professionals at Haramaya University graduated 61 students until 2001. In 2002 the former graduates initiated to form an association and the first meeting was held on December, 2002 at Haramaya University and the Mid-career Alumni Association officially established with the objectives of: • To strengthen and assist the development of agriculture in the country and to facilitate

the communication between agricultural extension professionals, researchers, academic staff, managers, policy-makers, agricultural investors, and farmers.

• To popularize agricultural extension profession and to bring the professionals under one umbrella to make significant contribution towards the country's agricultural development extension synergistically.

• Publishing Alumni Newsletter, workshop proceedings, and in the long run to publish journal that will help to share experience and agricultural information among members and other agricultural professionals. It would create also an opportunity to popularize the profession.

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5.2. Number of the Members From 1999 to 2007 246 mid-career students have graduated and of these, 96 of them are members of the alumni association. The association is distributing membership forms in different part of the country to the graduates through the regional representatives.

5.3. Running Costs of the Association

The cost of running the association is estimated to about birr 165,000 (USD 17187.5) per

annum (Table28).

Table 28: Estimated running cost of the Alumni Association of the mid-career extension graduates of Haramaya University No Items Estimated cost (Birr)

1 Travel and per diems of the executive officers

(participate in other forums representing the alumni,

routine Alumni work, Alumni committee meeting etc)

30,000

2 Travel and per diems cost of invited guests (speakers,

selected stakeholders, sister university representatives

with similar programs),

20,000

3 Cost of the Alumni meeting (stationery, other inputs,

entertainment, etc)

30,000

4 Purchase of office materials 30,000

5 Office supplies 20,000

6 Publication of annual Alumni Newsletter, proceedings 15,000

7 Communication (telephone, post, e-mail,

announcements of annual events)

10,000

8 Awards to best SEPs projects, on job best

accomplishments by members

10,000

Total 165,000 (USD 17187.5)

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5.6. Sustainability of the Association

The legalization of the association is under the process. Due to the delay in legalization of the association, it was not possible to collect registration and annual contribution fees from the members. As a result, the association does not have its own capital and still it is fully supported by SAFE. Therefore, one of the first steps for the sustainability of the association is for the committee to expedite the legalization of the association.

Currently, <50% of the graduates from the mid-career program are members of the association. The sustainability of the association depends on the number of members of the graduates and their active participation. One of the strategies of increasing the membership is registration of the new graduates before they leave the university campus. The association could also invite and register members of the department of RDAE, SAFE, MOARD, and Bureaus of Agriculture who have been engaged in and linked to this program as affiliated members. On the other hand, members will be active and committed to the organization if only they get some benefit in return. The association needs to conduct regular annual meetings and conferences with topics of high interest to the members. Members should be encouraged to present papers about their current activities, views, etc which will help to disseminate new ideas. Selected SEPs projects could be one source of paper materials for the annual conferences. Alumni members who completed their graduate studies could present part of their theses. In addition, the association could invite known professionals, policy makers, donors, development workers, NGOs, etc. to contribute to the annual conference presentations. In general, the association has clearly to show being a member of the association helps in advancing one’s career.

The Alumni association has published a proceeding of the Alumni Congress and two newsletters containing very useful information. The newsletters had chapters dealing with up to date statistics of graduates, addresses, titles of SEPs, list of graduates with excellent academic record, new members of the alumni, regional representatives’ addresses. The list of MSc graduates and students who upgraded from mid-career level is a very important information as it motivates other members of the association to pursue further studies and it is possible. Currently, the association has made all the necessary preparations to publish the third Alumni Newsletter to distribute to the members. It is expected that the publishing cost will be covered by SAFE. Members of the association have been very committed and have done commendable jobs. However, the association cannot stand by its own this time without the strong support from Haramya University and SAFE. Thus it needs financial and material support for some years. 5.7. Management of the Association After the formation of the Association in 2002, a committee of seven persons was

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established by the participants to pursue the formalization of the Association. Hence the current structure of the committee includes Chairman, Vice chairman, Secretary, Cashier / accountant, Auditor and two members from the mid-career graduates. The association can be reached by telephone (0256 61 07 91 ext 266, 0915 74 70 82) post (Post Box 64, Haramaya, Ethiopia) and e-mail (almunialemaya2005@yahoo.com). For facilitating and ease communication with members of the Association in different parts of the country, ten regional representatives were assigned i.e. from Ormoia, Amhara, Benishangul Gumz, SNNPRS, Tigray, Gambella, Afar, Somali, Dire Dawa and Harari regions. Therefore, the Alumni committee in collaboration with the concerned bodies (Haramaya University and SAFE) calls for a general meeting once in a year and twice in a year with regional representatives. Currently, Haramaya University is hosting the Alumni Association. The Alumni can make great contribution to the Mid-career program. Members can be involved in monitoring and evaluations of SEPs projects in their respective Woredas. In addition, they can contribute in formulating relevant and appropriate development projects for SEPs. The Alumni association should recognize contributions and advances made by members to motivate members. SEPs projects with great impacts on the livelihood of farmers and other commendable activities by members after graduation should be recognized and awarded by the association based on set criteria. The alumni association has set a great example to other graduates of the university. The relatively newly established department with small number of graduates has embarked on a great endeavor. Graduates of the college of agriculture with a history of more than 50 years and tens of thousands of potential members failed to establish alumni association. Strengthening the mid-career alumni association will help to rally and work with other graduates working on agriculture extension profession. Therefore, this association has to be supported in any way possible until it stands by its own as it is unique, exemplary and positively contribute towards the betterment of agriculture extension in particular and agriculture development in general. 6. Staffing Situation The Department of Rural Development and Agricultural Extension currently has 390 regular undergraduate and 42 regular postgraduate students12. There are a total of 19 staff members who are teaching undergraduate and/or postgraduate courses. Five of the departmental staff members are Ph.D. holders, nine have M.Sc./MA degrees and the remaining 5 hold B.Sc. degrees13. The present staffing situation at the Department of Rural 12 These figures do not include students of the Continuing Education M.Sc. Program, the Summer B.Sc. and M.Sc. Programs and the Distance B.Sc. Program. For a detailed presentation of student population by program of study, see Tables 31 and 32. 13 The Head of the University Library who holds M.Sc. degree in Rural Development and Agricultural Extension (Agricultural Communication stream) is affiliated to the Department and works 25 percent of his time for the Department where he teaches Communication & Group Dynamics and Agricultural Journalism & Media to undergraduate students.

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Development and Agricultural Extension reveals the fact that it suffers from a critical shortage of highly qualified and experienced national staff. It must, however, be noted that this problem is not specific to the Department of Rural Development and Agricultural Extension. Rather, it is a common feature of all public institutions of higher learning in the country. A closer look at the manpower situation of the public institutions of higher learning shows that highly qualified and experienced teachers and researchers leave the higher education system to work for the private sector, NGOs, international organizations, or foreign universities/research centers. This problem is believed to have diverse causes, which include, among others, low salaries of staff compared to private and non-governmental organizations, non-competitive terms of service, poor social services, and lack of rewards for outstanding research and teaching. Because of the high turn over of experienced teaching and research staff, the transfer of experience and knowledge to junior faculty members, which has given institutions of higher learning their character and values, has broken down. Moreover, at present, there are different signs that point to the fact that most of those remaining in the higher education system have been involved in informal activities in view of supplementing their inadequate basic income. The involvement of teaching and research staff in informal activities is believed to impact on the quality of teaching and research output, the time available for consultations with students and outreach activities. In recent years, high turn over of experienced teaching staff coupled with a sharp rise in the student population forced the Department to rely heavily on recruiting young Ethiopians (with little or no teaching and research experience) and foreign nationals. Table 29: Full time Ethiopian & Expatriate Teaching Staff of the Department of Rural Development and Agricultural Extension by Academic Rank (2007/08 Academic Year, 1st

Semester)

Ethiopians Expatriates Total Level of training M F Tot M F Tot M F Tot

Professors - - - 2 - 2 2 - 2 Associate Professors - - - - - - - - - Assistant Professors 2 - 2 1 - 1 3 - 3 Lecturers* 8 1 9 - - - 8 1 9 Assistant Lecturers - - - - - - - - - Graduate Assistant II 3 - 3 - - - 3 - 3 Graduate Assistant I 1 1 2 - - - 1 1 2 Technical Assistant 1 - 1 - - - 1 - 1 Total 15 2 17 3 - 3 18 2 20

M: Male F: Female Tot: Total * This includes the Head of the University Library who works 25 percent of his time for the Department. Source: Office of the Vice President for Academic and Research, Haramaya University

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A closer look at Table 29 reveals that in the 2007/08 academic year 15 % of the instructors working in the Department of Rural Development and Agricultural Extension are non-Ethiopians. More precisely, expatriate staff members make up 100 % of the professors and 33 % of the assistant professors working in the Department in the 2007/08 academic year. It is also interesting to note that of the 17 Ethiopian staff members teaching in the Department in the same academic year, 5.9 %, 29.4 %, 52.9 %, and 11.8 %, are technical assistants, graduate assistants, lecturers, and assistant professors, respectively. As noted earlier, the shortage of senior and experienced staff has been the most burning problem of the Department since its establishment in 1994. In this respect, the shortage of highly qualified and experienced staff coupled with the inadequate range of specialization of those on duty has frequently engendered the undesirable step of assigning instructors to teach courses which are outside the area of their main interest and competence. This situation has also a direct effect on the moral and efficiency of the staff. In fact, upgrading the academic qualifications of the Department staff has been placed high on the agenda of the University since the launching of the undergraduate program in agricultural extension in 1994. Especially, since the second half of the 1990s efforts have been made to train the Departmental staff at M.Sc. and Ph.D. levels. However, these efforts have not come to fruition because three of the seven staff members and two of the five senior staff members who were sent abroad for their M.Sc. and Ph.D. degrees, respectively in the last ten years failed to report back to duty after the completion of their studies14. It is to be noted that during the first three years after its establishment, the Department of Rural Development and Agricultural Extension was conducting only one training program i.e. the B.Sc. degree program in Agricultural Extension and in the 1995/96 academic year there were 12 faculty members (2 Ph.D., 8 M.Sc. and 2 B.Sc. holders).. Over the years, training activities have increased and currently the Department runs eight different training programs which include the regular B.Sc. degree program in Rural Development and Agricultural Extension, the mid-career B.Sc. degree program in Agricultural Extension, the Summer B.Sc. program in Rural Development and Agricultural Extension, the B.Sc. degree program in Rural Development offered in distance mode, the Continuing Education Program in Rural Development & Agricultural Extension, the regular M.Sc. degree program in Rural Development and Agricultural Extension, the Summer M.Sc. program in Rural Development and Agricultural Extension and the evening M.Sc. program in Rural Development and Agricultural Economics (Table 30). The smooth running of all these programs has always been a daunting task to the department staff particularly in the face of a steady increment in the undergraduate regular student population.

14 Among those five senior staff members who were sent abroad for further training, Fekadu Beyene and Kedir Bati are expected to complete their Ph.D. studies in the current academic year.

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Table 30: The Different Programs of Study Run by the Department of Rural Development and Agricultural Extension by Level of Training Name of the program Level of

Training Launching period (Academic Year)

Regular Program in Rural Development & Agricultural Extension

B.Sc. 1994/1995

Mid-career Program in Agricultural Extension B.Sc. 1996/1997 Summer Program in Rural Development & Agricultural Extension

B.Sc.

2001/2002

Distance Program in Rural Development B.Sc. 2006/2007 Continuing Education Program in Rural Development & Agricultural Extension

B.Sc

2007/2008

Regular Program in Rural Development & Agricultural Extension

M.Sc.

2003/2004

Summer Program in Rural Development & Agricultural Extension

M.Sc.

2004/2005

Continuing Education Program in Rural Development & Agricultural Economics

M.Sc.

2006/2007

The continuing, distance and summer education programs are designed to serve adult students who could not join the regular programs of the University. The continuing education program is offered after regular working hours and the distance education is based on a combination of face-to-face periodic tutorials and self-study type modules. The summer programs are mainly aimed to enable full-time employed government and non-government employees to upgrade their qualification and are conducted from July to September when the participants are given a leave of absence from their assignments by their employers. These programs have multiple advantages to the participants and the University. While the participants benefit from the knowledge and skills they gain during and after the completion of their studies, the University generates internal revenue, which it partly uses to supplement staff members’ basic salaries. While these different programs do in fact help supplement staff income, the current situation in the Department of Rural Development and Agricultural Extension reveals that the instructional demands across the programs overstretch the capacity of the department staff members, who have serious difficulties to discharge their teaching responsibilities up to standard. Like all other programs of the Department, the shortage of senior staff to teach mid-career B.Sc. program students and eventually guide them in their SEP research work has been one of the major problems the department has to live with from the inception of the mid-career B.Sc. program. This has been particularly true in the last five years mainly due to the rapid increment in the undergraduate enrolments and the launching of additional programs of study, which have put lots of pressure on the department staff who have been often overstretched and left with less time for preparation, continuous assessment of students, supervision of post-graduate students and other scholarly activities. In fact, the student population in the Department of Rural Development and Agricultural Extension has been growing steadily in the last five years (Tables 31 and 32).

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Table 31: Total Post-graduate Student Enrolment Statistics of the Department of Rural Development and Agricultural Extension, by Type of Program (2003/04-2007/08)

Regular Graduate Program

(M.Sc.)

Summer Graduate Program

(M.Sc.)

Continuing Education Graduate Program (M.Sc.)*

Academic Year

Male Female Total Male Female Total Male Female Total2003/04 10 2 12 2004/05 30 4 34 12 0 12 2005/06 45 6 51 30 0 30 2006/07 43 7 50 36 1 37 27 0 27 2007/08 35 7 42 42 0 42 *The M.Sc. Program is in Rural Development and Agricultural Economics It must be noted that the postgraduate program in Rural Development and Agricultural Extension is being used by the University to mitigate the serious shortage of experienced and highly qualified resident national instructors facing the Department of Rural Development and Agricultural Extension. More precisely, as the undergraduate and the postgraduate programs of the Department exist in symbiotic relationship, the postgraduate program has been contributing to the different undergraduate programs of the department principally by creating an excellent opportunity whereby outstanding postgraduate students could be employed on part-time basis to teach in the undergraduate programs and by upgrading the professional skills and knowledge of junior staff members of the Department with B.Sc. degree at M.Sc. level. In this respect, it is interesting to note that in the current academic year three junior staff members of the Department are enrolled in the M.Sc. program in Rural Development and Agricultural Extension.

