Bi.,5 - (PDF, 101 mb) - USAID

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C. SOCIAL ANALYSIS. The creation of an effective agricultural system capable of increasing agricultural productivity at the level of the Upper Volta peasant will require the integration of formal agricultural education, agricultural research, and a variety of extension programs. At present, as in many third-world countries, the linkage between these three functions is fragile and at times incomplete. Moreover, while these functions must be integrated in order to create an effective, productive agricultural system, there is nothing magic about the particular way in which they are integrated in the United States. While the Upper Voltaic system is somewhat different in organizational structure, it is, in principle, capable of working as effectively as those in developed countries. Let us briefly examine an idealized representation of the structure of the Upper Voltaic agricultural system (Figure 1). Agricultural education in UV is under two Ministries: the Ministry of Rural Development, and the Ministry of Education. The ISP is responsible directly to the Ministry of Education while the CAP is responsible to the Ministry of Rural Development. A joint coordination committee of the two ministries exists to avoid program overlap. Students at both institutions appear to be recruited from all over the country and from a variety of backgrounds, although children of city dwellers appear to be somewhat over-represented, particularly at ISP (see Annex B.4). Women are under-represented, but efforts are being made to recruit more women at both schools. In general, however, the bulk of the students are from peasant families and are thus personally familiar with village life. This is particularly important if the graduates of these institutions are to effectively deal with the peasant population. The graduates of both institutions will be placed within the ORDS. As is true of organizations everywhere, some ORD's are more effective than others. However, all suffer from a lack of trained personnel. As a result, they often have little information to disseminate and are unable to translate peasants' needs into research questions for those in research institutions. On the other hand, many ORD's have demonstrated considerable success in getting peasants to adopt and purchase animal traction equipment, adopt new farming practices, correctly use fertilizers, and plant new crops. The infusion of new and better-trained graduates into the ORD's should increase their effectiveness as extension organizations in a nu<strong>mb</strong>er of ways. First, the new graduates will have more information to disseminate. That is to say, simply by virtue of being welltrained, extension staff will be in a position to increase the scope
Other Research Institutions (e.g. IRAT, ICRISAT, SAED, etc.) Research Coordination Committee FIGURE 1 TIlE UPPER VOLTA AGRICULTURAL SYSTEM ISP Education W.4..W, Research U to 'a , X l ,,FarmersJ E I - -- D -s Geerl - oplaio 4 General Population IIIIIII I .. 2Ministry Coordi nation cl 33 ! 4| CAP'S
Page 3:
• • - AGRI CUL ruRAL HUf1AN RES
Page 10: Agricultural Human Resources Develo
Page 21 and 22: (C) Outputs. Project outputs are ba
Page 23 and 24: - 14 - PART 3. PROJECT ANALYSIS. A.
Page 25 and 26: - 16 - It cannot and should not att
Page 27 and 28: - 18 hired directly by the ORD's
Page 29 and 30: - 20 - During the life of the proje
Page 31 and 32: - 22 - Taking into account the coun
Page 33 and 34: - 24 5. Sociology. At present, t
Page 35 and 36: - 26 some input in the elaborati
Page 37 and 38: - 28 courses on General Horticul
Page 39 and 40: - 30 at improving these faciliti
Page 41 and 42: - 32 months training at Matourko
Page 43 and 44: - 34 effective laboratory and fi
Page 45 and 46: - 36 program, he/she has supervi
Page 47 and 48: - 38 problem. Besides the lake,
Page 49 and 50: - 40 - Cost estimates in the case o
Page 51 and 52: Matourkou. - 42 - RECAPITULATION OF
Page 53 and 54: - 44 - The CAP has requested three
Page 55 and 56: - 46 - AID will provide funding for
