Agricultural Education (as Agricultural Education (as part of TVET) in Afghanistan part of TVET) in Afghanistan

DCAE Meeting30 November 2010

Content Content PresentationPresentation

1.1. Why is TVET needed in Afghanistan?Why is TVET needed in Afghanistan?

2.2. What is needed in TVET sector?What is needed in TVET sector?

3.3. Where do we stand now?Where do we stand now?

4.4. To which extent are donors To which extent are donors interested?interested?

5.5. How do we want to move forward?How do we want to move forward?

1. 1. Why is TVET needed in Afghanistan?Why is TVET needed in Afghanistan?

3 national labour market surveys (NSDP) indicate:3 national labour market surveys (NSDP) indicate:- 50% of people aged above 15 years, living in 50% of people aged above 15 years, living in

urban areas, called themselves unemployedurban areas, called themselves unemployed- Major factor for unemployment is the lack of Major factor for unemployment is the lack of

marketable skillsmarketable skills

Skilled labour basic for economic developmentSkilled labour basic for economic development Skilled workers from neighbouring country Skilled workers from neighbouring country

compete with unskilled Afghan citizenscompete with unskilled Afghan citizens High rate of unemployment leads to social High rate of unemployment leads to social

insecurityinsecurity

Why is agricultural education (part Why is agricultural education (part of TVET) needed?of TVET) needed?

Agriculture backbone of economy Agriculture backbone of economy Over 85% of Afghans derive their income Over 85% of Afghans derive their income

from the agriculture sectorfrom the agriculture sector

But still food insecure: But still food insecure: 1/3 of the population (7.4 mill.) permanent 1/3 of the population (7.4 mill.) permanent

dependent of food support dependent of food support 37% of the population (8.4 mill.) are on 37% of the population (8.4 mill.) are on

the borderline of food insecurity *the borderline of food insecurity ** (WFP, 2008)* (WFP, 2008)

2. What is needed in TVET sector?* 2. What is needed in TVET sector?*

Infrastructure reconstruction and provision of Infrastructure reconstruction and provision of equipmentequipment

Curriculum and teaching material developmentCurriculum and teaching material development Capacity building of teachers and administrative Capacity building of teachers and administrative

personnelpersonnel Revision of legal regulationsRevision of legal regulations Establishing an accreditation systemEstablishing an accreditation system Standardization of programs and provision of Standardization of programs and provision of

short term training courses short term training courses *(NESP II)*(NESP II)

Large foreseen expansion vsLarge foreseen expansion vs

current large drop-out after grade 6current large drop-out after grade 6

Where should TVET start?Where should TVET start?

GoA Plans for TVET (NESP II)GoA Plans for TVET (NESP II)

AreaArea 20092009 20142014

TVET Regional InstitutesTVET Regional Institutes 1616 3232

TVET Provincial SchoolsTVET Provincial Schools 32/3832/38 102102

TVET District SchoolsTVET District Schools 364364

TVET EnrollmentTVET Enrollment 19,50019,500 150,000* 150,000*

TVET TeachersTVET Teachers 3,1003,100 11,90011,900

Agricultural education schools/institutesAgricultural education schools/institutes 2727 88/11488/114

Agricultural education enrollmentAgricultural education enrollment 5,5005,500 40,00040,000

* Increase enrollment of girls up to 30%

GoA Plans for TVET (NPP)GoA Plans for TVET (NPP)

1. Labor Market survey2. Improve access to TVET schools by construct

and establish of: • 8 regional institutes (16->24)• 8 regional dormitories• 34 provincial schools (38 ->72) • 200 TVET districts schools (new)• Enrolment from 26.000 (2009) -> 100.000 in 2013

3. Improve quality (development of curriculum and training materials related to market needs)

4. Enhancing management capacity of DM TVET

3. Where do we stand now? 3. Where do we stand now?

National Agricultural Education National Agricultural Education ProgramProgram

Strengthening Agricultural Education: Strengthening Agricultural Education:

1.1. Improving the access to agricultural Improving the access to agricultural education education

2.2. Improving the quality and life long Improving the quality and life long learninglearning

3.3. Improving the coherence in current Improving the coherence in current and future activititiesand future activitities

National Agricultural Education National Agricultural Education ProgramProgram

Two phases:Two phases: Inception phase until 31 March 2011Inception phase until 31 March 2011 Main phase start 1st of April 2011Main phase start 1st of April 2011

National Agricultural EducationNational Agricultural Education

4. Interest of donors?4. Interest of donors?

Different options:Different options:1.1. National program by multi donor National program by multi donor

fundingfunding2.2. Adoption model by region, province Adoption model by region, province

or schoolor school3.3. Specialization model (Specialization model (adoption per adoption per

subject i.e. wells, equipment/tools, subject i.e. wells, equipment/tools, transport, training, curriculum, transport, training, curriculum, electrification, libraries, etc.)electrification, libraries, etc.)

Option 1: National program by multi Option 1: National program by multi donor fundingdonor funding

Pro’s:Pro’s: Ownership of GoAOwnership of GoA Secure coherence on all the activities at Secure coherence on all the activities at

different levelsdifferent levels

Con’s:Con’s: Lack of capacity of GoALack of capacity of GoA Increased complexity of budgeting, Increased complexity of budgeting,

reporting and managementreporting and management

Option 2: Adoption model by Option 2: Adoption model by region, province or schoolregion, province or school

Pro’s: Pro’s: - In line with current activities of donorsIn line with current activities of donors- In line with current expertise of donors in In line with current expertise of donors in

certain regions/provincescertain regions/provinces

Con’s:Con’s:- Cherry–picking geographically Cherry–picking geographically - Difficult to maintain cohesion between the Difficult to maintain cohesion between the

different activitiesdifferent activities- Less efficientLess efficient

Option 3: Specialization modelOption 3: Specialization model

Pro’s:Pro’s: Opportunity to use specific knowledge and Opportunity to use specific knowledge and

expertise of donorsexpertise of donors Standardization of certain components Standardization of certain components

and more cost-effective for providing and more cost-effective for providing specific needsspecific needs

Con’s:Con’s: Cherry-picking of specific componentsCherry-picking of specific components Difficult to maintain cohesion between the Difficult to maintain cohesion between the

different componentsdifferent components

5. Move forward?5. Move forward?

1.1. This DCAE: informal discussion on This DCAE: informal discussion on the possible interest of donorsthe possible interest of donors

2.2. Next DCAE (mid- January): MoE Next DCAE (mid- January): MoE presentation priority presentation priority schools/institutes schools/institutes

3.3. Workshop (end January) with GoA Workshop (end January) with GoA and donors: discuss main phase and donors: discuss main phase documentdocument

Questions?Questions?