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Table 32: Total undergraduate Student Enrolment Statistics of the Department of Rural Development and Agricultural Extension, by Type of Program (2000/01-2007/08)

Regular B.Sc. program

Mid-career B.Sc. Program Summer B.Sc. program Distance B.Sc. program Academic Year

Male Female Total Male Female Total Male Female Total Male Female Total 2000/01 108 11 119 65 27 92 2001/02 123 14 137 67 28 94 65 4 69 2002/03 97 19 116 65 26 91 121 4 125 2003/04 233 79 312 70 12 82 188 2 190 2004/05 238 87 325 78 7 85 241 11 252 2005/06 273 70 343 81 6 87 288 12 300 2006/07 196 85 281 92 4 96 309 19 328 548 36 584 2007/08 204 90 294 89 7 96 1317 113 1340

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With respect to the human resource requirement for running the mid-career B.Sc. program independently, it was found important to take into account the different courses offered and the time required to supervision and guide students in their off-campus SEP work. The mid-career program leading to the award of B. Sc degree in Agricultural Extension at Haramaya University has department-wise course distribution as shown in Table 33 below. Table 33: Number of Courses Offered to Mid-career B.Sc. Program Students, by Discipline and Semester

Semester Discipline I II III IV* V

Agricultural Economics - 1 2 3 Agricultural Engineering - 1 - - Animal Sciences 1 - - - Rural Development & Agricultural Extension 4 4 5 4 Plant Sciences 2 1 -

-

Total 7 7 7 SEP 7 * The off-campus SEP is an intensive program in terms of staff time requirement for the supervision of individual student projects. Students are required to go back to their respective work places to implement their proposed projects activities. Experience over the past nine years shows that SEP activities are implemented in different parts of the country and most of the time the sites are located in areas which are hardly accessible in winter season. In estimating the human resource requirement of it is assumed that the institution in which the mid-career program is to be initiated must already have agriculture and agriculture related programs of study. Consequently, in situations where the institution in question has the relevant supportive departments already functioning, a department of Rural Development and Agricultural Extension would need the following staff members to initiate and run a mid-career program independently (Table 34). Table 34: Full-time Staff Requirement to Run the Mid-career B.Sc. Program in Agricultural Extension Independently, by Level of Training Area of specialization Level of

training Number

Rural Development/Agricultural Extension PhD. 2 Rural Development /Agricultural Extension M.Sc. 2 Agricultural Economics M.Sc. 1 Sociology M.Sc. 1 Rural Development & Agricultural Extension B.Sc. 1 Journalism/Audio visual B.Sc. 1

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As already noted, this staff requirement is prepared by taking into consideration the courses offered and the need for proper guidance of students and supervision of SEP in the field. More precisely, the following assumptions were made while estimating the full-time human resource requirement.

• The estimation is made with the assumption that the staff of the department of

Rural Development and Agricultural Extension would be exclusively engaged in teaching and supervising the students of the mid-career program, without any other course offering to other departments.

• Since courses in Agricultural Economics are offered in every semester except the first, one staff member in that discipline is proposed.

• The presence of the senior faculty members with PhD is desirable to cater to the cognitive needs of the students, who already have field experience with considerable service in the sponsoring organizations. Moreover, senior faculty members are also expected to coach and guide junior faculty members.

• It is also assumed that support courses in the areas of Agricultural Engineering, Animal Sciences and Plant Sciences would be offered by the respective departments. As a result, the human resource requirement presented in Table 34 did not consider the need to employ instructors in these fields. However, if the supportive departments are not in existence, the staff requirement would increase to offer non-departmental courses

The financial implications of the proposed full-time staff requirement to initiate and run a mid-career program independently are presented in Table 35. It must be noted that the estimation of the financial requirements is based on the current salary levels and the only benefit package (in the form of housing allowance) to which university instructors are entitled.

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Table 35: Annual Salaries and Benefit Packages for the Proposed Full-time Staff Item Total monthly financial

requirement Annual financial requirement (12 X total monthly financial requirements)

Salaries • 2 Ph.D. holders

(Associate Professors) • 4 M.Sc. holders

(Lecturers) • 2 B.Sc. holders

(Graduate Assistants)

4662 Birr/person X 2 persons = 9324 Birr 3384 Birr/person X 4 persons = 13536 Birr 1982 Birr/person X 2 persons = 3964 Birr

111,888 Birr

162,432 Birr

47,568 Birr

Housing allowance • 2 Ph.D. holders

(Associate Professors) • 4 M.Sc. holders

(Lecturers) • 2 B.Sc. holders

(Graduate Assistants)

700 Birr/person X 2 persons = 1400 Birr 500 Birr/person X 4 persons = 2000 Birr 300 Birr/person X 2 persons = 600 Birr

16,800 Birr

24,000 Birr

7,200 Birr

Total Birr 30,824 (USD 3,210.833) Birr 369, 888 (USD 38,530)

Finally, it must be noted that the demand for competent and experienced staff members with a solid academic training has always been huge in the Department of Rural Development and Agricultural Extension. However, supply has continuously fallen short of the demand. In a move aimed at overcoming the shortage of faculty members in institutions of higher learning, the Ethiopian government decided to increase the salary level of university instructors by an average of 80 percent as of July 2007. It is believed that this long awaited decision will help attract and retain highly qualified and experienced professionals in the higher education system.

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7. Low Female Enrolment in the Mid-career Program Trained and qualified women extensionists are important, as any other field, for the envisaged fast development of the agriculture sector. The small number of women extension graduates and their under representation in the key decision positions is a great concern and a handicap in Ethiopian agriculture development. Their expertise could have been used to address several rural development issues including the rural women. Enrolment and graduation statistics over the 1997-2007 period reveal the existence of gender imbalance in the mid-career program (Table 36). The percentage of female graduates from the mid-career program varied from year to year, from the lowest of 3.3 % in 2007 to the highest of 48.5 % in 2003. However, the average annual percentage over the 1999-2007 period was 16.3 %. This clearly indicates the fact that women have been poorly represented in the mid-career program. It is clear that mid-career training is reliant on the rest of the education system and the distribution of enrolments at high school and diploma levels is the major determinant of representation in mid-career program. In this respect, as female students account only for a small proportion of the overall student population in high schools and diploma programs, they are more likely to be underrepresented in the mid-career program. Table 36: Mid-career B.Sc. Degree Graduates from Haramaya University, 1999-2007.

Number of graduates Year of graduation Male Female % Female Total 1999 25 3 10.7 28 2000 17 1 5.6 18 2001 21 4 16 25 2002 25 7 21.9 32 2003 17 16 48.5 33 2004 23 5 17.9 28 2005 24 4 14.3 28 2006 22 2 8.3 24 2007 29 1 3.3 30 Total 203 43 17.5 246

A closer look at the graduation statistics reveals that of the 43 females who graduated from the mid-career B.Sc. program over the 1999-2007 period, 34 (79 % of the total female graduates) had joined the program through a special scholarship scheme financed by Winrock International. The scholarship in question included full medical insurance of the beneficiaries, an out of pocket allowance of 15,000 Birr per student per year and covering all expenses related to the off-campus Supervised Enterprise Project. Another positive contribution of the Winrock International’s scholarship scheme was that it created opportunity for Home Economics (Home Science & Technology) diploma holders to join the mid-career program. More precisely, as the scholarship was limited to female diploma holders who had been working in rural areas, whenever officials of the

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beneficiary regions failed to second as many female candidates, with diplomas in agriculture and related fields, as the number of scholarships offered, they opted for giving the chance to Home Economics (Home Science & Technology) diploma graduates so that the scholarship would not be totally lost to the regions in question. In this respect a total of 10 Home Economics (Home Science & Technology) diploma holders (2 from the Amahara National Regional State, 2 from the Federal Ministry of Agriculture & Rural Development, 5 from the Southern Nations, Nationalities & Peoples Regional State and 1 from the Tigray National Regional State) had joined the mid-career program and graduated with a B.Sc. degree in Agricultural Extension. Table 36 below presents the regional distribution of the 34 mid-career female graduates who had benefited from the financial support provided by Winrok International. Table 36: Distribution of Female Mid-career Graduates Supported by Winrock International by Region and Year of Entry into the Program

Number of scholarship beneficiaries by region Entry Amhara Federal

Government SNNPRS* Tigray

Total

1999 0 0 3 1 4 2000 1 0 4 0 5 2001 8 2 6 0 16 2002 3 0 3 0 6 2003 0 0 3 0 3 Total 12 2 19 1 34 * Southern Nations, Nationalities & Peoples Regional State

Even though it is very difficult to quantify, in monetary terms, the real contribution of the Winrock International’s scholarship program, one can safely say that it has been instrumental in supporting a significant proportion of the female graduates from the mid-career program. This is precisely because in its absence there wouldn’t have been the progress achieved so far. Available evidence shows that as the result of concerted efforts made by the Federal Government and the Regional Governments in terms of increasing the number of schools and teachers and raising the budget allocated to the education sector, the gross enrolment ratio (GER) has significantly increased for boys and girls over the last 15 years. The gender gap however is still enormous that the percentage of female students in the primary, secondary and tertiary levels is still less than that of their male counterparts. According to UNESCO (2007), the primary GER which was just 36% for boys and 24% for girls in 1991 has risen to 101% for boys and 86% for girls in 2005. Similarly, the secondary GER has increased from 15% for males and 11% for females in 1991 to 38% for males and 24% for females in 2005. The reasons for the low female enrolment ratio at the primary and secondary level were found to include: the attitude of parents towards

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girls' education; inaccessibility of schools (long distances of schools from the homes) particularly in rural areas; the daily household chores assigned to girls, which leave little room for studying; early marriage, pregnancies and raising children which prevent girls from attending school regularly (Rose, 2003; Yelfign, 2003; United Nations, 2002). The low GER at the primary and secondary levels indicates that from the start there are very small numbers of women who have the basic educational prerequisites to enter higher education. In fact, the female GER at the tertiary level which was negligible in 1991 has risen to one percent in 2005 whereas that of males has increased form one percent to four percent during the same period (UNESCO, 2007). It should be noted that the female enrolment at the tertiary level which comprised a very small proportion of total enrolment (less than 10%) in 1991 had increased to about 25% in 2006. The improvement in female enrolment rates in the Ethiopian institutions of higher learning is partly due to the official affirmative policy of the public institutions which gives some preference to females meeting the minimum admission requirement. With respect to the proportion of female students specializing in agriculture and related fields in the Ethiopian institutions of higher learning, available statistics consistently indicate that the agricultural higher education is characterized by under-representation of eligible female populations (Belay, 2000, 2004). The reasons that only few of the female university students specialize in agriculture or agriculture related fields of study include:

• Low remuneration in the field of agriculture in comparison to other fields of specialization;

• Prejudices with regard to the ability of females to make a career as agricultural professionals; and

• Agricultural studies are too often viewed as a last resort for those who did not make it into other programs of study. In fact, many girls seek admission into non-agricultural fields of study with the belief that agriculture as a profession does not allow to combine a career with family life.

On a workshop entitled “Impact of Women Graduates of the BSc Agricultural Extension Program for Mid-career Professionals-Haramaya University, Ethiopia” several reasons were forwarded for the low level of women enrollment in the program (SAFE, 2007). The main reasons are

a) Limited opportunities that specify target women. This explains the drop in numbers enrolling for the BSc program after the phasing out of the Winrock- Supported EMPOWER Program.

b) Women are not able to compete with men since their GPA is often lower than that of men

c) Communities have low perception of women’s talent and potential. Women therefore lack confidence and courage to push for such opportunities.

d) Men heading institutions do not value women’s abilities e) Family problems also make it difficult for women to take up training

opportunities f) Women have limited access to information on opportunities for further education

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g) The Ethiopian Government Affirmative Action, requiring a minimum of 30% opportunities to directly benefit women, has not been adhered to by those in leadership positions

h) The competing roles for women in family and work place make it difficult for women to take up opportunities even when available

In order to improve women’s access to higher agricultural education and their opportunities to use and benefit from this education, there is a need to popularize agriculture as an appropriate profession for women. More precisely, career counseling and guidance at the secondary level could help to motivate females to take up higher agricultural education. As already noted, women are under-represented in the mid-career program. Even though information concerning the gender distribution extension agents in the country is difficult to find, one can safely say that their representation in the mid-career program is not proportional to their overall number. This is precisely because once women get married and have children they have relatively less access to higher education than their male counterparts. Given the current state of affairs, the University and Regional Bureaus of Agriculture and Rural Development must make concerted efforts to increase female extension agents’ enrolment in the mid-career program. One of the possible strategies could be to target the graduates of the Agricultural Technical and Vocational Education and Training (ATVET) Centres15. Currently, there are 25 ATVET centres, under the Federal Ministry of Agriculture and Rural Development, which train middle level agricultural manpower in the areas of Animal Health, Animal Sciences, Cooperatives, Natural Resources Management and Plant Sciences. The total duration of study in ATVET centres is three years, two years of study on campus and a ten-month apprenticeship with close supervision in the final year. The training programmes of ATVET centres are designed in such a way that 30 % of the programme would focus on theoretical aspects and the remaining 70 % on hands-on practical training, which includes the ten-month apprenticeship in the final year. In the 2004-2007 period a total of 49, 450 trainees (44, 163 males and 5, 287 females) have graduated with a diploma from the 25 ATVET centers and have been assigned at the level of peasant associations to work as development agents (Tamirat, 2007).

15 The ATVET centres in their current form are of recent origin in this country. The great majority of the ATVET centres were opened in 2001. The Education and Training Policy of 1994 underlines that technical training would be provided for those who completed grade ten (the first cycle of two years of secondary education) for the development of middle level manpower (TGE, 1994). Consistent with this policy, the first group of students who completed general secondary education joined the Technical and Vocational Education and Training centres in 2001.

