BASELINE REPORT - SKILLING YOUTH FOR EMPLOYMENT IN ...avsi-skyresults.ug/files/reportmay16.pdf ·...
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BY JIMMY TWEBAZE – LEAD CONSULTANT
BASELINE REPORT - SKILLING YOUTH FOR EMPLOYMENT IN AGRIBUSINESS (SKY) PROJECT
FINAL REPORT
May, 2016
Contents
List of Photos and Graphs .............................................................................................................................. i
List of Figures and Tables .............................................................................................................................. ii
Acronyms ..................................................................................................................................................... iii
Working Definitions ..................................................................................................................................... iv
EXECUTIVE SUMMARY .................................................................................................................................. v
1. INTRODUCTION TO THE STUDY ............................................................................................................ 1
1.1. About AVSI Foundation ................................................................................................................. 1
1.2. About SKY Project ......................................................................................................................... 1
1.2.1. Project Objectives ................................................................................................................. 1
1.2.2. Geographical coverage.......................................................................................................... 1
1.2.3. Targeted Beneficiaries .......................................................................................................... 2
1.3. Purpose and objectives of the Study ............................................................................................ 2
2. METHODOLOGY .................................................................................................................................... 3
2.1. Desk literature review ................................................................................................................... 3
2.2. Key Informant Interviews .............................................................................................................. 3
2.3. Questionnaires .............................................................................................................................. 4
2.4. Focus Group Discussions ............................................................................................................... 4
2.5. Interviews with agribusinesses ..................................................................................................... 4
2.6. Interviews with Public and Private Agri-skilling institutions and Learning farms ......................... 4
2.7. On-Spot Observations ................................................................................................................... 4
2.8. Sampling frame and Techniques ................................................................................................... 5
2.9 Focus Study Districts in the Farming Zones ........................................................................................ 6
2.10 Data Collection Tools ........................................................................................................................ 6
2.11 Validation Workshop ........................................................................................................................ 7
3. CONSTRAINTS AND CHALLENGES ......................................................................................................... 7
4. STUDY FINDINGS ................................................................................................................................... 7
4.1. Skilling for employability in line with the Skilling Uganda Strategy .............................................. 7
4.1.1 Existing Networks and Partnerships in Skilling Ugandans .................................................... 7
4.1.2 Certification and Assessment .............................................................................................. 17
4.1.3 Key Skill Gaps ...................................................................................................................... 20
4.2. Youth employment status or engagement in agribusinesses within the agricultural sector ..... 20
4.3. Youth poverty index and wealth ranking .................................................................................... 23
4.4. Profiles of agribusiness entities by region .................................................................................. 26
4.5. Profiles of learning farms and available local resource persons by region ................................ 43
4.6. Profiles of agri-institutions / colleges, schools by region ........................................................... 49
4.7. Baselines / key indicators ............................................................................................................ 54
5. CONTEXTUAL ANALYSIS OF RESULTS .................................................................................................. 54
5.1 The National Perspective .................................................................................................................. 54
5.2 Skilling Uganda Perspective .............................................................................................................. 57
5.3 Project level context ................................................................................................................... 59
6. MAIN CONCLUSIONS ........................................................................................................................... 59
7. KEY RECOMMENDATIONS ................................................................................................................... 61
ANNEXES ..................................................................................................................................................... 68
1) List and contacts of Key Informants ................................................................................................ 68
2) Lists and contacts of Focus Group Discussions Participants ........................................................... 68
3) Profiles of agri-institutions / colleges by region ............................................................................. 68
4) Profiles of agribusinesses by region ................................................................................................ 68
5) Profiles of selected learning farms persons by region .................................................................... 68
6) External / and local resource persons available for agriprenuership training ................................... 68
7) Tools used for data collection ............................................................................................................. 68
8) Possibilities for youth employment in agribusinesses ........................................................................ 68
9) Private and Public VTIs in the project area providing agri-skilling to youth ....................................... 68
10) Bibliography ...................................................................................................................................... 68
11) Terms of Reference ........................................................................................................................... 68
12) M&E System for Skilling Uganda ...................................................................................................... 68
List of Photos and Graphs
Photo 1: The National Farmers Leadership Centre - Kampilingisa ............................................................. 12
Photo 2: The role of National Instructors College Abilonino(NICA) in Agr-iskilling .................................... 18
Photo 3: NICA's location in the SKY Project area ........................................................................................ 19
Photo 4: Commercial growing of tea in Kabale .......................................................................................... 29
Photo 5: Arabic coffee model farmer (Ms Baitwa) on the slopes of Mt. Rwenzori (Kabarole) .................. 29
Photo 6: Banyantaleza Learning Farms (Kabarole) cover dairy, apiculture, crops, and agro-forestry ....... 45
Photo 7: Students of Nyakasura School Agriculture club pose with Farm Master ..................................... 52
List of Graphs
Graph 1: Indicating the average (mean) income earned by working youth in SKY Project area ................ 24
Graph 2: Showing % of working youth disaggregated by wage earning and self-employed ..................... 25
Graph 3: Portraying % of working youth with livestock in SKY Project area .............................................. 25
Graph 4: Depicting % of working youth with electronics ........................................................................... 26
Graph 5: Showing % of working youth with own motor-powered machine .............................................. 26
Graph 6: List of Agribusinesses visited in Western Uganda........................................................................ 27
Graph 7: Depicting the year of registration for agribusinesss met in SKY Project area ............................. 32
Graph 8: Showing number of employees and proportion of youth employees ......................................... 33
Graph 9: Estimated net income and net worth for agribusinesses during 2015 ........................................ 33
Graph 10: Interns taken o by agribusinesses during 2015.......................................................................... 34
Graph 11: Competencies of agribusinesses to impart particular skill sets ................................................. 34
Graph 12: Showing mismatch in required skill sets and competencies by agribusinesses to deliver them
.................................................................................................................................................................... 38
Graph 13: Showing challenges faced by agribusinesses with youth interns .............................................. 38
Graph 14: Learning farms identified in the SKY Project area...................................................................... 44
List of Figures and Tables
Figure 1: Roles of the proposed Skills Development Authority .................................................................... 9
Figure 2: Agriculture Modules assessed by DIT in 2014 ............................................................................. 18
Table 1: Sampling Frame ............................................................................................................................... 5
Table 2: Focus Districts for the survey .......................................................................................................... 6
Table 3: YLP Funds disbursed by sector ...................................................................................................... 14
Table 4: Geographical spread of UGAPRIVI members offering agriculture in SKY Project area ................. 15
Table 5: Examination and Assessment Centres in SKY Project area ........................................................... 17
Table 6: Challenges existing at various levels of training under UVQF ....................................................... 19
Table 7: Various levels in employment in different agri-value chains steps and corresponding skills gaps
.................................................................................................................................................................... 21
Table 8: Wealth ranking and poverty index by region / district ................................................................. 24
Table 9: List of Agribusinesses visited in Mt Elgon area ............................................................................. 30
Table 10: List of Agribusinesses visited in the Lake Victoria Crescent ........................................................ 30
Table 11: Agribusiness visited in Lake Kioga area ....................................................................................... 32
Table 12: Sectors in which the learning farms are engaged in ................................................................... 46
Table 13: List of agribusinesses with capacity to function as learning farms ............................................. 48
Table 14: Capacity and turnover of learning farms .................................................................................... 49
Table 15: List of agri-skilling institutions visited in SKY Project area- enrolments and gaps ...................... 49
Table 16: Available pre-vocational places for agripreneuership students in selected schools .................. 52
Table 17: Staff faculty among agri-skilling institutions / service providers ................................................ 53
Table 18: Good practices in matching training supply with demand ......................................................... 58
Table 19: Key recommendations for the SKY Project (with corresponding responsibilities and
timeframes) ................................................................................................................................................. 62
Acronyms
ACEs Area Cooperative Enterprises
AFRISA Africa Institute for Strategic Animal Resource Services and Development
AICM African International Christian Ministries College of Science and Technology
APSDCU Association of Private Sector Development Companies Uganda
ARU African Rural University
ASDCs Agricultural Skills Development Centres
ATPs Assessment and Training Packages
BAC Bukalasa Agricultural College
BTC Belgian Development Agency
BTVET Business, Technical, Vocational Education and Training
CBET Competency-Based Education and Training
CDO Cotton Development Organization
CIP International Potato Centre
COCTU Control of Trypanosomiasis in Uganda
DANIDA Danish International Development Agency
DDA Dairy Development Authority
DIT Directorate of Industrial Training
DITTE Diploma in Instructor and Teacher Technical Education
DRABIC Dairy Research and Business Incubation Centre
EKN Embassy of the Royal Kingdom of Netherlands
EPE Entrepreneurship Education
FAO Food and Agriculture Organization
FICA Farm Inputs Care Seeds
FTI Fisheries Training Institute
IDB Islamic Development Bank
IFDC International Fertilizer Development Center
IPC Integrated food Security Phase Classification
ISSD Integrated Seed Sector Development Programme
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KAZARDI Kachwekano ZARDI - Kabale
KOICA Korean International Development Agency
LLL Life-Long-Learning
LMIS Labour Market Information System
MAAIF Ministry of Agriculture, Animal Industry and Fisheries
MBADIFA Mbarara District Farmer’s Association
MBAZARDI Mbarara ZADRI
MGLSD Ministry of Gender, Labour, and Social Development
MoEST&S Ministry of Education, Science, Technology & Sports
MTRC Mushroom Training and Resource Centre
NAADS National Agriculture Advisory Services
NaCORRI National Coffee Research Institute
NaCRRI National Crops Resources Research Institute
NaFIRRI National Fisheries Resources Research Institute
NAGRC&DB National Genetic Resource Centre and Databank
NaLIRRI National Livestock Resources Research Institute
NARIs National Agricultural Research Institutions
NaRL National Agricultural Research Laboratories
NARO National Agricultural Research Organisation
NaSARRI National Semi Arid Agricultural Research Institute
NaTRRI National Tea Resources Research Institute (Rwebitaba)
NDP National Development Plan
NEET Not in Employment, Education or Training
NEPAD New Partnership for Africa’s Development
NFLC National Farmers Leadership Centre
NFT Non-Formal Training
NICA National Instructors College Abilonino
NUCAFE National Union of Coffee Agri business & Farm Enterprise
PIDB Presidential Initiative on Development of Banana Industrial Production
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PPSPs Public and Private Skills Providers
PRICON Private sector Consultancy Kabarole
PSC Project Steering Committee (of SKY Project)
RTF Reform Task Force (of Skilling Uganda)
SACCOs Saving and Credit Cooperative Organisations
SATNET Agriculture Sustainable Agriculture Training Network
SDA Skills Development Authority
SDF Skills Development Fund
SDG Sustainable Development Goals
SEDFA Ssembabule District Farmer’s Association
SKY “Skilling Youth for Employment in Agribusiness” project
SPEDA Skills in Production, Employment and Enterprise Development in Animal industry
TOT Training of Trainers
TUNADO The Uganda National Apiary Development Organisation
TVES Technical and Vocational Education Support (Project)
UBOS Uganda Bureau of Statistics
UBTEB Uganda Business, Technical Examination Board
UCA Uganda Cooperative Alliance Limited
UCDA Uganda Coffee Development Authority
UDHS Uganda Demographic and Health Survey
UGAPRIVI Uganda Association of Private Vocational Institutions
UIRI Uganda Industrial Research Institute
UNADA Uganda National Agro-Input Dealers Association
UNEB Uganda National Examinations Board
UNHS Uganda National Household Survey
UNICEF United Nations International Child Education Fund
UNSPPA Uganda National Seed Potatoes Producers Association
USAID United States Agency for International Development
UVCF Youth Venture Capital Fund
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UVQF Uganda Vocational Qualification Framework
VET Vocational Education and Training
YEF Youth Entrepreneurship Facility
YES Youth Entrepreneurial Scheme
YILDI Youth in Leadership Development Initiative
YLP Youth Livelihoods Programme
ZARDI Zonal Agricultural Research and Development Institution
Working Definitions
agriprenuership The art and / or science of doing farming as a business by an entrepreneur. See entrepreneur below.
agri-skilling institutions
formal agriculture training institutions offering agriculture programmes e.g Bukalasa Agricultural College. It also includes private institutions e.g St. Jude (Masaka)
agri-skills training providers
informal and non-formal institutions offering agriculture skills training, usually short term courses, seminars / workshops
agri-business the entire agriculture-based value chain from agricultural production to final markets, which includes production inputs, methods and technologies, agro-processing, marketing and all services related to production and marketing
agriculture term used to describe crops, livestock, poultry, and fishing activities
drop-out refers to a trainee that does not accomplish a prescribed programme / course of study
employment is the state of gainful engagement in any economic activity; this includes all wage and salary earners and managers in all businesses, and directors actively working in incorporated businesses. It includes those working full-time or part-time and those who are permanent or temporary.
enterprise An income generating entity operating within a legal sector, which earns the owner above US$60 net income per month and employs at least 1 person. It may not be legally registered but has prospects of growth and sustainability.
Entrepreneurship A training scheme to develop persons for self-employment or for organizing, financing and/or managing an enterprise. Entrepreneurship is a dynamic and social process where individuals, alone or in collaboration, identify opportunities for innovation and act upon these by transforming ideas into practical and targeted activities, whether in a social, cultural or economic context. The word ‘entrepreneur’ originates from the French entreprendre, to undertake. In a business context, an entrepreneur is someone who starts a business. The concept of entrepreneurship covers a wide range. At one extreme an entrepreneur is a person of very high aptitude, possessing characteristics found in only a very small fraction of the population, who pioneers change. At the other, individuals who want to work for themselves can be considered as entrepreneurs. The newer trend is for Entrepreneurship Education (EPE) to impart a generic skill for all, as an integral part of life-long learning (LLL). EPE is often a link in a chain of support offered to those who decide to explore self-employment and establish a small enterprise. Other links of the chain include technical, legal and administrative support, as well as incubation, franchise and networking support services. Success in training in the informal sector rests mainly with pre-and post-training activities.
Formal training Is imparting skills in an organized / structured way as is done in the formal school system.
gross enrolment Total number of trainees enrolled on various programs in an institution at a particular period
Informal training Forms of learning that are intentional or deliberate but are not institutionalized. They are less organized and structured than either formal or non-formal education. Informal learning may include learning activities that occur in the family, in the work place, in the local community, and in daily life, on a self-directed, family-directed or socially-directed basis. It is learning that results from daily activities related to paid or unpaid work, family or community life, or leisure. It is not organised or structured (in terms of objectives, time or learning support). Informal learning in most cases is unintentional from the learner's perspective.
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Internships / Learnerships / Apprenticeships
are learning and training programmes that lead to an occupational qualification. They combine classroom and theory-based learning at a college or training centre with on-the-job training in the workplace. Learnerships are based on legally binding agreements between an employer, a learner and training provider. This agreement is intended to spell out the tasks and duties of the employer, the learner and the training provider. The person or institution that provides the theory part of the training also signs the agreement. Anyone can apply for a learnership. It is open to both employed and unemployed people and to young people leaving schools and colleges. The length of learnerships vary, but are normally not less than one year. Learners are assessed against occupational standards that have been agreed in advance by industry stakeholders. At the end of a successfully completed learnership learners receive a nationally irecognized qualification. A certificate is awarded to the learner describing the skills learned.
Learning farms Private Service Providers (PSPs) wherein internships /apprenticeships / learnerships can be undertaken by youth in agri-skills (See learnerships above)
Level 1 Skills semi-skilled – worker able to carry out simple/elementary tasks in a structured environment, and in a limited context. Possesses basic skills in reading, writing, using numbers and working in a supervised structure or working with other people under direct supervision. e.g a milk handler, / a porter at a construction site.
Level 2 Skills adequately skilled – a craftsman or skilled implementer able to perform tasks individually or in a group under supervision or semi-independently and possesses such skills as reasoning, calculating, planning, and problem solving in usual occupation-specific / subject area. e.g tractor driver, Veterinary Assistant, a poultry breeder / a farm mason.
Level 3 Skills highly skilled – working supervisor often leading others and with a high degree of autonomy and able to handle a broad range of scope of work (duties and tasks). e.g / Farm Supervisor / Manager / Foreman.
Level 4 Skills Ability to acquire varied range of specialized knowledge and skills to interpret technical information, modify and perform complex technical operations within broad scope of work and varied structured contexts, undertake activities with substantial degree of autonomy checked on results by superiors, with substantial degree of resources control and managerial performance
Level 5 Skills Instructor level with ability to acquire broad range of specialised knowledge and skills to interpret technical information, modify concepts and current practices / procedures and perform complex technical operations with unpredictable work contexts, undertake activities with high degree of autonomy checked on results by superiors with high degree of resources control and management performance
Life Long Learning
All learning activity undertaken throughout life, which results in improving knowledge, know-how, skills, competences and/or qualifications for personal, social and/or professional reasons. It is the process of acquiring knowledge or skills throughout life via education, training, work and general life experiences.
Life skills the large group of psychosocial and interpersonal skills that can help youth make informed decisions, communicate effectively and develop coping and self-management skills that may help them lead a healthy and productive life; these skills can include communication and interpersonal skills, decision-making and critical thinking skills, and coping and self-management techniques.
Livelihoods the means by which households obtain and maintain access to the resources necessary to ensure their immediate and long-term survival.
Non-formal organised training but outside the formal school system. The defining characteristic of non-
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training / education
formal education is that it is an addition, alternative and/or a complement to formal education within the process of the lifelong learning of individuals. It is often provided to guarantee the right of access to education for all. It caters for people of all ages, but does not necessarily apply a continuous pathway-structure; it may be short in duration and/or low intensity, and it is typically provided in the form of short courses, workshops or seminars. Non-formal education mostly leads to qualifications that are not recognized as formal qualifications by the relevant national educational authorities or to no qualifications at all. Non-formal education can cover programmes contributing to adult and youth literacy and education for out-of-school children, as well as programmes on life skills, work skills, and social or cultural development. Examples in Uganda include COPE, CHANCE, ELSE, ABEK, BEUPA.
retention Those trainees who successfully stay up to the end of a prescribed study duration. See drop out above.
Unemployment occurs when people are “without work,” “currently available for work” and are “actively seeking work” in a specified reference—normally the past four weeks (7 days for Uganda).
Value chain the full range of activities that are required to bring a product from its conception to its end use and beyond, including activities such as production, marketing, distribution and support to the final consumer. The activities that make up a value chain can be contained within a single business or divided among different businesses. Value chain activities can be contained within a single geographical location or spread over wider areas.
Vocational training
practical and theoretical instruction to prepare an individual for a particular skilled labor; the extent of the preparation varies by service provider.
Work shadowing is a process in which a person accompanies and observes organized time with another person, team/service or organization, for the purposes of developing their knowledge and enhancing their performance and that of the person, team/service or organization they shadow. It provides opportunities for sharing best practice and self/professional development.
Youth person aged between 15-35 years (African Union, 2005) or from 18-30 years Uganda (National Youth Policy, 2011). The former definition will be applied in this study.
EXECUTIVE SUMMARY
AVSI Foundation Uganda commissioned a consultancy for a contextual baseline survey for the Skilling
Youth for Employment in Agribusiness (SKY) Project supported by the Embassy of the Royal Kingdom of
Netherlands (EKN) in Uganda. The survey was executed in the months of April and May, 2016.
The SKY Project which is to be implemented in Western Uganda, Mt. Elgon area, the Lake Victoria
Crescent, and Lake Kioga runs for the period 2016-2020 and targets 6000 unemployed and unskilled
youth (40% of them female), 14 BTVET institutions, colleges and secondary/high schools, 40 Learning
farms (both Public and Private Skills Providers - PPSPs), 100 instructors / resource persons, and up to
100 agribusinesses and has the following objectives:-
i. Strengthen the capacities of the agri-skills providers in a sustainable way to provide marketable
and employable skilling.
ii. Provide pre and post-employment support to the skilled youths
iii. Create strategic linkages of agribusiness for enhanced capacity building through skilling and
brokerage.
iv. Facilitate Skilling Uganda Authority to be supportive to agri-skilling in the targeted areas.
The objectives of the survey as per the Terms of Reference (See Annex 11) were to:
a) Establish the youth employment status or engagement in agribusiness within agricultural sector;
b) Establish youth poverty index and wealth ranking;
c) Identify, map and profile agribusiness entities;
d) Identify, map and profile learning farms and available local resource persons;
e) Identify, map and profile Agro-institutions/colleges;
f) Desk review and perform a contextual situational analysis, literature review in the subject area of
Skilling for employability in line with Skilling Uganda Strategy. The following methodology was used to
deliver on the assignment.
Methodology
Both qualitative and quantitative approaches were employed for the study and included a review of
relevant literature to obtain secondary data while primary data was generated through Key Informant
Interviews (KIIs) with persons considered knowledgeable in the area of agriprenuership training , Focus
Group Discussions with youth as potential beneficiaries, and interviews with other key stakeholders in
the project (agribusinesses, learning farms, training providers, schools, and resource persons). A
questionnaire was also administered for working youth. In total 174 youth respondents filled the
questionnaire, 22 FGDs were facilitated for youth in school/training institution and those out of
school/training, 58 KIIs, and interviews held with 83 owners / managers of agribusinesses, 27 learning
farms, and 26 Principals / Instructors of training institutions (colleges, BTVET institutes, selected
Universities), and Head-teachers / Farm Managers of some secondary schools with school farms.
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Key Findings
Youth employment status or engagement in agribusiness within agricultural sector
i. 50% youth are in agricultural employment
ii. 13% of working youth are in wage employment, while 78% in self-employment
Youth poverty index and wealth ranking
iii. On average, rich youth constitute less than 20% of youth, rest are medium poor 20% and > 60% are
genuine poor. Lake Victoria crescent has an estimated 17% rich, 30% medium poor, and 53% poor,
Western region has rich 16%, medium poor, 25%, poor 59%, Lake Kioga has 10% rich, 30% medium
poor, while Mt Elgon are has 10% rich, 23% middle poor, and 67% poor youth as a % of the youth
population in those regions.
iv. 61% - working youth with earnings above UGX 300,000 and average monthly salary / earnings UGX
256,000
Profiles of agribusiness entities (Refer to Annex 4 for details of individual profiles of agribusinesses)
v. 100 agribusinesses targeted by the project. Agribusinesses do not regard skills training as a core
activity.
vi. About 30% of the agribusinesses can accommodate 1-10 interns per year
vii. 45% of the agribusinesses employ between 5 and 20 employees (mainly youth)
viii. 48% - of the agribusinesses earn UGX 11-50 million annual income
ix. 22% - of the agribusinesses earn > UGX 500 million per annum
Profiles of learning farms and available local resource persons (Refer to Annex 5 and 6 for details of
individual profiles of learning farms and resource persons)
x. 45 Learning farms in SKY Project area have capacity to absorb 2,066 interns
xi. There is a disconnect between what is taught and what has been researched by research
institutions.
