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Contributor : FAO-AGS (2008-02-28 14:55:23)
Human Resources Development
The Proposition
In many developing countries, there is a mismatch between the technical and managerial requirements of the agro-industrial sector and the quality and content of professional education at all levels. This misalignment must be corrected if competitive agro-industries are to be developed.
Rationale and Recommended Response (Click here to read)
Update on the debate
The second round of discussions has highlighted the need to look at HRD within a broader context than from the perspective of addressing professional technical and management needs. The need for context appropriate training and capacity building at all levels was highlighted as was the need to put knowledge into practice. It was generally felt that the greatest benefits are derived by training a comparably large number of individuals at the lower level. Highly skilled professionals are required in specific areas, such as research and development.
The discussion will now focus on mechanisms for facilitating knowledge and technology transfer to developing countries.
Current focus of the debate:
Are there any good and replicable mechanisms for facilitating technology and knowledge transfer to upgrade human resources in developing countries? Please feel free to share examples of your experience?
For summary of previous round of debate and questions click here
31 Comments
Manjate, Armando Aniceto , (2008-04-24 15:50:28)
In relation to the question of Knowledge transfer to upgrade resources in developing coutries, I would like to share the idea that Countries where English is not the main vehicle for communication there are many onstraints. For example, in Mozambique where I am lecturing in a Rural Development High School, the students are less concerned with the question of language as main matter for knowledge transfer.
What I really propose is that NGOs in these countries have to empower this Universities with technical oral presentation for these students as a way to exposure them to the langauge, new experience from expertees and bear in their minds the real filed life.
In relation to the question of Knowledge transfer to upgrade resources in developing coutries, I would like to share the idea that Countries where English is not the main vehicle for communication there are many onstraints. For example, in Mozambique where I am lecturing in a Rural Development High School, the students are less concerned with the question of language as main matter for knowledge transfer.
What I really propose is that NGOs in these countries have to empower this Universities with technical oral presentation for these students as a way to exposure them to the langauge, new experience from expertees and bear in their minds the real filed life.
Divine Njie , (2008-04-04 17:52:40)
I agree on the importance of context appropriate training and capacity building. Perhaps a way to ensure this is prioritising knowledge transfer from other developing countries, in situations where this is applicable. FAO´s South-South Cooperation model is a good example of this approach.
I agree on the importance of context appropriate training and capacity building. Perhaps a way to ensure this is prioritising knowledge transfer from other developing countries, in situations where this is applicable. FAO´s South-South Cooperation model is a good example of this approach.
Rosa Rolle , (2008-04-02 12:46:01)
The examples given by Kit Chan illustrate the point that HRD requirements to address competitiveness issues in developing countries, should be looked at within a broader context than from the perspective of addressing professional technical and management needs. Extending the appropriate type of information, the appropriate use of information and putting knowledge into practice are key to the attainment of competitiveness by farmers in developing countries. Should the proposition therefore be broadened?
The examples given by Kit Chan illustrate the point that HRD requirements to address competitiveness issues in developing countries, should be looked at within a broader context than from the perspective of addressing professional technical and management needs. Extending the appropriate type of information, the appropriate use of information and putting knowledge into practice are key to the attainment of competitiveness by farmers in developing countries. Should the proposition therefore be broadened?
Kit Chan , (2008-03-30 16:10:41)
A major issue for the export horticultural product market is certification and productivity. For certification, there is a need for a large number of middle level trained agriculturist to work directly with farmers, pointing out the good agriculture practices - practices that are mostly common sense but requires basic agriculture explanations.
As was mentioned before, most farmers do know how to produce a decent crop, but the productivity level cannot be assumed - information on how to use fertilizers and agrochemical inputs effectively and effective farm management techniques, no rocket science needed here but sorely lacking with so many farmers in developing countries. The wrong perception (information) that agrochemicals is the cure all solution for production problems is wasteful and dangerous. Again, these are mostly basic production information.
Without certification and productivity, these farmers will never be competitive to meet their challenges in the open and commercial market. Developing countries prioritizing Ph.Ds will not serve this purpose well.
A major issue for the export horticultural product market is certification and productivity. For certification, there is a need for a large number of middle level trained agriculturist to work directly with farmers, pointing out the good agriculture practices - practices that are mostly common sense but requires basic agriculture explanations.
As was mentioned before, most farmers do know how to produce a decent crop, but the productivity level cannot be assumed - information on how to use fertilizers and agrochemical inputs effectively and effective farm management techniques, no rocket science needed here but sorely lacking with so many farmers in developing countries. The wrong perception (information) that agrochemicals is the cure all solution for production problems is wasteful and dangerous. Again, these are mostly basic production information.
Without certification and productivity, these farmers will never be competitive to meet their challenges in the open and commercial market. Developing countries prioritizing Ph.Ds will not serve this purpose well.
Peter Steele Consulting Agricultural Engineer , (2008-03-27 16:35:09)
*Horses for courses*
This thing about ´lower level´ in the directive question around which the debate has been centred. Wrong choice of words. Not so much that some people learn from their experience of ´doing´ and others learn from ´watching and reporting´, but it is markets for skills and knowledge that should ultimately govern domestic planning for the kinds of people who will be capable of creating national wealth. And then, there is no ´level´ between the capable artisan or technician and the man/woman with an academic qualification. Sure, the latter costs a deal more to train nationally, but the former may be a deal more valuable for wealth creation. Too often an academic route limits ability; and people continue into a professional role for which they are not well adapted. You will all know people like this. What to do about it?
