Building Agricultural Education and Training Capacity in Post-Conflict Countries: Case Studies from South Sudan and Sub-Saharan Africa”

Innovation for Agricultural Training and Education “Building agricultural education and training capacity in post-conflict countries: case studies from South Sudan and Sub-Saharan Africa” August 20 and 21, 2013 Kampala, Uganda Compiled by: A. L. (Tom) Hammett USAID/BFS/ARP-Funded Project Award Number: AID-OAA-L-12-00002 1 Contents Workshop summary Synthesis of working groups discussion – Day One Synthesis of working groups discussion – Day Two Summary of research priorities for AET capacity building in post-conflict environment Recommendations Appendices 2 Background The workshop was originally scheduled as a side meeting during the Post-conflict Conference to be held at the University of Juba in South Sudan in early August. Due to the uncertainty after some sudden political changes during the first week of August, the venue was moved to Nairobi, Kenya. The international airport there caught fire causing massive disruption of air traffic and uncertainty of when the airport might be re-opened and return to normal service. So it was decided to move the workshop one more time – to Kampala, Uganda – starting a week later. All but two of the 20 planned participants in the original group were able to attend the newest (third) venue. These two were replaced by local participants working in Uganda. 3 Synthesis of Working Group Discussion – Day One (20 August 2013) On the first day of the workshop, we focused primarily on examining case studies to summarize approaches and identify good practices taken to rebuild agricultural higher education capacity in several post-conflict countries in Africa (workshop objective number one). In addition, we also wished to document dialogue on our discussion of approaches to agricultural capacity building in African post-conflict countries (workshop objective number two). To accomplish this, we divided the full group of participants into three sub (working) groups and asked them to discuss key issues and strategies related to AET capacity in post-conflict countries. To ensure that we had the best possible interaction within the small groups, we selected members so that each group had similar membership (i.e., each group had a member from a regional organization, a woman, and at least one country representative). The sub groups were asked to respond to six questions/focus points and present a summary of their group’s findings to the entire group. What follows is a summary of Day One’s (August 20, 2013) issues and strategies generated by the three working groups during discussion in the break-out sessions. Each group presented to the full workshop during the first morning session on Day Two (August 21, 2013). The summary notes for all groups are combined here. 1. What are the challenges to AET caused by post-conflict situations that need to be overcome? Shortages of qualified staff-capacity - gaps identified and need to be addressed Shortage of resources/weak institutional setup in regards to: . Equipment . Infrastructure . Funding . Human resources . IT infrastructure Weak institutional governance Weak curriculum and pedagogy Sub-optimal use of the available human capital and other resources Weak linkages between the universities and stakeholders (i.e., NARS, Ministries, NGOs) Inadequate/absence of post graduate programs Weak capacity for research Limited capacity to generate funds Weak/inadequate managerial skills Limited access to current scientific information Poor reading culture/lack of mentorship/coaching Inadequate quality control system Lack of motivation/and inadequate remuneration of academic staff Human resource development 4 Rebuilding infrastructure (e.g., labs, etc.) Lack of curriculum relevance to demand or not adopting curriculum according to needs Unity and reconciliation for peace Institutional organization Quality and competence Lack good advocacy (and linkages) to policy makers and partners Reconciliation of people Attracting and retaining trained staff Gender issues in tertiary education 2. What are the consequences of post conflict situations for the agriculture sector? Low production-hence reduction of GDP Destruction of human capacity Weak refresher training mechanisms in improved technologies Increased burden on women and juvenile due to food/nutrition insecurity and poor health systems Destruction of institutional capacity Lack of trust/confidence in export based on history Mistrust between people themselves Land conflict (e.g., military claiming most of agricultural land) Weak agricultural technology development Loss of agricultural inputs (seeds, planting materials, etc.) Destruction of infrastructure (building, roads, roads, irrigation system, etc.) Loss of institutional memory (and scientific data) Breakdown of linkage (between farmers, and technicians and extension agents) Loss of genetic resources Dependency on imported food products Brain drain (e.g., expertise) Transitory administrative structures Destruction of infrastructure Destruction of social fabric Loss of human capital Breakdown of institutional systems (values, guiding principles, regulations, etc.) Unsuitable curricula and delivery Lack of strategic plans Poor governance Low and erratic financing Overarching development issues (gender, climate change, etc.) Value chain system disrupted (no incentives for demand growth for trained personnel) Trauma - fear, dependency, disillusionment 5 Insecurity - self and property Decentralization and devolution without capacity 3. What approaches/AET strategies are needed to meet post-conflict challenges? Policy advocacy Trainings at the PhD, MSc, and BSc levels Recruit qualified staff (nationally, regionally and internationally) Mentorships/short courses Visiting lecturers to be identified Staff exchanges Develop capacity of staff to seek competitive grants Competitive proposals for funding, including human capital development/infrastructure Develop post graduate programs in post conflict countries so that there is a sustainable system to supply human resources Strategic partnership with regional networks (e.g. RUFORUM, ASARECA, ANAFE and other universities) 4. What are successful post-conflict strategies and the results thus far? What has worked? Training, but still need further intervention Partnerships strengthened Fundraising through networks Networking and exchange visits Community of practice formation Infrastructure support Capacity building Good service by universities through technical activities, (e.g., farmers, extension practitioners) Contributions from the diaspora Attractive environment or conditions for trainers and experts Increase in GDP and improved food security Retention of well trained staff Increase of technicians in the field of agriculture (e.g., Rwanda example) Rise in GDP and improved food security No revenge (peace and reconciliation from the Rwanda example) Opportunities for economic growth (household incomes and equitable distribution) (Rwanda example) Expansion of system (higher education) physical infrastructure and increased intake (example from Ethiopia) 6 Progressive leadership (good governance, good policies, visionary leadership) (example from both Rwanda and Ethiopia) Devolution of responsibilities (power, resources, subsidiary ) (example from both Rwanda and Ethiopia) Establishment of partnership with institutions, and countries base on capacity building and outreach (RUFORUM, RHEA, and AGRA) (an example from South Sudan) Role of universities in government policy formulation (an example from South Sudan) Incentives to attract staff Initiation of tailor made training programs for front line extension workers by the Federal ministry in partnership with development partners (such as SG-2000) to overcome shortage of skilled manpower (Ethiopia example) One example is the mid-career BSc in agricultural extension program started at Haramaya University (expanded to other universities), directly serving development policy of Ethiopia 5. What has not worked thus far? Government support and buy-in in higher education (examples from South Sudan. However, it is perhaps too early in this example for the government has more important priorities.) Funding is still inadequate for students-the demand is increasing while resources are not increasing The development of post graduate programs is underway; the process needs enforcement so that we get quality programs (This requires a lot of resources and qualified staff.) Difficulty in retaining volunteers Creating good or conducive environment for attracting experts in diaspora 6. What are some other approaches to coping with post-conflict situations in AET? Evaluation and planning of needs Monitoring and evaluation of human resource programs Fund mobilization and partnership Establishment of documentation and database centers Long-term master plan Introducing new and attractive programs in all levels National policy should be put in place and clearly defined Introduction of dialogue mechanism National planning involving all stakeholders 7 Synthesis of Working Group Discussion – Day Two (21 August 2013) The following is a synthesis of the results of the workshop focused in four areas: defining post- conflict in the context of agricultural higher education; identifying best practices in Agriculture Education and Training (AET) in this case focusing on higher education; recommendations for strategies to cope with post-conflict situations with emphasis on South Sudan; and identifying and prioritizing

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