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yohan
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#21 Posted: Mon Oct 27th, 2008 11:19 |
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Every effort should be made to establish clear mechanism of linkage among stakeholders of national agricultural research system by identifying their explicit mandates. This involves consultation with policy makers, extension workers, community-based NGOs, academic staff and agricultural agencies to ensure better harmonization and coordination in development-oriented research activities. National policy and guidelines for agricultural research must be developed to provide effective strategies for rural development and to promote multidisciplinary and locally-oriented research projects with the active involvement of the main actors.
Moreover, strong research and extension centers are critical to monitor research activities and report on the findings impact and their contribution to rural socio-economic development. It is useful to publish annual research reports and disseminate properly for the effective transfer of knowledge and better utilization. Unfortunately, many research findings have remained largely on shelves and unavailable to those who need to take action or implement using their useful recommendations.
Regards,
Yohannes Woldetensae
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Admin
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#22 Posted: Mon Oct 27th, 2008 16:58 |
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Dear Participants,
Recent comments have questioned the past role of African HEI´s in agricultural research and extension. The U.S. land grant system model and/or other exogenous models may not be appropriate for Africa.
Are there other promising models that might be pursued?
Are there lessons learned from prior attempts at HEI outreach in Africa that could be applied to help strengthen linkages between African HEI´s and rural development focused intermediary organizations?
Sincerely,
Olusola Oyewole, David Hansen, and Anne-Claire Hervy
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Marc Cutright
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#23 Posted: Mon Oct 27th, 2008 21:50 |
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While I am sensitive to the necessity of not imposing foreign and often inappropriate models to unique situations in Africa, there are two American models of higher education that I think can be adapted and blended for the address of agricultural education. I'm thinking of the work college, and the community college.
In the first case, there are now only six work colleges in the US formally recognized as such by the federal government and their own consortium. These are four-year, accredited colleges where all students work at all manner of jobs on campus, in return for reduced or no tuition. (The no-tuition models are made possible by the substantial private support that such institutions can attract.) The most well-known of these is probably Berea College in Kentucky. There were many such institutions in the US in the 19th century, but as America became more affluent....
I believe this is a model for consideration in circumstances where students have no money, governments are strapped, unemployment for pay is high, potential students have most or all of the skills to do many of the jobs that would be required even to construct an institution, and philanthropic support is not predictably sustainable. Just about everywhere in Africa, in short.
The second model is the community college. The critical skills and knowledge necessary for graduates to be catalysts of improved practice need not necessarily be associated with a four-year degree. But a two-year degree, with the potential for transferability of credits toward further education, seems both practical and attainable, and will put graduates into positions twice as fast.
Blended, I think such a model would have great potential.
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Kossi Makpayo
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#24 Posted: Tue Oct 28th, 2008 00:33 |
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Africa of many contradictions!
I will start by observing that even though the majority of the people are in the agriculture sector, in some of the countries like Mali and Senegal, riz which is part of every day meal is almost enterely from Asian countries. How can the farmers become rich if nobody is buying their crops as they should in order to generate the economies of scale necessary to lunch them on the industrial level. So we can see a vicious circle of auto-generated poverty here.
Second, the current situation in Zimbabwe, above all, is worth some reflexions. Having land is not enough: management skills are just as important as having land, if not much more important. I think here is where our universities need to come in: tailor their curricula in order to impart knowledge and skills to the rural sector. R&D, adapted to the Competitive Advantage of each country is a must for development. until the gap or total disconnection between the rural sector and the industrial sector is bridged in Sud Saharan African the circle of poverty will be hard to break as our integration to the World Economy will only be a political slogan. (the gap is explained by the fact that the industrial sector is mostly in the mining, exporting raw material, hence creating less jobs; the agriculture sector produces for part of the local consumption-mostly self subsistance- and for exports - cotton, cafe, cocoa ect). For, West Africa is doing rather well in producing cotton. But the cotton is exported mostly raw. If universities, along with the businees world can intervene, Africa can start exporting more value-added products, hence creating jobs and generating wealth.
In summary: why is riz from Asian countries so popular in Mali, Senegal and Niger ect? They have Competitive advantage, but also the type of riz is adapted to their soil, increasing productivity hence making it more price competitive around the globe!