Profiles Agro/agri-skilling institutions/colleges (and schools) – Refer to Annex 3 for profiles of
individual training institutions
xii. There are still limited agricultural training opportunities up to Diploma level. Only Bukalasa
Agricultural College (Lake Victoria Crescent – Luwero) offers Certificate and Diploma programmes in
public training institutions. The college is to be turned into a Centre of Excellence under the World
Bank Project. Eight (8) private institutions in the area take it up to Diploma level.
xiii. 38 agri-skilling institutions have total enrolment – 6,433
xiv. There are 384 degree holders in 41 institutions, 229 diploma holders in 26 institutions, close to 100
with lower qualifications, and 28 PhD holders.
xv. Only 14 BTVETs / agriskilling institutions are targeted for support by the Project.
xvi. 80% of supported agri-skilling institutions provide marketable skills for employability to youth.
xvii. Project supports a few schools to arouse interest in agriculture by students.
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Skilling for employability in line with Skilling Uganda Strategy
xviii. Youth are interested in “quick money”. Returns from agriculture enterprises take long.
xix. Majority of youth distaste practical agriculture skills training as “dirty” and arduous.
xx. There is limited access to land, capital, and skills provision to many youth.
xxi. There are preferences in agricultural enterprises by level of education, rural versus urban, and
gender. Girls prefer poultry, the more urban youth are averse to agriculture, and the less educated
take keen interest in agriculture as a livelihood option.
Main Recommendations
a) Reduce the poverty index by less than 50% through employment creation by designing appropriate
agri-skilling programme. This entails accurate Market Assessment, correct Curriculum Development
and Skills Selection, Recruiting Qualified Teachers and Trainers, Selection of Programme
Participants, Ensuring Well-informed Core Skill Selection, Life Skills, Responsive Programming,
Meeting Youth Needs, Programme Accreditation, Certification of VET graduates, and appropriate
Post-training activities (In-kind and Financial Assistance upon Graduation, Linking with Microfinance
Institutions, Learning from Agricultural Market Linkages, Monitoring and Follow-up).
b) Set the threshold income target monthly earnings for skilled and employed youth under the project
to UGX 250,000 for the Mt. Elgon area and Lake Kioga, and UGX 500,000 for Western Uganda and
the Lake Victoria Crescent.
c) Reduce %age of agribusinesses that will provide internship / employment opportunities to 30% (33)
and approach agribusiness through their national apex bodies and / local governments.
Collaborating with the Reform Task Force / Skills Development Authority work out feasible
partnership arrangements (e.g MOUs) to stimulate the partnership.
d) Increase the number of learning farms to be supported by 50% (to 60)
e) Link the participating PPSPs in SKY Programme to NARO (NARIs and ZARDIs) in order to connect
research to the users and benefit from technology transfer undertaken by the research institutions.
f) Establish and equip regional Agricultural Skills Development Centres (ASDCs) offering integrated
training (Level 1-4 – the African Rural University model) in Mt Elgon area (Mbale), Western
(Mbarara), and Lake Kyoga (Lira) in line with the Skilling Uganda Strategy. These institutions should
offer career progression possibilities, deliver Certificate and Diploma programmes and constitute
mini Centres of Excellence in these regions. The Fisheries Training Institute should be considered for
upgrading to a Centre of Excellence.
g) Take advantage of the regional networks of UGAPRIVI to recommend and work with potential
beneficiary private BTVETs. Grants (on a competitive basis) could be channeled through UGAPRIVI to
stimulate demand for training in agriculture.
h) Impart appropriate and practical skill sets in agribusiness management, entrepreneurship,
marketing and sales, financial management, post harvest, value addition and processing, as well as
crop and animal management, and strategic skills (like ICT). All agri-skilling institutions receive TOT /
be oriented in mindset change and agro entrepreneurship. Include agro-forestry in SKY curricula
offer.
i) Collaborate with these “like-minded” organisations and institutions and sign MOUs with them with a
view to utilizing their established networks, including on recommendation of genuine members and
channelling of grants.
j) Build the capacity of and work with the local resource persons identified in Annex 9
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k) Capacity building of trainers / local resource persons should be increased by 50% (150)
l) Double the overall target number of youth skilled in agribusiness (12,000)
m) Treble the number of agri-skilling institutions to be supported (42)
n) 95% agri-skilling institutions provide marketable skills for employability to youth. This is to be
supported by regular employment destination surveys / tracer studies
o) Project supports as many secondary schools as possible.
p) Scale down intervention to primary schools;
i. Support one (1) model primary school per region
ii. Support the school agro-tourism component
q) Add a new target – At least 80% of the youth trained / skilled under the project are self employed
r) Invest in high yielding, fast returning crops and animals like rabbits, piggery, poultry, mushrooms,
cabbages, water melons, cabbages, etcetera, and obtain skills in value addition (processing,
marketing, and trade).
s) Style-up agricultural training as fun and make it more appealing to the youth through farm camps,
agro-tourism, integration of ICT in agricultural training programmes, data collection, and
information platforms, use of high tech technologies for instance milking machines in dairy
production, advanced laboratories, and keep the curricula contemporary (up-to-date) and modular
to allow youth to make free selection in a wider menu of targeted tailor-made courses.
t) Provide appropriate post-training tool kits and monitoring (follow-ups) and facilitate credit
guarantee programmes (using a Revolving Loan approach), encourage land-intensive farming
(keeping rabbits, apiary, horticulture) and innovation among the youth. Linking graduates to Saving
and Credit Cooperative Organisations (SACCOs) and lobbying for the creation of an Agricultural Bank
are other options that can be explored.
u) Integrate agriculture in the curriculum early, predispose it towards modern farming as a business,
and modernize it through high-tech technologies that are more appealing and palatable to both
gender (i.e. engender gender in all aspects). Focus on a few agricultural value chains targeting
particular farming zones.
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1. INTRODUCTION TO THE STUDY
This is a report of a Contextual Baseline Survey for Skilling Youth for Employment in Agribusiness (SKY)
Project implemented by AVSI with support from the Embassy of the Royal Kingdom of the Netherlands
(EKN) in Uganda. The project runs from 2016-2020 and the survey was undertaken by Jimmy Twebaze
and Associates from April through May 2016.
1.1. About AVSI Foundation
AVSI Foundation is duly registered in Uganda under the Non – Government Organisations Statute (1989)
and has been active in Uganda since 1984, maintaining a constant presence in the northern region. It
aims to the serve the individuals, families and communities which they encounter in the field. With
support from the donor community (USAID, European Union, ICC, UNICEF, Alliance, FAO and private
donations from Belgium, Canada and Italy), AVSI has implemented / is implementing a wide range of
programmes across the country in Health, HIV/AIDS, Disability, Education, Food Security, Agriculture,
Livelihoods and Nutrition.
Today, through public private partnerships (PPP), AVSI foundation in Uganda engages with private sector
players, government and communities to build capacity of children, youths and households across
Uganda through a comprehensive family-centered approach that builds resilience and contributes to
sustainable development.
1.2. About SKY Project
AVSI is implementing a 5 year project titled “Skilling Youth for Employment in Agribusiness (SKY)”. The
Euro 11.4 million (UGX 45 billion) project is supported by the Netherlands Embassy to enhance
sustainable creation of employment of youths in the agribusiness sector in several Districts in the areas
of Lake Kyoga, Elgon, Lake Victoria Crescent, and South‐Western Uganda over the next 5 years. SKY will
focus on public and private sector agri-skilling to enhance competitiveness and trade as one of the
fundamental determinants of wealth creation, production and increase the skills base of the human
capital thus employable people. This is in line with NDPII Theme “Strengthening Uganda’s
Competitiveness for Sustainable Wealth Creation, Employment and Inclusive Growth” (NDP II, 2015) and
the Business, Technical, Vocational Education and Training (BTVET) – Skilling Uganda Strategic Plan
(BTVET Strategy and Plan, 2012).
1.2.1. Project Objectives
Existing training providers do not meet the market demands in terms of training for (self) employment.
To fill this gap, the SKY project is focused on the following four main objectives:
a) Strengthen the capacities of the agri-skills providers in a sustainable way to provide marketable
and employable skilling.
b) Provide pre and post-employment support to the skilled youths
c) Create strategic linkages of agribusiness for enhanced capacity building through skilling and
brokerage.
d) Facilitate Skilling Uganda Authority to be supportive to agri-skilling in the targeted areas.
1.2.2. Geographical coverage
The SKY Project is to be implemented in four (4) zones; namely, Western Uganda, Mt. Elgon area, the
Lake Victoria Crescent, and Lake Kioga. These are broadly reflected below.
2
Map showing areas of implementation for the SKY Project
1.2.3. Targeted Beneficiaries
The project is targeting 6000 unemployed and unskilled youth (40% of them female), 14 BTVET
institutions, colleges and secondary/high schools, 40 Learning farms (both Public and Private Skills
Providers - PPSPs), 100 instructors / resource persons, and up to 100 agribusinesses.
The Skilling Youth for Employment in Agribusiness (SKY) project targets those persons between 14-35
years and youth unemployment in this cohort is estimated at 79% (UBOS, Census 2014).
The scope of the proposed agri-skilling programme will cover technical, agripreneurship and work-
readiness skills, tailored towards addressing labour and market needs. Technical skills will cover
agriculture and non-agricultural (but support services) such as tillage services (tractor operations and
maintenance), equipment handling and maintenance. Agricultural skills would include production and
processing of crops, livestock and fish as may be determined by the market. Tailor-made curricula will be
made to enhance capacity of the skills providers.
1.3. Purpose and objectives of the Study
The purpose of the baseline survey was to undertake a contextual analysis for the SKY Project and
generate data that would provide a comprehensive picture of the current status of youth-employment-
Elgon
Area
(Mbale)
South
Western
Lake Victoria Crescent
Kyoga
Areas
(Soroti)
3
skills gaps and available opportunities for public private partnership for skilling youths for formal/non-
formal employment or start own enterprise in the Agribusiness sector in Uganda. The specific objectives
of the contextual study were to:-
a) Establish the youth employment status or engagement in agribusiness within agricultural sector;
b) Establish youth poverty index and wealth ranking;
c) Identify, map and profile agribusiness entities;
d) Identify, map and profile learning farms and available local resource persons;
e) Identify, map and profile Agro-institutions/colleges;
f) Desk review and perform a contextual situational analysis, literature review in the subject area of
Skilling for employability in line with Skilling Uganda Strategy.
Data generated will be used in evidence based programming and milestone target setting in the SKY log-
frame, implementation and for progress monitoring and evaluations at both midterm and end of project
impact assessment. The baseline survey will also help the SKY Project Steering Committee (PSC), staff at
AVSI Uganda, donors and other key stakeholders make programmatic decisions and to rethink
intervention model and provide the best alternatives strategy before commencement of project
implementation.
2. METHODOLOGY
Chapter 2 presents the technical approach and methods used to obtain data. It espouses on the
sampling frame and techniques used, the data collection tools, and elaborates on the focus Districts for
the study.
2.1. Desk literature review
Various documents were studied and these are indicated in Annex 10. The review focused on the
contextual status in the implementation of Skilling Uganda , examined what gaps and challenges exist at
Uganda Vocational Qualification Framework (UVQF) Levels 1, 2, 3, 4, and 5 as well as in selected high
schools, with a view to recommending on how SKY intervention can provide solutions or support
implementation. National as well sectoral and District Development Plans provided a major reference
point. The literature in turn provided useful secondary information for the analysis. Primary data was
secured from the following sources;
2.2. Key Informant Interviews
Interviews were held with persons considered knowledgeable in the subject matter of youth agri-
skilling. Meetings with national associations provided up-to-date market information and information
about production costs, quality standards, end market buyers and the potential for youth to access
employment or self- employment opportunities in a specific sector.
Engagement with the central and local government staff provided insight into national and regional
development priorities; plans for district development, existing Vocational Education and Training (VET)
frameworks; and information about upcoming contracts that could provide short-and long-term
employment opportunities for VET graduates.
A total of 58 interviews were held during the survey. The list of key informants met is provided as Annex
1.
4
2.3. Questionnaires
A questionnaire for youth was developed and administered to gather information on among others, the
following attributes:-
a) Status of skilled youth employed or self-employed in agribusiness sector in the targeted
communities/regions (i.e. current % of youth employed or self-employed in agribusiness sector).
b) Status of youth running their own agribusinesses as a primary livelihood option in the targeted
communities/regions (i.e. current % of youth running their own agribusinesses as a primary
livelihood option).
c) Socio-economic status, (especially Income and livelihoods) of youth in the targeted
communities/regions.
d) Monthly average income earnings of the youth (unemployed, part-time employed, full time
employed and self-employed) and Sources of livelihood of the youth in the 4 regions.
e) % of youth retained for employment by Agribusinesses
174 youth respondents in total filled the questionnaires. Three (3) questionnaires were discarded. Data
sets are available depicting the characteristics and answers of the various youth that provided responses
to the questionnaire.
2.4. Focus Group Discussions
Small groups of between 8-12 youth were met for both students and out-of-school youth to solicit their
views regarding the poverty index and wealth rankings in various locations. Focus Group discussions
have the advantage of soliciting the views of beneficiaries in a consensual manner. A total of 22 Focus
Group Discussions were facilitated. The signed attendance sheets are attached as Annex 2.
2.5. Interviews with agribusinesses
A total of 83 Micro, Small, and Medium / Large agribusinesses were visited to establish structuring of
agribusinesses in relationship to the opportunity for youth for job placement and on-job training.
Interviews with local businesses provided information about labor market demand, qualifications and
constraints to enter into a given industry, potential industrial training placement and where VET
participants might find employment or self-employment opportunities upon graduation.
2.6. Interviews with Public and Private Agri-skilling institutions and Learning farms
Interviews were also held with 26 Public and Private agri-skilling institutions as well as 27 learning farms
(all called Service Providers (PPSPs)to establish institutional capacity of the agricultural colleges,
vocational training centres and high schools involved in agri-skilling in the project catchment area.
Engagement among VET providers enables planners to share best practices and market data. PPSPs
helped to identify key elements of each programme and expose local trends in VET programming.
Profiles of key agri-skilling institutions and Agribusinesses visited as well as contacts of external / local
resource persons are captured in Annexes 3, 4 and 6 respectively.
2.7. On-Spot Observations
Institutions visited were observed for the following:-
a) Availability and functionality of training infrastructure (classrooms, demonstration farms, etc)
b) Accessibility and other amenities like electricity, water, etcetera
5
c) Organisational capacity (staffing, management and leadership aspects)
Photos of significant observations were taken in some instances and are included in this report.
2.8. Sampling frame and Techniques
A “snow-balling” approach was used to identify the Key Informants, Agribusinesses, and Service
Providers in the selected Districts beginning from Ministries, Department and Agencies, as well as
apex bodies in Kampala. The District Technical Officers provided the team with clues on the key
agribusinesses and service providers within their Districts of operation. The following table provides
a summary of key informants interviewed, Focus Group Discussions held, agribusinesses met,
Service Providers visited, and respondents of youth questionnaires by district. Youth were randomly
selected for participation in the Focus Group Discussions as well as for questionnaire respondents.
Table 1: Sampling Frame
District KIIs Agribusinesses
Service Providers (BTVETs, Colleges, schools, and learning farms)
Youth FGDs
Youth questionnaires
WESTERN UGANDA Kabale 8 8 3 2 26 Kabarole 12 1 6 2 3 Mbarara 3 10 4 2 17 Bushenyi 5 9 2 3 17 Kibaale 2 0 1 0 0 Isingiro 0 1 0 0 0 Kiruhura 0 0 1 0 0 Sheema 0 0 2 0 0 MT. ELGON AREA Mbale 3 5 3 1 16 Manafwa 3 0 0 1 5 Tororo 0 1 3 0 12 LAKE VICTORIA CRESCENT Bugiri 0 4 0 1 0 Masaka 4 8 2 2 9 Kampala 10 10 3 0 19 Wakiso 2 5 8 3 7 Busia 4 1 1 1 3 Jinja 3 8 0 0 6 Mpigi 1 0 1 0 0 Luwero 0 1 2 1 5 Sembabule 0 2 1 0 2 Kamuli 0 0 1 1 0 Buikwe 0 4 1 0 5 Iganga 0 2 1 1 3 LAKE KIOGA Soroti 0 1 2 1 5
6
Kole (Lira) 4 0 2 0 1 TOTALS 58 83 531 22 174
Source: Consulting team
2.9 Focus Study Districts in the Farming Zones
The study focused on the following districts in the 4 farming zones where the project is to be
implemented, and zeroed in on key commodity value chains as follows;
Table 2: Focus Districts for the survey
Farming zone Focus Districts Key commodity value chains
Western Uganda Kabale, Kabarole, Mbarara, Bushenyi
Potatoes, tea, bananas, dairy
Mt, Elgon Mbale, Manafwa Coffee, bananas, dairy, meat
Lake Victoria Crescent Busia, Jinja, Wakiso, Kampala, Masaka
Fish, coffee, horticulture
Lake Kyoga Soroti, Kole (greater Lira) Cotton, fruits
Source: Consulting team
The districts were purposively selected due to presence of significant agricultural value chains existing in
these districts, their regional significance, presence of agri-skilling institutions, learning farms,
agribusinesses, thriving cross-border trade, and the urban and peri-urban nature of Kampala and Wakiso
districts, among others.
However, the team also visited some institutions in Mpigi, Luwero, Sembabule, Tororo, Kamuli, Bugiri,
Buikwe, Iganga, Sheema, Isingiro, Kiruhura, and Kibaale districts during the survey.
Additional commodity value chains preferred by the youth were given special coverage, and these
include apiary, poultry, piggery, rabbitry, and horticulture.
2.10 Data Collection Tools
The tools used to collect data were:-
a) Key Informants Interview Guide
b) Focus Group Discussion Guide
c) Questionnaire
d) Interview Guide for Agribusinesses, and for Public and Private Service Providers (PPSPs)
e) Observation Checklist
The above tools were pretested for validity and accuracy prior to the field work. Templates were
developed for summaries of key responses by individual agribusinesses and PPSPs. The tools are
attached as Annex 7, while the profiles are attached as Annexes 4 and 5 respectively.
Data was analysed using SPSS and Microsoft Excel programmes.
1 Some of the agribusinesses are suitable learning farms
7
2.11 Validation Workshop
The Consulting team facilitated a one-day validation workshop organized by the client where a zero
draft report was presented and discussed. Thirteen (13) senior staff from AVSI participated in this
workshop and their comments were incorporated in the final report.
3. CONSTRAINTS AND CHALLENGES
The team encountered the following challenges:-
i. Rainy season interrupted activities in the field
Making appointments and fulfilling them was a difficult task owing to the erratic rains
experienced in April. This was aggravated by the terrain of some of the districts the team had to
visit, especially the montane farming zone (Kabale, Mt. Elgon area, and Rwenzori sub-regions).
With the aid of 4 X 4 vehicles, much of the terrain was traversed. Individual consultants also had
measures to counter the rain effects (gum-boots, cover-papers, and umbrellas).
ii. Late release of first payment resulting in readjusting of planned itinerary
The team went to the field without any facilitation until the second week of the assignment. The
team had to use their means to carry on with the task. Decisions had to be taken on how best to
execute the assignment within the limit of available resources at the time.
iii. Lack of cooperation from agribusinesses leading to a low response rate
Most of the agribusinesses had no time for the interviews. The agribusinesses do not consider
training as a core activity and thus were not keen to host the consultants. Repeat visits
sometimes produced positive results. Citing referrals from the District offices and the Kampala
based apex offices were also useful strategies.
iv. Low response rate from wage / self employed youth
Majority of the working youth were too busy to fill the questionnaires on the grounds of limited
time. Repeated visits and working with and through the District Youth Officers facilitated the
exercise.
4. STUDY FINDINGS
This Chapter presents the findings from the desk review and fieldwork undertaken by the team. The
findings are presented in line with the Terms of Reference (See Annex 11).
4.1. Skilling for employability in line with the Skilling Uganda Strategy
Youth can participate in a variety of agri-skilling training areas to enhance their opportunities for
employment along the agricultural value chain (See Annex 8). Short modularized trainings have been
arranged under non-formal and formal trainings conducted by various PPSPs in the project area. Over
100 private and public VTIs in the project area provide agri-skilling to youth. These are supervised by the
Ministry of Education, Science, Technology, and Sports (MoESTS). The PPSPs are indicated as Annex 9.
4.1.1 Existing Networks and Partnerships in Skilling Ugandans
There are different actors in the sector who play complementary roles in Agri-skills development.
Government under the leadership of Ministry of Agriculture, Animal Industry and Fisheries (MAAIF) is
responsible for policy formulation, regulation and quality control; private sector and farmers engage in
farm production, agro-processing and marketing of agricultural output; the civil society organisations
(CSOs) complement Government in delivering of agricultural services to farmers; the academia and
research institutions undertake research and disseminate information that may guide policy
8
formulation, promotion of innovation, product development and technology advancement for
commercialization of agriculture; financial institutions provide finance and credit to the farmers,
cooperatives and agro-processors; while the Development Partners provide financial and technical
assistance.
Local Governments and semi-autonomous agencies are the other state players delivering agricultural
services to the population. Semi-autonomous agencies include: Directorate of Industrial Training (DIT),
Examination Boards [Uganda Business, Technical Examinations Board (UBTEB) and Uganda National
Examinations Board (UNEB)], Control of Trypanosomiasis in Uganda (COCTU), Cotton Development
Organisation (CDO), Dairy Development Authority (DDA), National Agricultural Advisory Services
(NAADS), National Agricultural Research Organisation (NARO), National Genetic Resource Centre and
Databank (NAGRC&DB), and Uganda Coffee Development Authority (UCDA). Some of these are
explained below.
Coordination - Reform Task Force (proposed Skills Development Authority)
Established in 2011, the 26 member body is mandated to:-
i. Establish the Skills Development Authority (SDA)
ii. Set up a Skills Development Fund (SDF)
iii. Pilot some of the reforms proposed in the 10-Year Business, Technical, Vocational Education and
Training (BTVET) Strategic Plan 2012/13-2020/21 (dubbed “Skilling Uganda”).
The Reform Task Force (RTF) will spearhead reforms and oversee the implementation of the 10-year
BTVET Strategic Plan until a permanent, integrated Skills Development Authority (SDA) is established.
