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Training Facilities for Aquaculture and Fisheries

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Training Facilities for Aquaculture and Fisheries FAO SmartFish Publication 21 TRAINING FACILITIES FOR AQUACULTURE AND FISHERIES MANAGEMENT IN EAST AFRICA AND THE WESTERN INDIAN OCEAN – A REGIONAL PERSPECTIVE Kenya, Madagascar, Mauritius, Tanzania, Reunion and Uganda Cover photograph courtesy of FAO SmartFish REPORT/RAPPORT: SF-FAO/2013/21 Training facilities for aquaculture and fisheries management in East Africa and the Western Indian Ocean – a regional perspective Les centres de formation pour la gestion de l'aquaculture et de la pêche en Afrique orientale et dans l’océan Indien occidental – une perspective régionale Kenya, Madagascar, Mauritius, Tanzania, La Réunion and Uganda GCP/RAF/466/EC SmartFish Project De San Michel. 2013. Report on Training facilities for aquaculture and fisheries management in East Africa and the Western Indian Ocean - a regional perspective. Report/Rapport: SF-FAO/2013/21. FAO-SmartFish Programme of the Indian Ocean Commission, Ebene, Mauritius. The designations employed and the presentation of material in this information product do not imply the expression of any opinion whatsoever on the part of the Food and Agriculture Organization of the United Nations (FAO) concerning the legal or development status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The mention of specific companies or products of manufacturers, whether or not these have been patented, does not imply that these have been endorsed or recommended by FAO in preference to others of a similar nature that are not mentioned. The views expressed in this information product are those of the author(s) and do not necessarily reflect the views or policies of FAO. The contents of this publication are the sole responsibility of the author(s) and can in no way be taken to reflect the views of the European Union © FAO 2013 FAO encourages the use, reproduction and dissemination of material in this information product. Except where otherwise indicated, material may be copied, downloaded and printed for private study, research and teaching purposes, or for use in non-commercial products or services, provided that appropriate acknowledgement of FAO as the source and copyright holder is given and that FAO’s endorsement of users’ views, products or services is not implied in any way. All requests for translation and adaptation rights, and for resale and other commercial use rights should be made via www.fao.org/contact- us/licence-request or addressed to [email protected]. FAO information products are available on the FAO website (www.fao.org/publications) and can be purchased through publications- [email protected]. For more information, please contact [email protected]. 3 Acknowledgements The consultant would like to thank everyone met over the course of his visits to the major training facilities in the six participating countries (Madagascar, Reunion, Mauritius, Kenya, Tanzania, Uganda). All six countries hosted the consultant with patient courtesy and were eager to present their activities and share relevant documents. They are doing a magnificent job, preparing the next generation and supporting the development of aquaculture and much-needed fisheries management. The consultant was very impressed with the way that the Professors try to respond to the needs of their respective countries and the private sector. It should also be mentioned that it is very important for them to secure good jobs for their students. Remerciements Le consultant tient à remercier toutes les personnes rencontrées pendant les visites des centres de formation dans les six pays (Madagascar, La Réunion, Maurice, Kenya, Tanzanie et Ouganda). Elles ont reçu le consultant avec patience et courtoisie et ont résumé leurs activités et partagés des documents avec enthousiasme. Ces personnes réalisent un travail magnifique en préparant la future génération et en supportant le développement de l’aquaculture avec l’enthousiasme nécessaire à la gestion des pêches dans leur pays respectif. Le consultant a été impressionné par la manière dont les professeurs essaient de répondre aux besoins de leur pays et du secteur privé. Il faut également souligner l’importance pour eux d’assurer un emploi à leurs étudiants. 4 Author’s note Following visits to various training centers in the six different countries, it appears that: 1. It is easier and more economical to undertake initial training in one’s own country as links have been developed between universities for quality curriculum and therefore knowledge levels are quite similar. It is also relatively easy to complete any training gaps through online research. 