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

SYNTHESIS OF EIGHT COUNTRY CASE STUDIES
because of its flexibility, reduced cost and interactive approach for reaching out to
a larger population of learners.
This country report highlights the major ways in which agricultural education is
imparted at various levels in Uganda. An attempt has also been made to explore the
potential for the use of ICT in agricultural education and training in Uganda. The
policy environment surrounding the use of ICT is discussed and the infrastructural,
human and policy challenges facing Tech-MODE have been identified. Finally, a
few recommendations have been made for strengthening agricultural education to
enhance its contribution to livelihoods using Tech-MODE. It is envisaged that the
information here will inform the process of nurturing a partnership between the
Commonwealth of Learning (COL), the Forum for Agriculture Research in Africa
(FARA) and strategic institutions involved in agricultural capacity building in
Uganda.
Zambia – Mungule Chikoye, Martin Kaonga
This country report assesses the potential for introduction and adoption of
technology-mediated open and distance education (Tech-MODE) in agricultural
education and training in Zambia. It is based on desktop studies and interviews
with stakeholders in agricultural education and training. Despite adopting
expansionist post-independence educational policies, Zambia has failed to achieve
the critical mass of human resources required for sustainable agricultural development
because of a variety of factors including inadequate agricultural policies and
reduced productivity of vital sectors (mining, agriculture and manufacturing).
However, the current agricultural policy (2005-2015) recognizes that achievement
of agricultural education and training targets requires strengthening of both formal
and non-formal education modes because the formal education system alone
cannot meet national training needs. The Government has expressed a strong
political will to support open and distance learning (ODL) through education
policies that recognize ODL as a complementary mode of education, and an
information and communications technology (ICT) policy that seeks to integrate
ICT in agricultural education and training.
Zambian institutions have historically provided ODL in non-vocational disciplines,
but Tech-MODE in agriculture is a relatively new concept. The concept is complex
because it has strong vocational components, requires specialised technological
methodologies, depends on students’ abilities to motivate and manage themselves
and requires a front-loaded investment. But the national ICT infrastructure is
underdeveloped. Tech-MODE is also time-consuming, expensive to set up and
requires efficient administrative support. Furthermore, it is subject to market
forces, attracts a more diversified clientele, and requires credible qualifications,
institutional accreditation and good practice to compete with class-based systems.
These challenges will determine the performance of Tech-MODE in Zambia.
22 ■ TECH-MODE FOR AGRICULTURAL EDUCATION AND IMPROVED LIVELIHOODS IN SUB-SAHARAN AFRICA: COUNTRY CASE STUDIES