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Tendai
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#25 Posted: Tue Oct 28th, 2008 16:31 |
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My colleagues at Fayetteville State University in North Carolina would like to contribute to this question. We are aware of and have participated in some successful models in which our Historically Black Universities (HBCUS) Partnered with like institutions in Africa along with NGOs, financing institutions and government to engage in successful collaborations where research led to product development in cooperation with NGOs representing the farming community. Micro –economic development concepts and activities were applied to help develop products for market and consumption. Several of these models were successfully begun and implemented through the International Partnership Development grants funded some years ago with funds managed through the United Negro College Fund Special Projects office, and through the Department of Energy. The relationships created through the funding enabled the development of a dialogue in country between the various constituents that did not previously exist. The end result was that the universities both in US and in Africa engaged in applied research in collaboration with the communities and NGOs that served the needs of the country and their citizenry.
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Abba
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#26 Posted: Tue Oct 28th, 2008 16:32 |
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With regard to Agriculture and Rural Development, I believe that Higher Education Institutions should focus more on small scale farming farming so that young graduates can very quicly get into business farming which does not require huge investment. Let say, as an example, a young graduate from a village who gets trained about how to start, and manage 1 ha of garden to grow different kind of vegetables would more likey be enclined to go back to his village and produces veges that he can sell to the market intead of wandering in the big city where he graduated looking for job for a long period of time.
The initiative could encourage Africa-US partnerships projects addressing new curricula development that address practical and promising sustainable needs of rural Africa.
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oyewole
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#27 Posted: Wed Oct 29th, 2008 12:05 |
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Dear Tendai,
Thank you for this contribution. The model that you have just described is what is being used at the University of Agriculture, Abeokuta, in Nigeria which I know so well. Indeed, apart from Agricultural and economic extension activities, we also have programmes for Food Processing Extension to the community. Do we have other universities in Africa having similar models?.
Olusola Oyewole
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Dr. Denoya
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#28 Posted: Thu Oct 30th, 2008 19:32 |
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Are there other promising models that might be pursued?
Models help to achieve institutional goals. Are the goals of HEI in Africa and rural economic development stated?
I believe that some of the key goals for universities and rural economic development in Africa should: a)achieve and promote food security, b)alleviate poverty, c)manage natural resources, and 4)increase food supply. These goals are accomplished trough problem-solving research and training/educational programs to improve local human capacity.“The root cause of hunger is poverty” says Lowell Hardin, professor emeritus of agricultural economics and associate director of International Agriculture at Purdue university. Hunger results from one’s inability to get access to food, not from the world’s inability to produce it. To this end, Dr. Hardin reiterates that we will produce food as long as we keep our universities and research centers strong.
One of the models that I have the opportunity to know and visit is the Pan-American Agriculture School in Honduras, known as Zamorano University. It was founded by Samuel Zemurray, President of the United Fruit Company in the United Sates of America. Zemurray commissioned Dr. Wilson Popenoe, to develop and organize the university, which opened its doors in 1941. Sixty seven years later, Zamorano University is considered a Center of Excellence to the service of the America in the agro industry and food areas. Zamorano University has based its educational foundation on the pedagogical concept of “Learning by Doing.” This was the educational rule established by Dr.Popenoe: “What you learn by doing you will never forget”. Zamorano’s mission is to train leader and support regional economic development. The university has evolved according to the educational needs adding learning modules on Entrepreneurship, established E-learning centers, research on Biodiversity, applied research; Outreach to the teaching and learning process, and Alumni support to the university.
The teaching -learning process is centered on skills and abilities for life and work to help achieve sustainable development. The model incorporates the Student Life Program as formative component strengthening students’ abilities to assume responsibilities for their own growth. Elements of the Student Life Program are: leadership workshops, internships, scholarships, study techniques, research, and counseling centers.
There is strong emphasis on practical know-how through field instructors and enterprise unit managers. Students learn with faculty working beside them, getting out in the field and running experiments with their own hands, often tending the crops themselves. As Dr. Lowell Hardin indicates: “if you’re going to be effective, you’ve got to see what’s going on with your own eyes, your own microscope. You’ve got to be there to do it.”
Zamorano University has extensive collaborations with Purdue’s Office of International Programs in Agriculture, Cornell., and national and international agrobussiness organizations. Cornell and Purdues universities have significant histories of collaborative work with Zamorano. I will encourage the Africa Initiative project moderators to search more about the Zamorano university.
