Far for fara july2013 16-(compr-web)

FAR International Network
Réseau international “Formation Agricole et Rurale”
FARA, Accra - 16 July 2013
Renovating the Agricultural
Technical and Vocational
Education and Training
Systems (‘Agric-TVET’)
in Africa
Igor Besson
Document in French on: http://www.reseau-far.com

FARA, Accra - 16 July 2013 2
Content
A. The global context of Agric TVET systems in Africa
(several dimensions: external and internal to the systems)
B. Two on-going nation-wide experiences of renovation
of agric TVET: Cameroon and Madagascar
C. Elements on the process of renovation
of Agric TVET systems in Africa
D. Presentation of FAR International Network
and How to be part of it

A. Global context of Agric TVET systems (1/4)
Structural dimension of demography and economy:
• In absolute value, the rural population will not decrease
• In the next 15 years (say 2013-2028), about 330 million young people
will reach 15 years of age and therefore be part of active population.
This number is not only high but it is increasing on the same period
(from ca 17 million born in 2013 to ca 24.5 million in 2028, say +45%)
• What opportunity for a great number of them to make a living if they
do not have a job or are self-employed in rural areas?
Social (even „societal‟) and political dimensions:
• What place for the farmers in the society? To recognize farming
as a profession and a status (with Competence/Educational Standard),
and not a state by default (‘farmer by birth’, thus no training needs…)
• What place for the farmers being older and older and often illiterate
VS. the youth basically literate but generally without land nor capital?

Qualitative dimension of TVET systems:
• Everywhere it is recognised that the national systems of Agric TVET
should be reformed or renovated or restructured or redesigned…
• Everywhere the situation is specific and complex
• Almost everywhere the scenery of Agric TVET is changing +/- less
quickly and strongly
Quantitative dimension of TVET systems:
Roughly counting, in a great number of Sub-Saharan African countries,
60% of active population is in agriculture (several millions of farmers):
• Initial education (say training lasting from 1.5 to 4.0 years) generally
concerns 2,000 students (say a flow of 1,000 graduates a year)
• Continuing education (short training, say 1 to 10 days) often concerns
20,000 to 100,000 persons a year (note: in term of training days, the
investment is similar : 1,000px x 250days x 2years = 100,000px x 5days)

Other characteristics of Agric TVET system:
• It depends on several ministerial departments
(Agriculture, Employment and Vocational Education, Higher
Education, and so on…)
• This subsystem has with very few bridges to both higher levels and
overall educative system
• The farmers’ organisations (FOs) and the professionals are almost not
involv-ed in the system (especially the governance and management of
the system)
Current dimension of international agenda:
• With Millennium Development Goals (MDG) and Education for All
(EFA) ending, how will be defined post-2015 challenges?
• Year 2013 is a key moment for and countries
and international institutions to orientate the future

A. Global context of Agric-TVET systems (4/4)
Therefore:
1. The challenges are huge and urgent to face!
2. Clarifications are required concerning objectives
of agricultural development (family vs. agribusiness) and
the role of education and training (initial/long vs. continuing/short)
3. Modesty is a necessity when facing such a complexity…
4. There are two on-going nation-wide experiences
of renovation in Cameroon and Madagascar

B. Two on-going national wide experiences (1/4)
Cameroon
Major elements of the renovation
• Coordination of 2 sector ministries (Agric & Livestock/Fisheries) in
an integrative process with Agric TVET stakeholders and other
ministries (Higher Education)
• Strengthening of regulatory frameworks and State functions
• Territorial anchoring: the local actors are included in the
governance and contribute to settlement/prof. inclusion of trainees
• Global and systemic approach to training in respect of socio-
professional inclusion
• Professionalization of trainers and monitors
• Support to about 100 training centres and agricultural schools
• Pedagogy based on three-fold apprenticeship system (alternating
between training centre/selected farmers’ farm/family of the learner)

Cameroon
Major elements of the renovation (c’ed)
• External funding (AFD, about €-40Million) and 10-year duration:
2008-2017
• This experience is called ‘AFOP Programme’ standing for ‘national
support programme for the renovation and development of
vocational training in the agric, livestock and fisheries sectors’
Some results
• 42 training centres and schools renovated during the 1st phase of
the programme + 58 renovations planned during the 2nd phase
• About 900 and 1,300 graduated as farmers (‘exploitant agricole’)
from training centres in 2012 and 2013
Target: 3,500 graduates/year by 2016

Cameroon
Some results (c’ed)
• About 600 and 1,000 graduated as farm entrepreneurs (‘entrepre-
neur agricole’) from agricultural schools in 2013 & 2014 –
Target: 2,500 graduates/year by 2016
• Short training (3 days in average) to 7,000 farmers a year
Main challenge of AFOP-phase 2
• The professional establishment and integration in farming sectors
of those who have been trained (to concentrate means on it, no
intake in 2012, so no graduation in 2014)
• The annual objectives of education and training (3,500 farmers and
2,500 farm entrepreneurs) may be decrease from 1 batch every year
to 1 every 2 years if the training budget is transferred to
professional establishment and integration of the graduates