The plan is meant to accelerate reforms and guide the rational use of investments. It aims at a high level
development objective “Ugandans and enterprises acquire skills they need to raise their productivity
and incomes”. The plan has five (5) specific objectives that include:-
(i) Raise the economic relevance of BTVET
(ii) Increase the quality of skills provision
(iii) Provide equitable access to skills development
(iv) Achieve greater organizational and management effectiveness in BTVET
(v) Increase internal efficiency and resources available for BTVET
Skilling Uganda Strategy is geared to ensuring all Ugandans get requisite skills for wage/self-employment
in line with Vision 2040. Plan implementation is behind schedule. The roles for the proposed SDA have
been drawn. This is shown below.
9
Figure 1: Roles of the proposed Skills Development Authority
Source: Reform Task Force 2016
The organization structure is yet to be approved. It is anticipated the SDA will be in place in the coming
Financial Year 2016/17 following endorsement of the legal framework. The mandate of the authority will
be to regulate, harmonise, coordinate, promote, and institutionalise sustainable quality, equitable and
relevant skills development in Uganda.
In the interim, five (5) Sector Skills Councils, including one of Agriculture, have been created. A Pilot
Skills Development Fund will be established in the Albertine region under the Support to Skilling Uganda
Project implemented by the Belgian Agency for Technical Cooperation (BTC). A BTVET specific Labour
Quality Enhancement role
Uganda Vocational Qualification Fraework
Occupational Standards and Assessment Scheme
Accredit Assessment and Examination bodies
Accredit training providers, training programmes, TVET instructors, TVET
pre-service Training Institute
Maintain qualifications and accreditation database
In-service TVET teachers training
Advisory role
Monitor industry trends
Monitor supply and quality of skills workers
Create and facilitate sectorial skills councils
Research and sharing of TVET best practices
Skilling Uganda / TVET policies and national skills strategies
Resource mobilisation and Administration of Training Provision
role
Administration of Apprenticeship / Workplace Training scheme
Support the administration of sectorial employment training fund
Bridging literacy and nueracy programmes for skills training
10
Market Information System (LMIS) is being developed to feed into the general LMIS being established by
the Ministry of Gender, Labour, and Social Development, while a Monitoring and Evaluation (M&E)
system for Plan implementation is in place (See Annex 12).
Further work needs to done and this includes:-
(i) Development of manuals and guidelines for operationalization of Sector Skills Councils
(ii) Piloting a sector specific fund for the agriculture sector
(iii) Development of Assessment and Training Packages (ATPs) for various agricultural occupational
fields
(iv) Development of the Uganda Vocational Qualifications Framework (in terms of scope and levels
of application in the agriculture sector)
(v) Operational frame work and guidelines for skills development (to foster collaboration among
training providers in the formal and non-formal sectors and entrepreneurs)
With regard to promotion of reforms, the following are yet to be accomplished:-
(i) Piloting an apprenticeship program for the agriculture sector (developing a collaborative
program between training providers and micro-enterprises/agri-preneurs for skills development
of the unemployed youth)
(ii) Piloting an agri-related labour market information System (LMIS) for agriculture in the targeted
sub regions
(iii) Creating a database for the agriculture sector
(iv) Operationalization of Agriculture Regional Support Centers (these can also provide training in
value addition for agricultural products).The Agriculture Skills Development centers proposed in
the BTVET Strategic Plan have not been established.
The SKY Project could be instrumental in accelerating some of the above reforms.
Other potential areas of cooperation with the SKY project are:-
(i) Purchasing hard and soft ware of the Monitoring and Evaluation System.
(ii) Capacity building of secretariat staff.
(iii) Conducting a baseline survey in targeted districts to generate information to build the RTF M&E
database.
(iv) Carrying out tracer studies to track graduates to ensure quality and relevancy of training
undertaken.
(v) Undertaking joint monitoring activities and spot checks to assess progress of Plan
implementation.
(vi) Facilitating exchange visits to successful agripreneurs.
(vii) Financing benchmarking visits for experience sharing.
It is understood that the SKY Project will provide operational support to RTF Secretariat by among other
things establishing a desk-office for Agriculture at the Secretariat.
11
Training provision is carried out under various Ministries, Departments, and agencies, as well as by the
private sector as explained hereunder.
Ministry of Agriculture, Animal Industry and Fisheries (MAAIF) Institutions
Bukalasa Agricultural College (BAC)
The College is situated in Wobulezi (Luwero district) some 30 kilometres from Kampala. With a
population of 1,603 trainees (1370 Male, 233 Female), the college offers 1 Year Certificate Programmes
in Animal Management, Crop Management, and Flower Management. It also offers Diploma
Programmes in Crop Production and Management, Animal Production and Management, Agribusiness,
Horticulture, Home Economics, and Nutrition. Annually the college admits over 1000 trainees. Most of
the agricultural training resources are in place except for a demonstration irrigation system, a dairy
demonstration farm, an apiary demonstration farm, a fish pond, and food processing technologies. The
staff faculty includes 10 Masters degree holders, 5 postgraduate Diploma holders, 32 Degree holders,
and 9 Diploma holders.
Fisheries Training Institute (FTI)
With a current enrolment of 148 (112 Male and 36 Female) trainees, the institute established in 1968,
offers a 1-Year Certificate and a 2-Year Diploma in Fisheries Management and Technologies. They posses
laboratory and food processing units but with no equipment. The cold-room is not functional. They
require demonstration units for cage farming, pond culture, tank culture, and integrated aquaculture to
be more effective training providers in their niche area. They are endowed with a staff faculty of 9
Masters degree holders, 5 graduates, and 6 Diploma holders.
National Farmers Leadership Centre (NFLC)
The National Farmers Leadership Centre (NFLC) is a Government initiative started in 2014 geared
towards enhancing farmers’ leadership and entrepreneurial capacities as well as adoption of
appropriate agricultural technologies focusing on mind-set transformation. The center offers the
following course modules:-
i. Ideology and Mindset transformation for transformative leadership
ii. Pioneering spirit for community development
iii. Rural income generation and Farming as a business
iv. Organic and conventional livestock farming (Piggery, Dairy, and Poultry)
v. Organic and conventional Crop Production technologies (green houses, irrigation and compost
making)
vi. Preparation and application of Indigenous Micro-Organisms (IMO)
vii. Mushroom production
viii. Use of ICT in agriculture commodity marketing
The centre was officially opened by H.E the President on 30th May, 2016.
12
Photo 1: The National Farmers Leadership Centre - Kampilingisa
National Agricultural Research Organisation (NARO)
The National Agricultural Research Organisation (NARO) was established by the Act of Parliament (NARS
Act, 2005) and comprises of National and Zonal Agricultural Research Institutions.
NARIs and ZARDIs
Seventeen (17) agricultural research institutions (national and regional) exist in Uganda. Although
essentially with a research mandate, ZARDIs are engaged in technology transfer and train on/off-site
under arrangement in order to promote what works and has been tested.
6 of the 9 ZARDIS exist in the project area, namely;
i. Kachwekano (Kabale) and Kalengere Irish Potato Research Institute
ii. Bugi (Mbale)
iii. Mukono (Mukono)
iv. Mbarara (Mbarara)
v. Rwebitaba / Kyembogo (Kabarole)
vi. Ngetta (Lira)
All ZARDIs have Agribusiness units.
Eight (8) NARIs operate at national level and include:-
i. National Crops Resources Research Institute (NaCRRI) located at Namulonge (Wakiso) and is
mandated to carry out research in beans, cassava, maize, rice, sweet potatoes, fruits, oil palm,
and vegetables. Training and advisory services constitute one of the services offered by NaCCRI.
13
ii. National Livestock Resources Research Institute (NaLIRRI) located in Tororo (and with a satellite
centre at Namulonge). The satellite focuses on dairy research and skill and knowledge
enhancement through the Dairy Research and Business Incubation Centre (DRABIC) Nakyesasa.
iii. National Agricultural Research Laboratories (NaRL) at Kawanda
iv. NaFIRRI -National Fisheries Resources Research Institute (in Jinja and Kajansi)
v. NaCORRI – National Coffee Research Institute
vi. NaSARRI - National Semi Arid Agricultural Research Institute
vii. NaFRRI - National Forestry Resources Research Institute, and
viii. NaTRRI – National Tea Resources Research Institute (Rwebitaba)
All these institutions have a training / technology dissemination component.
Operation Wealth Creation
This is a new programme targeting farmers rolled out by Government countywide. There is however,
sluggishness in agricultural extension services following the revamp of the NAADS Programme.
The Youth Livelihoods Programme (YLP) -Ministry of Gender, Labour, and Social Development
The Youth Livelihood Programe (YLP) is a Government of Uganda Rolling Programme being implemented
under the Ministry of Gender, Labour, and Social Development (MGLSD), beginning in the Financial Year
2013-2014. It was launched in January, 2014 and Cabinet and Parliament approved U. SHs 265 billion
(about US $100 million) for the first 5 years of implementation 2013-14 to 2017-18.
The Programme is designed in response to the high un-employment and poverty among the youth. The
Programme Development Objective is to empower the target youth to harness their socio-economic
potential and increase self-employment opportunities and income levels, while the specific objectives
are:-
a) To provide youth with marketable vocational skills and tool kits for self-employment and job
creation
b) To provide financial support to enable the youth establish Income Generating Activities (IGAs)
c) To provide the youth with entrepreneurship and life skills as an integral part of their livelihoods
d) To provide youth with relevant knowledge and information for attitudinal change (positive mind
set change)
YLP has three components, namely;
i. Skills Development Component (20%)
Innovations in non-traditional skills areas e.g ICT and agro-processing are encouraged and
promoted.
ii. Livelihoods Component (70%)
To provide productive assets for viable income generating enterprises chosen by the youth.
Investment options include dairy production, high value crops, poultry /egg production, piggery,
aquaculture, animal traction, agro-forestry, post harvest handling, value addition, trade, service
sector projects, etcetera
iii. Institutional Support (10%)
14
This has two sub-components – Project Implementation Support, and Transparency,
Accountability, and Anti-corruption.
50% of the projects financed under the YLP are in agriculture / agro industry. The table below portrays
the projects financed by sector.
Table 3: YLP Funds disbursed by sector
Sector / Type No. of Projects
Amount disbursed (Ug Shs)’000
% of amount disbursed
No. of beneficiaries Male Female Total
1 Agriculture 2,903 20,569 45.2 21,105 16,854 37,959
2 Trade 1,803 12,215 26.8 13,102 10,530 23,632
3 Services 541 4,330 9.5 3,649 3,122 6,771
4 Vocational skills 412 3,253 7.1 2,588 2,511 5,099
5 Industry (small scale manufacturing
420 2,571 5.6 2,994 2,416 5,410
6 Agro-industry 214 1,669 3.7 1,591 1,190 2,781
7 ICT 74 453 1.0 506 434 540
8 Agro-forestry 49 405 0.9 323 234 557
9 Creative economy 9 76 0.2 67 55 122
TOTAL 6,425 45,546 100 45,925 37,346 83,271
Source: MGLSD (2016)
Challenges for the Programme include:-
i. Low technical capacity (low staffing levels) in some Local Governments to facilitate community
level processes under the Programme
ii. Cases of delays in funds flow within the banking system in some districts
iii. Tendency of some stakeholders to violate set guidelines and procedures at the various stages of
the project cycle
iv. Inadequate funds for strengthening support systems at the Local Government level for
continuous and timely follow up, training, mentoring and coaching of the beneficiary groups
v. Drop-out has been registered in some groups.
During the 2016-17 Financial Year the YLP expects to finance an estimated 7,000 new groups
(approximately 90,000 beneficiaries).
Youth Venture Capital Fund (UVCF) Ministry of Finance
Youth Venture Capital Fund (UVCF) was launched in 2011/12 and is managed by the Ministry of Finance.
The UVCF fell short of expected outcomes of loan disbursals and job creation. UVCF was supposed to
lend money to young entrepreneurs through the commercial banks. Unfortunately, while not included in
the original design, collateral requirements appeared and one year grace period disappeared. Invariably
the majority of youth failed to qualify or cope.
Non-Formal Training
15
Youth Training Fund (Non-Formal Training) is managed by BTVET Department of the Ministry of
Education, Science, Technology and Sports, and implemented by selected service provides / institutions.
The programme started in 2010 and aims at certifying all skilled Ugandans in their chosen fields of
competence. Most of the costs incurred by the provider are met by Government. The Directorate of
Industrial Training conducts the assessment.
Uganda Private Vocational Institutions (UGAPRIVI)
As of April 2016, there were 1,032 registered members of the Association of Private Vocational
Institutions, and an estimated 850 of these were active as of December 2015 (UGAPRIVI Secretariat).
However, only 10% (88) of them located in the SKY Project area offered agriculture training. The table
below illustrates the geographical spread of registered UGAPRIVI members providing agriculture in the
SKY project area.
Table 4: Geographical spread of UGAPRIVI members offering agriculture in SKY Project area
SNo. Name of UGAPRIVI region Location of regional office
No. of institutions offering agriculture
1 South west Kabale 14
2 Eastern Mbale 13
3 Northern Lira 22
4 Southern Masaka 13
5 Central Kampala 14
6 Western Hoima 12
TOTAL 88
Source: UGAPRIVI 2016
Development Partners
The following development partners offer financial and technical support in the area of agri-skilling:-
a) Embassy of the Royal Kingdom of Netherlands (EKN)
b) Danish Development Agency (DANIDA)
c) Korean International Development Agency (KOICA)
d) Belgian Development Agency (BTC)
e) World Bank
Civil Society Organisations
There are a number of Non-State Actors involved in agri-skilling in Uganda and include the following;
Uganda Cooperative Alliance (UCA)
The Uganda Cooperative Alliance Limited (UCA) is an umbrella organization for all cooperatives in
Uganda established in 1961. UCA has 70 agricultural Cooperatives as members (April 2016) located in
the SKY Project area. They are comprised of National Agricultural Cooperative Unions (e.g Bugisu, Sebei,
Banyankole Kweterana, Bushenyi Dairy Farmers), Area Cooperative Enterprises (ACEs) (e.g. Katerera,
Bukawa, Kayuna, Buguda, Bukonde Wewuka), and lower level Primary Cooperative Societies (PSCs). Tis
network has among other objectives, “Technology transfer aimed at raising productivity and income of
small-scale farmers”, and “Supporting youth to create employment through cooperatives”.
16
The UCA has an Agribusiness Department with 9 regional offices countrywide manned by Agribusiness
Coordinators and the department carries out extension, value addition and marketing services as well as
institutional development. UCA organizes input procurement, agro-processing, securing loan funds for
members, developing new systems, organizing extension services, and lobbying and advocacy.
Agri-Associations
Uganda National Agro-Input Dealers Association (UNADA)
The Uganda National Agro-Input Dealers Association (UNADA) is the apex organization for all agro-input
dealers in Uganda. Registered under the NGP statute in 2003, it has 10 regions (8 of them in the SKY
Project area). Key among UNADA’s services offered to its members is skills development to the input
distribution network. The association “links members to private sector training providers who offer high
quality business management courses tailored to the specific needs of the agro-input sector. In addition,
short courses in specific aspects of marketing, new product knowledge, safe use and handling, group
dynamics, and association development are offered directly by the association”.
The Uganda National Apiary Development Organisation (TUNADO)
The organization exists to promote the interests of beekeepers countrywide. It undertakes training
courses for its members.
There are a lot more associations which invest in the training of their members (Coffee, Meat, etcetera)
Skills in Production, Employment and Enterprise Development in Animal industry (SPEDA) / Africa
Institute for Strategic Animal Resource Services and Development (AFRISA) Knowledge Transfer and
Partnership Model
SPEDA exists to address employment, industrialization and commercialization challenges. SPEDA offers
Certificate, Diploma and Degree programmes in, among others, the following industries/value chains:-
i. Bee industry and business
ii. Poultry industry and business
iii. Piggery industry and business
iv. Dairy industry and business
v. Fish industry and business
vi. Feed industry and business
vii. Meat industry and business
Linked to the Makerere University College of Veterinary Medicine, Animal Resources and Biosecurity,
the Africa Institute for Strategic Services and Development (AFRISA) is a Presidential Initiative on
Agriculture targeting youth training started in 2012 and executes the Knowledge Transfer Partnership
model using a value chain approach and trainees acquire skills to manufacture products such as shoes,
belts, hay bales, hives, yoghurt.
SPEDA and AFRISA are under the same management and are located at Namulonge.
Private Sector Development Centres
17
Eleven (11) Private Sector Development Companies formed under the auspices of the UNDP in 2002 are
strategically spread in Kabale, Bushenyi, Lira, Mbale, Masaka, West-Nile, Busia, Moroto, Kitgum,Nebbi,
and Kabarole. They exist to catalyse change in entrepreneurship capabilities in SMEs country-wide. One
such centre visited is Private sector Consultancy (PRICON) in Kabarole.
PRICON’s agriculture training services, value addition and brokerage cover:-
i. Food processing
ii. Post harvest handling / Quality enhancement
iii. Farming as a business
iv. Agri-business development, and
v. Value chain promotions of beans, cassava, coffee, rice, maize, and pineapples, among others.
PRICON is a member of the Association of Private Sector Development Companies Uganda (APSDCU).
4.1.2 Certification and Assessment
Certification of graduates and accreditation of assessment centres is carried out by both the Directorate
of Industrial Training (DIT) and Uganda Business Technical Examination Board (UBTEB). Uganda National
Examinations Board (UNEB) examines the high schools offering agriculture as a subject. Some districts in
the project area do not have examination / assessment centres.
Table 5: Agriculture Examination and Assessment Centres in SKY Project area
DIT Assessment Centres UBTEB examination / assessment Centres*
Caritas Lugazi-Buikwe Fisheries Training Institute
Kakoola High Sch. Wobulenzi-Luweero Centenary Community College-Kayunga
Bussi Island Non-Formal Learning-Wakiso Mityana Agrovet Institute
Kitagata Farm Institute, Marembo-Sheema Kitagata Farm Institute
Frena Holdings Limited -Kampala Rwampara Farm Institute
Rwentanga Farm School-Mbarara Rwentaga Farm Institute
Business Clinic for Development and Training services Kisinga Town Council – Kasese
Ssese Farm Institute
Institute of Social Transformation-Busia Mbale Municipality Community Polytechnic
St. Joseph's Voc.Training Centre-Kamuli Kyera Agricultural Training College
Kikonda Enterprises Bamunanika-Luwero Mbuye Farm School
Olio Community Polytechinic-Serere Great Lakes Institute
Bushenyi Banana Plantation Farmers Association (BUBAPFA) Ishaka-Bushenyi
African International Christian Ministry Vocational Training College
Medicraft Foundation Centre-Kampala Nile Farm School
Dependable God Biodynamic Farmers Association -Serere Ankole Western Institute of Science and Technology
National Organisation of Trade Unions –Kampala
Devine Energy Solutions Limited
IT Consults - Mbale
*8 of the UBTEB Examination Centres offer Agriculture / Fisheries up to Diploma level
Source: Databank DIT and UBTEB (2016)
The following modules were assessed by DIT in 2014:-
18
Figure 2: Agriculture Modules assessed by DIT in 2014
Source: DIT 2016
Diploma in Teacher Technical Education (DITTE) programmes offered by National Instructors College
Abilonino (NICA) in Kole district (greater Lira) are assessed by Kyambogo University.
Photo 2: The role of National Instructors College Abilonino(NICA) in Agr-iskilling
Popular
Agro Forestry, Soil and Water Conservation
Seed Breeding
Biomass Technology
Tilling
Floral Arrangement
Trees and Fruit Crops Growing
Vegetable Growing
More Popular
Animal Husbandry
Animal Traction
Diary Production
Cattle Management
Fish Farming
Goat Keeping
Pig Keeping
Poultry Keeping
Most Popular
Horticulture
Mushroom Growing
Bee Keeping
Api-culture and Banana Production
Banana Management and Improvement
Coffee Management and Improvement
Tree Seed and Nursery Management
19
Photo 3: NICA's location in the SKY Project area
NICA is benefitting from a Ug. Shs 10 billion project funded by the BTC. The project has construction and
equipment, and learner centred pedagogy components. The construction component embraces
classrooms, administrations block, hostels, multi-purpose rooms, and sport facilities.
The following challenges exist at various levels in the Skilling Programme
Table 6: Challenges existing at various levels of training under UVQF
UVQF Level Institutions Challenges Pertinent remarks
5 (HD) National Instructors College Abilonino (Kole)
The DITTE programme managed by Kyambogo University is largely
College currently benefitting from a BTC
20
theoretical. This however has a more practical orientation than its predecessor DTTE that had more of professional teaching methods.
Instructor / Tutor Project with a construction component
4 (OD)
Bukalasa Agricultural College (Luwero). Fisheries Training Institute is classified as a College although the name is “Institute”
The UBTEB curriculum emphasizes theory. A new CBET curriculum has been unveiled (2016) and its efficacy is yet to be known.
College identified to benefit from a World Bank Project supporting 5 regional centres to become Centres of Excellence (CoE)
3 (Cert. III) Vocational Training Institutes (National Certificate – Agriculture)
The UBTEB curriculum emphasizes theory. A new CBET curriculum has been unveiled (2016) and its efficacy is yet to be known.
Public VTIs to benefit from a proposed Islamic Development Bank (IDB) funded TVES Project
2 (Cert. II) Technical Schools and Community Polytechnics (Junior Certificate - Agriculture)
The UBTEB curriculum emphasizes theory. A new CBET curriculum has been unveiled (2016) and its efficacy is yet to be known.
Infrastructure and equipment is generally poor in most of the institutions
1 (Cert. I) Schools Under UNEB and undergoing reform – eight generic subjects
Schools work as prevocational skill training centres (S1-S4)
Elementary / Entry level
Non-formal training (NFT) for all categories of Ugandans including those that have not benefitted from the formal education / training system
DIT although more practical has implementation challenges on the ground (few and incompetent assessors). Assessment and Training Packages (ATPs) developed in only a few areas.
Launched in 2010, NFT and assessment recognizes Prior Learning (RPL) Participants receive a partial qualification / Worker’s PAS
Source: Consulting team
4.1.3 Key Skill Gaps
Key skill gaps in youth include:-
i. Marketing
ii. Work-ethic (mindset)
iii. Entrepreneurship
iv. Proposal writing
v. Post-harvest handling
vi. Business management
vii. Agronomic practices
4.2. Youth employment status or engagement in agribusinesses within the agricultural sector
Youth are not fully engaged in agriculture due to among other reasons, lack of requisite skills and are
very selective in engagement in agribusinesses within the agricultural sector. Preferences exist among
the educated, the urban, and the female youths. The following table depicts some critical skill gaps for
youth employment in various agricultural value chains.