Are there lessons learned from prior attempts at HEI outreach in Africa that could be applied to help strengthen linkages between African HEI´s and rural development focused intermediary organizations:
From my international education experiences, I would like to highlight my views on what would be key to strengthen linkages between African HEI’s and rural development focused intermediary organizations:
Key #1Role of Universities:
In order to realize the role of our universities will play in the rural development efforts, one first must step back and find out what these universities do well. What we do well is to serve as repositories of substantial amount of information, and provide a long term focus on change. In turn, to keep the engine of change, we provide education, outreach, and information to keep going in the development of nations.
Key#2 Education and Change:
The education process that will leave its mark in the end is an education based on two levels: one, outreach education for African community leaders, teachers, and people that run the schools and local farming leaders. Two, education for the African undergraduate students at local universities, who are the next generation of leaders, utilizing new curricula, better teaching tools, and new ways of teaching.
Key#3: Teamwork:
Africa-U.S. Higher Edcuation Initiative is a tool to establish pathways of collaborations, form working groups which will cover the gamut from elementary education and health to agritourism and food science; involvement of all communities on the development of rural education, and focusing in natural resource management. These pathways of collaboration will be extend its function by working with African faculty on curriculum development for rural development, environmental management, agriculture development, and other related areas.
Key# 4: Players:
Pathways of collaborations should strike different levels, such as local communities and elementary schools in areas of health and environmental education; healthy people is critical to sustainable developement. Pathways of collabration will do through curriculum revisions universities helping African undergraduates’ students through advanced study in environmentally related fields.
Key# 5: Change:
Pathways of collaborations must infuse a concept of change. Without a frame of change, it won’t happen. African higher education institutions have to take an active role for things to get better. And to help advance change, American universities can assist people and communities recognize the relationships among education, rural agriculture development, environmental degradation, and the cost to their livelihood.
Key#6: New Skills:
New agriculture and rural development will require new skills: management, marketing, strategic planning, and human resources development. What went before as valued in agriculture and rural development, that is, land, machinery, and equipment, is currently being trade with knowledge, information, and global relationships.
Key#7: Farming in the new millennium:
Agriculture has changed. Satellite imagery allows tracking crop progress from home or offices, computerized monitors can measure temperature and anticipate infections, and so forth. Technology, economics, and environmental issues will put pressure on how the plants and animals are raised. Pathways of collaborations ought to define farming and rural development in the new millenium to make change sustainable accross the time.
Key#8: Quality Assurance:
Pathways of collaborations from American universities and African HEIs will need to place emphasis on quality standards on those rural development and agricultural development projects. Methods such as ISO9000 standards, will contribute to make products developed in African soil be welcomed in any country. Pathways of collaborations will center on teaching and learning how to achieve ISO 9000 quality parameters.
I believe that Africa- U.S Higher education Initiative would be catalytic to start things, assist in getting projects where we hope African higher education institutions could go on, contributing to increase our learning as American institutions to get more culturally oriented, and assuring that the world would support these efforts.
Regards,
Dr. Denoya
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oyewole
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#29 Posted: Thu Oct 30th, 2008 21:29 |
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Dear Dr. Denoya,
I want to thank you most immensely for this very detailed contribution to this forum and your overview of the Zamorano University. I am sure that many institutions in Africa will have a lot to learn from this university. I will surely carry out other search on the University and will be glad to receive further information on this subject. Best regards.
Olusola Oyewole
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Odwee
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#30 Posted: Thu Nov 27th, 2008 09:08 |
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Dear Participants,
Greetings from Uganda. i dearly agree with the presentations. taking a leaf from Uganda where Agriculture is the backbone of the economy, the impact of this sector in empowering the rural poor is questionable. government policy on agriculture is not far reaching. the production of traditional cash crops such as cotton,coffee have scaled down. Manufacturing industyries that used to consume agricultural raw materials domestically before and after independence have collapsed.Agricultural Institutions that were set up to promote more extension workers have collapsed. the cash crops grown today are just marketed toforeign makrets, morover the prices at which these crops are purchased from the rural farmers are very low. farmers do not have access to improved farming inputs to engage in mechanized agriculture. the HIE such as Makerere and Kyambogo universities are doing less research on agricultural concerns among the small holder rural farmers of this time. so how can we have a strong agricultural economy when such isnstitutions are not empowered by government or other stakeholders.
Africans should own their own countries by having highest levels of democracy and good governance practices where resources are utilised equitably for national cause.
much as we are looking at theird party to save the situation in African HIE, what have the governemnts come up with? what policies are in place?
thnks
Dennis Odwe
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