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Table 37: Number of Graduates from Agricultural Technical and Vocational Education and Training Centres

Number of respondents Year of graduation

Males Females Total

2004 8312 1134 9446

2005 12717 1208 13925

2006 9794 1296 11090

2007 13340 1649 14989

Total 44163 5287 49450

As can be seen from Table 37, the number of female graduates constitutes 10.7 percent of the total graduates. Other strategies that could provide opportunities for more female extension agents to join the mid-career program include: • Putting in place admission policies that ensure at least 25 % of the places for female

extension agents from across the country; • Instituting a scholarship scheme through donor support and providing female mid-

career students with a stipend (in addition to their full salary) so that they could support their family members in the course of their studies;

• Reducing the service year requirement from five years to three years for young female extension agents with outstanding performance; and

• Setting up of policies and mechanisms to train and employ more female agricultural extension workers.

Even though these suggestions could help increase female enrolment in the mid-career program in the short run, they will not have a lasting effect in terms of achieving gender parity. For gender parity to be attained in the long run, however, appropriate interventions strategies need to be designed and implemented starting from the lowest levels of the education system, because gender disparities in education begin at the primary level and cumulate as one goes higher up the education ladder. It is also interesting to note that empirical studies from other parts of the world have documented that women farmers preferred to work with female extension workers mainly because they understand their problems and needs better than their male counterparts and due to cultural limitations on male-female interaction, women farmers feel uncomfortable around male extension agents (Budak, et al., 2005; Due, et al., 1997; Odurukwe, et al., 2006). In Ethiopia, to the best of our knowledge, there has been no study aimed at assessing women farmers’ preference for male or female extension agents. However, one

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can safely say that increasing the number of female extension agents will enhance women farmers’ access to agricultural extension services. 8. Government Participation The government participation in this program is mainly through the university and employing organizations, primarily the Regional Bureaus of Agriculture and Ministry of Agriculture and Rural Development. 8.1. Government Contribution through the University The University provides instructors who are involved in lecturing, tutoring academic advising of the courses while the students are in the university. In addition, they prepare students for the supervised project program by advising, reviewing and shaping the projects into executable form. Finally they are involved in the laying out the project in the field, monitoring and evaluation by traveling to the actual project sites. The various activities of the program including recruitment, class and field trainings are coordinated by the department and the administration cost is covered by the university. All the instructors’ salary is from the university regular budget. The mid-career students pay only for their meal unlike the regular students who pay also for their lodging and share the cost of teaching. The university infrastructure including class rooms, offices, audiovisual rooms, library, have been availed for this program. The university got support of vehicles from SAFE mainly to facilitate monitoring and evaluation of SEPs. On the other hand, the running and maintenance costs of vehicles, and salary and per diem of drivers have been covered by the university. 8.2. Government Contribution through the Employing Organizations Employing organizations pay the students of the mid-career Agriculture Extension Program full salary while they are on study leave. Employers cover also the cost to conduct SEPs. In addition, employers actively engage in recruitment of candidates, annual meetings and review of the program and final presentation of the students’ projects. 8.3. Estimated Cost of Training a Mid-career Program Student The estimation of the cost of tuition and lodging for the mid carrier Agricultural Extension students is based on the amount of training expenses for RDAE Continuing Education Program (Birr 5160). Due to the experiential nature of the training and the use of extra facilities, staff time, etc. unlike the CEP RDAE students, 20% addition over the Continuing Education Program was made to make the estimation more realistic. The mid-

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carrier students pay only for their meal unlike the regular students. Thus, the cost of lodging was included. The cost for conducting SEPs per student is estimated to birr 10000. Until the current year SAFE covered most of the costs for monitoring and evaluation of the SEPs. The cost of supervision of SEPs amounts about birr 3500. Inquiries made on the year 2007 graduating class showed that, the monthly salary of the students at the time of enrolment ranged from Birr 530 to 2000, with an average of birr 1247. Currently, the Government of Ethiopia has made salary adjustment amounting to about 30% increase. The monthly salary of the students was estimated at birr 1600 for two and half years. Therefore the total amount money needed to train a student in the Mid-career Agriculture Extension amounts to birr 74892 (USD 7801.25) (Table 38). Table 38: Estimated cost of training a Mid-career Agricultural Extension Student at Haramaya University Items Description of Estimation Amount

(birr) Tuition fee 100% of Tuition fee for RDAE

Continuing Education Program (Birr5160) plus 20%

6192

University administration cost (recruitment, annual conferences, meeting with stakeholders, maintenance of vehicles, resource centre, etc.)

4000

Employing organization administration costs (recruitment participation of conferences, visits, other supports to the student)

2000

Lodging for two years Birr 60 per month for twenty months

1200

SEPs Support 10000 Monitoring and evaluation of SEPs

3500

Salary for 2.5 years Monthly salary of birr1600 for 30 months

48000

Total 74892 (USD 7801.25)

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9. Conclusion

This study has revealed that the mid-career B.Sc. program in Agricultural Extension at Haramaya University has contributed to the training of 246 agricultural extension professionals who are working in different parts of the country assisting government and non-government institutions that are involved in agricultural/rural development activities. The program caters exclusively to diploma holders in agriculture and related fields who work as extension agents. A great majority of the participants in the program came from governmental agencies and only very few came from non-governmental organizations. The program has proven to be a ground-breaking example of a new form of cooperation between institutions of higher education and their key stakeholders (employing organizations) in that it aligned itself better to the needs of the Regional Bureaus of Agriculture and Rural Development; and the Federal Ministry of Agriculture and Rural Development. The program has a more practical bias and it offers the opportunity to discuss topics with fellow students. The SEP and the practical bias in the program enable the transfer of newly acquired skills into practice. A fundamental element of the training is that the employing organizations are involved in the planning, financing and implementing the SEP. Moreover, experts from Regional Bureaus of Agriculture and Rural Development take part in the supervision of the SEP. In a nutshell, the experience of the past ten years in running the mid-career agricultural extension program at the University has shown that higher education could be geared to the demand for specific skills and locally relevant expertise.

The graduate tracer survey proves that the mid-career program is a model of success. Almost all the respondents indicated that they applied the knowledge they have gained in their work. They also reported that they occupied positions in the public sector, with regional and federal institutions, and non-governmental organizations. Most of the respondents to the tracer survey believed that their education has given them significant professional growth reflected in increase in knowledge, skills, confidence and motivation. This has resulted in career advancement that got expressed through promotions, higher pay and benefit packages and increased acceptance and recognition. This study has also identified critical problems facing the mid-career B.Sc. program in Agricultural Extension at Haramaya University, which need to be properly addressed if the program is to contribute positively to the agricultural development endeavour of the nation. These include, among others, shortage of highly qualified and experienced national staff, low stakeholders’ participation, proliferation of the training programs offered by the Department of Rural Development and Agricultural Extension which made the planning and co-ordination of the various programs very difficult, and financial constraint to cover expenses related to supervision of SEPs, recruitment of candidates and organization of annual SEP review workshops. Both the tracer survey and review of relevant literature reveal that the mid-career B.Sc. program in Agricultural Extension has gone beyond the traditional ways of imparting too much theoretical knowledge and produced competent and confident graduates with technical skills and abilities to deal with the wider problems of rural development. Even

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though the mid-career B.Sc. agricultural extension program at Haramaya University has been very successful in terms of producing graduates equipped with the knowledge, skills, values and attitudes for the national agricultural extension system, its sustainability and contribution to the economic development of the country would depend on its ability to adapt in response to changing needs and realities in the external environment as well as the level of interaction with all relevant stakeholders. Some important aspects that need to be considered to ensure the success and sustainability of the program include:

• Keeping the curriculum up to date and improving the quality and relevance of the program through, among others, maintaining strong linkages with key stakeholders and undertaking periodic tracer studies.

Securing reliable financial resources needed to cover the high expenses of the candidate-recruiting process and supervision of off-campus SEPs (possibly through cost-sharing by sponsoring organizations);

Luring young and outstanding professionals into the higher education system and retaining experienced teaching staff by providing, among others, better pay, working facilities, adequate incentives and competitive terms of employment.

Maintaining strong and firm linkages with key stakeholders should be pursued as a strategy to deal with core problems (shortage of staff, budget, vehicles, and facilities).

Designing and implementing appropriate interventions strategies to increase female extension agents’ enrolment in the mid-career program which could take the form of: putting in place admission policies that ensure at least 25 % of the places for female extension agents from across the country; and instituting a scholarship scheme through donor support and providing female mid-career students with a stipend (in addition to their full salary) so that they could support their family members in the course of their studies.

Experiences of sister institutions from other parts of Africa show that the technology centre could be used as a resource centre for rural communities where relevant and appropriate technologies could be displayed and a visit to the centre leaves a life-long impression on visitors. Towards this end, it is essential to upgrade the existing technology centre and involve mid-career students in identifying and collecting relevant technologies from different parts of the country.

Available evidence shows that the demand for graduates from the mid-career program has been high. However, supply has continuously fallen short of demand. It is therefore imperative to open similar programs in other institutions of higher education. In this respect, it is encouraging to note that a similar program was launched at Awassa College of Agriculture of the Hawassa University in the 2006/07 academic year.

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10. References

Belay, Kassa (2000), Empowering Agricultural Labour in Ethiopia: The Challenges to Training and Development, Africa Development, 25 (1&2): 161-190.

Belay, Kassa (2004), Postgraduate Training in Agricultural Sciences in Ethiopia: Achievements and Challenges, Higher Education Policy, 17 (1): 49-70.

Belay, Kassa (2005) Linkage of Higher Education with Agricultural Research, Extension and Development in Ethiopia, paper presented at the National Conference on “Where Should Ethiopia’s Higher Education be Going and How Might It Change to Meet the Country’s Development Needs?”, organized by the Higher Education Strategy Centre of the Ministry of Education and the Institute of Educational Research of the Addis Ababa University, held in Addis Ababa, October 21-22.

Budak, D.B., Darcan, N. and Kantar, M. (2005) Women Farmers and Extension Services in Small Ruminant Production in Mountain Areas of Turkey, Journal of Arid Environments, 62 (3): 507–515.

Due, J.M., Magayane, F. and Temu, A.A. (1997) Gender Again-Views of Female Agricultural Extension Officers by Smallholder Farmers in Tanzania, World Development, 25(5): 713–724.

Odurukwe, S.N., Matthews-Njoku, E. C. and Ejiogu-Okereke, N. (2006) Impacts of the Women-in-agriculture (WIA) Extension Programme on Women's Lives; Implications for Subsistence Agricultural Production of Women in Imo State, Nigeria, Livestock Research for Rural Development. Volume 18 (2) (Accessed on December 03, 2007, from http://www.cipav.org.co/lrrd/lrrd18/2/odur18018.htm).

Rose, Pauline (2003), Can Gender Equality in Education be Attained? Evidence from Ethiopia, Background paper prepared for the 2003 UNESCO Global Monitoring Report, Centre for International Education, University of Sussex, UK.

Mid-Career Alumni Association. 2002. Proceedings of the Alumni Congress for graduates of the B.Sc. Program for Mid-Career Extension professionals of Alamaya University. Haramaya University

Mid-Career Alumni Association (2005) Mid-Career Alumni Association News Letter. Haramaya University

Mid-Career Alumni Association (2006) Mid-Career Alumni Association News Letter. Haramaya University

Mwangi, J.G., Chibwana, C. and Ferdu, A. (2005) Report of an External Evaluation of the B.Sc. Programme for Mid-Career Extension Professionals at Alamaya University, Ethiopia.

SAFE (2007) Impact of Women Graduates of the BSc Agricultural Extension Program for Mid-Career Professionals-Haramaya University, Ethiopia. Addis Ababa, Ethiopia. April 25, 2007.

Tamirat, A. (2007) Personal Communication on the Number of ATVET Graduates over the past four Years, Ministry of Agriculture and Rural Development, Addis Ababa.

TGE (Transitional Government of Ethiopia) (1994) Education and Training Policy, Addis Ababa.

Yelfign, Worku (2003), Ethiopia Report. Background paper for A Fair Chance: Attaining Gender Equality in Basic Education by 2005, Global Campaign for Education.

UNESCO (United Nations Educational, Scientific and Cultural Organization) (2007),

71

Education in Ethiopia (Accessed on November 19, 2007, from http://stats.uis.unesco.org/unesco/TableViewer/ document.aspx?ReportId=121&IF_Language=eng&BR_Country=2300 . United Nations (2002) The Combined Fourth and Fifth Periodic Reports of

Ethiopia, Committee on the Elimination of Discrimination against Women, United Nations, New York.

Zinnah, M. (1997) Agricultural Extension Staff Need Innovative Training Programmes, Spore, No. 72, P.P. 11.