A further danger of producing too many academic people within the national portfolio of skills/knowledge is that they become lost to external markets (for those qualifications, skills, etc.). Distant markets pay better and people move. The examples are many including nursing staff from Central Africa to Europe, electronic engineers from India to N America, builders from the Philippes to the Gulf States and so on. What to do about it?
Too many academically trained bus drivers in Lagos? Scope for re-considering national priorities then.
*Horses for courses*
This thing about ´lower level´ in the directive question around which the debate has been centred. Wrong choice of words. Not so much that some people learn from their experience of ´doing´ and others learn from ´watching and reporting´, but it is markets for skills and knowledge that should ultimately govern domestic planning for the kinds of people who will be capable of creating national wealth. And then, there is no ´level´ between the capable artisan or technician and the man/woman with an academic qualification. Sure, the latter costs a deal more to train nationally, but the former may be a deal more valuable for wealth creation. Too often an academic route limits ability; and people continue into a professional role for which they are not well adapted. You will all know people like this. What to do about it?
A further danger of producing too many academic people within the national portfolio of skills/knowledge is that they become lost to external markets (for those qualifications, skills, etc.). Distant markets pay better and people move. The examples are many including nursing staff from Central Africa to Europe, electronic engineers from India to N America, builders from the Philippes to the Gulf States and so on. What to do about it?
Too many academically trained bus drivers in Lagos? Scope for re-considering national priorities then.
Rosa Rolle , (2008-03-27 08:44:17)
Among other issues,this round of discussions has highlighted the need for documentation and dissemination of information as well as access to and use of information. It is, however, notable that Information was not highlighted in the earlier round of discussions. Do information gaps at different levels also contribute to the misalignment?
Among other issues,this round of discussions has highlighted the need for documentation and dissemination of information as well as access to and use of information. It is, however, notable that Information was not highlighted in the earlier round of discussions. Do information gaps at different levels also contribute to the misalignment?
Emma Nikki Owiredu , (2008-03-25 17:38:59)
• The best approach is for professionals to develop innovative ways to improve access to learning opportunities to a large number of individuals at a lower level, and this should be effective to relate to the real needs of those individuals.
• Such opportunities may include integrated technical assistance, business management and how to seek and use information.
Risks:
• When few highly qualified professionals are trained to cater for a large number of individuals at a lower level, it will create dependency of the individuals on the professionals and possible monopolization of the decision-making process by the professionals.
Benefits:
• The professionals will be in a good position to provide continuous technical and managerial leadership to individuals and the emergence of individuals to be so empowered to make themselves heard and to make decisions is seen as a threat, but the benefits may be greater than the risk as the continuing education of individuals will keep them abreast with the changing trends in agriculture and agro-industries.
• The best approach is for professionals to develop innovative ways to improve access to learning opportunities to a large number of individuals at a lower level, and this should be effective to relate to the real needs of those individuals.
• Such opportunities may include integrated technical assistance, business management and how to seek and use information.
Risks:
• When few highly qualified professionals are trained to cater for a large number of individuals at a lower level, it will create dependency of the individuals on the professionals and possible monopolization of the decision-making process by the professionals.
Benefits:
• The professionals will be in a good position to provide continuous technical and managerial leadership to individuals and the emergence of individuals to be so empowered to make themselves heard and to make decisions is seen as a threat, but the benefits may be greater than the risk as the continuing education of individuals will keep them abreast with the changing trends in agriculture and agro-industries.
Divina D. Bawalan Free Lance Consultant (Coconut Processing and Utilization), (2008-03-21 09:49:23)
It will be better to develop the skills and capacities of a large number of individuals with lower degree (e.g. BSc, vocational graduates) instead of concentrating the training to highly qualified professionals ( e.g. MSc, PhD) so that there will be a greater base of skilled individuals. I also believe that a higher degree of university education is not always a guarantee that such a person can deliver a better output than say a BSc graduate. Experience and having a lot of good common sense still define an individual´s capability to tackle a specific problem when confronted with it. In addition, if the training will just be concentrated on highly educated professionals, it may reach a point where SME´s would not be able to afford to pay the high salaries that said professionals would demand. Hence, it will also defeat the purpose of training them in the first place.
It will be better to develop the skills and capacities of a large number of individuals with lower degree (e.g. BSc, vocational graduates) instead of concentrating the training to highly qualified professionals ( e.g. MSc, PhD) so that there will be a greater base of skilled individuals. I also believe that a higher degree of university education is not always a guarantee that such a person can deliver a better output than say a BSc graduate. Experience and having a lot of good common sense still define an individual´s capability to tackle a specific problem when confronted with it. In addition, if the training will just be concentrated on highly educated professionals, it may reach a point where SME´s would not be able to afford to pay the high salaries that said professionals would demand. Hence, it will also defeat the purpose of training them in the first place.