2. In the modern world, additional training for a degree is important and professionally rewarding. For further studies, it is easier and cheaper to register with an international university for distance learning via the Internet (Canada, South Africa, Australia, France/Reunion, and England) and to undertake the training whilst working. 3. One recognized weakness is practical training (extended internship) to meet the needs of the private sector (hands-on training). One possible remedy would be to enter into agreements with the private sector, such as for aquaculture. Note de l’auteur Suite à la visite dans les pays des différents centres de formations, il apparait que : 1. Il est plus facile et plus économique de faire sa première formation dans son pays car les liens se sont développés entre les universités pour des curricula de qualités et donc les niveaux du « savoir » sont assez semblables, d’autant plus qu’il est facile de compléter sa formation par de la recherche internet 2. Cependant dans le monde moderne une deuxième formation diplômante est importante et professionnellement valorisante. Pour cela, il est, également, plus facile et moins couteux de s’inscrire pour une formation à distance par internet auprès d’une université internationale (Canada, Afrique du sud, Australie, France/Réunion, Royaume-Uni) et de faire cette formation tout en travaillant. 3. Une des faiblesses reconnue est la formation pratique (stage de longue durée) pour répondre aux besoins du secteur privé (« on hand training »). Une des possibilités pour y remédier serait de passer des accords avec le secteur privé, par exemple en aquaculture. 5 Executive summary The primary objective of this study was to undertake a rapid inventory of the training facilities available for fisheries management, aquaculture, and post-harvest management in the Eastern and Southern Africa - Indian Ocean region (ESA-IO). On the basis of this inventory, the second objective was to identify specific training solutions relevant to the region, with potential support for their implementation from the SmartFish programme (FAO/COI/EU). The third objective was to provide institutions, the private sector and other projects in the region with comprehensive information about available training initiatives to boost national and intra-regional use of such facilities and capacities in the region. The study focused on six countries of the ESA-IO region: Madagascar, Reunion (France), Mauritius, Kenya, Tanzania and Uganda. Résumé exécutif L'objectif principal de cette étude était d'effectuer un rapide inventaire de la capacité de formation disponible pour la gestion de la pêche, de l'aquaculture et la gestion après capture dans la région de l’Afrique Orientale et Australe et de l'Océan Indien (AfOA-OI). Sur la base de cet inventaire, le deuxième objectif était d'identifier des solutions de formation spécifiques à la région avec, pour leur mise en œuvre, le soutien potentiel disponible du programme SmartFish (FAO/COI/UE). Le troisième objectif était de mettre à la disposition des institutions, du secteur privé et d'autres projets dans la région, des informations complètes sur les capacités de formation disponibles afin de stimuler une utilisation nationale et intra-régionale de ces structures et capacités dans la région. L'examen était axé sur six pays de la région AfOA-OI : Madagascar, île de la Réunion (France), Maurice, Kenya, Tanzanie et Ouganda. 6 Contents Acknowledgements _______________________________________________________________________ 3 Remerciements ___________________________________________________________________________ 3 Author’s note ______________________________________________________________________________ 4 Executive summary ________________________________________________________________________ 5 Résumé exécutif ___________________________________________________________________________ 5 Contents __________________________________________________________________________________ 6 Acronyms and abbreviations _______________________________________________________________ 8 ENGLISH VERSION _______________________________________________________________________ 10 1. Background _________________________________________________________________________ 11 1.1 Note for the reader _______________________________________________________________ 11 1.2 Overview per country ____________________________________________________________ 12 1.2.1 Madagascar _________________________________________________________________ 12 1.2.2 Reunion ______________________________________________________________________ 13 1.2.3 Mauritius _____________________________________________________________________ 13 1.2.4 Kenya ________________________________________________________________________ 14 1.2.5 Tanzania _____________________________________________________________________ 14 1.2.6. Uganda _____________________________________________________________________
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