72

10. Annexes Annex 1. Mid-Career Graduates Tracer Information-Haramaya University

Name of the graduates

Sex Year of Graduation

MSc Year

Position/Employer before HU

Position/Current Employer

Address

1. Abdella Beker

M 1999 Oromia Region Gender & Communication Officer, Oromia Region

Oromiya DPPC

2. Adane Geda M 1999 Oromia Region Project Officer, World Vision

Wolayta

3. Addisu Likassa

M 1999 2008 Oromia Region Lecturer, Oromia Region Asela ATVET

4. Alemayehu Shishigu

M 1999 2008Tanzania

Extension Team Leader, Oromia Region Adama Woreda

Extension Team Leader Federal MOA

0114330074/ 0913247070 biretualo@yahoo.com

5. Alemu Foche

M 1999 SNNPRS USA

6. Amsalu Andarge

M 1999 _ Office Head, Meta Woreda, Oromia Region

Deputy Head, President Office, Oromia Region

0911427800/ 0116525963 amsaluamsalaaa@yahoo.com

7. Asrat Tsegaye

M 1999 _ Cooperative Expert & Supervisor, Bako Gazer Woreda, SNNPRS

Gender & small scale enterprise officer, Southern Regional PCDP

0916833095/ 0462210375 asrat_tsegaye@yahoo.com

8. Beker Abdilahi

M 1999 - Cooperative Expert, Harari Region

Extension Promotion Team Leader, Harari Region

0911039235/ 0256661794

9. Belete Bedada

M 1999 Oromia Region Late after graduation

10. Bethlehem Zewdu

F 1999 _ Animal & Animal Products Team Leader, Harari Region

Plan & Program Expert, Harari Region

0915765437/ 0256661794

11. Birhanu Deyasso

M 1999 SNNPRS General Manager, Yirgacheffe Coffee Cooperative

Addis Ababa Tel: 0911- 66-32-98

12. Daniel Taye M 1999 Oromia Region Late after graduation 13. Elias Endale M 1999 2007

Hara SNNPRS SNNPRS 09 11 74 16 48

14. Etalemahu Demissie

F 1999 2004Netheland

Agronomist, Berhatltu Woreda, Oromia Region

Gender Specialist, Federal MOA (Rural Capacity building office )

09118631370116450393 etalemahud@yahoo.com

15. Fikire Enku M 1999 Trial Site Manager, Melkana-Marko Woreda, SNNPRS

EC/ Africa Supervisor Trainer, Addis Ababa

0911435533, 0114165727 baradon_2007@yahoo.com or pepo_meda@yahoo.com

73

16. Ganfure Woyesa

M 1999 Oromia Region Oromia Region Abote Wereda, P.O. Box 59, Fiche, 011 118 00 33

17. Gebriel Bakansa

M 1999 SNNPRS SNNPRS Awassa, Tel: 046-2210042

18. Germame Garuma

M 1999 SNNPRS Expert, SNNPRS Gurage Zone

19. Girma Getachew

M 1999 Community Forestry Expert, Dire Dawa Administrative Council

Safetinate Coordinator, Food Security, Disaster & Prevention Office, Dire Dawa Administrative Council

09 11 73 37 25/ 025 112 80 73/025 112 69 93

20. Marishet Endeshaw

F 1999 Oromia Region UK

21. Mulatu Sendabo

M 1999 SNNPRS -

22. Olika Belachew

M 1999 Head, Dembi Woreda, Oromia Region

Program Manager, Self Help Association, West Shoa Zone, Oromia Region

0911894720 belachewolika@yahoo.com

23. Tadesse Wegi

M 1999 Irrigation Agronomist, Weliso Woreda, Oromia Region

Irrigation & Water Use Expert, West Shoa Zone Oromia Region

0911318694/ 0113410391

24. Tesfaye Kumbit

M 1999 Oromia Region Senior Training Consultant, Federal Government

Management Training Institute, Addis Ababa

25. Tofik Abdulahi

M 1999 Oromia Region Oromiya Region

26. Tsegaye Ayele

M 1999 Oromiya Region Lecturer, Federal MoA Alage ATVET

27. Tsegaye W/Meskel

M 1999 Extension Expert, Dire Dawa`Agr. office, Dire Dawa Administrative Council

Rural Development Advisor to the Mayor, Dire Dawa Administrative Council

0915745201 /0251115413

28. Zewge Lemma

M 1999 SNNPRS Expert, SNNPR Regional Council

Awassa

29. Abdo Watta M 2000 Somali Region USA 30. Abdu

Sulayman M 2000 Input Service Expert,

Asayta Woreda, Afar Region

Pastoralist Community Development Project Head, Dubit Woreda, Afar Region

0911800247/ 0336660184

31. Amanu Gudina

M 2000 _ Vegetable & Fruit Production Expert, Benishangul Gumz Region

Team Leader, ZOA Refuge Care, Benishangul Gumz Region

0911910600/ 0577750799 amanugudinaa@yahoo.com

32. Ataklti Tesfaye

M 2000 2009 Tigray Region Vice-President for Administration, Axum University

Axum University, Tigray 0914 74 39 18/ 034 440 95 38

33. Aydahis Afkea

M 2000 Zona1 A&RDO Head Afar Region

Project Coordinator, Save the Children, Dubit Woreda, Afar.

0912106236/ 0336660529 aydafkea@yahoo.com

34. Berhanu M 2000 _ Agronomist. Extension Expert, Federal 0911437451

74

Gezahegn Benishangul Gumz Region

MOA, Addis Ababa bgezahegh@yahoo.com

35. Dereje Mokennen

M 2000 Somali Region Head of Agri. Desk, Somali Region

Jijiga Woreda Agri. Office Tel: 025 775 43 72/ 025 775 22 43

36. Esayas Negatu

M 2000 2007 Haramay

Community Forestry & Soil/water conservation Expert, Shinile Zone, Somali Region

Filed Monitor, WFP, Dire Dawa

0915731407

37. Fithanegest Assefa

M 2000 Tigray Region Head of Agricultural Dev. Office, Tigray Region

Welkayte Woreda Agri. Office

38. Hayelom Berhe

M 2000 Tigray Region Academic Vice Dean, Tigray Region

Mychew Woreda Tel: 0344370231 0r 0914728605 Fax: 0347770264

39. Kefyalew Worku

M 2000 2006 Hara

Field Assistant, Mensh fur Menshen, Harar

Agro-ecology Department Head, Menshen fur Menshen, Harar

0915756588/ 0256663067 rdkefyalew@yahoo.com

40. Melisew Ayenew

M 2000 2008 US

Benshangul-Gumuz Region

Head, NGO P.O. Box 39, Assosa. Tel: (H) 0577750535/ 0577750910/

41. Mesfin Woldu

M 2000 Tigray Region Agricultural & Rural Dev’t Head, LayMaichew Woreda, Tigray Region

P.O. Box 86 Tel: 034 7753256 0344405346/ 0914743344

42. Solomon Abraha

M 2000 Tigray Region Vice Dean, Shire ATVET, Tigray Region

Endeslase Woreda, P.O. Box 07 Tel: 034 444-31 81

43. Tega-Ab Teka

M 2000 2006 Hara

Forest Agronomy & Protection Expert, Eastern Zone, Tigary Region

Forestry & Agro-forestry Team Leader, Tigray Regional Agr. & Rural Development Bureau

0914733495/ 0344400930

44. Tsige Fesseha

F 2000 2007 Mekelle

Soil & Water Conservation Expert, Tselemti Woreda, Tigray Region

Integrated water shade management Team Leader, Tigray Regional Bureau

0914721788/ 0344400846

45. Wubishet Adugna

M 2000 Oromia Region In private agribusiness Bonga, 0911 40 73 60

46. Yemanu Yilema

M 2000 Harari Region Late after graduation

47. Abebayehu Abebe

M 2001 SNNPRS SNNPRS Dilla District Office

48. Abebe Berhanu

M 2001 Agronomy Team Leader Gambella Region

Agric Marketing Team Leader Gambella Regional Bureau,

0911820340 0475511568

49. Addis Alemayehu

M 2001 2007Haramaya

Crop Production Expert, Sheko Woreda SNNPRS

Extension Expert, Bench Maji Zone, SNNPRS

0911351793/ 0473350069 a.alemayehu.@yah

75

oo.com 50. Ayana

Mirkena M 2001 _ Deputy Head, Gimbi

Woreda, Oromia Region

Crop Production & Input Team Leader, Oromia Regional Bureau of Agric & Rural Development

0911552792

51. Bizuayehu Zewde

M 2001 Oromiya Region Oromiya Region Jima Zone

52. Daniel Kelbessa

M 2001 Oromiya Region Water Office Head, Oromiya Region

53. Deribe Kaske

M 2001 2007Hara

Technical Team Leader, Della Woreda, SNNPRS

Extension Team Leader, Southern Regional Bureau

0911936200/ 0462206023 deribe_kk@yahoo.com

54. Desalegne Tassew

M 2001 SNNPRS Head of Bureau, Amaro Woreda, SNNPRS

0916824660/0462206023

55. Feleckech Basazinew

F 2001 2003Neth

Rural Women Affairs Expert, Sidama Zone, SNNPRS

Adolescent Development & Protection & HIV AIDS Project Officer, Southern Region Unicef

0916823752

56. Fikreselassie Bekele

M 2001 _ Input Distribution Team Leader, Chena Woreda, SNNPRS

Training & Agri. Input Multiplication Division Head, Gunchera Woreda, SNNPRS

0113320119/ 0113320023

57. Getu Shiferaw

M 2001 SNNPRS Vice Dean, SNNPRS Soddo ATVET

58. Gobena Feyisa

M 2001 _ Office Head, Ada Berga Woreda, Oromia Region

Women Mobilization & Training Department Head, Oromia Regional Women's Affair Bureau

0912009257 gobasay@yahoo.com

59. Gorfe Tessema

F 2001 Horticulture Expert, Sodo Woreda SNNPRS

Marketing Expert, Federal MOA

0112554050/ 0911152411

60. Gutema Itana

M 2001 _ Office Head, Mana Woreda, Oromia Region

Coffee Quality Inspection Team Leader, Oromia Regional Bureau

0115522209

61. Korra Yayisto

M 2001 2009 Hara

Office Head, Konso Special Woreda, SNNPRS

Non Agricultural Sectors Deputy Head, Konso Special Woreda, SNNPRS

09 13 21 66 19

62. Melese Lapiso

M 2001 Oromiya Region Oromiya Region

63. Mitiku Tesfaye

M 2001 Oromiya Region Oromiya Region

64. Oman Agwa M 2001 2009 Hara

Extension Team Leader, Gambella Region

Deputy Head, Gambella Regional Agric & Rural Development Bureau

0911118621 agwagam@yahoo.com

65. Seble Shimelis

F 2001 2003Neth

Rural Women Affairs Expert, Sidama Zone, SNNPRS

Senior Training Expert, Federal. MOA

P.O. Box 25143, Addis Ababa Tel: 0911 461 902. e-mail: sebles2002@yahoo.com

66. Tekle Tibesso

M 2001 Oromiya Region Food Security Expert, Oromia Region

Zuwai Zonal Office

67. Tesfaye Oljira

M 2001 Oromiya Region Expert, Oromiya Region Regional Bureau, Addis Ababa

76

68. Tsehaynesh Kidane

F 2001 Rural Women Affairs Senior Expert, North Omo Zone, SNNPRS

Women Affairs Senior Expert, Federal MOA

0911883730/ 0115514240 enatkid@yahoo.com

69. Wondwossen Chanyalew

M 2001 Oromiya Region NGO Borena

70. Yohannes Mare

M 2001 2009 Hara

Input Supply Team Leader, Burgi Special Woreda, SNNPRS

Deputy Head, Burji Special Woreda Agric & RDO, SNNPRS

0913283055/ 0464720125

71. Zenebe Worku

M 2001 2008Neth

Marketing & Credit Expert, Regional Bureau, SNNPRS

Cooperative Department Head, Southern Regional Cooperative Agency

0916823421 zenebewld@yahoo.com

72. Abadi Haileselassie

M 2002 2006 Hara

Supervisor, Mederai Zana Woreda, Tigray Region

Economics Advisor to the Zonal Council, South East Zone, Tigray Region

Tel: 0914 735466

73. Abraham Tsegaye

M 2002 2009Hara

Soil & Water Conservation Expert, Tehuledreie Woreda, Amhara Region

Office Head, , Cooperative Promotion Agency, Dessie Town Woreda, Amhara Region

0914716538/0331114037 abrtse2000@yahoo.com

74. Alemnesh Lemma

F 2002 SNNPRS Extension Training Expert, Pastoralist Food Security, SNNPRS

P.O. Box 1619, Awassa. Tel: 046-2204692

75. Alemtsehay Kiros

F 2002 2007Kek elle

Agronomy Team Leader, Bega-Tembien Woreda, Tigray Region

Social Sector Head, Tigray Region Womens' Affairs Bureau

0914722960/ 0344403662 alemenehom@yahoo.com

76. Aster Tadesse

F 2002 SNNPRS SNNPRS Dilla Agric & Rural Dev’t

77. Ayalew Hagos

M 2002 2009 Mekelle

Extension Supervisor, , Gulomekeda Woreda, Tigray Region

Socio-economic Senior Expert, Regional A&RD Bureau, Tigray Region

0914707620

78. Bayeh Tiruneh

M 2002 79. Amhara Region Land Administration Expert, Land Administration Authority, Amhara Region

Bahirdar. Tel: 058-2220920, 058-207234 or0582182172/7234

80. Belachew Teshome

M 2002 Extension Supervisor, Dire Dawa A&RDO

A&RD Advisor to the Deputy Mayor, Dire Dawa Administrative Council

0915736671/ 0251115600

81. Dereje Hamza

M 2002 2006Hara

Amhara Region Amhara region

82. Endris Hussein

M 2002 Amhara Region Head, Debrebrihan Woreda, Amhara Region

C/O P.O.Box 14, Debrebirhan

83. Esayas Kebede

M 2002 Amhara Region Coffee Expert, Federal MoA

Addis Ababa, 011 515 70 18/ 36

84. Eyasu Mijena

M 2002 Amhara Region

85. Fessah Dibissa

M 2002 Oromiya Region Expert, Federal Cooperative Bureau

Addis Ababa

86. Gashawtenna Belay

M 2002 _ Agro-forestry Expert, Bechena Woreda, Amhara Region

Marketing Improvement program Training Coordinator, Amhara Regional A&R D

0918782347/0582202867 gashawtna_belay@yahoo.com

87. Gebeyehu M 2002 _ Amhara Region Land Administration P.O.Box 145,

77

Belay Team Leader, ANRS, EPLAUA, Amhara Region

Bahirdar. Tel: 058 220 13 66/0582200670 e-mail: gebeyehubelay1@yahoo.com

88. Gebrehiwet Smur

M 2002 _ Tigray Region Head, Erob Woreda A&R DO, Tigray region

Erob woreda Agri. Office

89. Habtu Shmuye

M 2002 _ Extension Supervisor, DireDawa A&RDO

Team Leader, Disaster Prevention & Preparedness Office, Dire Dawa Administrative Council

