Regional workshop of Learning agrobiodiversity,: Options for Regional workshop of Learning agrobiodiversity,: Options for universities in Sub-Saharan Africa, 21-23 January, 09, ICRAF House, universities in Sub-Saharan Africa, 21-23 January, 09, ICRAF House,

NairobiNairobi 11

ANAFE EXPERIENCES IN ANAFE EXPERIENCES IN CURRICULUM REVIEWS AND CURRICULUM REVIEWS AND DEVELOPMENT IN AFRICADEVELOPMENT IN AFRICA

John SakaJohn Saka11, Aissetou Yaye, Aissetou Yaye22, Sebastian , Sebastian ChakeredzaChakeredza33 and August Temu and August Temu44

1.1. NAREC, Faculty of Science, Chancellor College, NAREC, Faculty of Science, Chancellor College, University of MalawiUniversity of Malawi

2. ES, ANAFE Secretariat, ICRAF 2. ES, ANAFE Secretariat, ICRAF 3. SEF, SA-RAFT, ICRAF, Malawi3. SEF, SA-RAFT, ICRAF, Malawi

4. Partnerships Directorate, World Agroforestry Centre4. Partnerships Directorate, World Agroforestry Centre

Regional workshop of Learning agrobiodiversity,: Options for universities in Regional workshop of Learning agrobiodiversity,: Options for universities in Sub-Saharan Africa, 21-23 January, 09, ICRAF House, NairobiSub-Saharan Africa, 21-23 January, 09, ICRAF House, Nairobi 22

ANAFEANAFE

• African Network for Agriculture, Agro African Network for Agriculture, Agro forestry & Natural Resource Educationforestry & Natural Resource Education

• Hosted at ICRAF House NairobiHosted at ICRAF House Nairobi

• ANAFE was launched in 1993ANAFE was launched in 1993

• Registered as an international Network Registered as an international Network 20072007

• Members are 127 colleges & univ. in 34 Members are 127 colleges & univ. in 34 African countriesAfrican countries

IntroductionIntroduction

• VisionVision– A vibrant network leading in agricultural A vibrant network leading in agricultural

education for developmenteducation for development• MissionMission

– The mission of ANAFE is to improve the quality, The mission of ANAFE is to improve the quality, relevance and application of agricultural relevance and application of agricultural education for developmenteducation for development

• ObjectiveObjective– Improve in a sustainable manner, the Improve in a sustainable manner, the

contribution of agricultural education to social contribution of agricultural education to social and economic development of the African peopleand economic development of the African people

ANAFE Organisational ANAFE Organisational StructureStructure

GeneralMembers Meeting

Board

ECA-RAFT SA-RAFT Sahel-RAFT AHT-RAFT

NAFT NAFT NAFT NAFT

Executive Secretary

ANAFE ActivitiesANAFE Activities

• Curriculum Review and Development Curriculum Review and Development (Using the DACUM process)(Using the DACUM process)

• Training Materials DevelopmentTraining Materials Development

• Staff exchangeStaff exchange

• Training of trainersTraining of trainers

• Practical facilities developmentPractical facilities development

• Post-graduate supportPost-graduate support

• Institutional reforms to link education to Institutional reforms to link education to developmentdevelopment

Regional workshop of Learning agrobiodiversity,: Options for universities Regional workshop of Learning agrobiodiversity,: Options for universities in Sub-Saharan Africa, 21-23 January, 09, ICRAF House, Nairobiin Sub-Saharan Africa, 21-23 January, 09, ICRAF House, Nairobi 66

KEY GOALSKEY GOALS

1.1. To strengthen capacity in Agriculture and To strengthen capacity in Agriculture and natural resources natural resources EducationEducation at African colleges at African colleges and universitiesand universities

2.2. To strengthen capacity for To strengthen capacity for ResearchResearch and and DevelopmentDevelopment

3.3. To improve opportunities for To improve opportunities for inter-institutional inter-institutional collaborationcollaboration through through inter aliainter alia networking networking

4.4. To To contextualize education in development contextualize education in development needsneeds by bringing colleges and universities by bringing colleges and universities closer to local communities and rural closer to local communities and rural institutionsinstitutions

