scholarly journals Agricultural education and training system capacity development for sub-Saharan Africa: The role of InnovATE

2016 ◽  
Vol 4 (2) ◽  
pp. 401 ◽  
Author(s):  
Tom Gill ◽  
Kristal Jones ◽  
Tom Hammett
Keyword(s):  
Agricultural Education ◽  
Capacity Development ◽  
Education And Training ◽  
Training System ◽  
Sub Saharan Africa ◽  
System Capacity ◽  
Sub Saharan ◽  
And Training

An innovation systems perspective on strengthening agricultural education and training in sub-Saharan Africa

2008 ◽  
Vol 98 (1) ◽  
pp. 1-9 ◽  
Author(s):  
David J. Spielman ◽  
Javier Ekboir ◽  
Kristin Davis ◽  
Cosmas M.O. Ochieng
Keyword(s):  
Agricultural Education ◽  
Education And Training ◽  
Innovation Systems ◽  
Sub Saharan Africa ◽  
Systems Perspective ◽  
Sub Saharan ◽  
And Training

scholarly journals Agricultural Education and Training in Sub-Saharan Africa: A Three-step Approach to AET Institution Building

2016 ◽  
Vol 8 (2) ◽  
pp. 73
Author(s):  
David Adam Cletzer ◽  
Rick Rudd ◽  
Donna Westfall-Rudd ◽  
Tiffany A. Drape
Keyword(s):  
Agricultural Education ◽  
Educational Institution ◽  
Relevant Literature ◽  
Education And Training ◽  
Political Support ◽  
Sub Saharan Africa ◽  
Institution Building ◽  
Sub Saharan ◽  
Strategic Relationships ◽  
And Training

<p>Educational institution building for agricultural education and training (AET) in sub-Saharan<br />African has struggled, leading to many false starts and only islands of success. This review<br />examines relevant literature related to carrying out AET in developing countries, the<br />historical successes or challenges of developing AET institutions, and the need for<br />establishing AET institutions. Numerous factors hampering the development of AET emerged,<br />including: shrinking national budgets, reverse return, donor congestion, fixation on a linear<br />model of science, and political instability. Recommendations for building AET institutions in<br />SSA are presented using Rogers’ Diffusion of Innovation Theory as a framework, and include:<br />(a) develop strategic relationships for political support of agriculture, (b) creating a more<br />flexible framework for structuring institutions of higher learning, and (c) utilizing the SAFE<br />model to reform curriculum to meet today’s learners’ needs.</p>

scholarly journals Capacity Development in Agricultural Education and training in Cambodia: A SWOT Analysis

2017 ◽  
Vol 24 (1) ◽  
pp. 34-50 ◽  
Author(s):  
Thomas Gill ◽  
Vincent Ricciardi ◽  
Ricky Bates ◽  
Dana James
Keyword(s):  
Development Strategy ◽  
Agricultural Education ◽  
Regional Integration ◽  
Swot Analysis ◽  
Public Investment ◽  
Capacity Development ◽  
Education And Training ◽  
System Capacity ◽  
Access To Higher Education ◽  
And Training

This paper examines the current state of the agricultural education and training (AET) system in Cambodia and provides recommendations for Cambodian institutions and policymakers for enhancing the AET system. We conducted two assessment trips in June 2013 and January 2014 to analyze the state of the Cambodian AET system. Data were collected in 53 interviews and five focus groups using a modified-SWOT analysis framework. Stakeholder-identified strengths of the Cambodian AET system include the current political and economic stability of Cambodia, the young labor force, the increased educational enrollments, new agricultural education schools and curricula, good AET leadership, and the wide applicability of AET skillsets. Weaknesses of the Cambodian AET system include weak infrastructure, pedagogical stagnation, skills supply, the disconnect between the supply and workforce demand, and weak institutional administrative expertise. Meanwhile, threats to strengthening the Cambodian AET system include limited public investment, the gap between agriculture and education, low status of agriculture, and poor access to higher education. Recommendations for institutional capacity development in the Cambodian AET system include enhancing skill development and furthering links with NGOs and the private sector, while policy recommendations include welcoming prudent regional integration and enhancing investment across the whole AET system. Comparing our findings to other recent AET system studies indicates that Cambodia is facing similar challenges yet has its own unique path to forge when developing a cohesive AET system capacity development strategy.

scholarly journals Protocol for a scoping review to identify and map in-service education and training materials for midwifery care in sub-Saharan Africa from 2000 to 2020

BMJ Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. e047118
Author(s):  
Joanne Welsh ◽  
Mechthild M Gross ◽  
Claudia Hanson ◽  
Hashim Hounkpatin ◽  
Ann-Beth Moller
Keyword(s):  
Scoping Review ◽  
Maternal Mortality Ratio ◽  
Newborn Care ◽  
Education And Training ◽  
Sub Saharan Africa ◽  
Midwifery Care ◽  
Training Materials ◽  
Service Training ◽  
Sub Saharan ◽  
And Training