0915753182

90. Hassen Hinika

M 2002 _ Amhara Region Head, District Agricultural Office, Amhara Region

North Gondar Zone Agri. & Rural Dev’t Desk, P.O.Box 180, Gondar

91. Kasech Milky

F 2002 _ SNNPRS Deputy Dean, Soddo ATVETC

Soddo ATVETC

92. Kassu Kubayo

M 2002 2009Hara

Credit Service Expert, Zuria Woreda, SNNPRS

Extension Method Expert, Regional A&RDO, SNNPRS

0916866490/ 0462206218 kassu_kubayo@yahoo.com

93. Mahdi Ege M 2002 2005Hara

Senior Animal Health Assistant, Regional A&RDO, Somali Region

Deputy Director General, Pastoral &Agro-Pastoral Research Institute, Somali Region

0915742074 maheg120@yahoo.com

94. Mesele Kelkay

M 2002 _ Extension Supervisor, Ofla Woreda, Tigray Region

Senior Extension Expert, Regional A&RDO, Tigray Region

0344407389 0914755903

95. Mestefakir Alebachew

F 2002 _ Rural Women Affairs Team Leader, Shebedino Woreda, SNNPRS

Gender Expert, Women Affairs Department, Federal MOA

0911885047 mestesakir@yahoo.com

96. Mohammed Gulye

M 2002 2007Hara

Rangeland & Pastoralist Dev’t Expert, Liben Zone, Somali Region

Training & Communication Officer, Pastoralist Community Development Project, Somali Region

0915744501/ 0257754901/ 0257757440

97. Mulugeta Worku

M 2002 _ Extension Supervisor, Guangua Woreda, Amhara Region

Amhara Region, CRDA 0911858239/0918708655 b.mulugeta@yahoo.com or crda_amhara@ et.net_et

98. Nega W/gerima

M 2002 Tigray Region Head of Agricultural Dev. Office

Sheraro Agri office P.O. Box 67 Tel:0914 75-36-40/034 444 14 88

99. Selamawit Getaneh

F 2002 Amhara Region Ag. Extension Team Leader, Weldia Woreda Amhara Region

P.O.Box45, Weldia

78

100. Tadesse Adgo

M 2002 2009Hara

Farm Management Junior Expert, S. Wollo Zone, Amhara Region

Extension &Training Dep’t Head, Regional A&RD Bureau, Amhara Region

0918781939/ 0582201508 tadesseadgo@yahoo.com

101. Terfu Hedeto M 2002 _ Head, N.Shoa Zonal A&RDO, Oromia Region

Head, Extension Department, Regional A&RD Bureau, Oromiya Region

0911349529/ 0115510815

102. Tesfaye Alemu

M 2002 2008Hara

Trial Expert, Estia Woreda, Amhara Region

Senior Extension Expert, South Gonder Zone, Amhara Region

09187144320582440025

103. Teshale Tesfaye

M 2002 _ Head, Regional A&RDO, Benishangul Gumz Region

Food Security Team Leader, Food Security, Disaster & Prevention Office, Benshangul-Gumuz

0911813768/ 0577750755 tmsr1976@yahoo.com

104. Wudie Ayele F 2002 Plan & Project Expert, Alaba Special Woreda, SNNPRS

Extension Methodology Study & Training Expert, Federal MOA

0911487089/ 0115157006 wudntt@yahoo.com

105. Abdu Mekonen

M 2003 _ Extension Supervisor, Enemay Woreda, Amhara Region

Instructor, Mersa ATVET, Amhara Region

0911799133 abdumekonen@yahoo.com

106. Alemu Woyessa

M 2003 Oromia Region Oromia Region

107. Almaz Membere

F 2003 _ Animal & Animal Products Expert, Tarmaber Woreda Amhara Region

Input & Credit Team Leader, Tarmaber Woreda, Amhara Region

0116800096/24/45

108. Amsalu Bedasso

M 2003 2008Hara

Animal Husbandry Expert, Wabi Aweras Woreda, Oromia Region

Academic Vice Dean Alage ATVET

0911353949/ 0461165009 amsalubedaso@yahoo.com

109. Anesa Meeko

M 2003 2008Neth

SNNPRS Cooperative Officer, SNNPRS

Awassa Tel: 046-220-20-14 or 220-25-48/ 046 220 20 13

110. Azeb Negash F 2003 _ Plan & Program Expert, Guraghe Zone, SNNPRS

Senior Cooperative Expert, Cooperative Development Office Addis Ababa

0911733607 azebnegas@ yahoo.com

111. Belaynesh Kumsa

F 2003 2008 Hara

Development Agent, Minigar Woreda, Amhara Region

Extension Team Leader, Minigar Woreda, Amhara Region

0912059738 belayneshkumsa@yahoo.com

112. Derje Zewdu M 2003 2008Hara

HCS Budget Manager Dire Dawa Administrative Council

Head, HCS Capacity Building Division, Dire Dawa Administrative Council

0915735611 derjezewdu@yahoo.com

113. Embete Bizuayehu

F 2003 SNNPRS Expert, SNNPRS Investment Office

114. Endalew Giwon

M 2003 _ Input & Credit Service Expert, Anetsha Woreda, Amhara Region

Senior Training Expert Region A&RD Bureau, Amhara Region

0918769835

115. Fanaye F 2003 Extension Supervisor, Deputy Head, Youth & 01166811287/091

79

Yilma Minijar Shenkora Woreda, Amhara Region

Sports Affairs, North Shoa Zone, Amhara Region

1777548 Fax, 011681 18 14 /011681 18 57 87

116. Fekadu Terefe

M 2003 Oromiya Region VOCA Program Head Borena

117. Firehiwot Tefera

F 2003 _ Seed Multiplication & Dissemination Expert, Arbamich Zuria Woreda, SNNPRS

Training Expert, Regional ARD Bureau, SNNPRS

0462206023 betifire@yahoo.com

118. Fisseha Teshome

M 2003 2009Hara

Oromiya Region Extension Communication Expert, Federal MoA

0912076826/0115510190

119. Galgelo Wariyo

M 2003 Oromiya Region Late after graduation

120. Getenesh Asfaw

F 2003 _ Monitoring & Evaluation Expert, Aleta Wondo Woreda, SNNPRS

Training Needs Assessment Expert Federal MOA

0911959440/ 0115510190 brmamuy@yahoo.com

121. Girma Zewde

M 2003 _ Amhara Region Food Security Expert, Amhara Region

0918 72 60 61

122. Hirut Geleta

F 2003 _ Senior Home Economics Expert, Regional ARD Bureau, SNNPRS

Field Monitor, Southern Region, UN World Food Programe

0911741473/ 0462202101 mbhaeleta@yahoo.com

123. Huluagersh Hailu

F 2003 - Rural Women Affairs Expert, East Gojam Zone, Amhara Region

Head, Environmental Protection Land Administrative & Use Authority Office, East Gojam Zone, Amhara Region

0912172912/ 0587712830

124. Kaba Merga M 2003 2009Hara

Head, Merti woreda, Oromia Region

Dean, Ardayta ATVTE, Oromia Region

0911215479/ 0226661005 Fax, 0226661004

125. Kebede Tasisa

M 2003 _ Extension Division Vice Head, Adama Woreda, Oromia Region

Head, Irrigation Development Office, Adama Woreda, Oromia Region

0911366843/ 0221128425

126. Mohammed Adem

M 2003 _ Office Head, Dewa Chefa Woreda, Amhara Region

Project Coordinator, Amhara Region, Organization for Rehabilitation & Development in Amhara, Oromia Zone, Amhara Region

0911792274/ 0335530467 ordabpoof@ethio.net.com or mmaida2000@yahoo.com

127. Mohammed Bedada

M 2003 Amhara Region Late after graduation

128. Rahmet Yimer

F 2003 Input Supply & Distribution Expert, Kallu woreda, Amhara Region

Water Harvest Technology Expert, Kallu Woreda, Amhara Region

0914739452/0335512830/033551739392

129. Sisay Yehuala

M 2003 2008Hara

Plan & Program Expert North Gonder Zone, Amhara region, A&RDO,

Expert, Environmental Protection, Land Use & Administration, North Gonder Zone, Amhara Region

0918778886/ 0581113916 sisaygon@yahoo.com

80

130. Tajuden Abdurehman

M 2003 _ Head, Eastern Hararghe Zone, Oromia Region

Administrator, Eastern Hararghe Zone, Oromia Region

0915330489/0256667880

131. Tamiru Molla

M 2003 _ Head, Adaba Woreda Oromia Region

Head, Input supply Division, Regional Cooperative Promotion Commission, Oromia Region

0911977020

132. Tenagne Kebede

F 2003 2007Swiden

Plan & Program Team Leader, Bahir Dar Zuria Woreda, Amhara Region,

Senior Land Administration Expert, Environmental Protection Land Administrative & Use Authority, Amhara Region

0911726441/05821172 tenagne_ke.@yahoo.com

133. Tenagne Yizegnaw

F 2003 _ Vegtable & Fruit Production Team Leader, Assosa zone, Benishangul Gumz Region

Expert, Regional Bureau of A&RD, Benishangul Gumz

0577752373/0577750150

134. Wubit Shiferaw

F 2003 _ Senoir Home Economics Expert Amhara Region

Senior Gender Officer, World Vision Ethiopia, Addis Ababa

0918701021, wfhiferaw_nat@yahoo.com

135. Wude Bekalu

F 2003 2006Haramaya

Technical Assistance 3, Cotebe College.

Lecturer, Hawassa University

0911 13 91 80

136. Yalemzewde Teshome

F 2003 Animal Husbandry Expert, Angolela Ena Tera Woreda, Amhara Region

Home Science Expert, Urban Agri. Department, Amhara Region

0911 81 01 09, yalemteshome_@yahoo.com

137. Yenenesh Tadesse

F 2003 2007Hara

Coffee Quality Inspector, Gimbo Woreda, SNNPRS

Awaiting placement 0915 74 70 82 yeneneshtadesse@yahoo.com

138. Abate Bekele

M 2004 _ Amhara Region Ag. Extension Team Leader, North Shewa Zone, Amhara Region

Dep’t, P.O.Box 14, Debrebirhan, Tel: 0118812604, 0912163456/ 0118812604

139. Abdulahi Mohammed

M 2004 2007Hara

Cooperative Development Expert Jijga Zone, Somali Region

Postural Early Warning System & Management Coordinator, Postural Community Development Project, Somali Region

0912163456/ 0915749463 khadar25@hot.mail

140. Adugna Legesse

M 2004 Plan & Program Expert, Benishangul Gumz Region

Expert, Regional A&RD Bureau, Benishangul Gumz Region

0577752854/ 0577751037 0912168595

141. Ali Nuru Dawed

M 2004 Afar Region Project Team Leader, Afar Region

Pastoral Community Dev’t Project, Semera. Tel: 033 666 0184

142. Amin Abdulkair

M 2004 2006 London

Marketing & Credit Service Expert, Regional A&RDO, Afar Region

Deputy Bureau Head, Semera Zone Pastoral A&RD, Afar Region

0911461927/ 0336660107 amin_abdulkadir@yahoo.com

143. Asefa Gemechu

M 2004 Oromiya Region Cooperative Promotion Expert, Kemmise Woreda

P.O.Box 09, Kemmise

81

Oromiya Region 144. Asferaw

Asasa M 2004 Amhara Region Ag. Extension Expert,

Awi Zone A&RDO, Amhara Region

P.O.Box 22, Enjibara Tel: 03322 54 261

145. Debebe Asfaw

M 2004 Amhara Region Ag. Extension Expert, Debrebrihan Woreda Amhara Region

P.O.Box 14, Debrebirhn Tel: 022112 77 19

146. Demisew Abate

M 2004 Amhara Region Ag. Extension Expert, South Wollo Zone, Amhara Region

P.O.Box 80, Dessie

147. Ebrie Seid M 2004 Amhara Region Amhara Region 148. Gebrewahid

Mekanen M 2004 Input & Credit Service

Expert, Southern Zone, Tigary Region

Head, Youth & Sport Affairs Planning Department, Regional Bureau, Tigray Region

0914729202/0344409973 g.meaone@yahoo.com

149. Genet Tafu F 2004 2009Neth

SNNPRS Cooperative Dev’t Head, Meskan Woreda, SNNPRS

Butajira. Tel: 0461151177 /0461150225

150. Gosaye Asfa M 2004 2008Haramaya

Extension Team Leader, Bugena Woreda, Amhara Region

Agric Input & Marketing Team Leader, Weldia A&RD, Amhara Region

0911065360/ 033360013

151. Guled Abdullahi

M 2004 2006Hara

Crop Production Expert, Dembel Woreda, Somali Region

Acting Head, Food Security, Disaster & Prevention Office, Somali Region

0915741574

152. Hailu Kiros M 2004 Crop Production & Protection Team Leader, South-eastern Zone, Tigray Region

Head, Dega-Tembien Woreda, Tigray Region

0914753013/ 0343390014

153. Hassen Nurhussien

M 2004 Junior Agronomy Expert, Adi Gudem Woreda, Tigary Region

Agronomy Team Leader Hintallo Wejerat Woreda, Tigray Region,

0344730231/ 67

154. Lulu Gessesse

M 2004 Amhara Region Ag. Extension Expert, Habru Woreda

P.O.Box 18, Mersa 09 11 93 96 51

155. Mekonnen Bekru

M 2004 Agronomist, Assosa woreda, Benishangul Gumz Region

Saving & Credit Team Leader, Regional Cooperative Development Bureau, Benishangul Gumz Region

0911025794/ 0577750118

156. Metewabe Belay

F 2004 Trial & Demonstration Expert, Adate Woreda, Amhara Region

Gender & Development Expert, Organization for Rehabilitation & Development in Amhara, Amhara Region