21
SKILLS General Cross Cutting
Value Chain Steps
Input Supply
Traders Transport management Marketing
Product information Business management
Production Crops Animals
Farmers Farm management
Crop production Animal production Institutional strengthening
Post harvest management
Collection & Transport
Traders Post harvest management Marketing
Transport management Business management
Processing
Processing technology Marketing
Business management
Marketing
- Domestic
- Regional
- Export
- Land preparation -
Occupational Health
& Safety, Gender,
Environment
Marketing, Business
management
Technical
Table 7: Various levels in employment in different agri-value chains steps and corresponding skills gaps
Source: Jutta et al 2010
Interns lack a range of skills specifically in crop management, animal management, postharvest
handling, value addition and processing, financial management, marketing and sales, strategy skills,
entrepreneurship skills, life skills, practical skills and agribusiness skills. Agribusinesses met revealed the
following gaps in training.
The most frequently mentioned was a huge gap in practical, life, agribusiness and crop management
skills. Other key skills that were lacking among the interns included animal management, processing
and value addition skills and entrepreneurship; whereas strategy skills and marketing and sales skills
were less frequently demanded.
Whereas the skills offered are general, the industry requires very specific skill sets as listed below:
Crop management
a) Agro input usage
b) Agronomic practices
c) Coffee farm establishment and management
d) Garden management
e) Horticulture Chemical usage and fertilizers
f) How to use seeds to maximize yields
g) Technical skills
h) Pest management
Animal management
a) Mixing poultry feeds
22
b) Animal husbandry
c) Livestock Management
d) Dairy farming
e) Disease control and nursing the sick animals
f) Feeding Chicken
g) Fish basic knowledge
h) Fish breeding skills
i) Fish equipment handling
Post-harvest, value addition and processing
a) Operating processing machines
b) Milk Laboratory skills
c) Milk testing
d) Post-Harvest Handling
e) Value addition
Financial management
a) Financial literacy
b) Farm record keeping
c) Financial management
d) Accounting skills
e) Cost saving
Marketing and Sales
a) Marketing skills
b) Customer care
Strategic skills
a) Computer Literacy/ ICT
b) Leadership skills
c) Writing Skills
d) Networking skills
e) Team work
Entrepreneurship
a) Innovation
b) Creativity
c) Responsibility
d) Patience
e) Persistence
f) Self-drive
g) Initiative
Life skills
23
a) Follow (factory) guidelines and basic instructions
b) Care Skills
c) Communication
d) Saving
e) Time management
f) Self confidence
g) Interest in what they do
h) Listening Skills
i) Self-management skills
j) Professionalism in all they do
Practical skills
a) Translating classroom knowledge to practical skills
b) Graduates lack skills for practical farm work
c) Hands-on training to augment their theoretical training
d) exposure to practice
e) They lack practical adoption of skills to real life situations
f) Youth are weak and have not practiced use of hands in production
g) Youth lack hands-on experience on farm related issues
h) relying on the internet for business proposal design disregarding their own environment
i) Agriculture trainees do not want to practice agriculture
Agribusiness Management skills
a) Lack general farm management skills
b) Agribusiness technical skills
c) Business Skills
d) Farming as a business
e) Human resource management skills for unskilled labour is largely lacking
f) Ignorance about the Private sector
g) Writing of reports is poor/bad
4.3. Youth poverty index and wealth ranking
In Uganda, a youth is defined as a person between 18-30 years. 18-30 years age cohort constitutes
18.4% of the population amounting to 6,437,400 (2,997,300 M and 3,440,100 F). In addition, Youth NEET
(not in employment, education or training) figures are estimated at about 18 percent of the population
(UBOS 2016). Among the 14-35 age bracket youth met, 22 Focus Groups were facilitated to establish the
poverty index and wealth ranking.
The following were results of estimated youth poverty index and wealth ranking in the districts / regions visited.
24
Table 8: Wealth ranking and poverty index by region / district
Region Average for region Youth estimates per district
Western Rich 16%, medium rich25%, poor 59% Kabale 20%R, 20%MR, 60% Poor Mbarara 10%R, 30%MR, 60% Poor Bushenyi15%R,20%MR,65% Poor Kabarole 20%R 30%MR 50% Poor
Lake Victoria Crescent Rich 17%, medium rich30%, poor 53% Masaka 10%R, 50%R, 40%Poor Busia 20%R, 25%MR, 55% Poor Wakiso 18%R, 32%MR, 50%Poor Kampala (none) Luwero 20%R, 15%MR, 65%Poor
Mt. Elgon area Rich 10%, medium rich 23%, poor 67% Mbale 10%R, 25%MR, 65% Poor Manafwa 10%R, 20%MR, 70% Poor
Lake Kioga Rich 10%, medium rich 30%, poor 60% Soroti 10%R, 30%MR, 60% Poor Lira (none)
Source: Compiled from FGDs data
Majority of youth own less than 1 acre of land and can only access up to 2 acres of land. Growing of
plantations like tea, coffee, bananas, and other crops / livestock requiring large chunks of land is not an
option for over 80% of the youth. Using the YLP as proxy, an estimated 50% of self-employed youth are
in the agriculture sector.
Limitations in acquisition of capital also constrains youth to participate meaningfully in agribusinesses
within the agricultural sector.
The following were findings from employed youth who filled a self-administered questionnaire.
Number of youth earning above Shs 300,000 per month were 107 out of the 174 youth that filled the
questionnaire. This represents 61% of the working youth. The mean income was Shs 256,000
Graph 1: Indicating the average (mean) income earned by working youth in SKY Project area
Statistics
Income
N Valid 150
Missing 24
Mean 2.5692
Median 2
Mode 2
Minimum 1
Maximum 5
25
Source: Youth questionnaire respondents data
Asked about their employment status, working youth responded as follows; 78% were self-employed
while 13% were employed by someone else.
Graph 2: Showing % of working youth disaggregated by wage earning and self-employed
Source: Youth questionnaire respondents data
Graph 3: Portraying % of working youth with livestock in SKY Project area
Livestock
Frequency Percent
Valid
Yes 72 41.4
No 63 36.2
Total 135 77.6
Missing System 39 22.4
Total 174 100
Source: Youth questionnaire respondents data
Owning my own
business, 136, 78%
being employed,
23, 13%
Missing System, 15,
9%
26
Graph 4: Depicting % of working youth with electronics
Source: Youth questionnaire respondents data
Graph 5: Showing % of working youth with own motor-powered machine
Source: Youth questionnaire respondents data
4.4. Profiles of agribusiness entities by region
The following are profiles of identified, mapped, and visited agribusinesses by region.
Western Uganda
The following agribusinesses were visited.
Yes, 98.5 (72.8)
No, 36.75, (27.2)
Yes, 11 (9.2)
No, 108.8 (90.8)
27
Graph 6: List of Agribusinesses visited in Western Uganda
SNo. Name of agribusiness Agri-value chain Capacity for interns
Location
1 Zoma Enterprises Limited Passion fruit and vegetable processing
30 Kabale
2 Mushroom Training and Resource Centre (MTRC)
Mushroom and spawn production, and business skills training
80 Kabale
3 Namangu Investments Rabbit rearing and selling 700 Kabale
4 Uganda National Seed Potatoes Producers Association (UNSPPA)
Irish potatoes seed production and marketing
2 Kabale
5 Huntex Industries Co. Limited Cheese making. Yoghurt making
7 Kabale
6 Jopafam Enterprises Horticulture, apiary 25 Kabale
7 Youth in Leadership Development Initiative (YILDI)
Tea processing and packing
30 Kabale
8 Ranch on the Lake and Resort Cage fish breeding and rearing, horticulture
15 Kabale
9 Uganda Industrial Research Institute (UIRI)
Irish crisps processing 20 Kabale
10 Baitwa Model coffee farmer Kazingo Parish Bukuuku sub-county
Coffee farming 3 Kabarole
11 Akoraheka Dairy Farm Dairy and goat meat processing
10 Kabarole
12 Rwengaju Poultry Farm Poultry, dairy, and banana plantation
5 Kabarole
13 KadAfrica Estate (passion fruits) Passion fruit farming 700 Kabarole
14 Feed My Lamb Dairy, fish farming, and horticulture
4 Kabarole
15 Nyabubaare Beekeepers Association Apiary production and beehive making
10 Kabarole
16 Agriculture and Dairy Farming Dairy farming, general agriculture, and entrepreneurship training
15 Kabarole
17 Bushenyi Farmers and Bee Keepers Cooperative Society
Honey 200 Bushenyi
18 Keirere Green Africa Agency Coffee and Piggery 4 Bushenyi
19 Ankole Private Sector Promotion Center Agribusiness support services
129 Bushenyi
20 Kabeihura Farmers Ltd Dairy, Tea, Poultry and fish 6 Bushenyi
21 Forest Fruit Foods Ltd Banana (juice production) and honey
3 Bushenyi
22 Tigerwa Development Association Banana (Wine production) 70 Bushenyi
23 Bushenyi Banana and Plantain Farmer’s Association
Banana (wine making), apiary and Dairy
0 Bushenyi
24 Nkanga Young Farmers Group Honey 24 Bushenyi
28
25 Nyabubare Area Cooperative Enterprise Coffee, wine and honey 0 Bushenyi
26 Presidential Initiative on Development of Banana Industrial Production (PIDB)
Banana - Bushenyi
27 Mbarara Zonal Agricultural Research Development Institution (MBAZARDI)
Agribusiness Support services
- Mbarara
28 Mbarara Dairy Farmer’s Cooperative Union
Dairy 3 Mbarara
29 Agro Max U Ltd Horticulture Mbarara
30 Mbarara District Farmer’s Association (MBADIFA)
Support Services provider 15 Mbarara
31 Excel Hort Consult Agri business value chain development and support services
0 Mbarara
32 High Mark Dairy Farm Dairy, Horticulture 45 Mbarara
33 Operation Wealth Creation Agri business support services and monitoring
0 Mbarara
34 Uganda Crane Creameries Cooperative Union Ltd
Dairy 15 Mbarara
35 BanyankoreKweteranaCooperative Union Coffee 15 Mbarara
36 Paramount Diaries Cheese production 0 Mbarara
37 Silgad Investments Ltd Wine production 6 Mbarara
38 Global Agro Enterprises Limited Horticulture, Animal husbandry,Perennial crops
6 Isingiro
Sub-total 2,191
Source: Consultant team - Field work Analyses
The dominant agribusinesses in which youth could engage are potatoes, piggery, poultry, rabbits, maize,
beans, sorghum, small livestock, pomology, and horticulture value chains in Kabale.
Rubanda District carved out of Kabale district in 2015 is reported to be one of the most productive
districts in Uganda. It is a major source of potatoes. The Uganda National Seed Potato Producers
Association (UNSPPA) whose aim is to equip farmers with quality seed potato production and marketing
skills has its headquarters in Kabale and has been in operation since 1997. The International Fertilizer
Development Center (IFDC) is already active in the region. Potato is grown by more than 300,000
smallholder households, producing a total of 800,000 tonnes on 112,000 hectares. By 2015, the demand
for potato was up to one million metric tonnes (International Potato Centre -CIP, 2015). The Uganda
Industrial Research Institute (UIRI) has constructed a model processing facility in Kabale (3 km on Katuna
road) as a value addition centre producing potato crisps in various flavours for the local and
international market. The centre trains entrepreneurs for the whole Kigezi region.
UIRI’s function is catalyzing industries nationwide and has expanded to Maziba in Kabale (pineapple
processing facility), Luwero (essential oils industries), Soroti (juice processing), and Lira (groundnuts
processing).
Tea growing, processing, and packing is an emerging trend in Kabale district. Much of the low lying areas
have paved way for tea growing on a commercial scale. Close to 800 acres of land are under commercial
tea plantations.
29
Photo 4: Commercial growing of tea in Kabale
In Kabarole, bananas, apiary, tea, dairy, cassava, fruits, cereals, and potatoes are dominant
agribusinesses. Coffee is an emerging value chain particularly in the high altitude areas of the Mt.
Rwenzori ranges.
Photo 5: Arabic coffee model farmer (Ms Baitwa) on the slopes of Mt. Rwenzori (Kabarole)
The farmer hails from Kazingo parish in Bukuku subcounty. Bukuku subcounty and neighbouring
Karangura subcounty (new) were nominated best coffee quality producers in East Africa by NUCAFE in
2015.
Cage fish farming is also beginning to take root in the 40 crater lakes of the district. Numerous
commercial tea plantations along the Kabarole – Kampala highway provide good prospects for
internship training.
In Bushenyi, tea, diary, meat production, banana plantations, and apiary remain significant agricultural
value chains.
30
Other agri-businesses are in the areas of piggery, keeping of rabbits, fruit growing and processing,
apiary, mushrooms and vegetable growing.
Mt Elgon
The following agribusinesses were visited.
Table 9: List of Agribusinesses visited in Mt Elgon area
SNo. Name of agribusiness Agri-value chain Capacity for interns
Location
1 El-Shaddai International Ltd Ago-Inputs 3 Mbale
2 Gumutindo Coffee Cooperative Enterprise
Coffee Processing 3 Mbale
3 Bugisu Cooperative Union Coffee Processing 2 Mbale
4 Wasena Engineering Works Rice Production and Processing 2 Mbale
5 Mt. Elgon Millers Maize Processing 6 Mbale
6 Namaubi Farmers & Poultry Maize Processing 8 Busia
7 Tilder Uganda Ltd (Kibimba Rice) Rice Production and Processing 300 Bugiri
8 Kalukuku Awali Sole Proprietor Rice Production and Processing 2 Bugiri
9 Kimbugwe Muzaham Rice Milling Rice Processing 2 Bugiri
10 Awali & Sons Investments Agro-Inputs 10 Bugiri
11 Kakira Out-growers Rural Development Fund
Sugarcane Production 19 Jinja
12 Busoga Sugarcane Out-growers Association
Sugarcane Production 2 Jinja
13 Agroways Uganda Ltd Maize Processing 50 Jinja
14 Bam Agro Consultancy Inputs 30 Jinja
15 BIDCO Cooking Oil Processing 150 Jinja
16 Upland Rice Millers Co. Ltd Rice Processing 4 Jinja
17 Mugweri John Sole Proprietor Piggery Farming 50 Jinja
18 Jinja Farmers Association/Shop Production 300 Jinja
19 Agromax Uganda Ltd Farm Inputs 300 Iganga
20 Standard Agro-Vet Consultancy Agro-Inputs 152 Iganga
21 Son Fish Farm Ltd Fish Farming 120 Buikwe
22 Chickways Farm Supplies Poultry Farming 3 Buikwe
23 Kyaggwe Coffee Curing Estates Ltd Maize / Coffee Production 200 Buikwe
24 Uganda Tea Corporation Ltd Tea Production and Processing 30 Buikwe
25 Frema Enterprises Maize and Cassava Production 11 Tororo
Sub-total 1,860
Source: Consulting team – Fieldwork analyses
Lake Victoria Crescent
The following agribusinesses were visited.
Table 10: List of Agribusinesses visited in the Lake Victoria Crescent
SNo. Name of agribusiness Agri-value chain Capacity Location
31
for interns
1 Ssembabule District Farmer’s Association (SEDFA)
Coffee, maize and beans Ssebabule
2 Ssembeguya Estates Uganda Ltd Cattle ranching, animal breeding and veterinary Services
Ssembabule
3 West Buganda Coffee Farmer’s Cooperative Union Ltd
Coffee 0 Masaka
4 REPRO (Real Product) Company Uganda Ltd
Pineapple Juice production 0 Masaka
5 Treasure Seed Centre Financial services 100 Masaka
6 KEKOS Conservation Scheme Aquaculture, coffee and sugar cane
0 Masaka
7 Green Village Farming & Consult management
Coffee and horticulture 4 Masaka
8 Nalubowa Lusembo & Company Estates Ltd
Aquaculture 0 Masaka
9 Kabonera Coffee Farmer’s Cooperative Society
Coffee - Masaka
10 Zampo Enterprises Ltd Poultry, Piggery, coffee and Horticulture
15 Masaka
11 KK Fresh Produce Exporters Ltd Horticulture 5 Wakiso
12 Kasawo Grain Millers Ltd Maize, Rice, Beans 3 Kampala
13 UGACHICK Poultry, Animal feeds, Fish farming
10 Wakiso
14 TATGEM (U) Ltd Water, Juice, Fruits 3 Wakiso
15 Butenga Farmers Incubator manufacturing, Dairy, Poultry
5 Wakiso
16 Farm Inputs Care (FICA) Seeds Seed sector, other agro inputs
5 Kampala
17 Bee House Products Apiculture consultancy, Honey Processing, Apiculture equipment
2 Kampala
18 Golden Bees Ltd Honey Processing, Bee-hive making, Training in Apiculture
0 Kampala
19 Development and Research Associates
Horticulture Production, Market linkages, agro tourism
1 Kampala
20 Dathine Agricultural Consult Agribusiness Training, Horticulture, Agro-tourism
5 Kampala
21 Delight(U) Ltd Orchard Farming, Juice Processing, Farmer training
28 Kampala
22 Aponye (U) Ltd Maize Grain & flour, Beans, Sorghum
5 Kampala
23 Malaika Honey Honey 10 Kampala /
32
Arua
25 Siraco irrigation Horticulture, Irrigation 2 Kampala
Source: Consulting team – Field work analyses
Lake Kioga
Only one (1) agribusiness was visited in the Lake Kioga area.
Table 11: Agribusiness visited in Lake Kioga area
Name of agribusiness Agri-value chain Capacity for interns
Location
Ali Mills Rice Production and Processing
5 Soroti
Profiles of 83 Agribusinesses by region are provided in Annex 4.
Key findings
Out of the 83 agribusinesses visited, 40 agribusinesses can be selected for suitability for engagement of
skilling youth through placements and apprenticeship / internship (See recommendations section).
62 (74%) Agribusinesses from two regions only (Eastern and Western) can accommodate 4,051 interns.
Of the agribusinesses profiled 77% were registered while 23% were not registered. Most agribusinesses
are relatively young with only 5% registered before 1990; 18% registered between 1991 and 2000; and
78% registered after 2001.
Graph 7: Depicting the year of registration for agribusinesses met in SKY Project area
Source: Compilation from field data
0
5
10
15
20
25
30
35
40
5
18
37
29
12 Frequency
Percentage
33
Most agribusinesses employ 2- 20 employees and irrespective of the number of employees in an
agribusiness, majority are youths aged below 35 years.
Source: Compilation from field data
Graph 8: Showing number of employees and proportion of youth employees
Most agribusinesses profiled were in the big business category with an estimated income and net worth
(2015) of over 500 million Uganda Shillings. The sector is also characterized by small and medium size
agribusinesses with estimated income ranging between 11- 300 million Uganda Shillings.
Graph 9: Estimated net income and net worth for agribusinesses during 2015 (in million Shs)
Source: Compilation from filed data
0
5
10
15
20
25
30
35
40
45
10
45
13
18
3
14
41
10 14
4
Number of employees
Number of youthemployees
0
5
10
15
20
25
30
0
14 16
10 10
6
23
6
1 3
18
7
14
6
29
0
Estimated income 2015
Estimated Networth 2015
34
Almost all agribusinesses were willing to take on internship students. In 2015, majority of the
agribusinesses accepted 1-10 students followed by a few who accepted over 50 students or 11-30
students. Very few agribusinesses accepted between 31-50 interns, probably reflecting the lack of
vibrant medium sized enterprise.
Graph 10: Interns taken on by agribusinesses during 2015
0
5
10
15
20
25
30
35
40
None 1 to 10 11 to 30 31 to 50 Over 50
Interns 2015
Interns 2015
Source: Compilation from field data
Most agribusinesses reported having capabilities for imparting crop management skills, animal
management skills, processing and value addition skills and agribusiness skills. Other skills possessed
include financial management, marketing/ sales and practical skills while those almost lacking include
entrepreneurship, life skills and strategy skills as shown below.
Graph 11: Competencies of agribusinesses to impart particular skill sets
010203040506070
Frequency
Frequency
35
Source: Compilation from field data
The above skill sets could be provided by agribusinesses in the following value chains:-
Crop management
Under crop management skills, the major value chains included coffee, rice, horticulture, banana,
potato, cassava and mushrooms. The specific skills possessed by the agribusinesses are:
i. Nursery management
ii. Irrigation technologies
iii. Rain water harvesting
iv. Horticulture
v. Orchard management
vi. Mushroom growing
vii. Greenhouse and open field farming
viii. Pests and weeds control
ix. Management, handling and using chemicals
x. Crop agronomy
xi. Water harvesting systems
xii. Improved agricultural methods
Animal management
Under animal management, the most common value chains were dairy, fish, apiculture, poultry,
piggery, rabbits and goats. The specific skills included:
i. Farm Inputs and Drugs use
ii. Dairy farming
iii. Goat meat production
iv. Hatchery management
v. Poultry management
vi. Apiculture
vii. Rabbits as a business
viii. Piggery Management & Production
ix. Fish Farming
Processing and Value addition
The processed products or agricultural produce to which value was added were:
i. Wine making
36
ii. Honey production
iii. Dairy milk processing
iv. Maize milling
v. Fruit and vegetable processing
vi. Coffee value addition
vii. Tea processing and packing
viii. Rice Processing
ix. Poultry Feeds
x. Wine and food processing (from pineapples)
xi. Cheese Processing
Financial Management
The major skills among agribusinesses are:
i. Farm record keeping
ii. Loans, saving and financial literacy
iii. Financial Management
iv. Accounts / Estates Management
v. Financial support
vi. Accounting and book keeping
Marketing and Sales
i. International standards for Horticulture
ii. Sales/ Marketing
iii. Customer handling
iv. Marketing linkages
Strategy Skills
No agribusiness was involved in strategy skills like networking, leadership, though they are availed by
some of the national and regional stakeholders like Agri Profocus, Uganda National Farmers Federation,
District Farmer’s Associations, and some NGOs and CBOs.
Entrepreneurship
Entrepreneurship skills providers were also minimal. The skills available are
i. Entrepreneurship training
ii. Agro-entrepreneurial training
iii. Resource mobilization
Life skills
Despite the huge demand for life skills, there were very few agribusinesses that were involved in
offering this skill. This means the project will have to look elsewhere to impart these vital skills among
the youth.
37
Practical skills
Whereas the general skills gap was the failure of (the educated) youths to translate the theoretical
knowledge into practice, the practical skills available are not taught in a typical agricultural University/
institution. With the exception of a few skills like making bee hives, fish pond construction and installing
irrigation systems majority are acquired through non formal training. Unfortunately these skills
providers such as Musa Body are not recognized by the Ministry of Education. The major skills available
are:
i. Poultry equipment fabrication
ii. Milling skills
iii. Mill Repairs
iv. Artisans- bee hives and equipment
v. Hatchery fabrication
vi. Operating food processing machines
vii. Fish pond construction
viii. Irrigation systems installation and management
Agribusiness
The available skills include:
i. Farming as a business
ii. Business skills and enterprise development
iii. Agribusiness development (marketing)
iv. Group training
v. Production for Export
vi. Advisory and extension services
vii. Farm Management
viii. Agri business value chain development
ix. Agro tourism
x. Agricultural equipment and inputs
xi. Producer/ business association / cooperatives promotion
xii. Agricultural packaging
A comparison of the reported skills gaps among interns and the available skills among agribusinesses
shows a mismatch. For example whereas the practical skills and life skills rank among the most lacking
among the interns, the agribusinesses are equally not capable of imparting those skills.