IntroductionMaternal and neonatal mortality are disproportionally high in low-and middle-income countries. In 2017 the global maternal mortality ratio was estimated to be 211 per 100 000 live births. An estimated 66% of these deaths occurred in sub-Saharan Africa. Training programmes that aim to prepare providers of midwifery care vary considerably across sub-Saharan Africa in terms of length, content and quality. To overcome the shortfalls of pre-service training and support the provision of quality care, in-service training packages for providers of midwifery care have been developed and implemented in many countries in sub-Saharan Africa. We aim to identify what in-service education and training materials have been used for providers of midwifery care between 2000 and 2020 and map their content to the International Confederation of Midwives’ Essential Competencies for Midwifery Practice (ICM Competencies), and the Lancet Midwifery Series Quality Maternal and Newborn Care (QMNC) framework.Methods and analysisA search will be conducted for the years 2000–2020 in Cumulative Index of Nursing and Allied Health Literature, PubMed/MEDLINE, Social Sciences Citation Index, African Index Medicus and Google Scholar. A manual search of reference lists from identified studies and a hand search of literature from international partner organisations will be performed. Information retrieved will include study context, providers trained, focus of training and design of training. Original content of identified education and training materials will be obtained and mapped to the ICM Competencies and the Lancet Series QMNC.Ethics and disseminationA scoping review is a secondary analysis of published literature and does not require ethical approval. This scoping review will give an overview of the education and training materials used for in-service training for providers of midwifery care in sub-Saharan Africa. Mapping the content of these education and training materials to the ICM Competencies and The Lancet Series QMNC will allow us to assess their appropriateness. Findings from the review will be reflected to stakeholders involved in the design and implementation of such materials. Additionally, findings will be published in a peer-reviewed journal, and used to inform the design and content of an in-service training package for providers of midwifery care as part of the Action Leveraging Evidence to Reduce perinatal morTality and morbidity (ALERT) study, (https://alert.ki.se/) a multi-country study in Benin, Malawi, Tanzania and Uganda.Trial registration numberPACTR202006793783148; Post-results.

scholarly journals Education for rural development and agribusiness in post-socialist Slovakia

2013 ◽  
Vol 7 (2-3) ◽  
pp. 133-137
Author(s):  
Danka Moravčíková ◽  
Izabela Adamičková ◽  
Peter Bielik
Keyword(s):  
Rural Development ◽  
Urban Space ◽  
Agricultural Education ◽  
Transition Period ◽  
Education And Training ◽  
Current Status ◽  
Leading Role ◽  
Current State ◽  
And Training

Agricultural education and training in the former Czechoslovakia has traditionally focused on fostering the position of cooperatives and state farms. The destruction of socialist agriculture and the reduction of commuting opportunities in the urban space during the transition have resulted in the handicapped socio-economic position of the Slovak countryside and its population. The role of education and training in fostering agribusiness growth and rural development could therefore become a crucial strategy. The aim of this article is to analyse the current state of education and training for agribusiness and for rural development in Slovakia using the methods of literature research and document analysis. The article interprets general trends in the development of adult education in Slovakia during the transition period. The main priorities and perspectives formulated in the national strategy for education in agriculture (for the period 2007-2013) are discussed in the mentioned context. With a focus on the leading role of the Slovak University of Agriculture in Nitra, the paper assesses the current status of formal and further agricultural education and training offered in academic and other educational institutions. The paper concludes by discussing implications, recommendations and challenges for developing education and training initiatives for agribusiness and rural development.

scholarly journals Hydrological education and training needs in Sub-Saharan Africa: requirements, constraints and progress

2011 ◽  
Vol 8 (6) ◽  
pp. 10565-10587
Author(s):  
D. A. Hughes
Keyword(s):  
Water Resources ◽  
Critical Mass ◽  
Academic Research ◽  
Institutional Support ◽  
Education And Training ◽  
Training Needs ◽  
Sub Saharan Africa ◽  
Sub Saharan ◽  
Hydrology And Water Resources ◽  
And Training

Abstract. This paper represents a perspective on the education and training needs related to hydrology and water resources science within the sub-Saharan Africa region and discusses the requirements of the region, some of the relatively recent developments and initiatives and some of the constraints that exist and remain difficult to surmount. The requirements include the development of academic research capacity and technical skill for both the private and public sector at a variety of levels. Some of the constraints that exist include a lack of adequate funding, lack of follow-up after short training courses, lack of institutional support to continue training, and competition for major water resources development projects from organizations outside the region. One of the main conclusions is that to sustain both educational and practical expertise in hydrology and water resources science within the region there is a need to build a "critical mass" of local expertise. Part of this could be achieved by increasing networking within the region and promoting the sharing of information, tools and expertise. There is also a need to promote institutional support.

Status of geoinformatics education and training in Sub-Saharan Africa: initiatives taken and challenges

2019 ◽  
Vol 43 (2) ◽  
pp. 224-243 ◽  
Author(s):  
Neema S. Sumari ◽  
Zhengfeng Shao ◽  
John L. Van Genderen ◽  
Walter Musakwa ◽  
Fanan Ujoh ◽  
...  
Keyword(s):  
Education And Training ◽  
Sub Saharan Africa ◽  
Sub Saharan ◽  
And Training
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