0918705166/ 0582221283

157. Meseret Abera

F 2004 Amhara Region Instructor, Mertolemariam ATVETC

P.O.Box 01, Mertolemariam

158. Mohammed Abdurahman

M 2004 Harari Region Woreda Agri.& Rural Dev’t. Coordinator, Harari Region

Harar Agricultural Office

159. Mulu Gebru M 2004 Extension Supervisor Shera Woreda, Tigray Region

Expert Water Supply, Sanitation & Hygiene (WASH), Trigray Regional Office

0914746123/ 0344405346

160. Sayeh M 2004 Amhara Region Ag. Extension Expert, P.O.Box 101,

82

Kassaw Gozamin Woreda, Amhara Region

Debremarkos

161. Sileshi Telila M 2004 Plan & Program Expert, Assosa Zone, Benishangul Gumz Region

Benishangul Gumz-Regional Agr. & Rural Development Bureau

0911831450/0577751002

162. Tesfa Chali M 2004 Oromiya Region Oromiya Region 163. Zekarias

Sheferaw M 2004 Tigray Region Extension Com. Expert,

Asged-simbela Woreda, Tigray Region

034 47536 48

164. Zeritu Desta F 2004 2006Neth

Rural Women Affairs Team Teader, Limu Woreda, SNNPRS

Head, Housing Transfer Division, Housing Development Project, Adia Zone, SNNPRS

09120213110465552075

165. Zufan Nezir F 2004 Amhara Region Ag. Extension Expert, South Wollo Zone Amhara Region

P.O.Box 80, Dessie Tel: 0331116556 114236

166. Abdo Adem M 2005 SNNPRS Member of Parliament & Vice Chairperson of the Parliament’s Rural Development Sector Standing Committee

0911727378

167. Abebe Berhanu Belhu

M 2005 Oromiya Region Oromiya Region North Shoa, 057 770 00 07

168. Adel Abubeker

M 2005 Bee Keeping Expert, Bureau of A&RD, Harari Region

Head, Disaster Prevention Department, Food Security, Disaster & Prevention Office, Harari Region

0256661770

169. Aman Enyew

M 2005 Animal Production Expert, Derashe Speical Woreda, SNNPRS

Head, Private Development Cooperative Office, Derashe Special Woreda, SNNPRS

0911013645/ 0467740042 amdtda08@yahoo.com

170. Asrat Abebe Deyas

M 2005 Coffee Processing Expert, Yergachefe woreda, SNNPRS

Head, Crop Production & Protection Division, Yergachefe Woreda, SNNPR

0913187337/ 0463320907

171. Asrat Mekuria

M 2005 Head, Decha Woreda, SNNPRS

Coffee & Spice Expert, Kafa Zone, SNNPRS

0917825265

172. Belaynesh Gelay

F 2005 Rural Women Affairs Team Leader, Regional Bureau, SNNPRS

Rural Women Extension Team Leader, Regional Bureau, SNNPRS

0911708391/ 0462206023

173. Dagne Yesufe Ali

M 2005 SNNPRS District Agric Head

174. Dessaleng W/Giorgis

M 2005 Animal & Fish Production Team Leader, Lalo Asabi Woreda, Oromia Region

Head, Training & Agric Technology Division, Isia Woreda, SNNPRS

0911802874/ 0113290199

175. Dinkun Gurara

M 2005 Crop Protection Team Leader, West Shoa Zone, Oromia region,

Head, Irrigation Dev. Office, South West Shoa Zone, Oromia Region

0913238978/0113411357

83

176. Fekadu Tadesse

M 2005 Rural Women Affairs Expert, Konso Special Woreda, SNNPRS

Rural Women Extension Expert, Regional Bureau, SNNPRS

0916837831/ 0462206023

177. Jigi Kitessa Muleta

M 2005 Extension Team Leader, East Wellega Zone, Oromia Region

Bureau Head, East Wellega Zone, Oromia Region

0917812722/ 0118800117

178. Ketema Jida Tirfessa

M 2005 Head, Sululta Woreda, Oromia region

Senior Training Coordinator, Regional Housing Development Project, Oromiya Region

0911774252/0115545606/ 0111880117

179. Mathewos Aniyo Shishoro

M 2005 SNNPRS District Agric. Head 0465 552 799

180. Mekonnen Gemechu

M 2005 Extension Team Leader, Sokoru Woreda, Oromia Region

Deputy Head, Sokoru Woreda, Oromia Region

0917807052/ 0471170227/0327

181. Negussie Abebe

M 2005 Extension Department Vice Head, Fitche Woreda, Oromia Region

Facilitation & After Care Foreign Agric Expert, Ethiopian Investment Agency, Addis Ababa

0911383418 nemey_26@yahoo.com

182. Okogn Abela Akway

M 2005 Gambella Region Gambella region 0475511474/ 0911918767

183. Omod Nyigow Gilo

M 2005 Gambella Region Gambella Region

184. Sara Shikur Muzein

F 2005 2009Hara

Development Agent, Bench Woreda SNNPRS

Vice Office Head, Dalocha Woreda, SNNPRS

0911004915 sarashikur@yahoo.com

185. Seyum Etana M 2005 Head, Sokuru Woreda Oromia Region

Head, Zonal Office, Jomma Zone, Oromia Region

0917801404

186. Tamen Balcha

M 2005 Extension Supervisor Illubabor Zone, Oromia Region

Bureau Head, Illubabor Zone, Oromia Region

0917805949 tamenebalcha@yahoo.com

187. Temesgen Tolessa

M 2005 Head, Input & Credit Department, East Wellega Zone, Oromia Region

Vice Head, Labour Mobilization Affairs Office, East Wellega Zone, Oromia Region

0917813962/ 0576614748

188. Teshal Jemal M 2005 Development Supervisor, Self Help Office, Meskan Woreda, SNNPRS

Program Officer, Self Help Organization, Addis Ababa

0911315683

189. Teshome Sahilu

M 2005 Multiplication & Distribution Coordinator, ATEVT, Bench Maji zone, SNNPRS

Income & Development Coordinator, ATEVT, Bench Maji zone, SNNPRS

0917826621 teshomesahilu@yahoo.com

190. Tirame Godebo Tirore

F 2005 2008Hara

SNNPRS Extension Communication Expert, Kedida Gamela Woreda SNNPRS

P.O. Box 95 Tel: 0475 54 01 97 (home) 047554 00 22 (office), 0911 94 90 37

191. Tolessa Jebessa

M 2005 Head, Ale-Gidu Woreda, Oromia Region

Team Leader, Wollega, Horuguduru Zone, Oromia Region

0917841880

84

192. Yenenesh Egu

F 2005 Coffee Agronomist, Tombaro Woreda, SNNPRS

Regional Bureau, SNNPRS

0462206023

193. Zenebe Zaba Bahilu

M 2005 SNNPRS Extension Team Leader, Chincha Woreda, SNNPRS

P.O. Box 26 Tel: 0468 81 22 42

194. Abebe Alemneh

M 2006 Agro-forestry Expert, Bahir Daw Special Woreda, Amhara Region

Community Participation Senior Expert, Organization for Rehabilitation & Development in Amhara, Bahir Dar Special Zone, Amhara Region

0918717293/ 0582264107

195. Abera Abebe M 2006 Rural Women Affairs Team Leader, Regional Bureau, Benishangul Gumz Region

Acting Head, Planning, Monitoring & Information Department, Regional Administrative Council, Benishangul Gumz Region

0577750005 abend2006@yahoo.com

196. Amha Hailu M 2006 Natural Resource Team Leader, Buri Woreda, Amhara Region

Gender Planning & Mentoring Expert, Quga Irrigation & Water-shade Management Project, Amhara Region,

0911798414/ 0587741020

197. Amsalu Beyene

M 2006 Extension Team Leader, Dewa Chefa Woreda, Amhara Region

Head, Food security, Disaster & Prevention Office, Oromia Zone, Amhara Region

0911549044/0335540286

198. Assefa Abelieneh

M 2006 Amhara Region Graduate Assistant, Dept of Agric Extension, Hawassa University

Tel: 0912 117 931

199. Atnafu Dagnachew

M 2006 Post-harvest Technology Expert, Benishangul Gumz Region

Indigenous People Extension System Expert, Regional Bureau, Benishangul Gumz Region

0912111387/0577752853

200. Ayalew Asgedom

M 2006 Benishangul Gumz Region

Expert, Assosa Woreda, Benshangul-Gumuz Region

P.O. Box 72. Tel: 0577751002, 0911539213

201. Dawit Tekaye

M 2006 Somali Region Expert, Jijiga, Somali Region

P.O. Box 206/857 Tel: 0257752264, 0911386476_

202. Endris Hussien

M 2006 Amhara Region Head, Debrebrihan Woreda, Amhara Region

P.O.Box 14, Debrebirhan 0335550622/0550

203. Habtamu Ambachew

M 2006 Food-for-work Coordinator, Kobo woreda, Amhara Region

Capacity Building Officer, Organization for Rehabilitation & Development in Amhara Office, North Wollo Zone, Amhara Region

0912182649

204. Hassen Ali M 2006 Extension Supervisor, Assosa Woreda, Benishangul Gumz Region

Crop Production Team Leader, Assosa Woreda, Benishangul Gumz Region

0913069681

85

205. Kassahun Ayehu

M 2006 Amhara Region Team Leader, Zekual Woreda, Amhara Region

Tel: 0332220628 or 0334400200, 0912100574, 0912182649

206. Meselech G/Mariam

F 2006 Wild Life Expert, Regional Bureau, Benishangul Gumz Region

Input Multiplication & Dissemination Senior Expert, Regional Bureau, Benisahngul Gumz Region

0577750111/0577750150 meselech2007@yahoo.com

207. Mestawot Abebe

F 2006 Somali Region Expert, Somali Region Jijga Tel: 0257754683

208. Mohammed Hassen

M 2006 Somali Region Manager, District Research Centre, Jijga Somali Region

Tel: 0915744922/ 0911085668

209. Nigussie Kebede

M 2006 Forage Development Expert, Gursum Woreda, Somali Region

Forage Development Expert, Gursum Woreda, Somali Region

0915739723

210. Omar Abdi M 2006 Somali Region Head, Shenila Woreda Somali Region

Tel: 0915738694

211. Redae Berhane

M 2006 Animal & Animal Production Expert, Alamata Woreda, Tigray Region

Head, Cooperative Development Department, Alamata Woreda, Tigray Region

0347740002

212. T/ Yohannes H/Kiros

M 2006 Tigray Region District Cooperatives Head, Tigray Region

0344407085/ 0344408713

213. Tesfaye Mesele

M 2006 Tigray Region Agri.Extension Head, Enderta Woreda, Tigray Region

P.O. Box 10. Tel: 0911799861/ 0347740296

214. Tsegaye Feyissa

M 2006 Technical Assistant, Self-help Association, Alemaya Woreda, Oromia Region

Program Head, ERSHA, Doba Woreda , Oromia Region

0915745641 tsegayedoba@yahoo.com

215. Wondimagegnehu Girma

M 2006 2009 Hara

Head, A&RDO Coordination & Follow-up Department Gambella Region

Head, A&RD Coordination Department Gambella Region

0911861725 wonditgirma@yahoo.com

216. Worekalem Assefa

M 2006 _ Aminal Skin & Hides Production Expert, Alamata Woreda, Tigray Region

Extension Coordinator, Alamata Woreda, Tigray Region

0911065451 0347740296

217. Yonas Gebru M 2006 Tigray Region Extension Expert, A. Woberta Woreda, Tigray Region

Tel: 0344410285

218. Abdu Effa M 2007 _ Head, Wellega One, Oromia Region

Deputy Head, Sibu-Sire Woreda, Oromia Region

0911836904/ 0576680045

219. Aschalew Aweke

M 2007 SNNPRS Amaro Woreda, SNNPRS Tel: 0463312092

220. Ayalew Merid

M 2007 Harari Region Harari Region

221. Belay Heriso

M 2007 Extension Supervisor, Dela Woreda, SNNPRS

Deputy Head, Aleta Wondo Woreda, SNNPRS

0911567899/ 0462240071

222. Brhanu Gemeda

M 2007 Head, Eteya Woreda Oromia Region

Plant Production & Protection Team Leader,

0911070693/0223350027

86

Eteya Woreda, Oromia Region

223. Elias Shewaga

M 2007 Laboratory Technician, A&RDO, Dire Dawa Administrative Council

Laboratory Technician, A&RDO, Dire Dawa Administrative Council

0912020386

224. Emiru Nagassa

M 2007 Expert, Gida Kiramu Woreda, Oromiya Region

Expert, Gida Kiramu Woreda, Oromiya Region

East Wollega Zone, Tel: 0577730135

225. Getahun Mulu

M 2007 Head, Munisa Woreda, Oromia Region

Head, Cooperative Develepment Office, Munisa Woreda, Oromia Region

0223370384/ 0223370067

226. Kelbessa Tesso

M 2007 Benishangul-Gumuz Region

Team Leader, Assosa Wobera , Benishangul-Gumuz Region

,P.O. Box 69 Tel: 09122017759

227. Kore Chala M 2007 Head, Becho Woreda, Oromia Region

Extension Team Leader, Becho Woreda, Oromia Region

0113420091

228. Lulseged Asefa

M 2007 SNNPRS Expert, Soro Woreda SNNPRS

P.O. Box 201, Hosahena Tel: 0465552799/ 0911556049

229. Mamo Abdi M 2007 Head, Bako Woreda, Oromia Region

Head, Irrigation Development Office, East Shoa Zone, Oromia Region

0917812505

230. Matewos Bundo

M 2007 Head, Crop production & Agric Technology Distribution Division, Bonke Woreda, SNNPRS

Head, Marketing Office, Bonke Woreda, Southern Region

0468812059/ 0916834736

231. Melaku Bedada

M 2007 Oromiya Region District Agric Head, Abicho Gnea Woreda, Oromiya Region

Tel: 0911771868 or 0116210142

232. Mulisa Mirkana

M 2007 Oromiya Region Team Leader, Wenchi, Oromiya Region

233. Nezif Abachebsa

M 2007 Plan & Program Team Leader, Seka Chekorsa, Oromia Region

Vice Head, Jimma Zone, Oromia Region

0917807745/ 0471111724

234. Samuel Shifeta

M 2007 Development Agent, A&RD Bureau, Harari Region

Natural Resource Expert, A&RD Bureau, Harari Region

0911564657

235. Shitaye Hailu

F 2007 SNNPRS Basketo Woreda, SNNPRS

Tel: 0912032934

236. Sisay Fetene M 2007 Extension Supervisor, A&RD Bureau, Harari Region

Input Supply & Distribution Expert, A&RD Bureau, Harari Region

0256663449

237. Solomon Dejase

M 2007

Farm Management Expert, South Omo Zone, SNNPRS

Plant Protection & Multiplication Expert, South Omo Zone, SNNPRS

0916855761/ 0467750518

238. Tefera Teshome

M 2007 Benishangul-Gumuz Region

Team Leader, Belo Jeganfo Woreda, Benishangul-Gumuz

P.O. Box 424 Tel: 0917817817 or 0918190327

87

Region 239. Tegene

Tilahun M 2007 SNNPRS Credit & Savings Expert,

Menjo Woreda, SNNPRS P.O. Box 9. Tel: 0473311172

240. Tesfaye Gadissa

M 2007 Natural Resource & Environmental Authority, Gobu Seyo Woreda, Oromia Region