Kit Chan Director, K-Farm Sdn Bhd [ www.kfarm.com ] (2008-03-21 07:35:07)
MSc and Ph.D holders are neded for research and development work in the laboratory for food production and processing. Not forgetting that there is currently a very big store of such technical information and knowledge, available in the internet and in the shelves of the researchers and educators. Such information needs to be brought out and put to practice. There is constant cry from the fields of farmers who are helpless because they do not know the basic solution to their daily farm problems, be it a pest or disease attack, or an effective trick to an agronomic problem. We need thousands of such extension people, the ones who is willing to go down to the field, to solve a minor, yet necessary problem. We need field people who have the experience of the weather condition, the soil habits and recognizing the pests and are confident to give advice and solutions immediately. In the developing countries, the small scale farmers are not well educated. We can assume that they are able to produce, but not efficiently, and more often not profitable. That is a more urgent need.
MSc and Ph.D holders are neded for research and development work in the laboratory for food production and processing. Not forgetting that there is currently a very big store of such technical information and knowledge, available in the internet and in the shelves of the researchers and educators. Such information needs to be brought out and put to practice. There is constant cry from the fields of farmers who are helpless because they do not know the basic solution to their daily farm problems, be it a pest or disease attack, or an effective trick to an agronomic problem. We need thousands of such extension people, the ones who is willing to go down to the field, to solve a minor, yet necessary problem. We need field people who have the experience of the weather condition, the soil habits and recognizing the pests and are confident to give advice and solutions immediately. In the developing countries, the small scale farmers are not well educated. We can assume that they are able to produce, but not efficiently, and more often not profitable. That is a more urgent need.
Peter Steele Consultant Agricultural Engineer, FAO/UN [ fao.org ] (2008-03-20 15:43:53)
Starting with kids.
The debate has locked into teriary education (almost to the exclusion of other options), but the skills and approach required to enable young people to make their way in the word (i.e. to earn a living) come much much earlier. They must begin, however, with a formal education of some kind. Kids *have* to be captured for the value of a primary education. Illiterate kids have absolutely no chance at all; and this approach follows through all the way to that PhD for the very very few.
Presenting at an award ceremony at an agric university in Africa a couple of years back, my pitch was for the need to sell the skills and personality of the man/woman behind the degree. The degree in itself was not sufficient. I suggested three additional requirements in addition to the degree - competence with a keyboard, international language and, importantly, imagination. So much of high-level education tends to regiment the student into an institutional approach (as if he/she has a right to employment simply because he/she spent five years or more at university).
But back to those primary school kids. Kids learn skills from their family back home, but this can be limiting when traditions restrict thinking and experimentation. Schools can, for example, introduce gardens, crops, processing, new technologies and new ideas into the community. Herein there is need for the NGO/agency/public sector to invest small sums to support the teachers, bring in books, provide some equipment, etc. Working in support of a community-based project we helped to introduce green vegetables, root crops, false banana, etc. - and the gardens required - into communities of people who lived on largely meat & bread. We showed them how to cook and prepare these foods - starting in the local school. Garden production lead to markets for surpluses, use of livestock manure, composting, etc. - all good enterpreneurial services; leading to increased wealth (and certainly better diets) in local communities. And no mention of a degree, export crop or package demand anywhere. Now there´s good extension advice/practices that everyone can follow.
Peter Steele. Rome. 20/03.
Starting with kids.
The debate has locked into teriary education (almost to the exclusion of other options), but the skills and approach required to enable young people to make their way in the word (i.e. to earn a living) come much much earlier. They must begin, however, with a formal education of some kind. Kids *have* to be captured for the value of a primary education. Illiterate kids have absolutely no chance at all; and this approach follows through all the way to that PhD for the very very few.
Presenting at an award ceremony at an agric university in Africa a couple of years back, my pitch was for the need to sell the skills and personality of the man/woman behind the degree. The degree in itself was not sufficient. I suggested three additional requirements in addition to the degree - competence with a keyboard, international language and, importantly, imagination. So much of high-level education tends to regiment the student into an institutional approach (as if he/she has a right to employment simply because he/she spent five years or more at university).
But back to those primary school kids. Kids learn skills from their family back home, but this can be limiting when traditions restrict thinking and experimentation. Schools can, for example, introduce gardens, crops, processing, new technologies and new ideas into the community. Herein there is need for the NGO/agency/public sector to invest small sums to support the teachers, bring in books, provide some equipment, etc. Working in support of a community-based project we helped to introduce green vegetables, root crops, false banana, etc. - and the gardens required - into communities of people who lived on largely meat & bread. We showed them how to cook and prepare these foods - starting in the local school. Garden production lead to markets for surpluses, use of livestock manure, composting, etc. - all good enterpreneurial services; leading to increased wealth (and certainly better diets) in local communities. And no mention of a degree, export crop or package demand anywhere. Now there´s good extension advice/practices that everyone can follow.
Peter Steele. Rome. 20/03.
Peter Steele , (2008-03-20 14:57:48)
There is a deal of ´over-view´ and ´top-down´ comment in the exchange and, unfortunatly, little information that may reflect the needs of young people wanting to participate - but starting with little in the way of a formal education. Entrepreneurs come from all walks of life, but the majority are typically ´self-made´ and do not come courtesy of a university education.