The agribusinesses are highly skilled in technical areas of crop and animal management and hence can
be a good resource for the youth in the production related areas. However the gross lack of other
critical skills like entrepreneurship, financial management, marketing and strategy skills means that the
youth skilled purely by agribusinesses would increase their employability but would have limited
capacity to start and successfully manage their own agribusinesses. The skills that foster
entrepreneurship and self- employment would therefore have to be outsourced from private
agribusiness development companies or other specialized business service providers.
38
Graph 12: Showing mismatch in required skill sets and competencies by agribusinesses to deliver them
Source: Compilation from field data
Though almost all agribusinesses were willing to take on internship students, they reported various
challenges with the youth. The most outstanding were behavioral related issues followed by various
institutional constraints and lack of necessary competencies among the youth. Other important factors
were poor attitude of the youth towards agriculture, inappropriate or non-existent after training follow
up programs and training delivery methods used. The least mention challenges was access to resources
such as land and finances by the youth.
Graph 13: Showing challenges faced by agribusinesses with youth interns
Negative Attitude
0
10
20
30
40
50
60
70
Skills gap
Internship competencies
01020304050607080
34
78
9
54 49
19 24
Challenges with Youth interns
Frequency
39
Youth have a negative attitude towards work in general and agriculture in particular. It should be noted
that this is a general attitude even among the non-youth including parents, policy makers and farmers
who do farming as the last resort. Among the youth the negative attitude is reflected in the following
ways:
a) Youths take agriculture enterprise as not productive
b) Poor mindset towards work
c) Lack of interest in agriculture tasks
d) Most of them are not willing to take up the skills provided
e) They lack the drive to love and appreciate to agricultural skills
f) Youth attend internships as a formality to fulfill their academic requirements
g) Mindset is elsewhere not geared on the training
h) Negative attitude to farming
i) Unwillingness to learn
j) Many are unwilling to work in rural areas
k) Agricultural work is thought to be dirty
l) Youth do not want physical work
m) They aspire for office jobs
Youth behavior in the Workplace (Work Ethic)
This was the most outstanding challenge agribusinesses faced with the youths and could be attributed
to their attitude, physiological factors, social-economic environment and their future aspirations. The
SKY Project might have to develop a multi delivery approach to influence positive behavior of the youth
in the workplace. Most youths exhibited various negative behavior, the major ones are listed below:
a) Youth are constantly moving
b) Youth need quick returns
c) Youth do not cooperate while on training
d) They are lazy
e) Impatience
f) Have high expectations
g) Minimal concentration
h) Lack of creativity
i) Communication skills
j) Impatience
k) Work ethic
l) Team work
m) Low interest
n) Absenteeism is also common
o) They tend to be redundant if they are not housed at the farm.
p) They spend most time on phones especially the girls
q) Inability to express themselves, they cannot speak out
r) Youth are unstable; they are on and off and lack concentration
40
s) Playful
t) Delete important information
u) Youths are jumpy and largely unreliable
v) Youths are not honest
w) Youths are always in a rush, they are not patient enough to adopt the skills
x) Youth do not like manual work
y) They normally fail to manage their time well
z) They are very negligent of their lives
aa) Youth don’t like being dirty
bb) Youth don’t keep time
cc) High Drop Out Rate
dd) Youth like cheating
ee) They have a poor saving culture
ff) High drop-out
gg) High placement expectations
hh) Pride at work
ii) City born youth are challenged by the rural environment
jj) Untrustworthiness
Resource Access
Contrary to the general belief that access to financial resources is a major constraint to starting agri
business, this was the least mentioned constraint. The major issues raised were:
a) Low adoption of agricultural practices due to limited resources
b) Failure to raise startup capital
c) Lack of security for youth to access financing
d) Availability of land for farming is a challenge
Competencies
This is a major constraint that the SKY project should address. Most agribusinesses do not consider
“youth skilling” as their core business though they are willing to do it. Since internship is expensive for
the training institution, they often hope to compensate from cheap labour but they are discouraged by
the low competencies among the interns. The most pressing were:
a) Some lack farming background
b) Low machine productivity
c) They usually do a lot of losses in marketing and production
d) Lack of practical skills
e) Lack of exposure to industry
f) Lack interpersonal skills
g) Lack of mechanical Skills
h) Quality control
i) Damaging machines
41
j) Differences in education level
k) They bring about a lot of damages especially in production
l) Discrepancy between academic qualifications and ability to perform
m) Lack of professional etiquettes
n) Failure to follow biosecurity procedures causing serious losses
o) The youth lack exposure and business focus
p) Addiction to traditional methods of farming
q) Lack of agricultural training
r) Youth take time to understand
s) Lack access to required skills
Institutional constraints
In addition to the youth related factors, agribusinesses have internal constraints that limit their capacity
for skilling and employing the youth. These include:-
a) No funding to facilitate the skills training
b) Transport and meals
c) Lack of training materials
d) Limited supervision time
e) Lack of farm inputs and tools
f) Skills kits
g) Limited Training Facilities
h) Limited office Space
i) Lack Skilled Persons
j) Access to Machinery and individual facilitation
k) Inadequate resources to invest in technology required for appropriate training
l) Poor quality of materials
m) Youth upkeep during apprenticeship is not budgeted for by the organization
n) MoEST&S funding is released untimely and the delay is a challenge to service providers of NFE
o) Limited resources for growing demand in internship
p) Unskilled farmers
q) Language barrier between trainers and youth
r) Lack of demonstration sites
s) Lack of stable markets for their products
t) Quality of products limits the level of marketing
u) Cost of having them is big
Training delivery methods
The current design of most internship programs was considered inappropriate to cause an attitude and
behavioural change among the youth. This is because of:
i. Short period of training
ii. The lack role models for the youth
42
iii. There is a gap between parents and children in the use of hands in agro- production
iv. Poor facilitation to implement their [projects
v. No clear indication of the courses and related units to be covered during the training
vi. Education system training youth for white collar jobs
vii. Curriculum is more theoretical
viii. Lack of follow-up
After training program/ follow up
Most youths do not put into practice the acquired skills. This is attributed to youth personal factors as
well as program design and implementation challenges. The key factors are:
a) A follow up program is often missing
b) Land shortage
c) Lack of start-up capital
d) Poor linkage with financial institutions
Programme Key Success Factors
Several suggestions have been given that could positively impact of SKY project success. For easy
conceptualization, they have been categorized under program design, youth involvement, institutional
capacity building, facilitating the training program, follow up program, and partnering arrangement. The
key aspects to include under each aspect are given below:
a) Training Program design
a) Supporting a practical training program
b) Mass sensitization to create awareness
c) Partnering approach to draw on available skills
d) Training to attain appropriate skills
e) Program supervision to ensure effectiveness
f) Attain shared values between trainers and trainees
g) Create agribusiness incubation centres
h) Share the curriculum for specific areas
b) Institutional Capacity Building
a) Facilitate curriculum development
b) Exposure and training of trainers
c) Provision of training materials that the organization may not have
d) Basic training institutions be sensitized on the need to give full training to students
e) Timely disbursement of required funds
f) On-site training facilities
g) Help them get specialized skills and technical backstopping
h) Establishment of demonstrations sites
43
i) Procurement and/installation of training materials and machinery
j) Insurance cover for equipment and machinery
c) Facilitate the training programme
a) Provision of accommodation and meals for the trainees
b) Set up several demonstration farms
c) Transport to take trainees to the field and for follow up
d) Training kits/ materials
e) Contribution on tuition
f) Welfare for the participants
g) Facilitate supervisors
d) Youth involvement
a) Mobilise youth to engage in farming as a business
b) Support training for pupils in primary and secondary schools as well as out of school
c) Target tertiary institution students for greater impact
d) Emphasis on getting the students to like the training courses
e) Youth showcasing their potential
f) Youth exposure to successful agribusinesses
g) Youth to prepare formal business plans
h) “Qualifying” students stand a chance of placements
i) Recognise stellar performance
e) Follow up and Monitoring programme
a) Youths be trained to start their own agri businesses
b) Provision of start-up kits
c) Support youth to get markets
d) Entrepreneurial skills training
e) Enterprise development skills
f) Medium to long term coaching and mentoring
g) Financial management training
h) Access to bio gas as electricity is getting more expensive
i) Agribusiness libraries
j) Purchase of cottage industry machinery for youth skilling
f) Partnering Arrangement
a) Agree with top agribusiness management in an MoU
b) Employ the Social Business Model
c) UNBS Certification- for food processing
d) Establish linkage with other specialised service providers
e) Clear documentation of the project scope, stages and duration
4.5. Profiles of learning farms and available local resource persons by region
A number of learning farms have been identified in the project area. These are indicated below.
44
Graph 14: Learning farms identified in the SKY Project area2
SNo. Name of learning farm Capacity for
interns
District
1 Agromax Ltd 100 Wakiso
2 SPEDA/AFRISA 30 Wakiso
3 NARO - NaCCRI 40 Wakiso
4 NARO – NaRRI (Namulonge Satellite) 15 Wakiso
5 Awoja Riverside Farm 250 Soroti
6 Eastern Private Sector Development Centre 6 Mbale
7 SEPSPEL Private Sector Promotion 50 (est.) Busia
8 National Livestock Resources Research Institute (NaLIRRI)
150 Tororo
9 Private Sector Development and Consultancy Centre (PRICON)
20 Kabarole
10 Agriculture Sustainable Agriculture Training Network (SATNET)
5 Kabarole
11 Kyembogo ZARDI (Kabarole) 60 Kabarole
12 Banyateleza Sisters 40 (est.) Kabarole
13 Kabale Municipality Modern Bee-keepers Association
30 Kabale
14 KAZARDI (Kachwekano) 200 Kabale
15 Uganda National Seed Potato Producers Association (UNSPPA)
0 Kabale
16 Mushroom Training and Resource Centre (MTRC)
81 Kabale
17 Bushenyi Farmers and Bee Keepers Cooperative Society
200 Bushenyi
18 Keirere Green Africa Agency 4 Bushenyi
19 Ankole Private Sector Promotion Center 129 Bushenyi
20 Kabeihura Farmers Ltd 6 Bushenyi
21 Forest Fruit Foods Ltd 3 Bushenyi
22 Tigerwa Development Association 70 Bushenyi
23 Bushenyi Banana and Plantain Farmer’s Association
0 Bushenyi
24 Nkanga Young Farmers Group 24 Bushenyi
25 Nyabubare Area Cooperative Enterprise 10 Bushenyi
26 Presidential Initiative on Development of Banana Industrial Production
- Bushenyi
27 National Agricultural Research Organisation Mbarara (MBAZARDI)
120 Mbarara
28 Mbarara Dairy Farmer’s Cooperative Union 3 Mbarara
29 Agro Max U Ltd 0 Mbarara
30 Mbarara District Farmer’s Association 15 Mbarara
Some agribusinesses are learning farms as well
45
(MBADIFA)
31 Excel Hort Consult 0 Mbarara
32 High Mark Dairy Farm 45 Mbarara
33 Operation Wealth Creation 0 Mbarara
34 Uganda Crane Creameries Cooperative Union Ltd
15 Mbarara
35 Banyankore Kweterana Cooperative Union 15 Mbarara
36 Paramount Diaries 0 Mbarara
37 Silgad Investments Ltd 6 Mbarara
38 St Jude Family Project 100 Masaka
39 National Farmers Leadership Centre (NFLC) 20 Mpigi
40 Katende Harambe 80 Wakiso
41 Kyanja Agricultural Resource Centre (KCCA) 15 Kampala
42 Gudie Leisure Farm 10 Wakiso
43 Sulma Foods 13 Luwero
44 Agromax 100 Wakiso
45 NUCAFE 16 Kampala
TOTAL 2,066
Source: Consulting team – Computations from fieldwork
A total of 2,066 interns can be absorbed by the above identified learning farms. A number of
agribusinesses providing good learning farms have not been included here. These include Namangu
Investments, MTRC and Zoma (in Kabale) KadAfrica, Akoraheka, Agriculture and Dairy Farming (in
Kabarole) to mention a few such examples.
Photo 6: Banyantaleza Learning Farms (Kabarole) cover dairy, apiculture, crops, and agro-forestry
Profiles of 45 Learning farms as well as contacts of resource persons by region are provided in Annex 5
and 6 respectively.
Key findings
46
Number and suitability for engagement in providing internships for youth
The target of 40 learning farms reached to provide 2,000 internship places is realistic. Agribusiness
provide additional opportunities for internships. Namangu Investments in Kabale (rabbit rearing) and
KadAfrica Ltd in Kabarole (passion-fruit farming) for instance can provide 1,400 places for interns.
Sectors engaged in by the learning farms
Table 12 below provides a comprehensive picture of the sectors the learning farms are engaged in.
Table 12: Sectors in which the learning farms are engaged in
SNo. Name of learning farm Sector engaged in
1 Agromax Ltd Horticulture Green house technology Nursery management Irrigation technology
2 SPEDA/AFRISA Value addition in crops and animals (various)
3 NARO – NaCCRI Crops research and technology dissemination
4 NARO – NaLIRRI (Namulonge Satellite)
Animal research and technology dissemination
5 Awoja Riverside Farm Crop and animal husbandry
6 Eastern Private Sector Development Centre
Agronomy Farmer Institutional Development Farming as a Business Gender Mainstreaming
7 SEPSPEL Private Sector Promotion Post-harvest Demonstration farming Backyard gardening Rice growing
8 National Livestock Resources Research Institute (NaLIRRI)
Diary Production Poultry Production Piggery Production Goat rearing Apiculture
9 Private Sector Development and Consultancy Centre (PRICON)
Food processing Postharvest handling / Quality enhancement Farming as a business Agri-business development Value chain promotions (various crops)
10 Agriculture Sustainable Agriculture Training Network (SATNET)
Crops and animals
11 Kyembogo ZARDI Crop and animal research and technical information dissemination
12 Banyateleza Sisters Maize production and processing Coffee production and processing Dairy farming
13 Kabale Municipality Modern Bee-keepers Association
Apiary
47
14 KAZARDI (Kachwekano) Crops and animal / fish research and technical information dissemination
15 Uganda National Seed Potato Producers Association (UNSPPA)
irish potato seed multiplication Agribusiness development (marketing)
16 Mushroom Training and Resource Centre (MTRC)
Spawn and mushroom production Business Skills training
17 Bushenyi Farmers and Bee Keepers Cooperative Society
General farming and apiary
18 Keirere Green Africa Agency Coffee
19 Ankole Private Sector Promotion Center
Agri business support services
20 Kabeihura Farmers Ltd Coffee and Piggery
21 Forest Fruit Foods Ltd Various
22 Tigerwa Development Association Various
23 Bushenyi Banana and Plantain Farmer’s Association
Banana (wine making) Apiary Dairy
24 Nkanga Young Farmers Group Various
25 Nyabubare Area Cooperative Enterprise
Coffee, wine and honey
26 Presidential Initiative on Development of Banana Industrial Production (PIDB)
Banana value addition
27 Mbarara Zonal Agriculture Research and Development Institute (MBAZARDI)
Agri-business support services
28 Mbarara Dairy Farmer’s Cooperative Union
Dairy
29 Agro Max U Ltd Seed inputs, irrigation
30 Mbarara District Farmer’s Association (MBADIFA)
Various
31 Excel Hort Consult Various
32 High Mark Dairy Farm Dairy
33 Operation Wealth Creation Various business advisory services and inputs
34 Uganda Crane Creameries Cooperative Union Ltd
Dairy products
35 Banyankore Kweterana Cooperative Union
Various
35 Paramount Diaries Dairy
37 Silgad Investments Ltd Various
38 St Jude Family Project Crop and animal husbandry
39 National Farmers Leadeship Centre Various (mindset transformation is a major)
40 Katende Harambe Animal husbandry Crop production
41 Kyanja Agricultural Resource Centre (KCCA)
Piggery management Hydroponics Horticulture
48
Poultry management Apiculture
42 Gudie Leisure Farm Fisheries Poultry Piggery
43 Sulma Foods Fruits and Vegetables Apiculture Herbs and Spices
44 National Union of Coffee Agri business & Farm Enterprise (NUCAFE)
Coffee Nurseries Coffee Bulking Coffee Value Addition
45 Uganda Cooperative Alliance (UCA) Various value chains
Source: Consultant team – Compilation from Field work
Other agribusinesses capable of carrying out the functions of learning farms include:-
Table 13: List of agribusinesses with capacity to function as learning farms
Bugisu Cooperative Union - Mbale
Buying Coffee Parchments Processing Coffee Parchments Marketing Coffee Products
Gumutindo Coffee Cooperative Enterprise - Mbale
Processing Coffee Purchasing Coffee Marketing Processed Coffee
Frema Enterprises – Tororo Cassava Growing Sweet Potatoes Growing Beans and Maize Growing
Namaubi Farmers & Poultry - Busia Buying Maize Processing and Packing Maize Poultry farming
Kulukuku Rice Processer Production - Bugiri Rice Processing Rice Agricultural Production
Tilder Uganda Ltd Kibimba Rice - Bugiri Rice Growing Rice Processing Rice Sales and Marketing
Agromax Uganda Ltd - Iganga Greenhouse Marketing farm inputs Drip irrigation
Bam Agro Consultancy - Jinja
Seeds inputs Herbicides Pesticides
BIDCO – Jinja Agricultural Production Processing agricultural products Marketing
Mugweri Piggery – Jinja Piggery farming Marketing / Sales of Piglets Marketing Agricultural Products
49
Kakira Outgrowers Rural Development Fund (KORD) – Jinja
Agriculture Youth Skills Development Farmers Access to Credit
Kyaggwe Coffee Curing Estates Ltd - Jinja Maize Cultivation Soya Cultivation Beans Cultivation
Son Fish Farm Ltd – Jinja Fish Farming Fish Marketing – as farm input Fish Marketing – for eating
KadAfrica – Kabarole Passion fruit farming
Namangu Investments – Kabale Rabbit selling rabbit wool collection
Akoraheka Dairy Farm – Kabarole Dairy farming Goat meat production
Kenshunga, Tayebwa & Rutamweba ta Mutanoga Farm and Training Institute
Dairy Training Centre and Demonstration Farm
Source: Consultant team – Compilation from Fieldwork
Capacity and turn-over in the learning farms
Majority (48% of those who answered the question) are in the U. Shs 11-50millionannual income
bracket as indicated below. These included most o the training institutions. These were followed by the
above 500 million category (22%). The Private Sector Promotion companies were found in this category.
Table 14: Capacity and turnover of learning farms
U. Shs <1 1-10 11-50 51-100
101-300
301-500 >500
No. 0 2 13 4 2 6
The number of persons employed by the learning farms, their technical and management capabilities,
support needed / technical gaps and potential for skilling and employing youth is similar to
agribusinesses reported on earlier.
4.6. Profiles of agri-institutions / colleges, schools by region
There are evidently agri-skills shortages in the agri-value chains in terms of quality, quantity, and
relevance, especially for youth (self) employment. A number of Public, Faith Based, Civil Society, as well
as individual / Private agro- institutions have been identified in the project area. These included 3
Universities, 7 colleges, 21 BTVETs, and 7 secondary schools as indicated below.
Table 15: List of agri-skilling institutions visited in SKY Project area- enrolments and gaps
SNo. Name of Agri-institution Enrolment in
agriprenueship
Gaps and challenges District
1 Busitema University Arapai campus
1,800 Staff capacity building, mindset, irrigation unit, tools and equipment
Soroti
50
2 Bungokho Rural Development Centre
50 Mindset, training materials, and agro-appropriate technologies
Mbale
3 Nile Vocational Institute 13 Tools, machinery, equipment and agriculture books
Buikwe
4 Uganda Cooperative College – Tororo
105 Staff capacity building, training materials and equipment, infrastructure (dormitory, classrooms, new project – poultry)
Tororo
5 Sibanga Polytechnic SS - Manafwa
6 St. Joseph Vocational Training Centre
280 Mindset, capacity building, facilitation of interns, tools, and improved technologies
Kamuli
7 Victoria High School 500 Mindset, lack of trainers, equipment and tools for demonstration farm
Iganga
8 St. Paul Mbale College 500 Capacity building of staff, accommodation, inputs, and equipment (tractor)
Mbale
9 Benedictine Vocational 80 Farm equipment Tororo
10 St. Joseph’s Technical Institute / Uganda Martyrs F/Portal campus
15 Facilitation for interns Kabarole
11 Nyakasura School 574 Mindset change, material inputs, and facilities (greenhouse, irrigation system, chaff cutter) and cattle restocking
Kabarole
12 AICM College of Science and Technology
15 Instruction materials, modern laboratory, green house, agriculture books
Kabale
13 Great Lakes Institute 8 New technologies, equipment, input materials
Kabale
14 St. Konrad Integrated Vocational School
5* Transport facilitation, inputs for vegetable growing, tools, implements and equipment
Kabale
15 Fisheries Training Institute 148 Staff capacity building, state-of-the-art laboratory, equipment, tools, and demonstrations (cage farming, pond culture, tank culture)
Wakiso
16 Masaka Secondary School 576 Capacity building of staff, exchange visits, student counselling, land, materials, and equipment
Masaka
17 Lutunku Community Polytechnic - modern structures, veterinary kit, facilitation for interns
Ssembab
ule
18 Bbowa Community Polytechnic 5 Laboratory, training materials, and tools Luwero
19 Bukalasa Agricultural College 1,603 Practicum sites, infrastructure, research
capacity (including internet connectivity)
Luwero
20 Musa Body Machinery 75 Unrecognised training provider, training
capacity limited by training machinery
Kampala
21 Gayaza High School - Capacity building of staff, improvement of facilities, accommodation, new breeds,
Wakiso
51
disease and pest control
22 Gombe Community Polytechnic 14 Mindset, laboratory and related equipment, classrooms, dormitories, training equipment and books
Wakiso
23 St. Mary’s College Kisubi - Improvement of farm structures, limited materials for demos., capacity building and general awareness raising
Wakiso
24 Masulita Vocational Centre 22 Training materials, classrooms, apiary unit establishment, demonstration farm. exposure visits
Wakiso
25 Bishop Stuart University - Capacity building for staff, processing machinery, specialized training, exposure visits
Mbarara
26 Rwampara Farm Institute 187 Laboratory, irrigation system, food processing technology, transport
Mbarara
27 Rwentanga Farm Institute 310 Staff capacity building, irrigation equipment, modern machinery and equipment
Mbarara
28 Kyeizooba Technical School 20 Instructional materials, machinery and equipment
Bushenyi
29 Bweranyangi Girl’s Secondary School
203 Capacity building of staff, accommodation, materials and equipment
Bushenyi
30 Kitagata Farm Institute 238 Laboratory, library, farm buildings and structures
Sheema
31 Kalera Technical Institute 14 Structures, improved breeds, fish ponds and bee-hive equipment
Sheema
32 National Instructors College Abilonino (NICA)
60 Specialized training for lecturers, fencing-off, animal feeds, specimens, structures (greenhouse, offices), tools and equipment
Kole
33 Nile Valley Agro-Tech Academy 18 Material inputs (seeds, fertilisers, herbicides, insecticides), farm implements, and agriculture books
Kole
34 St. Jude Projects 750 Accommodation, materials and machinery for demos., exposure visits, and support services for interns
Masaka
35 Africa Coffee Academy 30 Mindset, training equipment, facilitation for internship training (accommodation, damages)
Kampala
36 Katende Harambe 15 infrastructure - dormitory, hatchery, library Wakiso
37 Awoja Riverside Farm 16 Excess demand for training, accommodation, conference hall, trainees sponsorship
Soroti
38 African Rural University 37 Staff professional development, limited research capacity, high unit cost for interns
Kibaale (Kagadi TC)
TOTAL 6,433 (excl. secondary schools)
*all the 170 vocational students at St. Konrad take entrepreneurship as a core subject
52
Source: Compilation from Fieldwork
The African Rural University (ARU) initiative under the Kibaale based URDT offers Sustainable Agriculture
skills with entrepreneurship as a core subject for youth starting in primary five (P5) through secondary,
Agricultural Institute to University. When teaching entrepreneurship, ARU’s case subject is agriculture.