Head, Irrigation Office, Gobu Seyo Woreda, Oromia

0917812707/ 0576612800

241. Tolera Megersa

M 2007 Head, Sore Woreda, SNNPRS

Head, Jima Arjo Woreda, Oromia Region

0911771871 /0576613275 toleramegresa@yahoo.com

242. Woldemdhen Fite

M 2007 Crop Production & Protection Team Leader, Yem Special Woreda, SNNPRS

Head, Marketing Office, Yem Special Woreda, SNNPRS

0474640129 0911805663

243. Worku Mekuria

M 2007 Extension Expert, Toke-Kutaye Woreda, Oromia Region

Marketing Team Leader, Toke-Kutaye Woreda, Oromia Region

0112820388/87/ 0112820335

244. Worku Zeleke

M 2007 SNNPRS Expert, Wonago Woreda, SNNPRS

0463330019

245. Yared Awgichew

M 2007 Water Harvesting Expert, Assosa Woreda, Benishangul Gumz Region

Animal Production Team Leader, Assosa Woreda, Benishangul Gumz Region

0917813751/ 0577750455 yadawgichew@yahoo.com

246. Ytibark Ambaye

M 2007 SNNPRS Eze Woreda, SNNPRS

el: 0113290199 or 0912045903 Email: yitamb@yahoo.com

247. Zerihun Bekele

M 2007 SNNPRS Burji Special Woreda SNNPRS

Tel: 0464720188

NB: From the 246 who have graduated so far: 1. Five have passed away. 2. 48 have proceeded to MSc and in different universities abroad and in the country. Twenty two of them

have since completed.

88

Annex II: Questionnaire for Tracer Study of Mid-career B.Sc. Graduates I. General Information 1. Respondent’s Name: _______________________________________________________ 2. Zone: ___________________________________________________________________ 3. Woreda: _________________________________________________________________ 4. City: ____________________________________________________________________ 5. Address: Telephone Number: __________________ E-mail: _______________________

II. Personal Data 6. Sex of the respondent: Male Female 7. Age of the respondent: __________ years

8. Are you from a farming family? Yes No. 9. In which institution of higher learning did you complete your diploma studies?

Alemaya College of Agriculture Ambo College of Agriculture Awassa College of Agriculture

Debre Zeit Junior College of Agriculture Debre Zeit Institute of Animal Health Jimma College of Agriculture

Wondo Genet College of Forestry Other (specify) __________________________ 10. What was your area of specialization at diploma level? _______________________________ 11. When did you graduate with a diploma? _______________GC _____________________EC 12. Who was your first employer? _____________________________________________ 13. Who was your employer when you joined the mid-career program?_____________________ Region _______________ Zone __________________ Woreda ______________________ 14. How much was your gross monthly earning when you joined the mid-career program? ___________Birr 15. What kinds of fringe benefits did you receive? (multiple responses are possible)

Free housing/ housing allowance of ________ Birr per month. Office allowance of _______ Birr per month. Vehicle under your supervision (provided with a vehicle by the institution).

Fuel allowance of _______ Birr per month. Transportation (car service to and from the work place). Education/training (subsidy for own or family members)

Other (specify) __________________________ 16. What was your position/job title when you joined the mid-career program? _______________

17. How many people worked under your supervision before joining the mid-career program? __________People. 18. How much was the estimated annual budget managed under your supervision?_______ Birr.

19. How long did you serve before joining the mid-career program? ______ years. 20. When did you join the mid-career program: ____________GC ___________________EC

21. Why did you join the mid-career program?________________________________________

89

______________________________________________________________________________ 22. Year of graduation from the program: ________________GC ______________________EC

III. Employment Record 23. What is your present employment status? Employed Unemployed 24. If the answer is “unemployed”, please provide the reasons____________________________. 25. What is the full name of your present employer and its address? ________________________

Region ________________ Zone _______________ Woreda _______________________ 26. How long have you been working with the present employer? __________________ years. 27. Please state the kind of your current employer: Government agency/civil service Educational institution International organization

Non-governmental organization Self-employed Private organization

Other (specify) __________________________

28. What is your current job position? Rank and file (professional staff) Supervisory level

Senior managerial level (Bureau head, Administrator, etc.). Specify _________________ Middle level managerial level (Department/Division head/ team leader). Underline

Expert Other (specify) __________________________

29. If the answer is “supervisory level or senior managerial level or middle level managerial level”, how many people work under your supervision? __________People.

30. How much is the estimated annual budget managed under your supervision? ________Birr. 31. What is your specific job title/specific designation? _____________________________ 32. How long have you been working in your present position? __________________ years. 33. How much is your monthly gross salary? ______________ Birr. 34. Are you still working for the organization that sponsored your studies? Yes No. 35. If the answer is “YES”, what are your reasons for staying on the job? (multiple responses are

possible) Reasons Yes (X) My current work ensures a higher income/benefits To honor my service commitment with the organization Possibility of using knowledge and skills acquired during my studies Chances of doing something useful for society Opportunity of pursuing continuous learning Job security High income Good career prospects Good promotion prospects Social status and respect My current job provides the opportunity to work in a locality I prefer My current job allows me to take into account family needs/family influence Other responses (specify)

90

36. What are the changes that took place in your professional status after the completion of the mid-career program?

Transferred to another employer Assumed new responsibilities Promoted to a better position

Became self-employed Paid higher salary Received fringe benefits such as housing (rent), transportation facilities, and better opportunities for short term training programs and experience sharing visits. Transferred to an area with better infrastructure and social services (urban centre) Other (specify) __________________________

37. What kinds of fringe benefits do you receive now? (multiple responses are possible) Free housing/ housing allowance of ________ Birr per month. Office allowance of _______ Birr per month. Vehicle under your supervision (provided with a vehicle by the institution).

Fuel allowance of _______ Birr per month. Transportation (car service to and from the work place). Education/training (subsidy for own or family members)

Other (specify) __________________________

38. What competence learned in the mid-career program did you find very useful in your present position (multiple responses are possible) Type of competence Yes (X) Communication skills Human relations skills Entrepreneurial skills Problem-solving skills Critical thinking skills Internship program (SEP) Other responses (specify)

39. List down suggestions to further improve the mid-career program: ___________________________________________________________________________

____________________________________________________________________________ ____________________________________________________________________________ 40. Are you fully applying the knowledge and skills you gained from obtaining your degree in

your present work? Yes No. 41. If the answer is “NO”, what problems have you encountered/are encountering in carrying out

your duties and responsibilities?__________________________________________________ ___________________________________________________________________________

42. How satisfied are you with your current employment considering the level of your qualification?

Very satisfied Satisfied

Not at all satisfied 43. To what extent is your position and status related to your level of education? Highly related Some what related

Not at all related

91

44. If you consider your employment and work hardly being linked to your knowledge and your level of education , why did you take it up? (multiple responses are possible) Reasons Yes (X) My current work ensures a higher income/benefits In doing this job I have better career prospects I prefer an occupation which is not closely connected to my studies My current work is very satisfactory I was promoted to a position less linked to my studies than my previous position My current job provides the opportunity for part-time/flexible schedules etc. My current job provides the opportunity to work in a locality I prefer My current job allows me to take into account family needs/proximity to residence Other responses (specify)

45. How many times did you change employer/employment since your graduation from the mid-

career B.Sc. program? __________ times Never. 46. What were your reasons for changing job? ________________________________________ ___________________________________________________________________________ 47. Did you pursue (are you enrolled for) further training at M.Sc. level? Yes No. If

“YES”, proceed to questions 48-52. If “NO”, proceed to questions 53-54. 48. What was/is your field of study? ________________________________ 49. Why did you choose to do your M.Sc.? __________________________________________ ___________________________________________________________________________ 50. When did you complete your M.Sc. studies? ___________GC ____________EC (if the

respondent completed his/her M.Sc. studies). 51. When do you hope to complete your M.Sc. studies? ___________GC ____________EC (if the

respondent has not yet completed his/her M.Sc. studies). 52. Where did you complete/where do you pursue your M.Sc. studies?

_________________________ Country _______________________ Name of the Institution. 53. Do you have a plan to pursue further training at M.Sc. level? Yes No.

If “YES”, proceed to questions 54. 54. Which field/program would you like to specialize in? ______________________________ . 55. Do you think that the mid-career training has given you adequate background to pursue

graduate studies? Yes No.

92

Annex III: The Current Specific Job Titles of Respondents

Number of respondents Position Male Female Total (Parliament) RDAE, Committee Vice Chair 1 0 1 Academic Vice Dean 1 0 1 Agricultural Development Team Leader 1 0 1 Agricultural Input Supply & Redistribution Expert 1 0 1 Agricultural Inputs & Marketing Team Leader 1 0 1 Agricultural Marketing & Product Quality team leader 1 0 1 Agronomy Team Leader 1 0 1 Animal Production Team Leader 1 0 1 ATVET Instructor 0 1 1 Coffee Quality Inspection Team Leader 1 0 1 Coffee, Tea & Spices Expert 1 0 1 College Dean 1 0 1 Community Participation Senior Expert 1 0 1 Cooperative Senior Expert 0 1 1 Crop Production Input Team Leader 1 0 1 Deputy Director Genera of the Regional Research Institute 1 0 1 Dire Dawa admin. Council RDAE, Advisor 1 0 1 Dire Dawa Disaster prevention & Preparedness Team leader 1 0 1 District head, Irrigation Development Office 3 0 3 District Office, vice Head 3 1 4 District Cooperative Dept. Head 1 0 1 District Cooperative Office Head 1 0 1 District Crop Production & Protection Division Head 1 0 1 District Head, office of Agriculture & Rural Development 4 0 4 District Housing Transfer Division Head 0 1 1 District Marketing Office Head 2 0 2 District Non Agricultural Sector Deputy Office Head 1 0 1 District Project Head 1 0 1 District Training & Agricultural Technology Multiplication d 2 0 2 Division Head Safety Net Coordinator 1 0 1 Environment Protection & Land Use Administration Expert 1 0 1 Extension Communication Rural Women Affairs Team leader 1 0 1 Extension Coordinator (Team Leader) 1 0 1 Extension Expert 3 0 3 Extension Methodology & Study and Training Expert 0 1 1 Extension Promotion Team Leader 1 0 1 Extension Senior Expert 2 0 2 Extension Team Leader 2 1 3 Facilitation after care foreign expert 1 0 1 Food Security Team Leader 1 0 1 Forage Development Expert 1 0 1 Forestry & Agro forestry Team Leader 1 0 1 Gender Specialist 0 1 1

93

Number of respondents Position

Male Female Total Head of the Zonal Bureau of Agriculture & Rural Development 2 0 2 Home Science Expert 0 1 1 Income & Development Expert 1 0 1 Indigenous People Agricultural Extension System Expert 1 0 1 Input & Marketing Team Leader 0 1 1 Input, Multiplication & Distribution Senior Expert 0 1 1 Integrated Water Shade Management Team Leader 0 1 1 Irrigation & Water use Expert 1 0 1 Laboratory Technician 1 0 1 Land Administration Senior Expert 0 1 1 Lecturer 0 1 1 Marketing Expert 0 1 1 Marketing Team Leader 1 0 1 Natural Resource Expert 1 0 1 NGO Adolescent Development Protection & HIV ADIS Project Office 0 1 1 NGO Agro-ecology-Department Head 1 0 1 NGO Capacity Building Officer 1 0 1 NGO Expert 1 0 1 NGO Field Monitor 1 1 2 NGO Gender & Development expert 0 1 1 NGO Gender Expert, Planning & Monitoring Expert 1 0 1 NGO Program Head 3 0 3 NGO Regional Liaison Officer 1 0 1 NGO Regional Rural Water Supply Sanitation & Hygiene Program Coordinator( Division) 1 0 1 NGO Project Coordinator (Head) 2 0 2 NGO Senior Gender Officer 0 1 1 NGO Supervisory Trainer 1 0 1 NGO Team Leader 1 0 1 Plan & Program Expert 0 1 1 Planning Monitoring information dep't Team Leader 1 0 1 Plant Production & Protection Team Leader 1 0 1 Plant Protection & Multiplication Expert 1 0 1 Regional Department Head 11 0 11 Regional Acting Bureau Head 1 0 1 Regional Bureau, General Small Scale Enterprise officer 1 0 1 Regional Deputy office Head 1 0 1 Regional Extension Senior Expert 1 0 1 Regional Input Supply Division Head 1 0 1 Regional, Social Sector Head 1 0 1 Rural Development Advisor 1 0 1 Rural women Extension Expert 1 1 2 Rural Women Extension Team Leader 1 1 2 Saving & Credit Team Leader 1 0 1 Senior Training Expert 1 1 2 Socio-Economic Senior Expert 1 0 1

94

Number of respondents Position

Male Female Total Training Coordinator (Expert) 1 0 1 Training Coordinator (Team Leader) 1 0 1 Training Need Assessment Expert 0 1 1 Training Senior Expert 0 1 1 Water Harvest Technology Expert 0 1 1 Women Affairs Department Gender Expert 0 1 1 Women Affairs Senior Expert 0 1 1 Zonal Administrator 1 0 1 Zonal Agricultural Development Head 3 0 3 Zonal Agriculture & Rural Development Office Deputy Head 4 0 4 Zonal Head, Youth & Sport Deputy Head 0 1 1 Zonal Office Head 0 1 1 Total 109 29 138

95

Annex IV: Distribution of respondents by their job title at the time of joining the mid-career B.Sc. program