All kinds of people skills are needed for the agro-industrialization of agricresources, but things work better when there are more ´doers & service agents´ than public-sector advisors. Opportunities exist for "apprenticeships" that are largely informal, but which provide dignity, semi-security, training and experience with minimal external investment. Apprenticeship models apply equally to disabled and able-bodied people.
Clearly, skilled individuals are required for industry, but anyone with ability (anywhere and everywhere in the industry) will also be out there exploiting markets and making returns.
There is a deal of ´over-view´ and ´top-down´ comment in the exchange and, unfortunatly, little information that may reflect the needs of young people wanting to participate - but starting with little in the way of a formal education. Entrepreneurs come from all walks of life, but the majority are typically ´self-made´ and do not come courtesy of a university education.
All kinds of people skills are needed for the agro-industrialization of agricresources, but things work better when there are more ´doers & service agents´ than public-sector advisors. Opportunities exist for "apprenticeships" that are largely informal, but which provide dignity, semi-security, training and experience with minimal external investment. Apprenticeship models apply equally to disabled and able-bodied people.
Clearly, skilled individuals are required for industry, but anyone with ability (anywhere and everywhere in the industry) will also be out there exploiting markets and making returns.
Carlos A. da Silva , (2008-03-19 20:04:22)
With respect to the initial question, I do not think this is an "either/or" situation. Training and capacity building strategies should address needs, and these often involve skills development at all levels. Priorities, of course, must be set, taking into account the availability of resources.
With respect to the initial question, I do not think this is an "either/or" situation. Training and capacity building strategies should address needs, and these often involve skills development at all levels. Priorities, of course, must be set, taking into account the availability of resources.
Esther B. Mwaisango , (2008-03-19 13:30:33)
I think for our case (developing countries) it is important to train the lower levels(BSc, downwards) who are the majority and are the ones who practising the Agro processing at small and medium scale which dominates the Agro processing Industry.
If the lower level will be educated there will be an improvement in Agro processing products in terms of quality and safety.
The higher educated level(Msc & PHD)are important for technology development. In many countries there are many technologies which have been developed but are under utilized. We should think of utilizing what is already available instead of thinking of developing new technlogies. Reaserchers should think of ways to dissemminate the already developed technologies.
I think for our case (developing countries) it is important to train the lower levels(BSc, downwards) who are the majority and are the ones who practising the Agro processing at small and medium scale which dominates the Agro processing Industry.
If the lower level will be educated there will be an improvement in Agro processing products in terms of quality and safety.
The higher educated level(Msc & PHD)are important for technology development. In many countries there are many technologies which have been developed but are under utilized. We should think of utilizing what is already available instead of thinking of developing new technlogies. Reaserchers should think of ways to dissemminate the already developed technologies.
Chido Makunike , (2008-03-19 11:22:17)
Dear Damian Ihedioha,
I do not believe that there is an "alternative" to university education, or that "artesans" will on their own "propel this world in the 21st century." Consideration must, however be given to the applicability/relevance of the education; our very orientation to it, what we are designing/delivering it for. Africa does not yet have the luxury of education for its own sake. Education in Africa must be primarily targeted to creating a group of schooled Africans who are educated to "propel Africa into the 21st century" and beyond. The results of the thousands of graduates educated without this orientation and how they have not helped us to overcome many basic developmental challenges suggests we have not been successful at this over the last 50 years of the post-colonial era.
In my view, it appears disgraceful that instead of modifying the education model we have inherited from the West to make it relevant to solving our most pressing challenges, we have simply copied it wholesale without considering the radically different environment to which the model has been transplanted.
I am not talking about African scholars being worse or better off than any other scholars. I see the need to create and cultivate relevant and practical African scholarship, at any level and of any type, that helps Africa significantly move forward. I am talking about scholars who do not merely whine about what they don´t have in Africa that they could have in the West; but scholars who have the orientation and get-up and-go to see what they can do about creating university-industrial linkages, for example.
Scholars must be pro-active about sharing whatever special knowledge they have with farmers and agro-entrepreneurs, for example, rather than just complaining about how no one comes to beg them for information. We need scholars who are not just schooled in whatever their area of specialty, but who also see the potential business opportunity of disseminating it to business people, and are not afraid to get their hands dirty and fall flat on their faces trying to do so.
These to me are examples of Africa-relevance. It is simply not good or relevant enough to say "I was at Harvard and got the same grades as scholars from anywhere else in the world."
Relevance, boldness,innovation are just some of the necessary but missing qualities we need from the majority of our scholars.
Dear Damian Ihedioha,
I do not believe that there is an "alternative" to university education, or that "artesans" will on their own "propel this world in the 21st century." Consideration must, however be given to the applicability/relevance of the education; our very orientation to it, what we are designing/delivering it for. Africa does not yet have the luxury of education for its own sake. Education in Africa must be primarily targeted to creating a group of schooled Africans who are educated to "propel Africa into the 21st century" and beyond. The results of the thousands of graduates educated without this orientation and how they have not helped us to overcome many basic developmental challenges suggests we have not been successful at this over the last 50 years of the post-colonial era.
