Food and Nutrition Security in Africa, Reinforcing Business Approaches to Tertiary Agricultural Education in Africa, Aissétou Dramé Yayé

Food Africa Midterm Seminar, 16 June 2014
Reinforcing Business Approaches to
Tertiary Agricultural Education (TAE)
in Africa
Aissetou Dramé Yayé,
Sebastian Chakeredza, James Aucha
and Alfred Ochola

Outline
• Why is Training in Agribusiness so
Important for Africa?
• Need for a Paradigm Shift in African TAE
• SASACID and UniBRAIN programmes
• Needs for Reforms in TAE to strengthen
Agribusiness Training and Research
• Conclusion

Why is Training in Agribusiness so Important for
Africa?
• Agriculture continues to be Africa’s m
ost important and dominant economic
activity, accounting for 40% of GDP, 15% of
exports and 60-80% of employment
(NEPAD, 2012).

Africa?
• Africa despite huge agricultural resources
(50% of world arable lands), imports 25% of
its food.
• African farmers, the majority of whom are
resource poor smallholders, do not produce
enough food for 0.8 billion people but are
expected by 2050 to produce enough for
about 2 billion people

Africa's Shrinking land base
1950
1970
1990
2005
2050
Increased population increases pressures on
the land and its resources. In a hypothetical
situation whereby land is shared equally
among its population, each individual’s
share of land would decrease with the
increase in population as time passes,
putting more pressure on resources.

Africa?
• To get ahead of the demographic curve
agricultural production must rise by 6% per
annum.

Africa?
• Increased production must come from the
application of sustainable yield-enhancing
technologies and improved efficiency
across the value chains.
• It must come from improvement of
agricultural products conservation,
transformation and marketing, that is
enhanced agribusiness.

Africa?
• The World Bank in its 2013 report entitled
“Growing Africa: Unlocking the potential of
Agribusiness” stressed that:
• Agribusiness that is now worth USD 313
billion and employs 70 % of the most poor
people of the African continent,
• could bring 1000 billion (USD 1 Trillion) by
2030.

Africa?
• The World Bank’s report identifies key factors
that will assist Africa reach out to these USD
1000 Billion from the agribusiness sector. These
enabling factors include:
• 50% of the world unexploited fertile land
representing about 450 million ha laying in Africa
• Only 2% of the water resources used in Africa
against the world average of 5% .
• 60% of African population is between 15 to 30
year old.

Huge unexploited domestic potentiality for Sub Saharan
Africa’s Agriculture related Market
Export East Africa Southern Africa West Africa Total
% traditional
exports to non
African countries
10 13 15 13
%Non traditional
export to non
African countries
6 15 7 9
% Intra-Africa
trade
2 6 1 3
Domestic market
for staple food
80 63 74 73
Total market value
(Billion USD°
22 19.1 27.2 68.2
Diao et al., 2007

Some Results From SADC Tracer Study
(Botswana, Lesotho, Zambia, 2010)
Extend of Consultation of
farmers on curriculum
development
Extend of Consultation with
Employers (Private sector) in
Curriculum development
Always
13 %
Sometimes
30 %
Never
57 %
Always
14 %
Sometimes
57 %
Never
29 %

Some Results From Experiential
Learning study
Source of Advice Farmer groups
Response
Ministry of Agriculture Extension Offices 93%
Forest Department Extension Offices 40%
NGOs 53%
Environmental Affairs Offices 33%
Universities 6 %
Technical Colleges 26 - 35%
National/International Research
Organizations
40%
Other Farmers 73%

Africa?
• Agriculture is mainly concerned with increased
productivity targeting disciplines linked to soil, water,
inputs, policy, sociology and socio-economics, etc.
• Agribusiness is broader than Agriculture and deals with
productivity issues but also agro-processors, traders,
exporters, retailers, bankers, etc.
• In Africa, Traditional Training in Agriculture had
neglected this broad concept of Agribusiness.
• This opens up big areas of new skills that are needed for
both graduates and professionals.

Africa?
• Agribusiness is mainly a topic or degree in
Economics Departments of various business
schools or Agricultural Faculties
• Of the over 400 public Universities in Africa, less
than 10 offer structured BSC, MSC degree
programmes in Agribusiness, with a few of them
now offering PhD Programmes
• The Agribusiness programmes offered still have a
strong Economics flavour and less Agribusiness.

