Tech-MODE for Agricultural Education and Improved Livelihoods in ...

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SYNTHESIS OF EIGHT COUNTRY CASE STUDIES education. In general, a wide potential for the implementation of Tech-MODE is available in SSA. Recommendations from the case studies for consideration by COL and interested partner organizations, particularly the Forum for Agricultural Research in Africa (FARA), fall into five interrelated subject categories: policy, infrastructure, socioeconomy, capacity building and collaboration. In this context, COL’s complementary and catalytic role could involve facilitating and assisting in needs assessment exercises, supporting policy issues, helping in the establishment of linkages and partnerships, facilitating the development of action plans, and assisting in the execution of action plans, including development of infrastructure, capacity building, training, development of materials, monitoring and following up. Principal acronyms CGIAR Consultative Group on International Agricultural Research COL Commonwealth of Learning DE Distance Education DL Distance Learning FAO Food and Agriculture Organization of the United Nations FARA Forum for Agricultural Research in Africa ICT Information and Communication Technology(ies) NARS National Agricultural Research Systems NGO Non-Governmental Organisation ODL Open and Distance Learning SSA Sub-Saharan Africa Tech-MODE Technology-Mediated Open and Distance Education 1 Background Education, training, information, and communication for agricultural research and development in combination with information and communication technologies (ICT) are becoming increasingly urgent in developing countries. Technologymediated open and distance education (Tech-MODE) – i.e., a combination of open and distance learning (ODL) with ICT – is expanding through diverse initiatives and at various levels from agricultural grassroots to academic levels. With its expertise in various regions of the world, the Commonwealth of Learning (COL) wishes to expand Tech-MODE in agricultural education and improved livelihoods in sub-Saharan Africa (SSA). COL has its presence in SSA, though primarily in the schooling and higher education sectors. COL’s initiatives on agricultural education for improved livelihood are gaining ground and prove to be promising. To foster collaboration and facilitate synergy, through country case studies, COL wishes to identify opportunities for a complementary and catalytic 2 ■ TECH-MODE FOR AGRICULTURAL EDUCATION AND IMPROVED LIVELIHOODS IN SUB-SAHARAN AFRICA: COUNTRY CASE STUDIES
SYNTHESIS OF EIGHT COUNTRY CASE STUDIES role – preferably in coordination with the Forum for Agricultural Research in Africa (FARA) – on the following levels: • formal agricultural degree and postgraduate education, • continuing professional education, • lifelong learning for farming communities, • agricultural education at primary and secondary schools. For the Tech-MODE exercise, COL commissioned eight country studies and called on a consultant with experience in agricultural research, education, training and communication in developing countries. 2 Procedure For the identification of its role in SSA, COL undertook eight country case studies with the objective of documenting an inventory of local institutions, facilities and capabilities for Tech-MODE. Information collected included: • overall country situation of livelihood and status of agriculture / horticulture; • national ICT policies and strategies for agricultural production, research, extension and education; • individual institutions, facilities, capabilities, government support and potential available to implement Tech-MODE in collaboration with COL for – formal agricultural degree and postgraduate education, – continuing professional education, – lifelong learning for farming communities, – agricultural education at primary and secondary schools; • recommendations, suggestions, wishes, etc. for COL. The countries involved are Kenya and Uganda; Nigeria, Ghana and Sierra Leone; Cameroon; Tanzania and Zambia, representing East, West, Central and Southern Africa respectively. In each country, renowned national collaborators from universities, research and training institutions collected and summarized the information: • Cameroon – Ajaga Nji • Ghana – Collins Osei, Reuben Aggor, Edward Badu • Kenya – Geoffrey Kironchi, Agnes Mwang’ombe • Nigeria – Adewale Adekunle, Adeolu Ayanwale, Morolake Adekunle, Moses Ubaru • Sierra Leone – Aliyageen Alghali, Bob Conteh, Edwin Momoh • Tanzania – Camilius Sanga, Ayubu Jacob Churi, Siza Tumbo • Uganda – Moses Tenywa, Bernard Fungo • Zambia – Mungule Chikoye, Martin Kaonga Several national collaborators are known to the consultant from earlier contacts and the rest has been identified through wide consultation. TECH-MODE FOR AGRICULTURAL EDUCATION AND IMPROVED LIVELIHOODS IN SUB-SAHARAN AFRICA: COUNTRY CASE STUDIES ■ 3
Page 1 and 2: Technology-Mediated Open and Distan
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TECH-MODE FOR AGRICULTURAL EDUCATIO
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STATUS, OPPORTUNITIES, POTENTIAL AN
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Status and Potential of Technology-
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STATUS AND POTENTIAL OF TECH-MODE F
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6.2 Challenges STATUS AND POTENTIAL
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Extension (e.g. NAADS) Government (
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INTRODUCTION AND ADOPTION OF TECH-M
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