Curriculum ReviewCurriculum Review

• Methods usedMethods used– Classical Approach—Using a small group of Classical Approach—Using a small group of

experts to develop curriculum for other experts to develop curriculum for other peoplepeople

– Faculty initiated, Faculty controlledFaculty initiated, Faculty controlled– Hidden Process—Individual lecturer initiativeHidden Process—Individual lecturer initiative– Participatory ProcessesParticipatory Processes

• ANAFE has chosen the DACUM process ANAFE has chosen the DACUM process because it is inclusive, integrative and because it is inclusive, integrative and affordable to our member institutionsaffordable to our member institutions

Curriculum Review: The Curriculum Review: The ProcessProcessIdentification of new processes and Identification of new processes and

values to be incorporated into the values to be incorporated into the curriculacurricula

Identification and survey of potential Identification and survey of potential employersemployers

Analysis of gaps between current and Analysis of gaps between current and expected competencies of graduatesexpected competencies of graduates

Analysis of academic standing of Analysis of academic standing of potential graduates standingpotential graduates standing

The Process (2)The Process (2)

Identification of delivery Identification of delivery methods weaknesses and methods weaknesses and strengthsstrengths

Convening of stakeholders Convening of stakeholders workshopworkshop

Writing up the curriculumWriting up the curriculumSeeking approval of Seeking approval of developed curriculumdeveloped curriculum

Using the DACUM processUsing the DACUM processActivity Key Players Output

Planning Policy Makers and Educators

Review of existing information; Training area analysis; Workshop fixtures; Identification of workshop facilitator; Selection of workshop participants

DACUM workshop

Facilitator (Stakeholders/ Participants)

Knowledgeable participants on the DACUM process; Agreeing on span of positions; Identified duties; Identified tasks; DACUM chart

Analysis of DACUM chart

Educators Statements on training behavioural objectives on each of the tasks

Course Development

Educators Sequences topics; Developed syllabi; Time allocation of the trained activities

Identification of training resources

Policy makersAdministratorsEducators

Resources for teaching; An M&E mechanism

Curricula Reviewed by Curricula Reviewed by ANAFEANAFEDiscipline/ Level

Certificate

Diploma

1st Degree

Post- graduate

Total

Agriculture 2 4 15 2 23

Forestry 7 8 6 2 23

Other (Rural development; Horticulture)

1 2 3 0 6

New Agroforestry Programmes

0 4 5 7 16

Total 10 18 29 11 68

Regional distributionRegional distribution

Region Curricula reviewed

Eastern and Central Africa

18

Sahel 9

Africa Humid Tropics 9

Southern Africa 32

Total 68

Examples of curriculaExamples of curricula

Country Institution Programme

Rwanda National University of Rwanda

MSc- AF and Soil Conservation

Cameroon University of Deschang

BSc Forestry

Malawi Bunda CollegeUniversity of Malawi

BSc AgricultureMSc Social Forestry and AFBSc Forestry and Horticulture

Namibia Ogongo Agriculture College

BSc Agriculture (Crop Science)

Examples of curricula (2)Examples of curricula (2)

Country Institution Programme

Benin National University of Benin

MSc

Mali Institut Polytechnic Rural de Katibougou (IPR)

Ingineur Rural Development

Nigeria University of Ibadan BSc AgricultureMSc AF

Sudan Juba University MSc AF

Lessons LearntLessons Learnt

Participants to the process valued the DACUM Participants to the process valued the DACUM processprocess

Process is a continuous process such thatProcess is a continuous process such thatShould be repeated every 2-3 years to enhance efficacyShould be repeated every 2-3 years to enhance efficacyShould be supported through training materials Should be supported through training materials

development and supplydevelopment and supplyLecturers should be retooled on these new approachesLecturers should be retooled on these new approachesInstitutions should support the processInstitutions should support the process

ANAFE continues to work with the institutions in ANAFE continues to work with the institutions in implementation of the reviewed curricula in their implementation of the reviewed curricula in their area of expertisearea of expertise

Resource persons being obtained from the region Resource persons being obtained from the region to minimise the costs to trainingto minimise the costs to training

Lessons Learnt (contd)Lessons Learnt (contd)