Photo 7: Students of Nyakasura School Agriculture club pose with Farm Master
Key findings
Number and suitability of skills providers for engagement in providing agri-skills for youth
In the 3 Universities, 7 colleges, and 21 BTVETs visited, 6,433 training places for agriprenuership are
available. The target of skilling 6,000 youth in agribusinesses can therefore be easily met in the 31
training institutions visited in the project area.
Secondary schools provide prevocational training opportunities in even bigger numbers per school as
reflected below. It is to be noted that these numbers exclude senior 1 and senior 2 students (aged 13-
14) for whom agriculture is a compulsory subject.
Table 16: Available pre-vocational places for agripreneuership students in selected schools
SNo. Name and location of school Enrolments in agriprenuership (excl. S1 & S2 subj compulsory)
1 Masaka Secondary School – Masaka 576
2 Nyakasura School – Kabarole 198
3 Bweranyangi Girls Secondary School 203
4 Victoria High School – Iganga 500 (incl. S1 & S2s)
5 St. Paul Mbale College - Mbale 500 estimate (incl. S1&2)
6 Gayaza High School – Wakiso -
7 St. Mary’s College Kisubi – Wakiso -
Source: Consultant team – Compilation from Fieldwork
53
Gaps and challenges amongst the agri-skills providers and support needed by agri-skill providers to be
more effective
Most of the agri-skilling institutions require capacity building of staff and still grapple with the challenge
of attitude / mindset from the youth. Irrigation equipment, high-tech laboratories, and exposure visits
featured high in the requirements for effective training. Almost all training institutions lack training
materials, equipment and machinery to carry out effective demonstrations. Individual institution
support needs are reflected in table 13 above.
Technical competencies of agri-skills providers
The technical competencies of individual institutions (facilities, machinery, physical resources,
instruction materials, etcetera) are reflected in their respective profiles in the Annex. Majority of the
institutions have the requisite resources. The skill sets offered are not good enough for employment in
industry / self-employment.
Instructors’ competence among the agri-skills providers
The following faculty (resource persons) exist as trainers in the agri-skilling institutions visited:-
Table 17: Staff faculty among agri-skilling institutions / service providers
Highest Qualification held
Number with
qualification
No. of service
providers
Remarks
PhD 28 8 NaLIRRI, ZARDIs, Agromax, Gayaza High School, Universities dominate category
Masters degree 136 24 Bukalasa Agricultural College, Fisheries Training Institute dominate this category
Postgraduate Diploma 54 10
Degree 384 41 Majority of trainers and institutions belong in this category
Diploma 229 26
Certificate 57 12
Other 45 7 In the high schools
Source: Consultant team – Compilation from Fieldwork
The high numbers in the bottom categories underscore the need for capacity building and continuous
professional development by the project. Over 100 of the staff offering agricultural training do not
posses a degree. Degree and diploma holders are available in most of the institutions, followed by
Masters degree holders.
A pool of institutions and external instructors / trainers and other local resource persons available for
providing instruction is provided as Annex 9.
54
4.7. Baselines / key indicators
The team was able to establish the following indicators relevant to the SKY project.
a) 50% youth in agricultural employment (YLP beneficiaries as proxy)
b) Average monthly salary / earnings UGX 256,000
c) 61% - working youth with earnings above UGX 300,000
d) 13% working youth in wage employment, 78% in self-employment
e) 72% working youth have electronics
f) 41.4% working youth have livestock
g) 9.2% working youth with own motor-powered machine e.g motorbike
h) About 30% of the agribusinesses can accommodate 1-10 interns per year
i) 2,191 available intern places from 37 Agribusinesses in Western Uganda alone
j) 1,860 available intern places from 25 Agribusinesses in Mt Elgon area alone
k) 45% of the agribusinesses employ between 5 and 20 employees (mainly youth)
l) 45 Learning farms in have capacity to absorb 2,066 interns
m) 48% - of the agribusinesses earn UGX 11-50 million annual income
n) 22% - of the agribusinesses earn > UGX 500 million per annum
o) 38 agri-skilling institutions have total enrolment – 6,433
p) 7 secondary schools provide agric. education – 3500 students (estimate)
q) 384 degree holders in 41 institutions, 229 diploma holders in 26 institutions, close to 100 with
lower qualifications. 28 PhDs
r) 13% of youth in project area are rich with the following regional differences (Lake Victoria
Crescent 17%, Western Uganda 17%, Elgon, and Lake Kioga 10% each)
s) 27% of youth in project area have mediocre income with the following regional differences
(Lake Victoria Crescent 25%, Western Uganda 30%, Elgon 23%, and Lake Kioga 10%)
t) 60% of the youth in the project area are poor with the following regional differences (Lake
Victoria Crescent 59%, Western Uganda 53%, Elgon 67%, and Lake Kioga 60%)
u) 12% of all youth in Uganda aged between 12-30 are chronically poor (AAIU, 2013).
v) NEET youth (those not in employment, education or training) - 18 percent of the population
(UBOS 2016)
5. CONTEXTUAL ANALYSIS OF RESULTS
5.1 The National Perspective
The project makes a modest contribution to the 2030 “Transforming our World” Sustainable
Development Goals (SDG) 1,2,4,5 and 8, namely;
i. End poverty in all its forms everywhere
ii. End hunger, achieve food security and improve nutrition and promote sustainable agriculture
iii. Ensure inclusive growth and equitable education and promote Life Log Learning opportunities
for all
iv. Achieve gender equality and empower all women and girls
v. Promote sustained, inclusive and sustainable economic growth, full and productive employment
and decent work for all
There is a lesser amount of attention to SDG 13 on climate action, and SDG 14 – on Life on Land.
55
The SKY Project also contributes to Vision 2040 of a “Prosperous and modern Country”. Farming as a
Business / Commercial Agriculture has been identified as key in charting the road to prosperity.
Agriculture is the main employment destination of Ugandans. It is estimated that agriculture employs
73% of the Ugandan population and about 66 percent of the workforce (14-64 years). The services and
industrial sectors employ about 28 percent and 7 percent of the labor force, respectively. The sector
accounts for 53% of the national export revenue and 24% of the GDP. Despite the bulk youth
employment in agriculture, less than 5 percent of those in agriculture are in wage-paying jobs. Within
the Agricultural sector the highest demand for skilled workers stems from specialised sectors partly with
a high value adding processing component. Previous studies have ranked Fish and Fish Farming first,
followed by Fruits and Vegetables, Floriculture and Livestock. Fish and Fish Farming as well as
Floriculture mainly require skilled workers at certificate level 3 whereas Fruits and Vegetables as well as
Livestock especially demand for those at level 2. (Rapid Labour Market Scan based on A Study on
Economic and Employment Trends in Uganda, Oct.2008).
During NDP II (2015/16-2019/20), in agriculture, emphasis will be placed on investing in 12 enterprises
(Cotton, Coffee, Tea, Maize, Rice, Cassava, Beans, Fish, Beef, Milk, Citrus and Bananas), along the value
chains (NDP II, 2015).
The agro-value chain actors include producers (smallholders and large scale), input dealers, traders,
transporters, retailers, processers, extension workers, regulators/local authorities, financial bodies,
warehouses and skilling service providers. Youth could participate in any of the following cash and food
crop / animal value chains.
The cash crops sub-sector includes growing of coffee, cotton, tea, cocoa, tobacco, sugar cane, exported
flowers and horticulture (2011 Agricultural Statistical Abstract).
Maize, Beans, Banana (Food), Cassava and Sweet Potatoes are the major food crops grown by most of
the crop farmers in Uganda (UBOS and MAAIF - Uganda Agricultural Census, 2008-2009). They can be
sold for cash as well (in the different stages of the value chain).
Lake Victoria continues to be the most important water body in Uganda both in size and contribution to
the total fish catch. Its share of the fish catch was 60.4% in 2009 and 57.7% in 2010. This is a vast
resource for youth to exploit. Lake Kioga has immense land area and serves several districts in the SKY
Project area.
Beef and Milk are key animal products with vast value chains in which the youth can participate.
Other crops and animals which are land and capital intensive and therefore suitable for poor and
unemployed youth are piggery, rabbit keeping, apiary, small livestock, mushroom growing, vegetables
and fruit farming.
Amidst these opportunities is a major unemployment problem. According to UBOS (2015), 36% of
Ugandans between the ages of 14 and 19 are unemployed (i.e 64% employed) compared to the age
group 30 to 64 years. The age category 20 to 24 has 65% of its 'members' unemployed. This means that
11.8 million youths, most of them straight from university and other tertiary institutions have a problem
getting employment.
56
For those above 25 years, the situation is worse, with over 90% of them unemployed. This is a huge
challenge and a recipe for crime, recklessness, and social anxiety in Uganda. One key informant
observed;
An estimated 20% of the population resides in the focus districts and this is a huge market and resource.
District Population
Kabale 702,029
Mbarara 474,144
Ssembabule 252,994
Bushenyi 235,621
Masaka 296,649
Wakiso 2,007,700
Jinja 468,256
Kampala 1,516,210
Busia 325,527
Mbale 492,804
Manafwa 352,864
TOTAL 7,346,020
Source: (UBOS, 2014 Census)
Various other factors augur well for the SKY Project in the identified areas of operation. IPC report
(2015) indicates that in South Western Uganda, 28.6% of the population is poor and only 17.6% have
access to credit and savings. Various livelihood strategies exist in the South western highland whose
major crops are potato, tea, sorghum and vegetables. There is the South western midland robusta
“where there is unemployment and
poverty, insecurity, crime, drug abuse and
lawlessness are always close by”
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coffee, banana, millet and cattle zone and the Southwest rift valley where tobacco, beans, cotton,
banana and millet are popular. There are strong operational by-laws on movement of sick livestock,
handling of infected banana plants and deforestation, while in Western Uganda, there are insatiable
demands for financial resources to address the poor state of (feeder and community access) roads
which hampers market access by farmers who are far deep seated in the communities. The current
social capital set up falls short of the community collective effort by the communities in addressing the
exiting social injustices like redundancy, thuggery, etcetera, especially among the youth who are
regarded as less or non-productive and dependent category of people in the communities. The main
economic activities are diary, beef, coffee, cassava, bananas, fish, rice, maize, potatoes, tea, cotton,
legumes, pulses, cocoa, tobacco, sugar cane, timber and other forest products.
The Lake Victoria Crescent is affected by rural to urban migration of the labour force (youth) who could
have engaged in agricultural production but are instead involved in petty trade and bodaboda riding in
the urban centres. (IPC, 2015). Livestock is kept and fishing is carried out at lakeshores and riverbanks
found in the region. Cash income comes from coffee, banana, maize, pineapple, tea, sugarcane, apiary,
oil palm, charcoal, fish and livestock products, small to medium industries, and petty trading.
The Eastern Central region recorded Wealth Index (UNHS 2013) of 24.3% absolute poor, 46.3%
moderate poor, 29.4% middle/upper class.
In Eastern Uganda, about a quarter (23%) of the population are unskilled laborers. There is adequate
access to land, availability of water bodies, forest cover around Elgon region and the region bi modal
rain pattern. About half (51.9 percent) of the Households are poorer or worse and this affects access to
food and other basic needs. Banana, maize and coffee are dominant crops for the Elgon sub region.
5.2 Skilling Uganda Perspective
The BTVET Strategic Plan envisages expanding and improving agriculture training through:-
(a) Establishing, improving and expanding facilities for agriculture BTVET
(b) Strengthening linkages of BTVET institutions with research institutions, industry and farmers
(c) Strengthening competency-based training (CBET) in agriculture
The Agriculture Sector Skills Council will be at the heart of the Agricultural training and skills
development needs of the sector. The Council will assure quality in the subsector and match training
supply with demand.
For a) No agricultural training institutions have been established. Bukalasa Agricultural College (Luwero)
is to be turned into a Centre of Excellence under World Bank Project 2016-2010. The Farm schools have
been upgraded to Farm Institutes, and Rwentanga VTI has been selected for refurbishment and
infrastructure upgrading to become an improved and expanded institution for agricultural training.
For b) Existing training providers do not meet the market demands in terms of training for wage / self-
employment. Hardly any linkages exist between BTVET institutions and research institutions, industry
and farmers. Good practice requires collaboration between national and local government and
employer representatives, improved collaboration between VET schools and local employers, and
increased opportunities for employers to influence the content of training programmes, as reflected
below.
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Table 18: Good practices in matching training supply with demand
Inputs Outcomes
Improved collaboration between national and local government and employer representatives.
Improved collaboration between VET schools and local employers.
Increased opportunities for employers to influence the content of training programmes.
Improved forecasting of employment trends and skills needs.
Increased investment in guidance and employment services.
Removal of barriers to access VET by members of disadvantaged groups.
Reduction in skills shortages.
Reduction in the number of hard-to-fill posts.
Increase in number of posts being filled by
indigenous workers.
Reduction in emigration of skilled workers.
Increased employment rates amongst VET
graduates.
Evidence of education, careers and employment
information being widely disseminated and used.
Reduction in average number and length of
periods of unemployment for all people of
working age.
Source: Jutta Franz et al (2010)
For c) Competence Based Training models are expensive to deliver. Competencies are required in hard /
technical as well as soft skills.
According to Vandenbosch et al., 2005, Basic skills needed for agricultural production include:
i. Literacy (reading and writing);
ii. Numeracy;
iii. Basic decision-making and problem-solving skills;
iv. results-orientation abilities;
v. Technical and vocational skills in agriculture;
vi. land and water management
Additional skills needed for food security and sustainable rural development are:
a) Planning skills
b) Management skills
c) Social, interpersonal and communication skills
d) Negotiation skills
e) Facilitation skills
f) Critical thinking (necessary for fostering innovation and change)
g) Food preservation and processing skills
h) Marketing skills
i) Leadership skills
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j) Business skills (ICT, operations, cash flow management, self-help group formation, small
business management and basic record keeping)
k) Income-generating skills
l) Entrepreneurial skills
m) Awareness about social, political and legal institutions (necessary for the development of skills
for effective participation in civil society)
The above notwithstanding, achievement of a productive and profitable agricultural sector requires
Africa to address a complex set of challenges, including the following:
a) Low internal effective demand due to poverty
b) Poor and un-remunerative external markets (with declining and unstable world commodity
prices and severe competition from the subsidised farm products of industrial countries)
c) Vagaries of climate and consequent risk that deters investment
d) Limited access to technology and low human capacity to adopt new skills
e) Low levels of past investments in rural infrastructure (such as roads, markets, storage, rural
electrification, etc.) essential for reducing transaction costs in farming and thereby increasing its
competitiveness in serving production, processing and trade
f) Poor governance and institutional weaknesses for service provision to the entire agricultural
chain from farm to market. (NEPAD, 2003)
Therefore, while competence-based training is still a new concept to agri-skilling institutions and the
curricula (as determined by NCDC) remains largely theoretical, other exogenous variables impinge on
growth and productivity in the sector, and policy and institutional issues need to be addressed. It is to be
noted that Competence Based Training (by institutions) and Competence Based Assessment (by DIT) are
not fully implemented due to lack of resources.
5.3 Project level context
The project is well situated to meet the challenges of skills, employment, and income shortages. Skills
are in short supply, jobs are rare, and incomes are low.
There are sufficient numbers of BTVET institutions and service providers to deliver on the skills with
support from the project. Learning farms identified have adequate internship opportunities to offer for
effective training. The drive towards self-employment is to be augmented by the project post-training
support services and this should complement incomes obtained by youth employed by the
agribusinesses for those with requisite skill sets.
The project should however deliberately target to contribute to SGD 13 on “Climate Action”, and SDG 14
– on Life on land for future posterity. This will require aggressive green training, creating green jobs, and
generally promoting a green economy (Agroforestry, green houses, hydroponic technology, etcetera).
The SKY Project shall endeavor to support environment clubs in addition to agriculture clubs in schools
and institutions that will be supported.
6. MAIN CONCLUSIONS
i. Youth do not hate farming as a business; they only have a negative perception of agriculture.
They are mainly constrained by challenges in accessing land, capital, technology, and
60
kj,kmnappropriate skills. Youth for instance, do not possess the requisite level and types of skills
needed to participate / effectively engage in the sector.
ii. Agriculture curricula (especially Tropical Agriculture offered in many of the agri-skills providers)
is out-of-date and not in tandem with contemporary times. Agriculture is basically a practical
subject and needs resources (laboratories, demonstration farms, modern and high-tech
equipment, appropriate tools and instruction materials) which are lacking, except for a few
learning farms. Relevant and demand-driven curricula should be a concerted effort
(industry/users, practitioners, academia, trainers, communities, and government). The
agriculture Sector Skill Council shall play a pivotal role in this regard.
iii. Parents have not done enough to educate youth about the value of land. This has reinforced the
negative perception youth have on investment in agriculture as a livelihood option. Few role
models exist. Youth are motivated by the desire to make “quick bucks”.
iv. Integrated training (beginning agriculture training at a tender age) is lacking. Training in the
formative years is crucial for creating interest and ensuring sustainability.
v. Limited financial capital, low incomes and the lack of credit and saving services constrains the
acquisition of factors of production, improved technologies and labour to expand production.
vi. Weak Apprenticeships / Learnerships / Internships - practical training models like internships or
larger scale industry-led training are manifest. The concept of internships has appeal in that it
provides the possibility of transmitting highly focused workplace skills as well as elements of
positive workplace behaviours like punctuality and a positive business ethic. The challenge,
however, is to construct internships with real learning experiences and to find enough
placements for many interns. Workplace learning for significant numbers of students demands a
large-scale operation or a larger number of business placements. An interesting South African
model is one in which the government provides financial incentives to companies to encourage
employers to scale up internships (called learnerships in South Africa). Employers are
encouraged to take on more interns than they need for their own operations through a system
of financial bonuses.
vii. Holistic Vocational Training Programming is lacking. This includes:
a. Market Assessment: A Market Assessment Toolkit for Vocational Training Programmes
provides an understanding of dynamic market conditions and the sources of potential
employment growth within the community and surrounding areas.
b. Programming Decisions: Preparing and Implementing the VET Programme (Curriculum
Development and Skills Selection, Recruiting Qualified Teachers and Trainers, Selection
of Programme Participants, Ensuring Well-informed Core Skill Selection, Life Skills,
Responsive Programming: Meeting Youth Needs, Programme Accreditation,
Certification of VET graduates),
c. Post-training activities: In-kind and Financial Assistance upon Graduation, Linking with
Microfinance Institutions, Learning from Agricultural Market Linkages, Monitoring and
Follow-up.
viii. Key leverage areas for the Programme to succeed will hinge on:-
a. Creating sufficient linkages and partnerships
b. Youth involvement
c. Effective Training Programme Design
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d. Facilitation of the training programme
e. Institutional Capacity building
f. Apt follow-up and monitoring programme
7. KEY RECOMMENDATIONS
Arising from the foregoing findings, analysis and conclusions, the following “SMART” recommendations
are tendered.
62
Table 19: Key recommendations for the SKY Project (with corresponding responsibilities and timeframes)
SNo. Finding, Analysis or Conclusion Recommendation Responsibility Time-frame3
A Youth skilling for employability
A1 Youth are interested in “quick money”. Returns from agriculture enterprises take long.
Invest in high yielding, fast returning crops and animals like rabbits, piggery, poultry, mushrooms, cabbages, water melons, cabbages, etcetera, and obtain skills in value addition (processing, marketing, and trade).
Youth beneficiaries Immediate
A2 Schooled youth continue to view agriculture as an unprofitable livelihood option and associate it with the poor in the community.
Expose youth to successful model farms and modern farming methods / best practices and link training efforts to financial results e.g emphasize agriprenuership / entrepreneurship training under the Youth Livelihood Programme (YLP). Only 20% of the funding to the YLP is dedicated to skilling youth and this has led to a high default rate.
Parents, district opinion leaders, schools and institutions
Immediate
A3 Majority of youth distaste practical agriculture skills training as “dirty” and arduous.
Style-up agricultural training as fun and make it more appealing to the youth through farm camps, agro-tourism, integration of ICT in agricultural training programmes, data collection, and information platforms, use of high tech technologies for instance milking machines in dairy production, advanced laboratories, and keep the curricula contemporary (up-to-date) and modular to allow youth to make free selection in a wider menu of targeted tailor-made courses.
Training institutions (colleges, VTIs, and schools)
Immediate
A4 There is limited access to land, capital, and skills provision to many youth
Provide appropriate post-training tool kits and monitoring (follow-ups) and facilitate credit guarantee programmes (using a Revolving Loan approach), encourage land-intensive farming (keeping rabbits, apiary, horticulture) and innovation among the youth. Linking graduates to Saving and Credit Cooperative Organisations (SACCOs) and lobbying for the creation of an Agricultural Bank are other options that can be explored.