In my view, it appears disgraceful that instead of modifying the education model we have inherited from the West to make it relevant to solving our most pressing challenges, we have simply copied it wholesale without considering the radically different environment to which the model has been transplanted.
I am not talking about African scholars being worse or better off than any other scholars. I see the need to create and cultivate relevant and practical African scholarship, at any level and of any type, that helps Africa significantly move forward. I am talking about scholars who do not merely whine about what they don´t have in Africa that they could have in the West; but scholars who have the orientation and get-up and-go to see what they can do about creating university-industrial linkages, for example.
Scholars must be pro-active about sharing whatever special knowledge they have with farmers and agro-entrepreneurs, for example, rather than just complaining about how no one comes to beg them for information. We need scholars who are not just schooled in whatever their area of specialty, but who also see the potential business opportunity of disseminating it to business people, and are not afraid to get their hands dirty and fall flat on their faces trying to do so.
These to me are examples of Africa-relevance. It is simply not good or relevant enough to say "I was at Harvard and got the same grades as scholars from anywhere else in the world."
Relevance, boldness,innovation are just some of the necessary but missing qualities we need from the majority of our scholars.
Dr. Damian Ihedioha , (2008-03-18 16:53:44)
Chido,
Your comments appear to be very sweeping, as if there is alternative to education, nay university education. Artesans, technicians, etc can not propel this world in the 21st century. There is no alternative to university education, however you look at it. In Nigeria, our graduates, not all graduates are one of the best around. In fact, the brain drain we have in Nigeria is mainly due to the quality of education in the country. It could be misleading to write-off university education in Africa. Like anywhere in the world, Africa may have its share of less qualitative education, that is not to say graduates from Africa can not compete with their peers anywhere. Some of us had the opportunity of doing our first degree in Africa, and postgraduate degree outside Africa; African scholars are never worse off. We should be careful in making sweeping/generic statements.
Chido,
Your comments appear to be very sweeping, as if there is alternative to education, nay university education. Artesans, technicians, etc can not propel this world in the 21st century. There is no alternative to university education, however you look at it. In Nigeria, our graduates, not all graduates are one of the best around. In fact, the brain drain we have in Nigeria is mainly due to the quality of education in the country. It could be misleading to write-off university education in Africa. Like anywhere in the world, Africa may have its share of less qualitative education, that is not to say graduates from Africa can not compete with their peers anywhere. Some of us had the opportunity of doing our first degree in Africa, and postgraduate degree outside Africa; African scholars are never worse off. We should be careful in making sweeping/generic statements.
Rosa Rolle , (2008-03-18 14:41:58)
Human resource development is a strategic tool for competitiveness.
The era of globalisation has, however, led to opportunities for many individuals to work and study abroad, often leading to skills migration out of many developing countries - "Brain Drain". What actions might be taken by countries to (a) attract and retain skilled personnel (b) allow this trained diaspora to contribute to developmental efforts in their respective countries?
Human resource development is a strategic tool for competitiveness.
The era of globalisation has, however, led to opportunities for many individuals to work and study abroad, often leading to skills migration out of many developing countries - "Brain Drain". What actions might be taken by countries to (a) attract and retain skilled personnel (b) allow this trained diaspora to contribute to developmental efforts in their respective countries?
Chido Makunike , (2008-03-18 13:09:03)
The emphasis on degree-granting education, at least in Africa, has not had anywhere near the level of positive impact expected of the national resources spent on it.
"Education" has been largely reduced to churning out thousands of people with academic qualifications that are generally ill-suited for their economies. The emphasis is on turning out people who are only narrowly qualified to be bureaucrats, academics and office workers, rather than broadly capacitated to be risk-takers and problem solvers.
Changing this pedantic approach to education is probably beyond the scope of school, college and university systems, which have a vested interest in being certificate factories.
Many countries have not reformed their education systems to move beyond the colonial-era function of creating a corps of native elites who would would work on the peripheries of the system to oil it. They were not expected to ask too many questions or to innovate. That, unfortunately, has been continued by many post-colonial governments. The result is that it is still considered vaguely "prestigious" to be highly and narrowly schooled even in an esoteric field of study with little relevance to a country´s challenges.
Bringing about change requires much more than putting more emphasis on vocational education.It needs fundamentally re-thinking what the purpose of education is, and how to define it.
An example of the kind of changed approach that may be required:there is now much talk about imparting more market-relevant skills to college/university graduates. But this may be an ineffective band-aid solution if those graduates do not have a basic problem-solving/entrepreneurial bent to begin with. It may instead be worthwhile to have systems of identifying young people who have practical inclinations and then giving them the education to sharpen those skills.
The media should also be recruited to highlight the many people who may not be highly, formally educated but who are practically contributing to the development of their societies by being good farmers, problem-solvers, employment and wealth-creators. THis would be far more useful to fostering entrepreneurship than all the publicity devoted to football players, models, religionists and other such "professions."
Even the emphasis on doctorates in African academic settings is embarrassingly misplaced. It simply creates a group of people who are highly knowledgeable about some subject, but who are not necessarily any better equipped to be DOERS.
The education challenge is therefore not just technical: it is more basic than that; one of fundamental (mis)-orientation.
