Agricultural skills development in Uganda

What are the missing links?

Presentation by: Cuthbert Tukundane Uganda Martyrs University

Agricultural skills development in Uganda

22/04/2023

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Cuthbert Tukundane

Presentation outline

22/04/2023Cuthbert Tukundane

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Background Current Status of agricultural skills

training in Uganda AVET issues Experience from teaching and research Preconditions for successful agricultural

skills training in Uganda Conclusion

PhotoUNDP

Background


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Agriculture is the mainstay of Uganda’s economy

Over 70% of the country’s population are engaged in the sector

The sector is the major employer in the country employs the largest proportion, 65.6% of the

population aged 10 and above (figures for 2010)

In 2010/11, the sector accounted for 22.5% of total GDP

Agricultural exports accounted for 46% of total exports in 2010 (Figures are from UBOS, 2011)

Background cont.


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Most industries in Uganda are agro-based Though the sector’s share in total GDP has

been declining, it remains very important and the basis for the manufacturing and service sectors

Therefore agricultural development is of paramount importance for the provision of food for the population and raw materials for the manufacturing sector and potential for the export sector

Background cont.


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Efforts aimed at poverty reduction and rural development in the country have over the years been justifiably focused on this sector

The country has adequate land and water resources to enable it to produce enough food for domestic consumption and have excess for export

Thus, agriculture should present opportunities for economically viable careers

Background cont.


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Against this backdrop, investment in the various departments in the sector and in skills development is a critical issue

Government admits that one of the major problems stifling the agricultural sector is insufficient manpower and skills (MAAIF, 2011)

Proper Agricultural Skills Development (ASD) is crucial for the growth of the sector

Agricultural skills training in Ugandacurrent issues


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Agricultural training and skills development in Uganda is limited

Training currently being offered at a few institutions Universities Agricultural and cooperative training

colleges Farm schools Vocational schools

Agricultural skills training in Ugandacurrent issues cont.


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District Agricultural and Information Training Centres (DATICs)

Agricultural Research and Development Centres (ARDCs)

Agricultural Development Centres (ADCs)

Farmer Field schools A little bit in Primary & Secondary

schools and Teacher Training Colleges Private institutions/organizations



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Products/Graduates: specialists, agricultural officers, veterinary doctors, researchers, extension workers, agricultural assistants, trained farmers etc.

Both public and private provision More institutions are needed and the

supply does not match the numbers and quality of the human resource base required for agricultural development (MAAIF, 2011)



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In 2004, Government developed a National Agricultural Education Policy and Strategy aimed at promoting farming as a business and professionalism in agriculture but this policy has not been implemented

Agricultural Training Institutions produce diploma and certificate holders and yet these are no longer recruited by Local Governments though farmers tend to prefer them to degree holders (MAAIF, 2011)



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Integrating agricultural education within the curricula for primary school education remains a challenge as both the teachers and pupils have not shown enthusiasm for and commitment to the recommended agricultural practices as a daily routine (MAAIF, 2011)

The functional adult literacy programme, which is pivotal to adult farmers’ ability to conceptualise and implement best practices, continues to face challenges due to rising dropout rates (MAAIF, 2011)

AVET Issues


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Trying to do a good job – products of AVET are the ones more likely to work directly with farmers [stories]

The kind of skills produced at this level would suit smallholder farmers – a majority in Uganda’s agriculture

Generally, vocational education in Sub-Saharan Africa and Uganda in particular is stigmatized as an institution for those who have failed in the mainstream academic education

AVET Issues cont.


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Thus, it suffers from a bad image & the situation is compounded by a general dislike of science subjects in the country by many young people

Because for most people it is a second or third choice, motivation of many students and teachers within these institutions is low

AVET Issues cont.


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Many see these as stepping stones to further education to catch up with those who took the academic mainstream route

The institutions are poorly facilitated In some cases, more

theoretical/academic than practical and yet it is more practical help that the farmers need

Initiatives to correct this: BTVET; Skilling Uganda

Experience at a Farm school and training programme in Western Uganda


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Course choice [changing status, other courses, gender]

Attitude (teachers & students) Mode of study (theory versus practical) Facilitation (materials, demonstrations

etc.) Teachers qualifications/teaching methods Field attachment/practical lessons The graduates and agricultural career

[tracer study] What are we doing?

My classroom and research experience


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Agriculture and rural development course

Field visits/practical exercises/placements

Encounter with potential agriculture students

Farmers’ experience Skills transfer – extension services

Preconditions/recommendations


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Promote positive attitudes towards agriculture. The image of agriculture has to be changed – no longer ‘dirty work’ but a profitable venture, viable career

Agricultural institutions must be strengthened and properly funded

Labs and equipment needed to make courses more ‘hands-on’

The curriculum changed to make it more practical oriented – life skills, technical skills, problem solving etc.

Preconditions/recommendations cont.


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Emphasis should be on all the three learning domains, namely, cognitive, psychomotor and affective – beyond agricultural knowledge and skills e.g. way to deal with farmers, communication skills, entrepreneurial skills, book keeping, marketing, problem-solving, how to handle agricultural credit, developing effective farmer groups, functional skills etc.

Properly trained and facilitated teachers



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Start developing career early enough – give exposure as early as primary and secondary schools e.g. field visits to model farms, interaction with agricultural professionals, career guidance etc.

Partnerships with the different stakeholders – farmers, agri-business entrepreneurs, local leaders, educators, and key players in the informal and formal sectors - to make the training more relevant and responsive to the local farmer/farming needs – demand-driven



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Hierarchical training – Needs at different levels/for different groups (from primary school to university and to functional adult literacy)/that cut across the value chain

Importance of research – linking research, training and agricultural development [top-down approach?]

Modern and relevant skills e.g. how to use appropriate technology to preserve perishable foods/goods, simple irrigation methods, soil and water conservation, integrated pest management etc.



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Improve the remuneration of people employed in the agricultural sector and encourage their continuous training

Strengthening the linkage between formal and non-formal agricultural education

Implement the proposals in the National Agricultural Education Policy; BTVET; Skilling Uganda

Conclusion


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Agriculture is and will continue to play a vital role in the growth and development of Uganda

Promoting and strengthening agricultural skills development is crucial

Agricultural skills development is a complex task and will require an inter-sectoral approach [cooperation]

Thank you

References Ministry of Agriculture Animal Industry and

Fisheries (MAAIF), 2011. National Agricultural Policy (Final Draft)

Uganda Bureau of Statistics (UBOS), 2011, cited in MAAIF, 2011. National Agricultural Policy (Final Draft)

Kibwika, P. et al., 2010. Does agricultural education prepare early school leavers for a career in agriculture? Experiences from Uganda. In: Zeelen, J. et al. (eds.). The Burden of Educational Exclusion: Understanding and Challenging Early School Leaving in Africa, pp. 67-79. 22/04/2023Cuthbert Tukundane

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Agricultural skills development in Uganda