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Republic of Burundi Skills Development for Growth

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Republic of Burundi Skills Development for Growth Report No: ACS8675 Republic of Burundi Skills Development for Growth BUILDING SKILLS FOR COFFEE AND OTHER PRIORITY SECTORS May 2014 Education Sector Unit for East & Southern Africa Human Development Department Africa Region Standard Disclaimer: This volume is a product of the staff of the International Bank for Reconstruction and Development/ The World Bank. The findings, interpretations, and conclusions expressed in this paper do not necessarily reflect the views of the Executive Directors of The World Bank or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Copyright Statement: The material in this publication is copyrighted. Copying and/or transmitting portions or all of this work without permission may be a violation of applicable law. The International Bank for Reconstruction and Development/ The World Bank encourages dissemination of its work and will normally grant permission to reproduce portions of the work promptly. For permission to photocopy or reprint any part of this work, please send a request with complete information to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, USA, telephone 978-750-8400, fax 978-750- 4470, http://www.copyright.com/. All other queries on rights and licenses, including subsidiary rights, should be addressed to the Office of the Publisher, The World Bank, 1818 H Street NW, Washington, DC 20433, USA, fax 202-522-2422, e-mail [email protected]. ii Abbreviations and Acronyms ______________________________________________________________ ABER Agence Burundaise pour l'Electrification Rurale (Burundi Agency for Rural Electrification) AGRA Alliance for Green Revolution in Africa ARFIC Agence Régulateur de la Filière Café (Coffee Regulating Agency) BTC Belgium Technical Agency CAPAD Confederation of Agricultural Producer Associations of Development CDCP Centre de Développement des Compétences Professionnelles (Professional Skills Development Center) CEM Centres d’Enseignement des Métiers (Low Level Skills Training Centre) CFP Centres de Formation Professionnel (Professional Training Centre) CNAC Confédération Nationale des Associations des Caféiculteurs du Burundi (National Confederation of the Associations of Coffee Growers in Burundi) CWS Coffee Washing Station DCI Data Collection Instrument DHS Demographic and Health Survey EAC East African Community EPP Emergency Power Program FAO Food and Agriculture Organization of the United Nations FACAGRO Faculty of Agronomy and Bio-Engineering FFS Farm Field Schools GAP Good Agricultural Practices GDP Gross Domestic Product GER Gross Enrolment Rate GIS Geographical information systems GVC Global Value Chain HDNED Human Development Network Education Sector HE Higher Education ICRISAT International Crops Research Institute for Semi-Arid Tropics IER Institute d’Economie Rural (Institute of Rural Economy) IFC International Finance Corporation IMF International Monetary Fund IRRI International Rice Research Institute ISABU Institut des Science Agronomiques du Burundi (Burundi Institute of Agricultural Sciences) kV Kilo Volt LEC Liberia Electricity Corporation MDG Millennium Development Goals MHI Manitoba Hydro International MINAGRIE Ministry of Agriculture and Livestock MW Mega Watt NGOs Non-Government Organizations PRSP Poverty Reduction Strategy Paper PSDEF Plan Sectoriel de Développement de l’Education et de la Formation 2012-2020 (Education sector plan for the period of 2012-2020) REGIDESO Régie de Production et de Distribution d'Eau et d'Electricité (Water and Electricity Production and Distribution Authority) R&D Research and Development SABER Systems Approach for Better Education Results SLIHS Sierra Leone Integrated Household Survey SOSUMO Moso Sugar Company iii SPS Sanitary and Phytosanitary SSA Sub-Saharan Africa TVET Technical Vocational Education and Training USAID United States Agency for International Development WB World Bank WfD Workforce Development iv TABLE OF CONTENTS Abbreviations and Acronyms ............................................................................................... iii Acknowledgements ............................................................................................................... vii I. INTRODUCTION ........................................................................................................... 1 II. IMPACT OF THE BASIC EDUCATION REFORM ON EDUCATIONAL ATTAINMENT OF THE POPULATION ........................................................................... 4 III. SKILLS DEVELOPMENT FOR PRIORITY SECTORS ..................................... 13 COFFEE SECTOR ................................................................................................................. 15 AGRIBUSINESS SECTOR ...................................................................................................... 24 ELECTRICITY SECTOR........................................................................................................ 32 SOME CONCLUSIONS .......................................................................................................... 39 IV. BUILDING DEMAND RESPONSIVE TVET AND TERTIARY EDUCATION SYSTEMS .............................................................................................................................. 43 THE EXISTING TVET AND HIGHER EDUCATION SYSTEM IN BURUNDI ........................... 44 CURRENT POLICY FRAMEWORK FOR TECHNICAL/VOCATIONAL EDUCATION ............... 46 PRIORITIES FOR TECHNICAL/VOCATIONAL TRAINING .................................................... 48 PRIORITIES IN THE TERTIARY EDUCATION ....................................................................... 50 POLICY GOALS AND ACTIONS FOR WORKFORCE DEVELOPMENT ....................................... 51 Annex A: Specific promotion, repetition and transition rates used in each of the scenarios ................................................................................................................................. 54 Annex B: Details on the structure of the Burundi education and training system ......... 58 Annex C: Previous Workforce Development Initiatives in the Three Priority Sectors . 59 References .............................................................................................................................. 69 v List of Figures Figure 1: Educational Attainment of the Working Age Population (15-64) in Burundi and Two Comparator Countries, 2010 ................................................................................................. 4 Figure 2: Number of Potential New Entrants in the Labor Force 2010 – 2025, all Scenarios ............. 7 Figure 3: Educational Attainment of Working Age Population (15-64 years), 2010 and 2015, all Scenarios ............................................................................................................................... 9 Figure 4: The Coffee Global Value Chain and Burundi’s Position .................................................... 15 Figure 5: Burundi in Coffee CVC – Distribution of Employment .................................................... 17 Figure 6: Suggested Upgrading Trajectories for Burundi’s Coffee GVC .......................................... 20 Figure 7: The Agribusiness Chain and Burundi’s Position ................................................................ 24 Figure 8: Stakeholders in the Burundi Agribusiness GVC – Distribution of Employment ............... 26 Figure 9: Suggested Upgrading Trajectories for Burundi’s Agribusiness GVC ................................ 29 Figure 10: The Electricity Value Chain and Burundi’s Position .......................................................... 37 Figure 11: Employment by REGIDESO by GVC Segment ................................................................. 34 Figure 12: Suggested Upgrading Trajectories for Burundi’s Energy Electricity GVC ........................ 36 Figure 13: Global Value Chains and Skills .......................................................................................... 45 Figure 14: SABER – WfD Ratings of the Strategic Framework Dimension ....................................... 48 Figure B1: Details of the Current Education System before Basic Education Reform (2009-2010) .... 64 List of Tables Table 1: Enrollments in Secondary, Technical, Vocational and Higher Education, and Share of Private Enrollments, 2009-10 ............................................................................................... 5 Table 2a: Job Profiles, Skill Level, and Training Providers for Coffee Sector Upgrading in Burundi40 Table 2b: Job Profiles, Skill Level, and Training Providers for Agribusiness Sector Upgrading in Burundi ............................................................................................................................... 41 Table 2c: Job Profiles, Skill Level, and Training Providers for Electricity Sector Upgrading in Burundi ............................................................................................................................... 42 Table 3: Elements of a WfD Upgrading Strategy for Burundi .......................................................... 52 Table A1: Details of Parameters for all Scenarios ..............................................................................
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