The emphasis on degree-granting education, at least in Africa, has not had anywhere near the level of positive impact expected of the national resources spent on it.
"Education" has been largely reduced to churning out thousands of people with academic qualifications that are generally ill-suited for their economies. The emphasis is on turning out people who are only narrowly qualified to be bureaucrats, academics and office workers, rather than broadly capacitated to be risk-takers and problem solvers.
Changing this pedantic approach to education is probably beyond the scope of school, college and university systems, which have a vested interest in being certificate factories.
Many countries have not reformed their education systems to move beyond the colonial-era function of creating a corps of native elites who would would work on the peripheries of the system to oil it. They were not expected to ask too many questions or to innovate. That, unfortunately, has been continued by many post-colonial governments. The result is that it is still considered vaguely "prestigious" to be highly and narrowly schooled even in an esoteric field of study with little relevance to a country´s challenges.
Bringing about change requires much more than putting more emphasis on vocational education.It needs fundamentally re-thinking what the purpose of education is, and how to define it.
An example of the kind of changed approach that may be required:there is now much talk about imparting more market-relevant skills to college/university graduates. But this may be an ineffective band-aid solution if those graduates do not have a basic problem-solving/entrepreneurial bent to begin with. It may instead be worthwhile to have systems of identifying young people who have practical inclinations and then giving them the education to sharpen those skills.
The media should also be recruited to highlight the many people who may not be highly, formally educated but who are practically contributing to the development of their societies by being good farmers, problem-solvers, employment and wealth-creators. THis would be far more useful to fostering entrepreneurship than all the publicity devoted to football players, models, religionists and other such "professions."
Even the emphasis on doctorates in African academic settings is embarrassingly misplaced. It simply creates a group of people who are highly knowledgeable about some subject, but who are not necessarily any better equipped to be DOERS.
The education challenge is therefore not just technical: it is more basic than that; one of fundamental (mis)-orientation.
Dr. Damian Ihedioha , (2008-03-18 11:15:22)
For sustainable development, adherence to either of the options can not take us far. Admixture of the options will lead us home. That is to say, at the research and development level, M.Sc and PhD levels at required. At the operational levels of SMEs, B.Sc, M.Sc. and perhaps PhD are all needed. Vocational and on-the-job training are necessary things for SMEs who want to survive the changing, and at times the slippery landscape of SME operation.
For sustainable development, adherence to either of the options can not take us far. Admixture of the options will lead us home. That is to say, at the research and development level, M.Sc and PhD levels at required. At the operational levels of SMEs, B.Sc, M.Sc. and perhaps PhD are all needed. Vocational and on-the-job training are necessary things for SMEs who want to survive the changing, and at times the slippery landscape of SME operation.
Emma Nikki Owiredu , (2008-03-17 17:22:39)
Professional training should emphasise: Entrepreneural Development, Business Planning, and development, Product development and Financial management among others. It is becoming difficult for people to depart from the traditional way of doing things, and thus remaining in subsistence agricultutre and in a vicious cycle of porverty. The pace of the industrialisation of Agriculture has
quickened and there is the need to keep pace with its development.
The answer to the second question is the need for prudent use and sustainability of resources to ensure that logistic and human resource support is adequate and timely.
Professional training should emphasise: Entrepreneural Development, Business Planning, and development, Product development and Financial management among others. It is becoming difficult for people to depart from the traditional way of doing things, and thus remaining in subsistence agricultutre and in a vicious cycle of porverty. The pace of the industrialisation of Agriculture has
quickened and there is the need to keep pace with its development.
The answer to the second question is the need for prudent use and sustainability of resources to ensure that logistic and human resource support is adequate and timely.
Esther B. Mwaisango , (2008-03-14 13:53:28)
Education in many developing countries does not prepare the student to be self relient. Education should change the mindset of graduates so that they can think of self employment. Take the example of our African Universities. The students have done many research (thesis) which are useful but they are just in the shelfs. why is not possible for the private sector to work close with those students at the university and make use of their ideas from various research conducted? for example, food industry can have a mutual relationship with food science and technology Department of the university. The food industry will benefit from research results from the students, and the students will be facilitated by the food industry to conduct the research. But this is not the case in our countries, Universities are under utilized and most of the time the funds allocated for them is not enough.But if the private sector could see this opportunity there will be no point of the universities to cry for funds!
The gaps faced by the developing countrities in competitive Agro-Industrial Sector is Interprenurship, manegerial and financial manegement skills.
Education in many developing countries does not prepare the student to be self relient. Education should change the mindset of graduates so that they can think of self employment. Take the example of our African Universities. The students have done many research (thesis) which are useful but they are just in the shelfs. why is not possible for the private sector to work close with those students at the university and make use of their ideas from various research conducted? for example, food industry can have a mutual relationship with food science and technology Department of the university. The food industry will benefit from research results from the students, and the students will be facilitated by the food industry to conduct the research. But this is not the case in our countries, Universities are under utilized and most of the time the funds allocated for them is not enough.But if the private sector could see this opportunity there will be no point of the universities to cry for funds!
The gaps faced by the developing countrities in competitive Agro-Industrial Sector is Interprenurship, manegerial and financial manegement skills.