SKY Project Medium
3 The time-frame has been divided into Immediate (1
st 2 years of implementation), Medium term (3
rd and 4
th Year of implementation), ad Long-term (after 4
years)
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A5 Youth have deficiencies in both the “hard and soft skills”.
Compliment technical skills training with a strong dose of soft skills (business planning, marketing, work-ethic, mind-set change (the case of the National Farmers Leadership Training Centre)
Trainers / training institutions
Medium
A6 There are preferences in agricultural enterprises by level of education, rural vs urban, and gender. Girls prefer poultry, the more urban youth are averse to agriculture, and the less educated take keen interest in agriculture as a livelihood option
Integrate agriculture in the curriculum early, predispose it towards modern farming as a business, and modernize it through high-tech technologies that are more appealing and palatable to both gender (i.e. engender gender in all aspects). Focus on a few agricultural value chains targeting particular farming zones
Schools, training institutions and community / government / SKY Project
Medium
A7 78% of working youth in self-employment
Add a new target – At least 80% of the youth trained / skilled under the project are self employed
SKY Project Long-term
A8 Non-formal training is a useful training and assessment approach
Support youth groups involved in non-formal training. The SKY Project should consider facilitating such groups with credit guarantee options under a Revolving Loan system or Skills Development Fund modality for the agricultural sector
MoESTS (BTVET and DIT) and SKY Project
Immediate
B Profiles of agri-skilling institutions / colleges/schools
B1 There are still limited agricultural training opportunities up to Diploma level. Only Bukalasa Agricultural College (Lake Victoria Crescent – Luwero) offers Certificate and Diploma programmes in public training institutions. The college is to be turned into a Centre of Excellence under the World Bank Project. Eight (8) private institutions in the area take it up to Diploma level.
Establish and equip regional Agricultural Skills Development Centres (ASDCs) offering integrated training (Level 1-4 – the African Rural University model) in Mt Elgon area (Mbale), Western (Mbarara), and Lake Kyoga (Lira) in line with the Skilling Uganda Strategy. These institutions should offer career progression possibilities, deliver Certificate and Diploma programmes and constitute mini Centres of Excellence in these regions. The Fisheries Training Institute should be considered for upgrading to a Centre of Excellence.
SKY Project Long-term
B2 Only a few private skills providers (10%) have agriculture as part of the curriculum offer
Take advantage of the regional networks of UGAPRIVI to recommend and work with potential beneficiary private BTVETs. Grants (on a competitive basis) could be channeled through UGAPRIVI to stimulate demand for agri-skilling.
SKY Project Immediate
B3 The training offer is not relevant for industry (users) rendering youth
Impart appropriate and practical skill sets in agribusiness management, entrepreneurship, marketing and sales,
Training providers Immediate
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unemployed financial management, post-harvest, value addition and processing, as well as crop and animal management, and strategic skills (like ICT). All agri-skilling institutions receive TOT / be oriented in mindset change and agro entrepreneurship. Include agro-forestry in SKY curricula offer
B4 There exist other vital stakeholders, partners, and networks of agri-skilling providers e.g NARO (ZARDIs and NARIs), Uganda Cooperative Alliance (UCA), Agricultural Associations, UGAPRIVI, AFRISA/SPEDA, the Youth Livelihoods Programme (YLP), UPSPCs, and others.
Collaborate with these “like-minded” organisations and institutions and sign MOUs with them with a view to utilizing their established networks, including on recommendation of genuine members and channelling of grants.
SKY Project Immediate
B5 There are unexploited synergies / opportunities among institutional service providers, research organisations, and local resource persons.
Build the capacity of and work with the local resource persons identified in Annex 9 Capacity building of trainers / local resource persons should be increased by 50% (150)
SKY Project Immediate to long-term (continuous)
B6 38 agri-skilling institutions have total enrolment – 6,433
Double the overall target number of youth skilled in agribusiness (12,000)
SKY Project Long term
B7 Only 14 BTVETs / agriskilling institutions are targeted for support by the Project
Treble the number of agri-skilling institutions to be supported (42)
SKY Project Medium term
B8 80% of supported agri-skilling institutions provide marketable skills for employability to youth
95% agri-skilling institutions provide marketable skills for employability to youth. This is to be supported by regular employment destination surveys / tracer studies
Agri-skilling institutions
Medium term
B9 Project supports a few schools to arouse interest in agriculture by students
Project supports as many secondary schools as possible. Scale down intervention to primary schools;
i. Support one (1) model primary school per region ii. Support the school agro-tourism component
SKY Project Medium term
C Youth poverty index and wealth ranking
C1 Rich youth are less than 20%, rest are medium poor 20% and > 60% real poor
Reduce the poverty index by less than 50% through employment creation by designing appropriate agriskilling programme
SKY Project Immediate
C2 61% - working youth with earnings above UGX 300,000 and average
Set the threshold income target monthly earnings for skilled and employed youth under the project to UGX 250,000 for
SKY Project Medium term
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monthly salary / earnings UGX 256,000 the Mt. Elgon area and Lake Kioga, and rest UGX 500,000
D Profiles of Public and Private Service Providers (learning farms) / and resource persons
D1 There is a disconnect between what is taught and what has been researched.
Link the participating PPSPs in SKY Programme to NARO (NARIs and ZARDIs) in order to connect research to the users and benefit from technology transfer undertaken by the research institutions.
Institutions Medium
D2 Extension work is at the crossroads following the revamp of the NAADS programme
Re-kindle Farmer Field Schools in the project area and Support and upgrade selected learning farms to outstanding model outfits
SKY Project Medium
D3 A number of PPSPs located in the SKY Project area are doing a fairly good job in youth agriprenuership
Develop and work out MOUs with, among others, the following PPSPs for effective agricultural skills training delivery:-4
SKY Project Immediate
D4 45 Learning farms in have capacity to absorb 2,066 interns
Increase the number of learning farms to be supported by 50%
SKY Project
E Agribusiness Profiles
E1 A good number of agribusiness are prepared to take up interns
Work out feasible partnership arrangements (e.g MOUs) to stimulate the partnership
SKY Project / RTF Immediate
E2 100 agribusinesses targeted by the project. Agribusinesses do not regard skills training as a core activity
Reduce %age of agribusinesses that will provide internship / employment opportunities to 30% (33) and approach agribusiness through their national apex bodies and / local governments
SKY Project Immediate
F Other related contextual issues
F1 Capacity gaps exist in PPSPs, agri-institutions, Agribusinesses, and resource persons to deliver training.
Conduct a Capacity Needs Assessment exercise for the above PPSPs, Agribusinesses, and resource persons to determine capacity gaps.
SKY Project Immediate
F2 LMIS undertaken by the Belgian Agency for Technical Cooperation (BTC) for districts in the Albertine Region
Undertake an elaborate LMIS for Mt. Elgon area, Lake Kioga, and the Lake Victoria Crescent to determine specific skill gaps building on this contextual baseline survey
SKY Project Immediate
F3 M&E system created by RTF (Annex 12) Operationalise the M&E system (by procuring selected hardware and software) at the RTF/SDA for agriculture sector
SKY Project / RTF Immediate
4 Refer to list below
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SUGGESTED LIST OF POTENTIAL PARTNERS – SKY PROJECT
TRAINING INSTITUTIONS
LEARNING FARMS AGRIBUSINESSES
1. Bukalasa Agricultural College
Mushroom Training and Resource Center (Mushrooms)
Uganda Crane Creameries Cooperative (Dairy)
2. Fisheries Training Institute
Namangu Investments (Rabbits)
High Mark Farm (Dairy and Agricultural Engineering)
3. Masulita Vocational Institute
Ranch on the Lake and Resort (cage fish farming)
Agromax (Horticulture and agricultural advisory services)
4. African Rural University (ARU)
Jopafam Enterprises (horticulture and bee-keeping)
Silgard (Banana Value Addition - wine making)
5. National Instructors College (NICA)
Kabeira Farm (Dairy) Mbarara Dairy Farmer’s Cooperative
6. National Farmers Leadership Centre (NFLC)
Forest Fruit Foods Banana Value Addition (Banana Juice)
Banyankore Kweterana
7. Rwentanga Vocational Institute
Nkanga Youth Farmers Group (Bee keeping)
Akroraheka Dairy Farm (Kabarole)
8. Arapai Agricultural College
SATNET (service provider) Global Agro Enterprises Limited (horticulture, animal husbandry, prerennial crops) – Isingiro (refugee target group)
9. St Josephs Kamuli
Nyabubare Foundation for Rural Development (honey and bee-hives making)
Mbarara Dairy Farmer’s Cooperative
10. Benedectine Vocational
Banyantaleza Sisters Agriculture Development Program (cereals and dairy)
El Shaddai
11. Rwampara Vocational Institute
St. Jude Family Projects (training)
Elgon Millers
12. African International Christian
Dairy Training Centre and Demonstration Farm (Kenshunga, Tayebwa &
Bugisu Cooperative Union
67
Ministries (AICM) Vocational College
Rutamweba)
13. Bunghoko Rural Development Centre
Tilda (Rice)
Namaubi
14. Bishop Stuart University
Upland Rice (Rice)
Ssembabule District Farmers Association
15. Mbuye Agricultural Institute
Kakira Outgrowers Rural Development (KORD -sugarcane)
Kasawo
16. Lutunku Community Polytechnic
Son Fish Farm Supplies (Fish Farming)
Butenga
17. Musa Body Uganda Tea Cooperation (Tea) Siraco
18. Uganda Colleges of Commerce in SKY project area (for entrepreneurial training)
SPEDA / AFRISA (animal value chains)
Katende Harambe (service provide)
Kyanja Resource Centre –KCCA (service provider)
Gudie Leisure Farm
Ssembeguya Estates
Nalubowa Lusenda (Sseenya Fish Farms)
Awoja Riverside Farm (service provider)
9 Private Sector Development / Promotion Centres in project area and Uganda Coop.Alliance
7 NARIs and 9 ZARDIs in project area
20 in total 50 (24+26) in total 17 (in total)
NB: Add selected secondary / high schools and where feasible regional level primary schools.
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ANNEXES
1) List and contacts of Key Informants
2) Lists and contacts of Focus Group Discussions Participants
3) Profiles of agri-institutions / colleges by region
4) Profiles of agribusinesses by region
5) Profiles of selected learning farms persons by region
6) External / and local resource persons available for agriprenuership training
7) Tools used for data collection
a) Key Informants Interview Guide
b) Focus Group Discussion Guide
c) Questionnaire for Youth
d) Interview Guide and Checklist for Agribusinesses
e) Interview Guide for Public and Private Service Providers (PPSPs)
8) Possibilities for youth employment in agribusinesses
9) Private and Public VTIs in the project area providing agri-skilling to youth
10) Bibliography
11) Terms of Reference
12) M&E System for Skilling Uganda
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1) List and contacts of Key Informants
SNo. Names Title and Organisation District Contact details
1 Bernard Ilasangaki Assistant Chief Administrative Officer
Kabale 07848876511
2 Beda Mwebesa District Production and Marketing Officer
Kabale 0772358052
3 Busingye Winifred Mbabazi
District Community Development Officer
Kabale 0772673898
4 Moses Akampurira Youth Officer Kabale 0774510835
5 Anthony Kwehangana Manager Uganda Industrial Research Institute (UIRI)
Kabale 0772978924
6 Dr. Alex Barekye Director of Research - KAZARDI Kabale 0781854788
7 Dr. Benda Katari Head of Animal Research - KAZARDI
Kabale 0782799753
8 Peace Byandusya Director Mushroom Training and Resource Centre (MTRC)
Kabale 0772658883
9 Eng. Jorem Adutu Principal National Instructors College Abilonino (NICA)
Kole (Lira)
0752787778
10 Charles Okiror - Akol Head of Agriculture Department / Senior Lecturer NICA
Kole (Lira)
0772960276
11 Andrew Ametto Lecturer - Agriculture Kole (Lira)
0703360800
12 Joseph Ogwal Oyuku Principal Nile Valley Agro Technical Academy
Kole (Lira)
0772884436
13 Patience Joyce Apio Administrator / Accountant National Farmers Leadership Centre (NFLC)
Mpigi 0700566974
14 Dr. Godffrey Asea Director National Crops Resources Research Institute (NaCCRI) Namulonge
Wakiso 0782031285
15 Dr. Annuciate Nakiganda Ag. Program Leader National Animal Resources Research Institute (NaARRI) Namulonge satellite
Wakiso 0782901687
16 Frances Nansubuga Fam Manager AFRISA / SPEDA Wakiso 0772822483
17 Godfrey Ogwang Deputy Chief Administrative Officer
Kabarole 0772494669
18 Dr. Salvatory Abigaba District Production and Marketing Officer
Kabarole 0772522604
19 Dinah Kembabazi Programme Officer – Agriculture Sustainable Agriculture Training Network (SATNET)
Kabarole 0774321424
20 Boaz Mwesigwa Research Officer – Horticulture and Agro-forestry Kyembogo ZARDI
Kabarole 0782837269
70
21 Edson Mirembe Principal St. Joseph’s Technical Institute / Uganda Martyrs F/Portal campus
Kabarole 0782343665
22 Sr. Specioza Kabahuma Superior General Banyateleza Sisters
Kabarole 0788463244
23 Sr. Sylvia Akugizibwe i/c Banyataleza Sisters Agriculture Development Programe
Kabarole 0772636329
24 Frank Manyindo Head-teacher Nyakasura School Kabarole 0772444480
25 Moses Baingana Kakooko Farm Master Nyakasura School Kabarole 0789839541
26 Joyce Baguma Parish Chief Kazingo Parish Bukuuku sub-county
Kabarole 0772957903
27 Paul Kasande Private Sector Development and Consultancy Centre (PRICON)
Kabarole 0772482683
28 Eric Sabiiti Director Agriculture and Dairy Farming
Kabarole 0773556920
29 Prof. Joseph Mukiibi Vice Chancellor Africa Rural University (ARU)
Kibaale 0772700722
30 Prof. Charles Ssekyewa Deputy Vice Chancellor Africa Rural University (ARU)
Kibaale 0790832690
31 Moses Nangulu Executive Director -Uganda National Agro Input Dealers Association (UNADA)
Kampala 0772/0759-633333
32 Katungisa Kenneth Coordinator- Uganda National Farmers Federation (UNIFFE)
Kampala 0702255567
33 Dr Nahamya Wilfred Dep. Executive Secretary -Uganda Business and Technical Examinations Board
Kampala 0772/0702-588133
34 Biryomumaisho Dickson Executive Secretary -The Uganda National Apiary Development Organisation (TUNADO)
Kampala 0703-856911
35 Mugisha Richard Youth Programme Officer-AgroProfocus
Kampala 0752-960057
36 Rev. Abednego Watenga District Community Development Officer
Mbale 0779038583
37 Willy Wopukulu District Commercial Officer Mbale 0772464802
38 Davidson George Wanatina
District Production Officer
Mbale 0782081906
39 Weyusya Joseph
District Community Development Officer
Manafwa
0789002987 0752624533
40 Khakusuma Doreen
District Commercial Officer
Manafwa 0702367377 0773367377
41 Nambuya Modesta District Production Officer Manafwa 0772881582
42 Wafula Erinest
District Community Development Officer
Busia
0772500776
43 Wakapisi Fred District Production Officer Busia 0773906691
44 Opio Danis District Agricultural Officer Busia 0772463862
45 Ogabo Julius District Senior Probation Officer Busia 0772453520
71
46 Kyangwa Ivan
District Community Development Officer
Jinja 0704590177
47 Dr. Kiwemba Steven
District Production Officer
Jinja 0712122829 0706122829
48 Dr. Kasadha Thomas District Principal Vet. Officer Jinja 0706519330
49 Matovu Musoke Executive Secretary Reform Task Force
Kampala 0756566929
50 Patrick Byakatonda Senior Education Officer BTVET Kampala 0772464239
51 Ishmael Mulindwa In-charge Private schools Kampala 0772841345
52 Milly Nabankema Administrator - UGAPRIVI Kampala 0772570832
53 Irene Najjuma Project Coordinator Uganda Cooperative Alliance (UCA)
Kampala 0772685548
54 Lillian Nakamatte Chief Administrative Officer Bushenyi 0772408609
55 Watti Simon Deputy Chief Administrative Officer
Bushenyi 0392944752
56 David Bayineomugisha District Production and Marketing Officer
Bushenyi 0702 270 581
57 Muhanguzi Basil Coordinator District Community Development Services
Bushenyi 0772 380 712
58 Faith Amanya District Community Development & Youth Officer
Bushenyi 0702 142 945
59 Atukunda Francis District Commercial Officer Mbarara 0772/0701 558 997
60 Kayumbu William Deputy Community Development Officer
Mbarara
61 Dr Mwebembezi William Ag District Production and Marketing Officer /District Veterinary Officer
Mbarara
62 Sseremba Hood Assistant Chief Administrative Officer
Masaka 0701/0772 316 379
63 Dr L. M. Mayega District Production and Marketing Officer
Masaka 0772/0701 601 351
64 Margaret Ssekyewa District Commercial Officer Masaka 0783 310 932 0758 785 213
65 Juliet N. Mayanja Principal Assistant Secretary –In charge of Youth Livelihood Fund
Masaka 0701 295 618 0772 541 582
72
2) Lists and contacts of Focus Group Discussions participants
Signed attendance sheets attached
73
3) Profiles of agri-institutions / colleges by region – refer to separate file
74
4) Profiles of agribusinesses by region
- refer to separate file
75
5) Profiles of selected learning farms
- refer to separate file
76
Annex 6 Suggested Institutions and External / local resource persons by region
1. Abdullah Isaac 0783348265-coffee growing
2. Afri Banana Products-Located in Ntinda Minister’s village in K’la
3. Agricultural institute in Kayunga
4. Agro Max (U) Ltd
5. Amb. P. dro- Upland
6. James Akanyijuka 0772552323 mushroom cultivation, business skills, apiary
7. Angopa Reuben- Atiri Zone A, Mukuju S/C
8. Ankole Private Sector Promotion centre
9. Arapai Agricultural College
10. Bala Demonstration Urban Dairy Farm
11. Baraka School of Agriculture (Kenya)
12. Baraza Noor -Busia Municipality- Fabricates Machine parts
13. Benon Mateka NARO staff, Kabale
14. Botto Lameka-0774630278
15. Buginyanya Research Centre in Buginyanya
16. Bugusege Sub Research Station
17. Bukalasa Agricultural College, Luwero
18. Bungokho Rural Dev’t Centre
19. Busitema University
20. Busoga University, Iganga
21. Centenary Community College - Kayunga
22. Charles Ocici- Enterprise Uganda
23. Christine Nyakwezi 0784900778 customer care, communication skills
24. Catherine Tindiwensi 0755297098-Dathine Agricultural Consult Ltd
25. Devongera Tom-Caritus, Jinja
26. Dr Ariho Alex (Was in Ghana at time of interview)
27. Enterprise Uganda
28. Eustance Sajjabi- Nkowe, Wakiso
29. Forest Fruit Foods Limited
30. Fratime Business Solutions; Led by Frank Tumuhiirwe (0782 356 255)
31. Fred Magala -0702163626 of Buwani
32. Gilbert Kakira 0705044279, Sugarcane
33. Godfrey Wambazo 0772915215,maize production and agroforestry
34. Hajji Nema- Budondo
35. Harugogo Farmers, Kabarole
36. Henry Baineomugisha (0782 415 732)
37. IFDC- for Potato farming
38. Iganga District Farmers Ass
39. International Fertilizer Development Centre, Bugolobi
40. Jane Magombe in Busamaga S/C
77
41. Kabale Distict Local Government and NARO J
42. Kabarole Local Government – Veterinary Dept.
43. Kabarole Research Centre (KRC)
44. Kajjansi NAFIRRI
45. Kateregga Sadick, Ssembabule Town Council
46. Kenya Agricultural Research Institute
47. Kituza Mukono
48. Latia Resource Centre- Nairobi
49. Makerere University Agriculture
50. Masese Fish Farmers
51. Mbarara Zonal Research Institutions
52. Mbazardi
53. Mbuye Farm School
54. Mr Kakooza Hassan of Busense- Coffee farmer
55. MTRC – Peace Byandusya 0772658883
56. Mugerwa – Kabale, Mushroom and Horticulture
57. Mugume Robert 0774314526 dairy farming and apiculture
58. Munonozi Nathan, Busembatya, Namalemba S/C
59. Mutaka Emmanuel-0773663879 Iganga
60. Naimuli Micheal, Jinja Farmers
61. Namutumba Farmers Assn
62. NARO
63. NOGAMU
64. NUCAFE
65. Nyabyeya Forest College
66. Obed 0750639918, beehive making
67. Ochakolong Yokolamu-Atiri Zone D, Mukuju S/C
68. Oliver and Designer, Ssembabule town Council
69. Oliver Kishero- Buginyanya, Bulambuli
70. Olyebobi Musa-Nakabango, Sugarcane
71. Peace Kakiri, Nursery Tea growing 0772473487
72. PRICON- James Mwesigwa, Veterinary trainer
73. PRICON, Kabarole
74. Sajjabi Nuhu, Kakira-0701555830 Sugarcane
75. SATNET, Kabarole
76. SIRACO
77. St Jude Family project
78. St. Moses in Buikwe
79. Tigebwa Development Association
80. Tororo District Farm Institute, Malaba Road, Opposite Majansi High Sch
81. Uganda Seed Trade Association, Kampala
82. UIRI
78
83. UMA Trainings
84. Steven Tindimuboona UNSPPA 0772657621
85. Wamimbi Adrew-0781231299
86. Wanyaye Brahim 0775121111
87. Wepukhulu Tom-Bukuya, Jinja
88. Faith Tushabe 0772557551
89. Kenethta Twakiire 0776021695
90. Friday Nelson aka Bajoki 0785010110 (beekeeping)
91. Laudel Ariganyira 0773805225
92. Asiimwe Noria 0782662989 (mushrooms)
79
Annex 7) Tools used for data collection
BASELINE SURVEY FOR SKILLING YOUTH FOR EMPLOYMENT IN AGRIBUSINESS (SKY) PROJECT
STAKEHOLDER INTERVIEW GUIDE NATIONAL (REGIONAL / DISTRICT) KEY INFORMANTS
Interviewer ………………………………………………………..Date……………………………………Contact…………………………
Time of interview:.. Start time……………………End time
Instructions
i. Self introduction
ii. Introduce the assignment and expected outcomes
iii. Link the organization/ project/department to the SKY project
Biodata
Organisation: ………………………………………………………………………………………………………………………………………….
Name of Respondent: ……………………………………………………………………………………………………………………………..
Designation………………………………………………………………………..Contact………………………………………………………..
