1.
I. Tertiary Agriculture Education (TAE) in Africa
Context and Challenges
II. TEAM-Africa: Vision – Mission – Objectives
III. Activities towards transforming TAE in Africa:
(Self Assessment and 3 CEdu Group)
IV – Way Forward with GCARD II
2

2.
• Weak financial support for • Disaffection of Youth
equipments
• Graduates are Knowledge
• Inappropriate learning Containers rather than ready
approaches
workers
• Lack of Synergy between TAE
Research and Extentions Services •Not responding to societal needs
•No coordination mechanism •Duplication and confusion of
betwenn Networks and actions
Development Partners
Urgent need to TransformTAE in Africa
as mentioned by CAADP and FAAP

3.
History of TEAM-Africa formation
Partnership TEAM-Africa
action plans Wageningen Lauching, Sept
March 2012 2012
Francophone TAE
leaders Sensitization
CHEA, Kampala
Ouagadougou, November 2010 Africa Strategy
Burkina Nov. 2011 plan for TAE
Launch of TAE Donors retreat
partnership Zürich January 2011
As, Norway
October 2011 How to implement
the CHEA calls for
TAE?
Creation of Working Group
Ruforum, ANAFE, FARA,
Experts TAE
Call of TEAM-Africa
coordination Tele Conference London meeting
calls… March 2011
Meanstreaming
TEAM-Africa
initiative

4.
II - TEAM-Africa Strategy

5.
TEAM-Africa Objectives

6.
TEAM-Africa Partners
• TAE networks as implementing partners:
ANAFE African Network for Agriculture, Agroforestry & Natural Resources
Education
RUFORUM Regional Universities Forum for Capacity Building in
Agriculture
• Forum for Agricultural Research in Africa (FARA) as Chair of Advisory
Board and AUC/NEPAD, AAU (Association of African Universities) as
Advisory Board members
• Development partners, TAE experts, Donors, NGOs, Private sectors as
TAE-Partnership led by World Bank

7.
III. Activities towards transforming TAE in Africa
(1)
Pilot study
• Self Assessment procedure for strategic planning using FAAP principles in
3 pilots universities (Anglophone, Francophone and Lusophone);
• Coordination mechanism of Development partners activities to support the
strategic priorities identified by TAE Institutions.
•Outputs
• Credible plans for institutional and educational reforms, both for TAE as
well as for their respective stakeholders;
• Credible investment proposals that can fit with CAADP goals and attract
development partners supports.

8.
Questions raised
Lessons learnt on the impact of the TAE-partner supports on:
(i) the TAE institution’s governance?,
(ii) the teaching and learning processes?;
(iii) community out-reach toward farmers, private sector, civil
society, governmental agricultural policies and employment;
quality and fit of (new) graduates?;
What organization works well to achieve the target needs?;
What are the institution’ needs in terms of support from development
partners and partner institutions (either scientific, pedagogical,
infrastructural or institutional/administrative e.g. governance, general
management, M&E systems, financial administration, etc).

9.
Formation of 3C Edu Groups (With FARA support) (2)
•In CAADP processes, TAE used to be mentioned in the document but rarely
involve in the Investment plans and Business meeting with % of their activities
financed.
• How do we rectify this and ensure that CAADP country teams engage
with TAEs more effectively?
VISION: Creation of CAADP Country Core Edu Groups (3C Edu Group)
needed to ensure education sector are part of national process.
Research
3CEdu
Group
Advisory S. Education

10.
WAY FORWARD with GCARD II
TEAM-Africa is interested to see similar processes on TAE being
organized with ARD in other regions : Latin America, Asia,
Caucasus….
Creation of GCARDE to support EDUCATION and knowledge in ARD
for:
•Solid Linkage between TAE and ARD in Africa
•Exchange lessons learned
•Develop world wide cooperation for knowledge sharing.

11.
A vision for changing TAE learning paradigm in Africa
A transformed approach to
Today´s approach to TAE
TAE in Africa will be
in Africa mainly produces
designed to produce active
Knowledge Containers
Knowledge Creators