Farhad Mirzaei , (2008-03-12 21:51:46)
THis topic is very important,but first of all,we have to distinguish our needs ,potential,priorities and active resources as well.
THis topic is very important,but first of all,we have to distinguish our needs ,potential,priorities and active resources as well.
Dr. Damian Ihedioha , (2008-03-11 16:55:39)
Rosa,
Issues of food quality control and standards require high level manpower training. Any mistake or gamble can claim lives. What we have used in this part of the world is to design training manuals/modules on key aspects of food processing and standardization, that would not ordinarily be taught under formal settings. That is in fact is the essence of on-the-job training, which is one sure way to train, retrian and enhance the capacity of food experts.
In relation to human resources development, it is recommended that FAO over time could set-up centres of excellence post-harvest/processing research, with linkages to established universities, especially in Africa.
Rosa,
Issues of food quality control and standards require high level manpower training. Any mistake or gamble can claim lives. What we have used in this part of the world is to design training manuals/modules on key aspects of food processing and standardization, that would not ordinarily be taught under formal settings. That is in fact is the essence of on-the-job training, which is one sure way to train, retrian and enhance the capacity of food experts.
In relation to human resources development, it is recommended that FAO over time could set-up centres of excellence post-harvest/processing research, with linkages to established universities, especially in Africa.
Rosa Rolle , (2008-03-11 15:54:14)
Our discussions have, so far, focused on "formal"training at the university level. Should public policy prioritize the training of a few highly qualified professionals or opt to develop the skills and capacities of a large number of individuals at a lower level? What are the risks and benefits of pursuing either avenue?
Our discussions have, so far, focused on "formal"training at the university level. Should public policy prioritize the training of a few highly qualified professionals or opt to develop the skills and capacities of a large number of individuals at a lower level? What are the risks and benefits of pursuing either avenue?
subodhkumar , (2008-03-11 05:41:49)
Mental attitudes, involving character traits such as entrepreneurship,confidence in one´s ability to be able to improve his life by making personal knowledge driven sustained hard work,dream about better future and do some thing about it, integrity and honesty are traits which have not only genetic, social environmental but also would be mother infant, girl child and adult nutrition linkages.
While dealing with small farming communities these handicaps manifest very evidently.
They can not be addressed by any quick fix band aids. But require sustained simultaneous community initiatives and efforts.
In some ways Chinese have very successfully demonstrated the gains made by mother child nutrition programmes undertaken there more than 30 years ago.
The problems being faced to day by us in India, took many centuries to develop, and have many dimensions than just hardware training and technological solutions.
Mental attitudes, involving character traits such as entrepreneurship,confidence in one´s ability to be able to improve his life by making personal knowledge driven sustained hard work,dream about better future and do some thing about it, integrity and honesty are traits which have not only genetic, social environmental but also would be mother infant, girl child and adult nutrition linkages.
While dealing with small farming communities these handicaps manifest very evidently.
They can not be addressed by any quick fix band aids. But require sustained simultaneous community initiatives and efforts.
In some ways Chinese have very successfully demonstrated the gains made by mother child nutrition programmes undertaken there more than 30 years ago.
The problems being faced to day by us in India, took many centuries to develop, and have many dimensions than just hardware training and technological solutions.
Kit Chan , (2008-03-10 09:06:49)
I would not know how entrepreneurship skill would be taught in the classroom. All the permutations of decision making and risk taking for an agriculture business transaction are probably too complex for a classroom analysis. The basic skills of decision making, risk taking must be taught, backed by the technical knowledge of crop cultivation will be very essential for the student. However all these will only be effective if the student has the opportunity to put these into practice in real situations. There are limited establishments that can provide that opportunity for the fresh graduate student. The cost of learning by doing is often too much for the commercial agriculture producers to undertake.
At K-Farm Sdn Bhd, we put all our new intakes on a 6 months apprenticeship and retraining program, irrespective whether they are A-students. We believe that the risk taking and entrepreneurship could only be learnt in the field and in the market place and where the stakes are real and cost of error are painful.
The university will teach the basic skills and the industry will provide the opportunities to put these skills to effective use. The question is how to find sufficient industrial and commercial entities willing to provide these oportunities for the fresh graduates.
The authorities can initiate programs towards these approaches. We have these programs in my country Malaysia. But they are more effective when it is initiated by the private sector.
I would not know how entrepreneurship skill would be taught in the classroom. All the permutations of decision making and risk taking for an agriculture business transaction are probably too complex for a classroom analysis. The basic skills of decision making, risk taking must be taught, backed by the technical knowledge of crop cultivation will be very essential for the student. However all these will only be effective if the student has the opportunity to put these into practice in real situations. There are limited establishments that can provide that opportunity for the fresh graduate student. The cost of learning by doing is often too much for the commercial agriculture producers to undertake.
At K-Farm Sdn Bhd, we put all our new intakes on a 6 months apprenticeship and retraining program, irrespective whether they are A-students. We believe that the risk taking and entrepreneurship could only be learnt in the field and in the market place and where the stakes are real and cost of error are painful.
The university will teach the basic skills and the industry will provide the opportunities to put these skills to effective use. The question is how to find sufficient industrial and commercial entities willing to provide these oportunities for the fresh graduates.