Number of respondents Positions

Male Female Total Agricultural & Rural Development Coordinator & Supervisor 1 0 1 Agro Forestry Expert 2 0 2 Agronomist 5 2 7 Animal Husbandry expert 1 1 2 Animal Production Expert 4 2 6 Beekeeping Expert 1 0 1 Budget Manager 1 0 1 Coffee Processing Expert 1 1 2 Community Forestry & Soil & water Conservation Expert 2 0 2 Cooperative Development Expert 3 0 3 Credit Service Expert 2 0 2 Crop Production & Protection Team Leader 4 0 4 Crop Production Expert 2 0 2 Deputy Head of District Agricultural Office 5 0 5 Development Agent 1 2 3 Development Supervisor 1 0 1 District Extension Division Deputy Head 1 0 1 District Technical Team Leader 1 0 1 Extension Supervisor 11 2 13 Extension Team Leader 9 0 9 Farm Management Junior Expert 2 0 2 Field Assistant 1 0 1 Food for Work Coordinator 1 0 1 Forage Development Expert 1 0 1 Head of District Agricultural Office 12 0 12 Head of the Zonal Bureau of Agriculture & Rural Development 6 0 6 Horticulturist 0 1 1 Input & Credit Service Expert 7 0 7 Input Supply Distribution Expert 0 1 1 Irrigation Agronomy Expert 1 0 1 Laboratory Technician 1 0 1 Monitoring & Evaluation Expert 0 1 1 Natural Resource Team Leader 2 0 2 Planning & Programming Expert 4 3 7 Post Harvest Technology Expert 1 0 1 Range Land & Pastoralist Development Expert 1 0 1 Rural Women Affair Senior Expert 2 6 8 Rural Women’s Affairs Team Leader 0 2 2 Seed Multiplication & Dissemination Expert 0 1 1 Senior Animal Health Assistant 1 0 1 Senior Coordinator of Training & Medium & Small-scale Enterprises 1 0 1 Senior Home economics Expert 0 1 1 Soil & Water Conservation Expert 1 1 2 Technical Assistant 1 1 2 Trial & Development Expert 2 1 3 Vegetables & Fruits Production Expert 2 0 2 Water Harvesting Expert 1 0 1 Wild Life Expert 0 1 1 Zonal Forest Agronomy & Protection Expert 1 0 1 Total 110 30 140

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Annex V: Equipments purchased by SAFE for the Technology Village Items Quantity Hand mill V-300 mm(2 handles) 1 Treadle mechanical thresher 1 Multi crop mechanical thresher with wheels and engine

1

Hydraulic ramp pump M2 1 Hydraulic ramp pump M4 1 Hydraulic ramp pump M8 1 Rope and washer pump riser pipe 1’’ for 7 m including discharge channel

1

Rope and washer pump riser pipe 1.5’’ for 4 m including discharge channel

1

Engine driven mill 1 Manual oil press (screw Type) 1 Mill V-300 model 2, mechanical feed, electro motor driven

1

Solar food dryer 1 Solar food dryerSD5 1 Ground nut sheller made from wood, 270X750X1000mm, capacity 50kg/hr

1

Wet type grinding mill, 4HP electric motor 1 Bee hive, mainly made out of timber 3 Bee smoker 1 Honey extractor centrifugal 3-comb type mainly made out of stainless still

1

Honey extractor centrifugal 4-comb type mainly made out of stainless still

1

Butter churn, 10L made mainly of stainless steel 1 Butter churn, 20L made mainly of stainless steel 1 Table for butter churn 1 Chisel Plough 1 Moldboard plough 1 Twine-tine cultivator 1

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Annex VI: Curriculum for Rural development and Agricultural Extension (Mid- career - BSc Program)

RDAE Year 1: Semester I

Course code Course Title Credit Hr.

1 Pl. Sc 262 Introductory Soil and Management 2

2 Pl Sc 382 Crop production and management 4

3 RDAE 231 Rural Sociology 3

4 RDAE 222 Extension Methods and Approach 3

5 RDAE 331 Rural Development 3

6 An Sc381 Animal Production and Management 4

7 RDAE 442 Rural Social Development 2

TOTAL 21

RDAE Year 1: Semester II

Course code Course Title Credit Hr.

1 PlSc 362 Integrated pest management 3

2 RDAE 232 Interpersonal Communication and Group Dynamics 3

3 RDAE 342 Socio- Economics Research Methods 3

4 RDAE 352 Technical Report Writing 3

5 Ag. Ec 472 Farming System & Sustainable Livelihoods 3

6 AgEn Soil Conservation and watershed management 2

7 RDAE 302 Introduction to SEP’s 3

TOTAL 20

RDAE Year 11: Semester I Course code Course Title Credit Hr.

1 RDAE 412 Training for Development 3

2 RDAE 422 Organization and management 3

3 RDAE 432 Program Planning, Monitoring & Evaluation 3

4 RDAE 332 Rural Organizations 3

5 Ag Ec 432 Rural Finance 3

6 Ag. Ec 221 Farm Management 3

7 RDAE 341 Teaching methods and Audiovisual techniques 3

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8 Introduction to computer applications (E) P/F

Total 21

RDAE Year 11: Semester II

Course code Course Title Credit Hr.

1 RDAE 421 Off- Campus Sup- Extension Project 5

Total 5

RDAE Year III: Semester I

Course code Course Title Credit Hr.

1 RDAE 312 Gender and Youth in Rural Development 3

2 RDAE 311 Agricultural Statistics and Experimental Designs 3

3 AgEc Agricultural project planning and Analysis 3

4 Ag Ec 411 Agricultural Journalism and Media 2

5 Ag Ec 331 Agricultural marketing 3

6 RDAE 431 Environment and Society 3

7 RDAE 461 Evaluation of SEP 2

Total 20

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Annex VII. Sample Respondents and Year of Graduation No Name of the

graduates Sex Year of

Graduation 1 Abdo Adem M 2005 2 Abdu Effa M 2007 3 Abdu Mekonen M 2003 4 Abdu Sulayman M 2000 5 Abdulahi Mohammed M 2004 6 Abebe Alemneh M 2006 7 Abebe Berhanu M 2001 8 Abera Abebe M 2006 9 Abraham Tsegaye M 2002 10 Addis Alemayehu M 2001 11 Adel Abubeker M 2005 12 Adugna Legesse M 2004 13 Alemayehu Shishigu M 1999 14 Alemtsehay Kiros F 2002 15 Almaz Membere F 2003 16 Aman Enyew M 2005 17 Amanu Gudina M 2000 18 Amha Hailu M 2006 19 Amin Abdulkair M 2004 20 Amsalu Andarge M 1999 21 Amsalu Bedasso M 2003 22 Amsalu Beyene M 2006 23 Asrat Abebe Deyas M 2005 24 Asrat Mekuria M 2005 25 Asrat Tsegaye M 1999 26 Atnafu Dagnachew M 2006 27 Ayalew Hagos M 2002 28 Ayana Mirkena M 2001 29 Aydahis Afkea M 2000 30 Azeb Negash F 2003 31 Beker Abdilahi M 1999 32 Belachew Teshome M 2002 33 Belay Heriso M 2007 34 Belaynesh Gelay F 2005 35 Belaynesh Kumsa F 2003 36 Berhanu Gezahegn M 2000 37 Bethlehem Zewdu F 1999 38 Brhanu Gemeda M 2007 39 Deribe Kaske M 2001 40 Derje Zewdu M 2003 41 Dessaleng W/Giorgis M 2005 42 Dinkun Gurara M 2005 43 Elias Shewaga M 2007 44 Endalew Giwon M 2003 45 Esayas Negatu M 2000 46 Etalemahu Demissie F 1999 47 Fanaye Yilma F 2003 48 Fekadu Tadesse M 2005 49 Feleckech Basazinew F 2001

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50 Fikire Enku M 1999 51 Fikreselassie Bekele M 2001 52 Firehiwot Tefera F 2003 53 Gashawtenna Belay M 2002 54 Gebrewahid Mekanen M 2004 55 Getahun Mulu M 2007 56 Getenesh Asfaw F 2003 57 Girma Getachew M 1999 58 Gobena Feyisa M 2001 59 Gorfe Tessema F 2001 60 Gosaye Asfa M 2004 61 Guled Abdullahi M 2004 62 Gutema Itana M 2001 63 Habtamu Ambachew M 2006 64 Habtu Shmuye M 2002 65 Hailu Kiros M 2004 66 Hassen Ali M 2006 67 Hassen Nurhussien M 2004 68 Hirut Geleta F 2003 69 Huluagersh Hailu F 2003 70 Jigi Kitessa Muleta M 2005 71 Kaba Merga M 2003 72 Kassu Kubayo M 2002 73 Kebede Tasisa M 2003 74 Kefyalew Worku M 2000 75 Ketema Jida Tirfessa M 2005 76 Kore Chala M 2007 77 Korra Yayisto M 2001 78 Mahdi Ege M 2002 79 Mamo Abdi M 2007 80 Matewos Bundo M 2007 81 Mekonnen Bekru M 2004 82 Mekonnen Gemechu M 2005 83 Mesele Kelkay M 2002 84 Meselech G/Mariam F 2006 85 Mestefakir Alebachew F 2002 86 Metewabe Belay F 2004 87 Mohammed Adem M 2003 88 Mohammed Gulye M 2002 89 Mulu Gebru M 2004 90 Mulugeta Worku M 2002 91 Negussie Abebe M 2005 92 Nezif Abachebsa M 2007 93 Nigussie Kebede M 2006 94 Olika Belachew M 1999 95 Oman Agwa M 2001 96 Rahmet Yimer F 2003 97 Redae Berhane M 2006 98 Samuel Shifeta M 2007 99 Sara Shikur Muzein F 2005 100 Seble Shimelis F 2001 101 Seyum Etana M 2005 102 Sileshi Telila M 2004

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103 Sisay Fetene M 2007 104 Sisay Yehuala M 2003 105 Solomon Dejase M 2007 106 Tadesse Adgo M 2002 107 Tadesse Wegi M 1999 108 Tajuden Abdurehman M 2003 109 Tamen Balcha M 2005 110 Tamiru Molla M 2003 111 Tega-Ab Teka M 2000 112 Temesgen Tolessa M 2005 113 Tenagne Kebede F 2003 114 Tenagne Yizegnaw F 2003 115 Terfu Hedeto M 2002 116 Tesfaye Alemu M 2002 117 Tesfaye Gadissa M 2007 118 Teshal Jemal M 2005 119 Teshale Tesfaye M 2002 120 Teshome Sahilu M 2005 121 Tolera Megersa M 2007 122 Tolessa Jebessa M 2005 123 Tsegaye Feyissa M 2006 124 Tsegaye W/Meskel M 1999 125 Tsehaynesh Kidane F 2001 126 Tsige Fesseha F 2000 127 Woldemdhen Fite M 2007 128 Wondimagegnehu Girma M 2006 129 Worekalem Assefa M 2006 130 Worku Mekuria M 2007 131 Wubit Shiferaw F 2003 132 Wude Bekalu F 2003 133 Wudie Ayele F 2002 134 Yalemzewde Teshome F 2003 135 Yared Awgichew M 2007 136 Yenenesh Egu F 2005 137 Yenenesh Tadesse F 2003 138 Yohannes Mare M 2001 139 Zenebe Worku M 2001 140 Zeritu Desta F 2004

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Annex VIII: Case Study on SAFE Program at Haramaya University, Ethiopia Checklist A. Tracer study (Hard data) on graduates

• Statistics of graduates • Status of the graduates

o How are the graduates doing in terms of:- Increased income? Promotions? Supervisory responsibilities? Other?

• How many have left government service and gone to NGOs, private sectors, etc? • How many have proceeded and/or completed higher education? • Other?

B. Profile of key components of the program

1. Technology Village

• Concept/Function • Content (Technologies) • Establishment cost • Running cost • Management system • Challenges and constraints for smooth running and management • Strategies for addressing challenges and constraints • Strategies for ensuring sustainability • Other? …. •

2. SEPs

• Concept/Function • Implementation cost: from the University and Employer (data) • Management system (including coordination, supervision by University &

employers) • Challenges and constraints for smooth implementation • Strategies for addressing challenges and constraints • Strategies for ensuring sustainability • Other? ….

3. Alumni Associations

• Function • Number of members • Running cost (including office, committee meetings, congress and newsletter) • Sustainability of the associations • Other? ….

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4. Shortage of teaching staff

• Assessment (data) – Current strength of teaching staff; teaching staff actually required.

• Constraints to recruit and retain teaching staff • Strategies for improving recruitment and retention of staff • Other? ….

5. Low women intake in the program

• Data on number • Reasons for low women enrollment • Strategies to improve intake of women • Other? ….

6. Government participation

• Salaries and benefits of lecturers and support staff [data] • Salaries and benefits of students during training (study leave with pay) [data] • Administration and management cost [data] • Contribution to construction of facilities (class rooms, dormitories, etc) [data] • Other? ….

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Annex IX: Case Study on Safe Program at Haramaya University in Ethiopia-Terms of Reference for Consultancy

1. Purpose of the study

To generate data on key components of the SAFE programs at Haramaya University (Ethiopia) and University of Cape Coast (Ghana) that can be used to establish strategies for developing sustainable SAFE-type programs.

2. Duties of the Consultants (See Annex 1I for details)

a. Conduct tracer study of the graduates of the SAFE programs (Haramaya University and University of Cape Coast).

b. Identify, analyze and elaborate key components of the program at the two

universities.

c. Provide recommendations for developing and implementing sustainable SAFE-type programs.

3. Methodology of data collection

• Interview with key stakeholders (University management and staff, graduates and employers).

• Review program documents.

4. Expected outputs of the study

• A report covering the above components.

5. Duration of the study The consultancy will start on November 05, 2007 and will be effective for 20 man-days. The report should be delivered on or before December 14, 2007.

6. Time table of consultancy Activities No of Days

Consultation with SAFE Management 1 day Review of SAFE documents 1 day Interview with University management and staff 2 days Review of program documents

• Technology Village 3 days • SEPs • Alumni Associations

Interview employers 5 days Tracer study of graduates/Questionnaire 5 days Oral presentation of the draft report 1 day Writing up report 2 days Total consultancy days 20 days