C-EFE PROGRAM- INSTITUTIONAL PARTNERSHIP

INSTITUTION’S PROFILE AND TERMS OF REFERENCE

UNIVERSITY of BELIZE

CENTRAL FARM CAMPUS (UBCF)

BELIZE - AGRICULTURE

AUGUST 2012

REF: CAR-04

Institutional Profile

Institutional Mandate

UBCF.

The Central Farm Campus of the University of Belize (UBCF) is home to the agriculture program of the Faculty of Sciences and Technology (FST) which currently offers a two- year Associates Degree in General Agriculture. The institution has a rich history of agriculture training in Belize dating back to 1953, some five years after the inception of the first formal agriculture education program at the Lynam Agriculture College in the Stann Creek District of southern Belize.

At Lynam, individuals were trained to meet the demand for agricultural field demonstrators, later called extension workers, for the colonial public service. Higher level technical positions in agriculture were filled by expatriates.

In 1953 the scope of agriculture training was expanded, with the establishment of Central Farm Training School, to cater to the need for in-service training of demonstrators, and workshops and seminars for farmers. Lynam Agriculture College was closed in 1971 and the physical resources converted to a prison. The school at Central Farm continued its program of short course delivery up to 1977 when it was converted to the Belize School of Agriculture (BSA) with an expanded mandate to include training of agricultural extension workers and technicians for the public service. During the period 1977-1981, BSA offered a one-year certificate in general agriculture, expanded in 1981 to an optional second year for a diploma in general agriculture. In 1983 the certificate program was discontinued and the entire curriculum upgraded to a two year diploma program.

In 1986, BSA underwent a name transformation to Belize College of Agriculture (BCA) and three years later, in 1989, the curriculum was again upgraded and the college offered the Associate Degree in Applied Agriculture Science. The mission continued to address public sector agriculture training needs, extension services through workshops, seminars for farmers, and limited research and development.

The college was amalgamated with other tertiary level institutions to form the University of Belize (UB) in 2000 and assumed the expanded role of Agriculture and Natural Resources (FANR). The next few years witnessed a dramatic decrease in enrolment by an average of 50%, coupled with an alarming attrition rate which reached 40% per year amidst an atmosphere of challenges arising from organizational shortcomings of the new University. It was not surprising that in the restructuring exercise of 2003, FANR was downgraded to its current status of a department within the Faculty of Science and Technology (SERRANO, 2004).

CAR-04_Belize_UBCF_Agriculture Page 1 The new department, which lacked clarity of purpose, continued on its downward spiral until its doors were eventually closed by 2006, disrupting the supply of trained human resources for the agriculture sector.

UBCF was reopened in August 2008 with the goal of delivering a much publicized program in Sustainable Agriculture. Again the program was severely resource deficient and lacked a clear road map for achieving the stated goals. By 2009 however, a strategic plan (University of Belize, 2009) was developed from which a clearer course for UBCF was charted. Goals were expanded to include the transformation of UBCF into an income generating centre based on agriculture which would not only generate much needed revenue for program delivery and sustainability but would create a productive work place environment for training students.

Strategic plan Elements.

Vision.

The transformation of UBCF into the premier Agriculture Training and Certification institute in Belize with recognition in the Caribbean and Central America as a center for Training, Research, and Development in Sustainable Agriculture.

Mission.

The Central Farm department of the Faculty of Science and Technology houses the University of Belize’s integrated program in agriculture that plans, delivers and evaluates its agricultural program of studies, agriculture-based extension services and applied research contributing to Belize’s food security in a sustainable manner. The department offers a high quality program in applied agriculture to produce graduates with current and relevant skills and competencies as farmers, agro-business entrepreneurs, technicians or professionals in agro-industry. Production and extension services include the production of improved genetic stock, planting material, technical and research services and commercial products, both primary and processed for agro- industry in a manner that students, faculty and technical support staff continuously learn by studying and working in the farm as a living laboratory.

CAR-04_Belize_UBCF_Agriculture Page 2 Road map (2009-2015).

The road map was developed from selected strategic elements of University’s strategic plan (Table 1) and was subdivided into two three year time periods starting in 2009 and ending in 2015. The first phase addresses the infrastructure and the development of income generating agricultural activities while organizing the Associates degree both in structure and content. The second phase would expand the curriculum to include a Baccalaureate degree in Applied Agriculture and continue to address the important issues of quality, relevance, and marketing.

Phase I (2009-2012).

Significant progress has been made in infrastructure development and enhancement and the development of income generating farm activities. The farm now meets that part of its recurrent expenditure excluding personal emoluments from income generated from grain, starches, vegetables, pigs, cattle, sheep, poultry, and processed products, all of which are poised to expand in the new phase. Significant revenues generated have been reinvested in infrastructure which includes housing and facilities for staff, animal housing, a slaughter house, two new classrooms, a gymnasium, four laboratories, namely a soils lab to be also used for chemistry, a biology lab, a food processing lab, and a computer lab. A guest house was constructed and four dormitories were renovated to enhance the capacity for student accommodation on campus to 40; all significantly increasing rental income. While infrastructure development would continue in Phase II, emphasis on new structures would shift to grain and meat processing, and a farmers’ training centre.