Need for a Paradigme Shift in TAE
TAE Institutions needs to shift from:
• Training mainly in on-farm technical skills
(agronomy, extension, plant breeding, etc) to
primarily off-farm skills (food technology,
packaging, logistics, food safety, and
nutrition)
• Training for public sector clients to focus on
training that is relevant and connected to the
private business (NEPAD, 2012).

ANAFE SASACID Implementation
Strategy
16 Pilot Institutions; RAFTs
Partner
institutions
Curriculum
Review
Research
Other institutions
Learning
Materials
Dvpt
Training in
Soft Skills

SASACID Project activities and
expected outputs
No Project Expected Output
1 Refocusing agricultural learning
objectives and improved curricula
Refocused agricultural education objectives and
improved curricula
2 Establishing the capacity of agricultural
scientists in learning material
development
High quality and locally contextualised agricultural
learning resources
3 Building capacity for innovation
systems approach
Synergy and institutional links in agricultural policy,
research, education, industry and practice
4 Strengthening capacity for agribusiness
education and training
Graduates with knowledge and skills in agricultural
business enterprising
5 Managing risk and uncertainty Resilience: Increased capacity on managing risks
and uncertainty in agriculture
6 Strengthening methods of teaching
and learning
Teaching and learning methods and tools and
sharing of agricultural information enhanced

Key Elements of UniBRAIN
Business incubation
Improving
Agribusiness
teaching and
learning
Exchanging
experiences,
resources and
knowledge
Access to
experience in
establishing agri-
innovation camps
More efficient and
effective
innovation in
African Agriculture
Access to
incremental levels
of high level
human and
institutional
capacity
Opportunities for
hands-on
experience in
innovation
Access to
experience in
changing curricula
and improving
teaching and
learning resources

The UniBRAIN Agribusiness Consortia
Consortia Commodity of
interest
Universities members
Afri Banana Products (Uganda) Banana Kiambogo University
Enhancing University Responsiveness
to Agribusiness Development
(Uganda) CURAD
Coffee Makerere University
Agribusiness Incubation Trust (Zambia)
AGBit
Horticulture and
fruits
University of Zambia and
Mulungushi University
Creating Competitive Livestock
Entrepreneurs in Agribusiness (Ghana)
- CCLEAR
Livestock University of Ghana and
University of Kumasi
The Sorghum Value Chain
Development Consortium (Kenya)
SoVALChain
Sorghum food, fuel
and feedstock
Jomo Kenyatta University of
Agriculture and Technology
West African Agribusiness Resource
Incubator (Mali) WAARI
Agroforestry
products
Institut Pratique de
Development Agricole

The UniBRAIN Implementing Partners
• FARA, Coordinating the Programme
• The Sub Regional Organizations: CORAF/WECARD,
ASARECA and CARDESSA in charge of research
• ANAFE: In charge of Agribusiness Education
• PanAAC: Pan African Agricultural Agribusiness
Consortium for private sector inclusion
• ICRISAT – Resource Institution for training consortia on
various aspects of business
• Programme funded by DANIDA for 2010 - 2015

ANAFE Role
Area ANAFE Role
Pre-incubation phase Motivation of Innovation movers
Source of potential entrepreneurs Sustaining awareness
Organize for Internships with Industry Facilitating linkages with Industry
Curriculum Review and Development DACUM experience; Supporting University
curricula change
Learning Materials Development Learning meterials in Agribusiness developed
Management Hub for Incubators Sharing of best-practices; Exchange programmes.
Fostering Linkages Advising partners on working with Universities
Technical Backstopping Facilitating linkages and sharing best-practices;
Quality Assurance
Business Establishment Broker knowledge—power—process promotion
through partnerships
Consolidation; Mainstreaming and
Scaling Up
Engagement with Universities not participating;
Mainstreaming innovation in Universities; M&E

