Agricultural skills development in Uganda
description
Transcript of Agricultural skills development in Uganda
What are the missing links?
Presentation by: Cuthbert Tukundane Uganda Martyrs University
Agricultural skills development in Uganda
22/04/2023
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Cuthbert Tukundane
Presentation outline
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Background Current Status of agricultural skills
training in Uganda AVET issues Experience from teaching and research Preconditions for successful agricultural
skills training in Uganda Conclusion
PhotoUNDP
Background
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Agriculture is the mainstay of Uganda’s economy
Over 70% of the country’s population are engaged in the sector
The sector is the major employer in the country employs the largest proportion, 65.6% of the
population aged 10 and above (figures for 2010)
In 2010/11, the sector accounted for 22.5% of total GDP
Agricultural exports accounted for 46% of total exports in 2010 (Figures are from UBOS, 2011)
Background cont.
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Most industries in Uganda are agro-based Though the sector’s share in total GDP has
been declining, it remains very important and the basis for the manufacturing and service sectors
Therefore agricultural development is of paramount importance for the provision of food for the population and raw materials for the manufacturing sector and potential for the export sector
Background cont.
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Efforts aimed at poverty reduction and rural development in the country have over the years been justifiably focused on this sector
The country has adequate land and water resources to enable it to produce enough food for domestic consumption and have excess for export
Thus, agriculture should present opportunities for economically viable careers
Background cont.
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Against this backdrop, investment in the various departments in the sector and in skills development is a critical issue
Government admits that one of the major problems stifling the agricultural sector is insufficient manpower and skills (MAAIF, 2011)
Proper Agricultural Skills Development (ASD) is crucial for the growth of the sector
Agricultural skills training in Ugandacurrent issues
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Agricultural training and skills development in Uganda is limited
Training currently being offered at a few institutions Universities Agricultural and cooperative training
colleges Farm schools Vocational schools
Agricultural skills training in Ugandacurrent issues cont.
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District Agricultural and Information Training Centres (DATICs)
Agricultural Research and Development Centres (ARDCs)
Agricultural Development Centres (ADCs)
Farmer Field schools A little bit in Primary & Secondary
schools and Teacher Training Colleges Private institutions/organizations
Agricultural skills training in Ugandacurrent issues cont.
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Products/Graduates: specialists, agricultural officers, veterinary doctors, researchers, extension workers, agricultural assistants, trained farmers etc.
Both public and private provision More institutions are needed and the
supply does not match the numbers and quality of the human resource base required for agricultural development (MAAIF, 2011)
Agricultural skills training in Ugandacurrent issues cont.
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In 2004, Government developed a National Agricultural Education Policy and Strategy aimed at promoting farming as a business and professionalism in agriculture but this policy has not been implemented
Agricultural Training Institutions produce diploma and certificate holders and yet these are no longer recruited by Local Governments though farmers tend to prefer them to degree holders (MAAIF, 2011)
Agricultural skills training in Ugandacurrent issues cont.
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Integrating agricultural education within the curricula for primary school education remains a challenge as both the teachers and pupils have not shown enthusiasm for and commitment to the recommended agricultural practices as a daily routine (MAAIF, 2011)
The functional adult literacy programme, which is pivotal to adult farmers’ ability to conceptualise and implement best practices, continues to face challenges due to rising dropout rates (MAAIF, 2011)
AVET Issues
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Trying to do a good job – products of AVET are the ones more likely to work directly with farmers [stories]
The kind of skills produced at this level would suit smallholder farmers – a majority in Uganda’s agriculture
Generally, vocational education in Sub-Saharan Africa and Uganda in particular is stigmatized as an institution for those who have failed in the mainstream academic education
AVET Issues cont.
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Thus, it suffers from a bad image & the situation is compounded by a general dislike of science subjects in the country by many young people
Because for most people it is a second or third choice, motivation of many students and teachers within these institutions is low
AVET Issues cont.
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Many see these as stepping stones to further education to catch up with those who took the academic mainstream route
The institutions are poorly facilitated In some cases, more
theoretical/academic than practical and yet it is more practical help that the farmers need
Initiatives to correct this: BTVET; Skilling Uganda
Experience at a Farm school and training programme in Western Uganda
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Course choice [changing status, other courses, gender]
Attitude (teachers & students) Mode of study (theory versus practical) Facilitation (materials, demonstrations
etc.) Teachers qualifications/teaching methods Field attachment/practical lessons The graduates and agricultural career
[tracer study] What are we doing?
My classroom and research experience
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Agriculture and rural development course
Field visits/practical exercises/placements
Encounter with potential agriculture students
Farmers’ experience Skills transfer – extension services
Preconditions/recommendations
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Promote positive attitudes towards agriculture. The image of agriculture has to be changed – no longer ‘dirty work’ but a profitable venture, viable career
Agricultural institutions must be strengthened and properly funded
Labs and equipment needed to make courses more ‘hands-on’
The curriculum changed to make it more practical oriented – life skills, technical skills, problem solving etc.
Preconditions/recommendations cont.
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Emphasis should be on all the three learning domains, namely, cognitive, psychomotor and affective – beyond agricultural knowledge and skills e.g. way to deal with farmers, communication skills, entrepreneurial skills, book keeping, marketing, problem-solving, how to handle agricultural credit, developing effective farmer groups, functional skills etc.
Properly trained and facilitated teachers
Preconditions/recommendations cont.
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Start developing career early enough – give exposure as early as primary and secondary schools e.g. field visits to model farms, interaction with agricultural professionals, career guidance etc.
Partnerships with the different stakeholders – farmers, agri-business entrepreneurs, local leaders, educators, and key players in the informal and formal sectors - to make the training more relevant and responsive to the local farmer/farming needs – demand-driven
Preconditions/recommendations cont.
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Hierarchical training – Needs at different levels/for different groups (from primary school to university and to functional adult literacy)/that cut across the value chain
Importance of research – linking research, training and agricultural development [top-down approach?]
Modern and relevant skills e.g. how to use appropriate technology to preserve perishable foods/goods, simple irrigation methods, soil and water conservation, integrated pest management etc.
Preconditions/recommendations cont.
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Improve the remuneration of people employed in the agricultural sector and encourage their continuous training
Strengthening the linkage between formal and non-formal agricultural education
Implement the proposals in the National Agricultural Education Policy; BTVET; Skilling Uganda
Conclusion
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Agriculture is and will continue to play a vital role in the growth and development of Uganda
Promoting and strengthening agricultural skills development is crucial
Agricultural skills development is a complex task and will require an inter-sectoral approach [cooperation]
Thank you
References Ministry of Agriculture Animal Industry and
Fisheries (MAAIF), 2011. National Agricultural Policy (Final Draft)
Uganda Bureau of Statistics (UBOS), 2011, cited in MAAIF, 2011. National Agricultural Policy (Final Draft)
Kibwika, P. et al., 2010. Does agricultural education prepare early school leavers for a career in agriculture? Experiences from Uganda. In: Zeelen, J. et al. (eds.). The Burden of Educational Exclusion: Understanding and Challenging Early School Leaving in Africa, pp. 67-79. 22/04/2023Cuthbert Tukundane
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