Madagascar
Major elements of the renovation
• To implement the ‘National Strategy of Rural and Agric Training’
(SNFAR) validated by Govt Council in 2012, with views of:
 coordinating the renovation of Agric TVET, especially the private
education and training sector which is particularly numerous and
innovative.
 clarifying the roles of the various stakeholders working in this sector
• The principal publics being targeted for education and training are
young people in rural areas, farmers’ leaders, agric managers and
technicians.
• External funding (IFAD with from other funding agencies):
about $-64Million and also 10-years duration: 2012-2022
• Name of the national programme: FORMAPROD, ‘Programme for
Professional Training and Improvement of Productivity in Farming’

C. Elements from a 2012 FAR Workshop (1/7)
About the Workshop
• It was co-organised by FAR international and FAR Cameroon
Networks in Yaoundé in November 2012 with about 100
participants from 15 countries.
• The thematic was „The process of creation and implementation of
technical and vocational agricultural and rural educational and
training systems‟ (so called Agric & Rural TVET).
• The comparative analysis of procedures that need to be carried
out for the reconstruction or renovation of the Agric & Rural TVET
systems comprised representatives from Ministries and Farmers‟
Organisations (FOs) from 12 Francophone African countries.

Thirteen elements to take into consideration in a global
approach to renovate a national Agric & Rural TVET system
1. There is one or several systems of Agric & Rural TVET in all
countries without exception.
2. The size of the Agric & Rural TVET systems is very variable,
but rather small for initial TVET (few thousands students at the maximum)
and with a relative part of private sector also very variable.
3. The levels of education and training are similar everywhere:
(i) post-primary + lower secondary: producers, basic farm workers…
(ii) upper secondary: qualified and specialised workers, technicians…
(iii) post-secondary + terciary: higher technicians, agric
engineers, agronomists, vets…
But the flux is rather unbalanced in favour of higher education.

4. The Agric & Rural TVET systems seldom depend on one ministry
alone but the ministry in charge of Agriculture is generally leading.
 There is a almost systematic repartition between Agriculture and
Higher Education
 The Ministry of Livestock is often distinct to that of Agriculture.
 Inter-ministries coordination exists everywhere.
5. Beside the State, the stakeholders such as Farmers’ Organisations
(FOs) should be important everywhere but they are not.
6. The coordination should go beyond ministries for including
FOs, employers, local authorities, professionals in education and
training sector, etc.

7. All countries have national agricultural development projects or
programmes where capacity building is a component but rarely
the objective of the project or programme (exceptions: Cameroon
and Madagascar).
8. Demand and needs for the renovation of Agric & Rural TVET
national systems are obviously variable.
For instance, it can be limited to human resources strengthening in
quality and in number, with or without emphasis on producers’ level; it
can also be a restructuration or ‘re-designing’; at last, a global renovation
is sometimes planned.
9. The social construction of training demand on one hand and the
training needs assessment on the other are huge difficulties in all
countries, therefore being constraints often without existing
relevant responses.

10. The conditions needed to initiate a processus of renovation are
also variable:
 Dialogue and concertation between stakeholders
 Elaboration of an overall institutional and sectoral framework
 Elaboration of a legal and regulatory framework
 Elaboration of a socio-technical and pedagogical framework.
11. Two difficulties exist wherever the challenge is renovating the
Agric-Rural TVET systems: the absence or weakness of political
will of governments AND the lack of committment of
stakeholders, especially FOs.

12. Levers identified to launch a dynamic of change relate to both
previously defined conditions and difficulties; for instance:
 creating a consultative framework (national network or platform type)
between the stakeholders of Agric-Rural TVET system in a country
 accompanying action plans of these national networks or platforms
 having greater involvement of farmers, employers and professionals in
agricutural sector as well families of learners
 organising system to support establishment in farming and professional
integration of the graduates.
13. The steps to start the process of renovating the Agric-Rural TVET
systems are always the same:
 to assess the situation (inventory, capitalization of
experiences, mapping of existing competences…)
 to identify stakeholders at the different relevant scales
 to create of a kind of task force that will define its action plan
 to find funding and implement activities with support according to the
needs (sharing tools, methods but also reflexions, capacity building…)

As a conclusion of this comparative analysis:
1 We observe that the steps defined during the workshop to start
renovation are relatively simple and operational steps
2 This tends to confirm the current priority of FAR Network in favour
of the emergence of multi-stakeholders platforms for exchanges
and concertation on Agric-Rural TVET.
The fact is there are now three types of member countries in
FAR International Network:
 countries where a platform is functional: Madagascar with
FARMADA since 2010, FARCAM Cameroon and RAFARGUI in
Guinea with RAFARGUI since 2013;
 countries where the platform is to be revitalised: Côte d'Ivoire
with FAR-CI created in 2007 and Senegal with FAR-SEN in 2009;
 countries where the platform is to be created: Benin, Burkina
Faso, Chad and the three countries of Maghreb.