Agribusiness Curricula for Certificate,
Diploma, BSC, MSc ad PhD developed
• Certificate: Agribusiness entrepreneur and practical adviser:
primary producers + basic value addition expertise with basic
intellectual, vocational and entrepreneurial skills.
• Diploma : Advisers with advanced value chain expertise with
more intellectual + managerial skills
• BSc: Expert-Advisers +Agribusiness Corporate / Cooperative jobs
creators + more intellectual and managerial skills and capacity to
pursue post-graduate degrees in agribusiness.
• MSc. jobs as Mid-Scientist and expert professional in
Agribusiness with more intellectual and managerial skills
(advancing Research-Development in Agribusiness)
• PhD: jobs as Full-Scientist and Expert Professional Leader in
Agribusiness with superior intellectual and managerial skills (
advancing Training & Education in agribusiness)Food Africa Midterm Seminar, 16 June 2014

MSC Curriculum on Risks management
developed and to be launched in Aug
2014
• The overall goal is to produce specialists on
agricultural risk management.
• In doing so, we have designed the curriculum
with outcome orientation to ensure both
academic achievement as well as
development relevance.

Agribusiness Internship guide to be
published and launched in Aug 2014
• Spearheaded by ANAFE and Jointly developed with:
• all the UniBRAIN consortia Managers
• UniBRAIn key Universities including Makerere
University (Uganda), Kiambogo University (Uganda),
Jomo Kenyatta Universty of Agriculture and
Technology (Kenya), Mulungushi University (Zambia)
• The Pan African Agribusiness Consortium (PanAAC)

A book of Learning materials in Agribusiness
to be published and launched in August
2014
• A Book with 19 Agribusiness Chapters including:
– Setting up an agribusiness in Africa – initial
considerations
– Agribusiness – case studies of products and services
– Post-harvest management and processing strategies
– Agribusiness marketing
– Cross-cutting and emerging issues in agribusiness

A Book on SASACID Learning materials in
Management of Risks in Agriculture
• 22 Chapters on Risks Management:
– Management of risk in natural resources
– Agricultural practices for managing risks
– Food and environmental safety in agricultural risk
management
– Managing risk associated with climate change for
increased resilience
– Management of risks associated with the use of
agricultural inputs
– Post harvest management and risks
– Policy formulation for managing risks in agriculture

Needs for Reforms in TAE to strengthen
• Aligning tertiary Agricultural Education systems
with market needs requires systems
restructuring.
• This restructuring includes accepting official
participation of private sector in the
management of institutions, in curriculum
development and implementation, and in
infrastructure upgrading and retooling of
lecturers in Agribusiness training and research.

• Universities and TAE institutions are often
jealous of their liberty and “supremacy”.
• Universities can be rigid and slow in responding
to this societal needs for change.
• Research in Agribusiness related areas is a new
area that will require new skills that Universities
may not have.
• Before investing into TAE, Private sector may
require some security guaranty.

• The Bologna process adopted since 1999 in
Europe is been seriously considered in Africa and
has enhanced the following:
• Quality assurance of offered programmes
• Exchange of staff and examiners more and more
applied
• Student mobility has started but slowly and will
need to be supported more.

CONCLUSION
• Agribusiness training and research needs to be
strengthened in TAE institutions
• A lot remains to be done regarding TAE reforms
• Many ANAFE member institutions have signed
up to pilot the implementation of the
Agribusiness curriculum at BSC and MSC levels
• ANAFE and other African TAE organizations plans
to have in the incoming future lots of Vice
Chancellors, Principals and Deans’ Meetings to
discuss the reform process

Benin
Burkina Faso
Cote D’Ivoire
D. R. of Congo
Gambia
Ghana
Guinea Conakry
Liberia
Mali
Namibia
Niger
Nigeria
Senegal
Sierra Leone
South Africa
Togo
Botswana
Egypt
Ethiopia
Burundi
Cameroon
Congo
Kenya
Lesotho
Madagascar
Malawi
Mauritius
Mozambique
Rwanda
Sudan
Swaziland
Tanzania
Uganda
Zambia
Zimbabwe
ANAFE Member Countries and Focal Institutions

ANAFE STRUCTURE (INGO)
General Meeting of
Members
ANAFE
Board
Executive Secretariat
ECA-RAFT
SA-RAFT
Sahel-RAFT
AHT-RAFT
NAFT
NAFT
NAFT
NAFT
NAFT
NAFT
NAFT
NAFT
NAFT

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Food and Nutrition Security in Africa, Reinforcing Business Approaches to Tertiary Agricultural Education in Africa, Aissétou Dramé Yayé