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CAADP Agricultural And Vocational Education Training (ATVET)
Initiative on Technical, Vocational Education and Training (TVET) in Support
CAADP ImplementationAbraham Sarfo
ATVET Advisor-NEPAD Planning and Coordinating [email protected]
+27 82869 5060Twitter @A_Sarfo
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ATVET-ContextA glimpse on key challenges and opportunities for
ATVET
Markets and competitiveness
Climate change
Employment and incomes
Food security
Skills Development and
professional Education in Agriculture
Adapted from A. Matthess, A. Akinola, Sustainable Cocoa Business Project GIZ
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ATVET-Context Key challenges and opportunities for ATVET
What is our response to these challenges and opportunities? Effective today Tomorrow in the making
under OUR mandateNext generation
Higher temperaturesChanges in precipitation patterns and extreme weather Lower yields for crops and livestock
Food independency decreases in Africa: Approx. 20% Cereals must be imported
Demand grows rapidly: In 2035, 700 million Africans (50%) will live in cities
In 2015, 20 million young Africans will enter the labour market
Today, 47% of Africans live below 1.25USD poverty line
Rising prices of agric. commodities provide incentives
Markets and competitiveness
Rural employment and incomes
Food security
Climate change
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ATVET- Background
• In addressing some of these critical challenges in Africa agriculture, ATVET was launched in 2012 with the support of GIZ with focus on:– Knowledge management and survey of approaches,
information and best practices sharing of ATVET in Africa– Anchoring of ATVET in the AU structures and in the CAADP-
country process promotion programs– Development and assessment of qualification measures
for farmers, the youth, employed persons and service providers at national level.
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How ATVET Responds To Key Challenges
• Farming systems and value chains that are attractive for African youth and that create jobs (added value)
• Prioritize human capital development through training and access to technology
• Ownership-ATVET that responds to the needs the continent and specific needs of specific of countries
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How ATVET Responds To Key Challenges
Renewing Agriculture Education that is part of an integrated approach to rural transformation by building the knowledge base and broad consensus around a rural transformation agenda
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Sustaining the CAADP Momentum
Impact
Outcome
Strategic Thrust
CAADP Pillars
Job Opportunity and Food Security
Wealth Creation
Economic Growth Resilience
Productivity CompetitivenessRegional and
Global Integration
Land and Water
Markets and Private
Sector
Food and Nutrition Security
Research, Knowledge
Strengthening and Aligning Institutions
Knowledge and
Knowledge Support
Financing and
Investment In Agric04/10/2023 7
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Sustaining CAADP Momentum- Strategic Thrusts-2
• An education focused on science, technology and vocational training
• An R & D and technology transfer system; innovative firms and entrepreneurs
• Networks and communities of practice to co-create knowledge and learning
Knowledge and learning Support CAADP should stimulate increased
investment in knowledge infrastructure
AUC and NPCA have over the last year led
KIS support within the country and regional
CAADP implementation
processes and ICT and Information support to
farmers and practitioners
04/10/2023 8
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The Demand for ATVET in Africa Specialization, Diversification and Commercialization of
Agricultural Production according to the regional agricultural corridors
Enhancement of skills and knowledge is needed to participate actively in agricultural value chains
Mechanized Farming is emerging
Training of Agricultural Extension Agents(AEA), who play a significant role in Agricultural Development
Demand of Rural Youth Population for training-the forgotten majority!
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Core Problems of ATVET Formal ATVET systems normally do not exist ATVET is very fragmented and not integrated into an
overall national TVET system Low importance is given by the governments and lack
of sufficient financing Limited enrollment capacity of the training institutions Very few linkages between public and private efforts Poor training quality, inefficient delivery and insufficient
training in practical skills Poor infrastructure and machinery Teachers /trainers lack of technology knowledge and
practical skills; pedagogy/didactics
CAADP/GIZ Workshop Kenya, June 2013
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Systemic Components Of ATVET Systems
ATVETFundingSystem
Provision & Quality
of ATVET System
Private Sector Partnership
ATVETTraining Models
ATVET Governance
Structure
Self employmentin Informal
Sector
Labor MarketInformation
System
Labor Market Oriented Qualification &Curricula
Labor Market and Industrial Research
National QualificationFramework
Attachments for practical training
Vocational Training CentersPrivate Sector associations
Participation of Private Sector
Multiple FundingGovernment/ Private sector/ Participants
InfrastructureTeachersManagement Staff
IncomeGeneratingActivities
Vouchers
Tax incentives Tuition Fees
Ministries
Employmentin private
Sector
Graduates
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Target Groups: Rural YouthSchool drop outsFarmers, Farmer workers, AEA
Short termUpgradingprograms
EntrepreneurialSkill training
BusinessAdvisoryServices
Income GeneratingServices, e.g.
Production
TechnologyTransfer
Certification & Diploma Programs(10+1+2+3)
Modularized Non Formal Programs
Services provided upon demand of private & public sector
Modern ATVETCOLLEGE
Labor Market Formal andNon Formal Programs
BusinessServices
Links to Universities
LONG TERM VISION
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Core Principles For ATVET (BEEE Or B3Es)
ATVET
Entrepreneurs Employers Employable
B3Es underscores curricula development, technology, knowledge transfer methodologies and value chain targets.
An interventions of ATVET resulting in all or at least one of the following outputs where beneficiaries (trainees) Become Entrepreneurs, Employers and or
Employable (B3Es )
YOUTH & WOMEN would be interested in ATVET only if one of the above outputs would be met
BECOMING
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Value Chains TNA
Existing Training Experiences
Curriculum and Program Development for VC
TOT
Training provision
Curriculum and Program Dep't. in Training Institutes/
ATCFormal/ non formal
Formalin Training Institutes/ATC
YOUTH, Farmers, Farm
workers,Demand oriented
Organizational Development/
Institutional Capacity Building
Business/ Farmer Associations
Public and private Training Institutes /
ATCs
Training provision
HCD- Human Capacity Development
Piloting Qualification Measures at Country Level(Ghana & Kenya)
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Mid Term InitiativesReview and Modernize existing training systems
Linkages between public and private initiatives
Experiences in linking primary and secondary education (e.g.: Kenya Youth program) with agricultural skill training in rural/urban areas and among farm communities
Awareness creation to motivate National decision-makers
Conduct regional surveys and baseline studies on the situation of ATVET
Up scaling of good practices
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Long-Term Initiatives
• As we seek to improve agricultural education within CAADP we wish to lead by developing a system of Agricultural vocational and technical education:– That is part of an integrated approach to rural
transformation building on the knowledge base and broad consensus around a rural transformation agenda
– That is linked to other Initiatives on Agricultural Education on the Continent including TEAM-Africa
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Long-Term Initiatives-Expected Outcomes
1. Existence of national policies which stimulate and support increased capacity and performance of agriculture education
2. A knowledge platform concerning models/good practice for Agricultural Education Systems (AES)-reform, including basic, secondary, tertiary education and R&D in place
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Long-Term Initiatives
3. The private sector is participating in the development of national AESs to assure labour-market conformity
4. Mechanisms to organize a regular communication between theory and practice and vise-versa over the four levels (continental – regional – national – micro) are put in place, to assure e.g. that research results reach the farmer or that farmer’s practical needs are up-taken by R&D.
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• I THANK YOU• ME DA MO ASE