I. Tertiary Agriculture Education (TAE) in Africa Context and Challenges

II. TEAM-Africa: Vision – Mission – Objectives

III. Activities towards transforming TAE in Africa:(Self Assessment and 3 CEdu Group)

IV – Way Forward with GCARD II

2

• Weak financial support for equipments

• Inappropriate learning approaches

• Lack of Synergy between TAE Research and Extentions Services

•No coordination mechanism betwenn Networks and Development Partners

• Disaffection of Youth

• Graduates are Knowledge Containers rather than ready workers

•Not responding to societal needs

•Duplication and confusion of actions

Urgent need to TransformTAE in Africa as mentioned by CAADP and FAAP

WageningenMarch 2012

CHEA, KampalaNovember 2010

Donors retreatZürich January 2011

London meetingMarch 2011

Tele Conferencecalls…

As, NorwayOctober 2011

MeanstreamingTEAM-Africa

initiative

How to implement the CHEA calls for TAE?

Creation of Working Group Ruforum, ANAFE, FARA,

Experts TAE

Africa Strategy plan for TAE

Launch of TAE partnership

Call of TEAM-Africacoordination

TEAM-Africa Lauching, Sept

2012

Partnership action plans

Ouagadougou, Burkina Nov. 2011

Francophone TAE leaders Sensitization

History of TEAM-Africa formation

II - TEAM-Africa Strategy

TEAM-Africa Objectives

TEAM-Africa Partners

• TAE networks as implementing partners:

ANAFE African Network for Agriculture, Agroforestry & Natural Resources Education

RUFORUM Regional Universities Forum for Capacity Building in Agriculture

 • Forum for Agricultural Research in Africa (FARA) as Chair of Advisory Board and AUC/NEPAD, AAU (Association of African Universities) as Advisory Board members • Development partners, TAE experts, Donors, NGOs, Private sectors as TAE-Partnership led by World Bank

III. Activities towards transforming TAE in Africa

(1)Pilot study

• Self Assessment procedure for strategic planning using FAAP principles in

3 pilots universities (Anglophone, Francophone and Lusophone);

• Coordination mechanism of Development partners activities to support the

strategic priorities identified by TAE Institutions.

•Outputs

• Credible plans for institutional and educational reforms, both for TAE as

well as for their respective stakeholders;

• Credible investment proposals that can fit with CAADP goals and attract

development partners supports.

Questions raised

Lessons learnt on the impact of the TAE-partner supports on:(i) the TAE institution’s governance?, (ii) the teaching and learning processes?; (iii) community out-reach toward farmers, private sector, civil

society, governmental agricultural policies and employment; quality and fit of (new) graduates?;

What organization works well to achieve the target needs?;

What are the institution’ needs in terms of support from development partners and partner institutions (either scientific, pedagogical, infrastructural or institutional/administrative e.g. governance, general management, M&E systems, financial administration, etc).

Formation of 3C Edu Groups (With FARA support) (2)

•In CAADP processes, TAE used to be mentioned in the document but rarely involve in the Investment plans and Business meeting with % of their activities financed.

• How do we rectify this and ensure that CAADP country teams engage with TAEs more effectively?

VISION: Creation of CAADP Country Core Edu Groups (3C Edu Group) needed to ensure education sector are part of national process.

Research

Advisory S. Education

3CEdu Group

WAY FORWARD with GCARD II

TEAM-Africa is interested to see similar processes on TAE being

organized with ARD in other regions : Latin America, Asia,

Caucasus….

Creation of GCARDE to support EDUCATION and knowledge in ARD

for:

•Solid Linkage between TAE and ARD in Africa

•Exchange lessons learned

•Develop world wide cooperation for knowledge sharing.

Today´s approach to TAE in Africa mainly produces Knowledge Containers

A vision for changing TAE learning paradigm in Africa

A transformed approach to TAE in Africa will be designed to produce active Knowledge Creators