A framework for sharing information and acting in favour of
TVET Systems for agricultural and rural populations:
FAR Network
(Réseau international
“Formation Agricole
et Rurale”
FARA, Accra - 16 July 2013
With
financial
support
from:
D. Brief presentation of FAR Network (1/9)

The FAR Network was set up in 2006
following a workshop in Ouagadougou in 2005
on “Mass vocational training in rural areas:
how to define a national policy”
... support and boost reflection
on mass training in rural areas,
in the framework of national policies
for agricultural and rural development ...
through the sharing of information and
the creation of links among the stakeholders.
Its objective is to ...

To carry out research, and to produce
and disseminate information
To facilitate the creation of links among those involved
in renovating systems of TVET in agriculture
To contribute to have agricultural TVET on international
agenda and to anchor it in national/regional policies
To boost the skills of its members
in order to develop a potential for expertise
The 4 objectives:

8 countries in 2006: Benin, Burkina Faso,
Cameroon, Chad, Côte d‟Ivoire,
Madagascar, Mali and Senegal
12 countries in 2008 with Algeria, Morocco, Tunisia and Guinea
Formal adhesion of France with a “FAR France” network in 2012
Other countries from 2013 onwards: Togo
!!! Willingness to expend out of Francophone Africa !!!
Contacts in Central America and Asia (Yemen, Vietnam, Cambodia)
Countries-members of FAR Network

D. Organization of the FAR Network (5/9)
General Assembly
(association since 2012):
with representatives
of 13 countries/national
platforms on FAR:
Algeria, Benin, Burkina
Faso, Cameroon, Chad, C
ôte
d‟Ivoire, France, Guinea,
Madagascar,
Mali, Morocco, Senegal
and Tunisia
Election
Board of the
Association
(3 members for 3 years)
Implementation of ADEX.FAR Programme (M€ 1.5- over a 4 year-period 2010-2013)
With activities such as:
• Meeting, Studies, Missions and Workshops
• A Newsletter (2 pages in French) regularly sent out to 1,200 persons from about 40 countries
• Website (about 30,000 visits per year)
Executive Committee/Secretariat
(3 persons and subcontracting)
Imple-
ment-
ation

D. Regular activities of FAR Network (6/9)
WEBSITE: http://www.reseau-far.com
THEMATIC
INTELLIGENCE
BI-MONTHLY NEWSLETTER
ON-LINE LIBRARY
http://www.agropolis.fr/formation/formations-agricoles-rurales-bibliotheque.php
STUDIES STUDENT THESES
MEETINGSFORUMS
VIDEOCONFERENCES
WORKSHOP AND TRAINING ACTIVITIES
PUBLICATIONS

D. Main activities/Perspectives for 2013-15 (7/9)
According to the general purposes of Association:
• To impulse a dynamic of renovation and/or adaptation of TVET
systems for rural population in accordance with the economic
and social demand in FAR Network member countries
• To develop expertise that can be mobilised on TVET systems
• To operates independently
A central line of action:
Supporting the emergence and development national platforms
for dialogue-concertation-negociation on TVET Systems
for agricultural and rural populations

D. Main activities/Perspectives for 2013-15 (8/9)
Which revolves around two axial frames:
(I) Strengthening the operational capacity
of FAR National Platforms:
With activities planned such as:
• Training of Platforms Coordinators (facilitation, advocacy, etc.)
• Training of young managers/executives in TVET system engineering
(II) Establish a Service and Expertise Open Space on
TVET Systems for agricultural and rural populations
Such a Centre is planned to be an organisation for accessing ressources
(documents, videos, tools, training…) and offering services
(experiences, expertises, contacts, visits…). The key-word of the activity is
„individualised response‟ to persons or institutions asking questions on and
willing to set up/lead/ coordonate/evaluate… part or whole of a TVET system

D. How to be part of FAR Network (9/9)
No prerequisite…
Just ask to subscribe to FAR Newsletter
… but two levels of participation:
At individual level:
At country
level:
Prepare -and ask to be accompanied!- to:
1. Organize concertation
between main stakeholders in FAR
(government and ministerial
departments, farmers/professionals‟
organisations, local/territorial
authorities, learners and their parents, training
centres and schools, etc.)
2. Draw a shared vision on
development of agriculture
and the role of FAR in it
3. Inventory the existing capacities
(“cartography of competencies”)

Thank you for your attention!
Contact: far@agropolis.fr

Far for fara july2013 16-(compr-web)

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Was ist angesagt?

Was ist angesagt? (20)

Ähnlich wie Far for fara july2013 16-(compr-web)

Ähnlich wie Far for fara july2013 16-(compr-web) (20)

Mehr von FARA - Forum for Agricultural Research in Africa

Mehr von FARA - Forum for Agricultural Research in Africa (20)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

Far for fara july2013 16-(compr-web)