ANAFE developed the following 7 ANAFE developed the following 7 requirements for successful curricula review requirements for successful curricula review and developmentand developmenti.i. Analysis of training needsAnalysis of training needsii.ii. Inclusion and development of environmental Inclusion and development of environmental

needsneedsiii.iii. Assessment of the institutional settingAssessment of the institutional settingiv.iv. Estimation of resource requirementsEstimation of resource requirementsv.v. Focus on competencies to be developedFocus on competencies to be developedvi.vi. Stakeholder participationStakeholder participationvii.vii. Capturing the multidisciplinary opportunities Capturing the multidisciplinary opportunities

Future FocusFuture Focus

• ANAFE is now mandated to serve as a ANAFE is now mandated to serve as a network on Agriculture, Agroforestry network on Agriculture, Agroforestry and Natural Resource Management and Natural Resource Management EducationEducation

• New and additional curricula reviews New and additional curricula reviews should also cater for the expanded should also cater for the expanded mandatemandate

• Continued use of the DACUM process Continued use of the DACUM process which is which is InclusiveInclusive, , integrative integrative and and affordableaffordable

Regional workshop of Learning agrobiodiversity,: options for universities in Regional workshop of Learning agrobiodiversity,: options for universities in Sub-Saharan Africa, 21-23 January, 09, ICRAF House, NairobiSub-Saharan Africa, 21-23 January, 09, ICRAF House, Nairobi 1818

Agrobidiversity curriculumAgrobidiversity curriculum

• Livelihoods:Livelihoods: supplementing agricultural production, foods supplementing agricultural production, foods and spices, wood, medicines and gums & essential oilsand spices, wood, medicines and gums & essential oils

• Environment:Environment: – Better land use – Soil and water conservation, utilization Better land use – Soil and water conservation, utilization

of marginal lands, regenerating degraded lands, and of marginal lands, regenerating degraded lands, and stemming land degradationstemming land degradation

– Conservation of environment and biodiversity on Conservation of environment and biodiversity on agricultural landscapes, including Climate change agricultural landscapes, including Climate change mitigationmitigation

– Policy issuesPolicy issues• Reinforcement of knowledge and institutions for integrated Reinforcement of knowledge and institutions for integrated

NRMNRM

Regional workshop of Learning agrobiodiversity,: options for universities in Sub-Regional workshop of Learning agrobiodiversity,: options for universities in Sub-Saharan Africa, 21-23 January, 09, ICRAF House, NairobiSaharan Africa, 21-23 January, 09, ICRAF House, Nairobi 1919

Key referencesKey references1.1. Adams RE. 1975. DACUM approach to curriculum: learning and evaluation Adams RE. 1975. DACUM approach to curriculum: learning and evaluation

in occupational training. A Nova Scotia newstart. Ottawa: Department of in occupational training. A Nova Scotia newstart. Ottawa: Department of Regional Economic Expansion.Regional Economic Expansion.

2.2. Asare EO and Hansson B. 1990. Curriculum development for agroforestry Asare EO and Hansson B. 1990. Curriculum development for agroforestry education at universities and technical colleges in eastern and southern education at universities and technical colleges in eastern and southern Africa. Report from a workshop held 5–15 November 1990, Nairobi, Africa. Report from a workshop held 5–15 November 1990, Nairobi, Kenya. Training and Education report 19. Nairobi: ICRAF, 57pp.Kenya. Training and Education report 19. Nairobi: ICRAF, 57pp.

3.3. Asare EO and Zulberti E. 1992. Curriculum development for agroforestry Asare EO and Zulberti E. 1992. Curriculum development for agroforestry education at African universities. Report from a workshop held 27-30 education at African universities. Report from a workshop held 27-30 August 1990, Kumasi, Ghana. Training and Education Report 18. Nairobi: August 1990, Kumasi, Ghana. Training and Education Report 18. Nairobi: ICRAF, 39 p.ICRAF, 39 p.

4.4. Rogers A, Taylor P. 1998 Participatory Curriculum Development in Rogers A, Taylor P. 1998 Participatory Curriculum Development in Agricultural Education. A training guide.  Food and Agriculture Agricultural Education. A training guide.  Food and Agriculture Organization of the United Nations. Rome: FAO. Rudebjer P, Taylor P, Del Organization of the United Nations. Rome: FAO. Rudebjer P, Taylor P, Del Castillo RA, eds. 2001. A framework for developing agroforestry curricula Castillo RA, eds. 2001. A framework for developing agroforestry curricula in Southeast Asia.Training and Education Report No. 51. Bogor: ICRAF.  in Southeast Asia.Training and Education Report No. 51. Bogor: ICRAF. 