The authorities can initiate programs towards these approaches. We have these programs in my country Malaysia. But they are more effective when it is initiated by the private sector.
Divina D. Bawalan BSChE, MSEgyE , (2008-03-08 11:47:04)
I think misallignment exists not only in Food Industries but also in other agro-industrial sectors as well simply because there is no direct link-up with the said industries and the technical universities which provide the basic skills training. One way of exposing would-be professionals to agro-industries in relevant fields is by giving specific problems encountered by a particular industry as subject for investigation by students who are doing their thesis with proper support and guidance. In this manner, the result of the thesis study if found to be good can already be adopted. One could not find a better researcher than a student doing his/her thesis.
I think misallignment exists not only in Food Industries but also in other agro-industrial sectors as well simply because there is no direct link-up with the said industries and the technical universities which provide the basic skills training. One way of exposing would-be professionals to agro-industries in relevant fields is by giving specific problems encountered by a particular industry as subject for investigation by students who are doing their thesis with proper support and guidance. In this manner, the result of the thesis study if found to be good can already be adopted. One could not find a better researcher than a student doing his/her thesis.
Rosa Rolle , (2008-03-08 05:00:33)
Damian has raised the issue and highlighted the need for the broadening of food science/technology programmes. Jubel has also highlighted specific areas of need. Are more specific curricula required in developing countries to address specific skill sets (e.g. more degree programmes in agricultural sociology or agricultural economics)? or should existing university curricula be reviewed with a view to integrating these specific subject areas into their current curricula to match growing needs?
Damian has raised the issue and highlighted the need for the broadening of food science/technology programmes. Jubel has also highlighted specific areas of need. Are more specific curricula required in developing countries to address specific skill sets (e.g. more degree programmes in agricultural sociology or agricultural economics)? or should existing university curricula be reviewed with a view to integrating these specific subject areas into their current curricula to match growing needs?
Dr. Damian Ihedioha , (2008-03-07 16:22:22)
Rosa,
Yes, that is part of the solution that business development and entrepreneurship skills should be conspicous in the curriculum for Food Technology departments, than hitherto in universities. Much more important is the failure of governments and public institutions to realise the importance of Food Scientists and Technologists in achieving food security.
Rosa,
Yes, that is part of the solution that business development and entrepreneurship skills should be conspicous in the curriculum for Food Technology departments, than hitherto in universities. Much more important is the failure of governments and public institutions to realise the importance of Food Scientists and Technologists in achieving food security.
Rosa Rolle , (2008-03-07 14:49:51)
You have raised an interesting point, given that few trained food scientists are food entrepreneurs. Should more attention, therefore, be given to the development of entrepreneurship skills in food science/technology training and degree programmes, to foster food entrepreneurship among trained and professional food technologists?
You have raised an interesting point, given that few trained food scientists are food entrepreneurs. Should more attention, therefore, be given to the development of entrepreneurship skills in food science/technology training and degree programmes, to foster food entrepreneurship among trained and professional food technologists?
Dr. Damian Ihedioha , (2008-03-06 15:47:20)
Regarding the first question, there is apparent lack of trained and professional Food Technologists in developing countries. Food industries spring up here and there without trained Food Scientists and Technologists that would ensure standards of products in terms of quantity and quality. There is also lack of food canning experts around. These to me areas that need urgent attention.
Misalignment exists because there is no deliberate attempt/effort by governments and regulatory agencies to enforce the roles of Food Technologists in the food industry. This were the international institute of Food Technology can play a critical role. At the national level, Institute of Food Science and Technology from Universities has not been so recognised to play their role of quality control
Regarding the first question, there is apparent lack of trained and professional Food Technologists in developing countries. Food industries spring up here and there without trained Food Scientists and Technologists that would ensure standards of products in terms of quantity and quality. There is also lack of food canning experts around. These to me areas that need urgent attention.
Misalignment exists because there is no deliberate attempt/effort by governments and regulatory agencies to enforce the roles of Food Technologists in the food industry. This were the international institute of Food Technology can play a critical role. At the national level, Institute of Food Science and Technology from Universities has not been so recognised to play their role of quality control
Jubel R. Moraga Rojel, Ph.D. , (2008-03-05 21:12:07)
In relation to the first question I think that professional training coming fron areas such as: agroeconomy, rural development, organizational management, agricultural sociology, among others, are necessary to cope with to sustain agro-industrial sector since those professionals are competent to deal with small, medium and large producers needs to link industrial sector needs in order to set up a commitment to get mutual benefits. I am talking about developing countries in transition economy;
With respect to the second concern, I think that it is answered in the firts question that is to say the relationship with small and medium producers which requieres a consensual contract with industry sector.
In relation to the first question I think that professional training coming fron areas such as: agroeconomy, rural development, organizational management, agricultural sociology, among others, are necessary to cope with to sustain agro-industrial sector since those professionals are competent to deal with small, medium and large producers needs to link industrial sector needs in order to set up a commitment to get mutual benefits. I am talking about developing countries in transition economy;
With respect to the second concern, I think that it is answered in the firts question that is to say the relationship with small and medium producers which requieres a consensual contract with industry sector.