Page 57 and 58: - 48 - II. Commodities. Farm equipm
Page 59: - 50 - The GOUV will furnish a plot
Page 63 and 64: - 54 - Thus, particularly at the le
Page 65 and 66: - 56 agricultural output can be
Page 67 and 68: - 58- Site: U.S. Cont. GOUV Cont. C
Page 69 and 70: a th IRural Ru If |Planning1 one '
Page 71 and 72: CAP AT ,IATOURKOU AND BOGANDE. - 62
Page 73 and 74: - 64 under the constraints of in
Page 75 and 76: Date Action - 66 - Responsible Agen
Page 77 and 78: - 68 - Date Acti on Responsible Age
Page 79 and 80: - 70 - C. EVALUATION ARRANGEMENTS F
Page 81 and 82: Conditions Precedent. - 72 - I. Pri
Page 83 and 84: - 74 - ANNEX PAGE J. THE ROLE OF WO
Page 85 and 86: THIS PAGE IS MISSING
Page 87 and 88: tii 4 -meriA -0=v 70.. s' ANE 3' PR
Page 89 and 90: General~~~~~# ftea= I3tw= bo1srt* A
Page 91 and 92: - 82 - Genetic make-un of a populat
Page 93 and 94: __________________________d________
Page 95 and 96: - 86 - ANNEX B. 2 CENTRE AGRICOLE P
Page 97 and 98: 80 of digestion, circulation and
Page 99 and 100: 9. Physics Description. - 90 Ene
Page 101 and 102: - 92 credit. Problems particular
Page 103 and 104: 3. Food packaging. Description. - 9
Page 105 and 106: 3. Cooking. Description. - 96 Cu
Page 107 and 108: DISTRIBUTION OF S7,.CIAL COURSES -
Page 109 and 110: 2. Climatology - 100 Description
Page 111 and 112:
- 102 - ANNEX B. 4. RESULTS OF A SU
Page 113 and 114:
- 104 - Students were also asked if
Page 115 and 116:
- 106 - TABLE B -1 COURSES DESIR
Page 117 and 118:
- 108 - Am= B.,5 Etudiants Universi
Page 119 and 120:
- 110 - Questions relatives h vos p
Page 121 and 122:
- 112 - Profession : Spcialit__: Di
Page 123 and 124:
- 114 - There is substantial variat
Page 125 and 126:
- 116 numbers of students expres
Page 127 and 128:
TABLE II - 118 - Courses Rcouired B
Page 129 and 130:
TABLE IV - 120 - -ifher Education D
Page 131 and 132:
- 122 - Questions relatives h vos e
Page 133 and 134:
- 124 AM=E B. 9. Professeurs CAP
Page 135 and 136:
- 126 20 . Si non, oL voudriez-v
Page 137 and 138:
- 128 - Profession : Spcialit__: Di
Page 139 and 140:
Cole, IBRD, Division Chief for Educ
Page 141 and 142:
' '4 Qop~rtes twjo -- -. I U CUrM
Page 143 and 144:
- 134 - The problem of research coo
Page 145 and 146:
- 136 - Ministry of Rural Developme
Page 147 and 148:
- 138 - NAME DISCIPLIrNE ACADEMIC T
Page 149 and 150:
Forestry (2 year.) - 140 - This per
Page 151 and 152:
- 142 - ANNEX B.17 Position Descrip
Page 153 and 154:
- 144 - ANNEX B 18 BIBLIOG aPHY of
Page 155 and 156:
'1 ~ ~4V -~- ~ - ~ ~V~"/V V *V'~
Page 157 and 158:
- 148 - Operating costs and mainten
Page 159 and 160:
- 150 - RECURRENT COSTS FOR CENTRE
Page 161 and 162:
. Equipment - Vehicles. - 152 1
Page 163 and 164:
A. Building Mainentance. - 154 - RE
Page 165 and 166:
II. Commodities (continued). b. Non
Page 167 and 168:
EACH REGIONAL FIELD STATION. I. U.S
Page 169 and 170:
III. Training. None IV. Other Costs
Page 171 and 172:
- 162 - RECAPITULATION FOR CENTRAL
Page 173 and 174:
(oontiined) Motorized 1kip. Non--'.
Page 175 and 176:
- 166 " Annex 03 Fo-iean Echa e and
Page 177 and 178:
NEW CAP AT BOGANDE. A. Central Faci
Page 179 and 180:
GOUV CONTRIBUTION TO THE PROJECT IS
Page 182 and 183:
- 173 ,etter grazg managam-nt wi
Page 184 and 185:
Summary A.1. Sector goals To accele
Page 186 and 187:
5. Existing research and education
Page 188 and 189:
I CII .... . . r r 6/73~ ~ Se 'njpt
Page 190 and 191:
- 181 - AN=~ H Bor±ower/Grantee's
Page 192 and 193:
- 183 - Je tiens personnellement a
Page 194 and 195:
Annex I - 185 - Interviews With Enc
Page 196 and 197:
- 187 - AiaNX J THE RULE Of dUci'.'
Page 198 and 199:
I.. .the &V~ ~ ~ o -'c Phu C409 (t
Page 200 and 201:
4-.: 4-. " r :d . .. - .. . : ' '~"
Page 202 and 203:
.19 3.... . . 3# 3,-O-I -pp ,! ovem
Page 205 and 206:
5. November 10, 1976 3: 1 6. FAA Se
Page 207 and 208:
.... +.2 I , ....... iy 1!98_ 1)-
Page 209 and 210:
-- i~. - ~riv~gai *~~AN. MEMO 1600.
Page 211 and 212:
I 4 . 2-" )/ ..;. !! ~~~~3 { / L
Page 213 and 214:
i~him II as Uea 4Am~h-ul of "A~a*0
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