Regional workshop of Learning agrobiodiversity,: options for universities in Regional workshop of Learning agrobiodiversity,: options for universities in Sub-Saharan Africa, 21-23 January, 09, ICRAF House, NairobiSub-Saharan Africa, 21-23 January, 09, ICRAF House, Nairobi 2020

Key referencesKey references• Rudebjer PG, Temu AB and Kung’u J. 2005. Developing Rudebjer PG, Temu AB and Kung’u J. 2005. Developing

agroforestry curricula: a practical guide for institutions in Africa agroforestry curricula: a practical guide for institutions in Africa and Asia.. 2005. Bogor: World Agroforestry Centre. 53 pp.and Asia.. 2005. Bogor: World Agroforestry Centre. 53 pp.

• Taylor P. 1999. Through the Grassroots Towards the Trees - Taylor P. 1999. Through the Grassroots Towards the Trees - Exploring Participatory Curriculum Development in Forestry Exploring Participatory Curriculum Development in Forestry Education in Viet Nam.. In: Rudebjer PG and Del Castillo RA. Education in Viet Nam.. In: Rudebjer PG and Del Castillo RA. (1999) The 1st General Meeting of the Southeast Asian (1999) The 1st General Meeting of the Southeast Asian Network (SEANAFE), Harrar Hall, IRRI, Los Baños, Laguna, the Network (SEANAFE), Harrar Hall, IRRI, Los Baños, Laguna, the Philippines, April 26-28 1999. Training and Education Report Philippines, April 26-28 1999. Training and Education Report No. 49. Bogor: ICRAFNo. 49. Bogor: ICRAF

• Temu, A.B. and Kasolo, W. 2001. Reviewing Curricula—Temu, A.B. and Kasolo, W. 2001. Reviewing Curricula—Rationale, Process and Outputs: ANAFE experience with the Rationale, Process and Outputs: ANAFE experience with the DACUM method in Africa. FAO expert Consultation on Forestry DACUM method in Africa. FAO expert Consultation on Forestry Education.Education.

Regional workshop of Learning agrobiodiversity,: options for Regional workshop of Learning agrobiodiversity,: options for universities in Sub-Saharan Africa, 21-23 January, 09, ICRAF House, universities in Sub-Saharan Africa, 21-23 January, 09, ICRAF House,

NairobiNairobi 2121

Key referencesKey references

• Temu, A.B. Kasolo, W. and Rudebjer, P. 1995. Approaches to Temu, A.B. Kasolo, W. and Rudebjer, P. 1995. Approaches to agroforestry curriculum development. Training and education agroforestry curriculum development. Training and education report no. 32, Nairobi Kenya: International Centre for Research in report no. 32, Nairobi Kenya: International Centre for Research in Agroforestry.Agroforestry.

• Temu, A.B. Kasolo, W. and Rudebjer, P. 1995. Approaches to Temu, A.B. Kasolo, W. and Rudebjer, P. 1995. Approaches to agroforestry curriculum development. Training and education agroforestry curriculum development. Training and education report no. 32, Nairobi Kenya: International Centre for Research in report no. 32, Nairobi Kenya: International Centre for Research in Agroforestry.Agroforestry.

• Useful websitesUseful websites– African Network for Agriculture, Agroforestry and Natural African Network for Agriculture, Agroforestry and Natural

Resources Education (ANAFE): Resources Education (ANAFE): www.anafeafrica.org– www.anafeafrica.org/curriculum_eval_reviews.phpwww.anafeafrica.org/curriculum_eval_reviews.php– www.worldagroforestry.org/sea/seanafe– Agroforestry Net: Agroforestry Net: www.agroforestry.net

Thank you !

Asante! Zikomo!

Obrigado!

Gracias!

Merci!

Tatenda!

Siyabonga!2222Regional workshop of Learning agrobiodiversity,: Options for universities in Regional workshop of Learning agrobiodiversity,: Options for universities in

Sub-Saharan Africa, 21-23 January, 09, ICRAF House, NairobiSub-Saharan Africa, 21-23 January, 09, ICRAF House, Nairobi