The interviewer must be flexible to add or omit some questions depending on the nature of organisation
1. What role do you play in youth agri skilling ?
2. What major challenges have you met?
3. Whom would you consider your most preferred agri skilling institutions in Uganda and why?
4. What skills gaps did you find among the youth in agriculture (who work with you/ your member
organisations?
5. How can agri-skilling training programs be made more effective?
6. How would you describe a training institution, farm, Institute suitable for youth agri skilling?
7. How can the capacity of agri training institutions be strengthened?
8. How can agribusinesses be engaged in youth placement and apprenticeship?
9. Who else is involved in agri skilling in Uganda?
10. How can the SKY project engage with your organization?
11. Any other remarks on youth agri skilling?
THANK YOU FOR YOUR COOPERATION
80
BASELINE SURVEY FOR SKILLING YOUTH FOR EMPLOYMENT IN AGRIBUSINESS (SKY) PROJECT
INTERVIEW GUIDE AND CHECKLIST FOR AGRIBUSINESSES
Interviewer………………………………………………………………….Date………………………….Contact……………………………
Name of respondent…………………………………………Gender…………………………….Contact…………………………………
Time of interview:….Start time………………………………………….End time……………………….
Biodata
1. District:……………………………………………………....
2. Sub County………………………………………………….
3. Name of Agribusiness…………………………………………………………………………………………
4. Address (physical)….……………………………………………………………………………………………
5. a) Year of registration……………………5b)…Registration No………………..
6. Position of respondent a. Director b. Manager c. Head of Department
d. Supervisor e. Other (specify)…………………………………………………………………….
7. Number of Departments……………………………
8. List them
a. …………………………………………………………..
b. ……………………………………………………………….
c. ……………………………………………………………….
d. ……………………………………………………………….
e. ……………………………………………………………….
f. ………………………………………………………………
9. In which 3 major enterprises are you engaged in?
a. ……………………………………………………………………………………………………………………………….
b. ………………………………………………………………………………………………………………………………..
c. ………………………………………………………………………………………………………………………………..
10. Contact details: Tel…..………………email….…………………………Postal address…………………
Organisational Capacity
11. Is the business registered? A. Yes b. No
12. Total number of employees....…………………(Full-time………………………Part-time……………………)
13. How many of these are youth? (Below 35 years)
14. Does the agribusiness have a bank account with at least two signatories?
A. Yes b. No
15. Does the business prepare and submit annual audited accounts? A. Yes b. No
16. Does the agribusiness have a Tax Clearance Certificate for the last 2 financial years?
A. Yes b. No
81
17. Does the business have access to the fulltime Internet a. Yes b. No
18. Are you a member of any agribusiness network platform locally or internationally? a. Yes
b.No
19. If yes, name it:…………………………………………………………..
20. Do you have a Strategic / Business Plan?
21. What is your estimated business income for the last financial year (2014/2015) in millions in
Uganda Shillings (000,000/=)
Income bracket
Less than 1
1-10 11-50 51-100 101-300
301-500
Over 500
Tick as appropriate
22. Which is the main source of your income?
23. What would you consider to be total net worth of your business (i.e all assets less
liabilities)?
Net worth Less than 1
1-10 11-50 51-100 101-300
301-500
Over 500
Tick as appropriate
Indicate your management capacity
Management Position
Number Male Female Remarks and observations
24. Board of Directors
25. Managers
26. Heads of Departments / Assistant Managers
27. Supervisors
28. Administrator
29. Accountant
30. Other (specify) ………………………
Placement and Apprenticeship
31. Have you been involved in any form of skilling the youth in agribusiness related areas?
A. Yes b. No
82
32. If yes, estimate the number of youth students supported over the last 3 years
2015 2014 2013 For how long?
33. Internship / Apprenticeship
34. Placements (those retained)
35. Other 1 (specify)………………….
36. Other 2 (specify)…………………
37. If the answer was “No” in Question 30 above, would you be willing to engage in skilling
youths through placement and apprenticeship? a. Yes b. No
38. In which areas are you most capable to offer training services?
a. …………………………………………………………………………………………………………………………………
b. ………………………………………………………………………………………………………………………………..
c. ………………………………………………………………………………………………………………………………..
39. Please explain your major challenges in skilling the youth?
a.………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………..
b………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………..
c………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
d. …………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
e. …………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
f. …………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
40. What skills gaps did you identify with the students / interns?
g. …………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………..
h. …………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………..
i. …………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
j. …………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
83
Capacity Building
41. Whom do you consider a model agri skills training centre/ institution / resource person and
why?
Name……………………………………………………………………………………………………………………………………..
Location/ address……………………………………………………………………………………………………………………
Reasons
i. …………………………………………………………………………………………………………………………………
ii. …………….……………………………………………………………………………………………………………………
iii. ………………………………………………………………………………………………………………………………….
Name……………………………………………………………………………………………………………………………………..
Location/ address……………………………………………………………………………………………………………………
Reasons
i. …………………………………………………………………………………………………………………………………
ii. …………….……………………………………………………………………………………………………………………
iii. ………………………………………………………………………………………………………………………………….
Name……………………………………………………………………………………………………………………………………..
Location/ address……………………………………………………………………………………………………………………
Reasons
i. …………………………………………………………………………………………………………………………………
ii. …………….……………………………………………………………………………………………………………………
iii. ………………………………………………………………………………………………………………………………….
42. How can we work with your agribusiness in youth agri skilling?
i. …………………………………………………………………………………………………………………………………………
ii. …………………………………………………………………………………………………………………………………………
iii. …………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………….
43. What support would you require to provide more effective student placements and
apprenticeships?
i………………………………………………………………………………………………………………………………………………
ii……………………………………………………………………………………………………………………………………………
iii……………………………………………………………………………………………………………………………………………
44. How much do you spend on each interns / student on placement per month?.
..........................................................................................
45. How much on average do you pay per month youth working with your enterprise?
Full time……………….. Part-time………………………..
46. Any final remarks regarding youth skilling in agribusiness………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
THANK YOU FOR YOUR TIME
84
BASELINE SURVEY FOR SKILLING YOUTH FOR EMPLOYMENT IN AGRIBUSINESS (SKY) PROJECT
INTERVIEW GUIDE FOR AGRI SKILLING SERVICE PROVIDERS (COLLEGES, INSTITUTIONS, SCHOOLS,
LEARNING FARMS)
Interviewer………………………………………………………………….Date………………………….Contact……………………………
Time of interview: Start time……………………………….End time………………………………..
Name of respondent……………………………………………………………Gender…………………………
Designation…………………………………………………………..Contact………………………………………………………………………
Biodata
47. District:……………………………………………………....
48. Sub County………………………………………………….
49. Name of Service Provider/ trainer…………………………………………………………………………………………
50. Year of formation………………………………………..
51. Address / contacts of Head of Institution…………………………………………………………………
6. Type of institution a. College b. Vocational Training Institute c. Learning farm
d. Secondary school e. NGO f. Faith Based Organisation
Other (specify)……………………………………………..
7. Form of ownership a. Public b. Private c. semi-autonomous
8. Position of respondent a. Head of Institution b. Head of Department c. Instructor/
teacher d. Club patron e. Other (specify)…………………………………………………………………….
Training Courses and enrolment
9. Total enrolment…………………..(Male……….Female………..)
10. Enrolment in agribusiness related courses Total…………….(Male………Female…………..)
Which courses/modules/programmes do you offer, their entry and internship requirements, course
duration, current enrolment residence status, and cost per trainee?
Name all Modules / course Minimum Course Possible Current Day or Cost per
85
What was the overall enrolment, drop-out and placements and apprenticeships in the last 2 years?
2015 2014
21. Admitted
22. Number enrolled
23. Drop out
24. Placements
25. Internship and apprenticeship
26. Would you be willing to engage in skilling youths through placement and apprenticeship?
a. Yes b. No
27. If yes, how many apprenticeship / internship places can you provide per year?...........
28. In which 3 major enterprises are you engaged in?
a. ……………………………………………………………………………………………………………………………….
b. ………………………………………………………………………………………………………………………………..
c. ………………………………………………………………………………………………………………………………..
29. In which areas are you most capable to offer agri-skills training services?
a. …………………………………………………………………………………………………………………………………
b. ………………………………………………………………………………………………………………………………..
c. ………………………………………………………………………………………………………………………………..
Organisational Capacity
21. Does the institution have an operational Governing Board? a. Yes b. No
22. If yes, Total Board members………………..(Male……………….Female………………..)
23. Does the institution have a Strategic / Business Plan? a. Yes b. No.
agricultural related programmes / courses / offered
units delivered in the programme / course
entry education requirement
duration number for Placement/ internship
enrolment
Boarding trainee
11
12
13
14
15
16
17
18
19
20
86
24. Do you have any networks / linkages with local enterprises that impact on your quality of
training?
Name them: i………………………………………………………………….
ii…………………………………………………………………………………….
iii…………………………………………………………………………………..
25. How often is inspection done at this institution?.................................................
26. What is the total number of employees....………(Male…………………………Female……………………)
27. How any of these are a. Full-time…………………………..b. Part-time
28. Number of teaching staff / trainers / instructors……………(Male…………………Female……………)
29. Number of non teaching staff………………………………………………………………………………………………..
30. On how much land is your training institution (in acres) a. 1-2 b. 3-5 c. 6-10
d.11-20 e. 21-50 f. Over 51
For learning farms ONLY
31. What is the legal status of the farm a. Proprietorship b. Partnership c. Private
limited Company d. NGO e. Public company f. other (specify)
32. Is the Farm Manager the owner of the farm? A. Yes b. No
Indicate your management capacity
Management Position Number of staff
Qualifications Remarks and observations
33. Director/Principal/Headteacher
34. Farm Manager
35. Heads of Departments / Supervisors
36. Instructors / trainers
37. Accountant
38. Administrator
Note if all the positions are occupied by the same person
39. Does the farm have a farm bank account? A. Yes b. No
40. Does the farm prepare annual audited accounts? A. Yes b. No
41. Does the farm pay government taxes? A. Yes b. No
42. Does the farm have access to the Internet a. Yes b. No
43. What is your estimated farm income by source (in millions of UGX) for the last 2 years
Source of Income 2015 2014
44. Sale of farm produce
45. Training
46. Agro tourism
47. Grants / Donations
48. Rental income
49. Other sources (Specify)
50. TOTAL
87
(For All Institutions) Please indicate the numbers of agricultural and entrepreneurial training staff you
have by their highest level of education attained
Highest level of teaching staff qualification Number of Staff
51. Non certified teaching staff
52. Ordinary Certificate holders
53. Advanced Certificate holders
54. Diploma holders
55. Graduate Degree holders
56. Post graduate Diploma holders
57. Masters Degree holders
58. PhD holders
59. Other 1 (Specify)
60. Other 2 (Specify)
61. Other 3 (Specify)
62. Other 4 (Specify)
88
Indicate the availability of instruction materials, physical resource, machinery and facilities for agri skills
training
Material/ resource/ /machinery / facility
We have it If yes, how many
Remarks
No Yes
63. Classrooms
64. School farm
65. Farm record books
66. Laboratories
67. Dormitory blocks
68. Kitchen
69. Dining hall
70. Library
71. Computer lab
72. Crop demonstration farm
73. Green house technology
74. Irrigation demonstration system
75. Tractor
76. Dairy demonstration farm
77. Poultry demonstration farm
78. Piggery unit
79. Apiary demonstration unit
80. Food processing technologies
81. Fish pond
82. Fruit/ tree demonstration nursery
83. Other 1 (specify)…………………..
84. Other 2
85. Other 3
Capacity Building
86. Whom do you consider model agri skills training centres/ institutions/trainers and why?
Name……………………………………………………………………………………………………………………………………..
Location/ address……………………………………………………………………………………………………………………
Reasons
iv. …………………………………………………………………………………………………………………………………
v. …………….……………………………………………………………………………………………………………………
vi. ………………………………………………………………………………………………………………………………….
Name……………………………………………………………………………………………………………………………………..
Location/ address……………………………………………………………………………………………………………………
Reasons
i. …………………………………………………………………………………………………………………………………
ii. …………….……………………………………………………………………………………………………………………
iii. ………………………………………………………………………………………………………………………………….
89
Name……………………………………………………………………………………………………………………………………..
Location/ address……………………………………………………………………………………………………………………
Reasons
i. …………………………………………………………………………………………………………………………………
ii. …………….……………………………………………………………………………………………………………………
iii. ………………………………………………………………………………………………………………………………….
87. What challenges do you face as agri business skills service providers/ trainers?
a. …………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
b. …………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
c. …………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………..
d. …………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………….
e. …………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
f. …………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
88. What do you require to be more effective in agri-skilling?
a. …………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
b. …………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………….
c. …………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………..
89. What challenges does your institution face in student placement and apprenticeship?
a. …………………………………………………………………………………………………………………………………………
b. …………………………………………………………………………………………………………………………………………
c. …………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………..
90. How can we support your institution in youth agri skilling?
a. …………………………………………………………………………………………………………………………………………
b. …………………………………………………………………………………………………………………………………………
c. …………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………….
91. Any final remarks regarding youth skilling in agribusiness?
………………………………………………………………………………………………………………………………………………
THANK YOU FOR YOUR TIME
90
BASELINE SURVEY FOR SKILLING YOUTH FOR EMPLOYMENT IN AGRIBUSINESS (SKY) PROJECT
FOCUS GROUP DISCUSSION GUIDE FOR YOUTH
District………………………………………….. Organisation……………………………………………………
Major agricultural youth enterprises in the area……………………………………..,………………………,…………………
1. Focus Group Discussion on Wealth Ranking
WEALTH GROUP RICH YOUTHS
MIDDLE INCOME YOUTHS
POOR YOUTHS
Group consensus % % %
General Description
Acres of agricultural land accessed
Acres of agricultural land owned
Land under cultivation
Assets owned (mobile phone, boda-boda, TV, etc
Agriculture Inputs used
Types of and sources of labour used
Major Food crops
Other sources of food
Cash crops grown
Types of markets accessed -local, national, international
Types of livestock owned
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Membership to farmer groups
Women position in the household
2. How do you perceive the context within which youths operate in Uganda’s agriculture sector?
3. What are the major skills that youths should be trained in to increase their employability in
agribusinesses?
4. What are the major skills gaps that hinder youths from starting their own successful
agribusinesses/ farm businesses?
5. Who would you consider a model agri skills training centre /Institution/ farm/ school and why?
6. What do you consider as the major constraints to youths in agriculture?
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7. What could be done to attract youths into agribusiness?
8. What resources should an agri skills training centre or institution have to ensure quality,
relevant and practical training in agribusiness?
THANK YOU FOR YOUR TIME
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Annex 8: Possibilities for youth employment in agribusinesses- Agribusiness Skills Areas by occupation
FARMERS OCCUPATIONS
Land Preparation:
Cultivation techniques Tractor Driver
Zero tillage for soil and energy conservation Agricultural Contractor
Soil conservation Farm Mechanic
Crop Production:
Improved varieties Crop Farmer
Plant spacing and density
Nursery management for seedling production Nurseryman/woman
Crop protection (pest and disease control) Crop Protection Officer
Application and use of crop chemicals Crop Sprayer
Integrated pest management Crops Officer
Assessing and meeting plant nutrition needs / fertiliser
Applying fertilizers Tractor Driver
Water management - irrigation, water harvesting Irrigation Engineer
Harvesting techniques including mechanized harvesting Agricultural Engineer
Animal Production:
Animal breeding and improved breeds Livestock Farmer
Animal handling and husbandry Herdsman
Animal health and disease control Veterinary Officer
Animal housing Animal Health Officer / Builder
Pastures Pasture Officer
Grazing management Herdsman
Animal nutrition Animal Nutritionist
Animal identification and recording Farm Recorder
Water supply Farmer / Plumber / Irrigation Engineer
Fish Pond Construction
Aquaculture
Post Harvest Management:
Cleaning Warehouseman
Crop drying Machine Operator / Dryer Operator
Crop grading Pack house Worker / Supervisor
Storage principles and pest and disease control Crop Storage Officer / Warehouseman
Crop storage
Crop processing on the farm Crop processing Technician / Farmer
Marketing:
Obtaining market price information Marketing officer
Working with traders Salesman / Trader
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Niche marketing for high value crops and livestock
Packaging Packer / Pack house worker
Transportation Driver
Contract growing and contract obligations Contracts Officer
Farm Management:
Calculating land and crop areas Farm Manager
Measuring yields Farm Supervisor
Principles of costs of production
Gross margins
Credit application and management Credit Officer
Record keeping Recorder / Farm secretary
Business planning Farm Manager / Office Manager
Institutional strengthening:
Group formation and membership Extension Worker
Role and function of group members
Types of groups (self help, purchasing, marketing, credit)
Cooperatives Cooperative Officer
Financial management Accountant / Farm Manager
Accessing services
Making a proposal for services
TRADERS (of products and inputs) Trader
Post Harvest Management
Crop storage
Crop quality and grading
Warehouse management
Transport Management
Vehicle maintenance Mechanic
Packaging for transportation Packer
Cool store operation Freezing Worker
Marketing
Marketing and price information Marketing Officer
Stock recording and management Stores Manager
Managing sales and receipts Sales Manager
Contract management Contract Manager
Business Management
Book keeping Book-Keeper
Banking Accountant
Access to credit Clerk
Managing clients Client Manager
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Providing credit in cash or in kind Credit Officer
PROCESSORS
Processing technology
Crop milling Miller
Machinery maintenance Mechanic
Packaging of products Packer
Food technology Food Technologist
Meat inspection Meat Inspector
Abattoir management Abattoir Worker / Slaughter man
Marketing
Marketing and price information Marketing Officer
Stock recording and management Warehouseman
Managing sales and receipts Clerk / Book-Keeper
Contract management
Quality control Supervisor
Business Management
Financial management Finance Officer
Accounting and taxation Accountant / Book-Keeper
Human resource management Personnel Officer
Trade law and contracts Lawyer / Clerk
Commodities exchange practice
Extension and Outreach Extension Officer
Ethics Manager
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Annex 9: Public and Private Agricultural Training Providers in the SKY Project area
No NAME COURSES
OFFERED
MIN ENTRY REQUIREMENTS COURSE
DURATION
DISTRICT TELEPHONE
CONTACT
1. ABILONINO NATIONAL
INSTRUCTORS COLLEGE (NIC)
DTTE, CTTE Technical Vocational
Qualification
DTTE – 2yrs
CTTE – 1yr
Kole 0772-589774
2. BUKALASA AGRICULTURAL
COLLEGE (BAC)
Crop and
Animal
Husbandry
Relevant passes at “A” level
Previous work experience
Diploma
Certificate
3. KITAGATA AGRICULTURE
INSTITUTE
CJ, BCP, TC,
Agric
5 passes at O’ level, sciences
this includes Maths, English &
Physics
Craft Certificate
Part 1 – 2 years
Craft Certificate
Part II (Advanced)
– 1 year
Bushenyi
4. RWAMPARA AGRICULTURE
INSTITUTE
CJ, BCP, TC,
Agric
“ “ Mbarara
5. RWENTANGA AGRICULTURE
INSTITUTE
CJ, BCP, TC,
Agric
“ “ Mbarara
6. SSESE AGRICULTURE
INSTITUTE
CJ, BCP, Agric “ “ Kalangala
7. AMUGO-AGRO INSTITUTE CJ, BCP, Agric,
Mechanics
“ “ Lira
8. KADOGO COMMUNITY
POLYTECHNIC -Level 1
CJ, BCP, TC, EI,
MVT, Agric
PLE 33 Aggregates 3 years Mbarara 0772-345062
9. RUTUNKU COMMUNITY
POLYTECHNIC
CJ, BCP, TC, EI,
MVT, Agric
“ “ Ssembabule 0772-567107
10. OLIO COMMUNITY
POLYTECHNIC
CJ, BCP, TC, EI,
MVT, Agric
“ “ Soroti 0772-539338
11. RUKORE COMMUNITY
POLYTECHNIC
CJ, BCP, TC, EI,
MVT, Agric
“ “ Kabale 0772-338901
12. JINJA COMMUNITY
POLYTECHNIC
CJ, BCP, TC, EI,
MVT, Agric
“ “ Jinja
13. KIHIIHI COMMUNITY
POLYTECHNIC
CJ, BCP, TC, EI,
MVT, Agric
“ “ Kanungu Box, 7, Kihiihi
14. BBOWA COMMUNITY
POLYTECHNIC
CJ, BCP, TC, EI,
MVT, Agric
“ “ Luwero
0782-400872
15. GOMBE COMMUNITY
POLYTECHNIC
CJ, BCP, TC, EI,
MVT, Agric
“ “ Wakiso 0772-584103
16. MBALE COMMUNITY
POLYTECHNIC
CJ, BCP, TC, EI,
MVT, Agric
“ “ Mbale
Municipality
0772-376809
17. HAKITENGYA COMMUNITY
POLYTECHNIC
CJ, BCP, TC, EI,
MVT, Agric
“ “
Bundibugyo 0772-579050
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No NAME COURSES
OFFERED
MIN ENTRY REQUIREMENTS COURSE
DURATION
DISTRICT TELEPHONE
CONTACT
18. LUMINO COMMUNITY
POLYTECHNIC
CJ, BCP, TC, EI,
MVT, Agric
“ “ Busia 0772-340843
Private Providers (UGAPRIVI members)
No Name Location
1 Astim Institute of Business Kyegegwa
2 Biremo War Memorial Kakumiro
3 Global Business and Vocational Bundibugyo
4 Mother Gerine Mubende
5 Uganda Rural Development and Training / URU Kagadi-Kibaale
6 African International Christian Ministries (AIC) Voc. College Kabale
7 Blessed Parents Rukungiri
8 Dove Cote Vocational Vocational Kabale
9 Trinity Vocational College Ntungamo
10 Drusilla Balaba Vocational Kabale
11 Lake Bunyonyi Christian Kabale
12 Nyanamo Vocational Kisoro
13 St Konrad Integrated Vocational School Kabale
14 Adwoki Technical School Dokoo
15 Alebtong River Blue Vocatioal Lira
16 DJRA Comprehensive Lira
17 Modern Vocational Training Oyam
18 The Nile Valley Agro-Techncal Kole
19 Unity College Ngetta Lira
20 Ggulama Social Training Centre Masaka
21 Mbuye Farm School Kyotera
22 St Hellen Socia Training Centre Masaka
23 St Mugaaga Narozali Farm Masaka
24 Buwama Business Systems Lwengo
25 CIDI Centre for Gardening Kampala
26 Kawmi Vocaitonal mixed Mpigi
27 Benedictine Vocational Training Mbale
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of young farmers. November 2013. 21. IPC (2015) Report of the Integrated food security Phase Classification Chronic Analysis for Uganda,
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Annex 11 Terms of Reference – see attached pdf file