The Government of Belize (GOB), the European Union (EU) and UB have invested in an in vitro plant factory on the campus. This facility will lend significant support to industry especially, sugarcane, bananas, and citrus, train students, provide opportunities for research, and contribute to farm income, all within the next year.

Phase II (2012-2015).

Further development of the current Associates Degree curriculum with emphasis on relevance and quality, and articulation to a Bachelor level degree is scheduled for Phase II, with full development and significant implementation to be completed by 2015.

It is in this context that the C-EFE project, with its focus on Agriculture for Belize as requested by the Ministry of Education (MoE), is both timely and relevant. The project would address relevance through the planned realignment and restructuring of education at UBCF with the demands of the agricultural sector/industry. Students would be provided with a sound theoretical background coupled with appropriate skills and attitude development commensurate with the demands and standards of industry. Entry

CAR-04_Belize_UBCF_Agriculture Page 3 requirements would move beyond the traditional academic scores and certificates. They would be expanded to include vocational scores and qualifications; with mechanisms for assessing and offering credits to prior learners for competencies gained from workforce experiences. A Baccalaureate degree in Applied Agriculture when developed would offer both the degree and the level IV CVQ certificate for those desirous of further training. This model development exercise, when implemented, would provide a seamless education system for Applied Agriculture with both traditional and vocational certificates from CVQ Levels 1-4 with well defined entry/exit points creating a lifelong system of learning. After evaluation, it would be made available for replication throughout the Belizean Education system.

Table 1. Road map for the development of UBCF.

Period Objectives Strategic Elements. Comments.

7.2. Strengthen safety measures designed to ensure wellbeing of users. 7.4. Create an aesthetically pleasing environment 2.10. Adequate infrastructure to promote Infrastructure Significant progress teaching and learning Development effectiveness. has been made in 4.3. Improve and expand both infrastructure Phase I availability of student and business housing. development and the (2009-2012) 9.10. Engage in private department is on a sector and alumni dev. path of financial Activities for soliciting independence. donations. 9.1. Develop and enforce business plans for all profit Business Centers. development. 9.9. Maximize the use of facilities, land, and programs for the potential of generating income. 2.5. Assessment of new and existing academic While scheduled for programs in relation to Phase II, some Phase II Curriculum Quality, Relevance, and elements, for (2012-2015) development Sustainability. example 2.4 and 6.1, 2.4. Improve instruction. have started in Phase I. 6.1. Forge relationships with business and industry

CAR-04_Belize_UBCF_Agriculture Page 4 to benefit the Univ., and provide services for the partners. 5.4. Enhance recruitment, retention, and graduation rates through initiatives such as new student orientation, advising, tutoring etc

Institutional Needs and Expectations

Description of expectations of the Canadian partner

For C-EFE program, must include:

 Assist TVET Council with development of occupational analysis and standard for submission for NVQ and CVQ approval. (if different from current Level 1 CVQ standard) o Goal. . Using the industrial survey, identify, for UBCF, demand driven occupations for development of standards for CVQ levels III and IV approval at local and regional levels. o Specific outputs. . Survey of industry in Agriculture is conducted and data analysed to identify demand driven occupations for program development at UBCF. . Standards for the selected occupation leading to CVQ levels 1-4 are developed and presented in modular format for approval at local and regional levels. . CVQ levels I & II at secondary level must articulate to Levels III & IV at UBCF. Specific results. A demand driven occupation is selected from the analysis of information from an industrial survey. The standards for the selected occupation leading to CVQ levels II III & IV are developed, documented, and presented for national and regional approval.

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 Develop sample assessment tools for use in PLAR and in-school learning related to this program Goal. To develop tools for the assessment of PLAR and in-school learning related the program. Specific outputs.  Assessment tools for PLAR and in-school learning related to the program are prepared.  Access to the required physical resources is arranged.  Training in use of tools conducted.  M&E system related to the assessment established. Specific results. The program has the capacity for assessing PLAR and the delivery of in-school learning.

 Tools for assessor and verifier training specific to this program area. o Goal. . To develop tools for assessors and verifiers training. o Specific outputs. . Manuals for written, competency, and on-the-job assessments and verification are prepared. . Adequate provisions are made with QA of UB and the NTA for assessments and the monitoring and verification of assessment outcomes. . Training of assessors and verifiers is conducted. . A record keeping system is established. . An effective candidate appeal system is put in place. o Specific results. . The capacity for training and implementing an unbiased system of assessment and verification is established.

 Refine LMI for occupation to be developed. o Goal. . Use LMI for occupation to link graduates to local, regional, and international opportunities for employment, to plan and modify programs, and to determine the time span for a given program. o Specific output.

CAR-04_Belize_UBCF_Agriculture Page 6 . Information in widely circulated newsprint on a regular basis with statistics and articles about the said occupation. . Post current LMI on institutional websites especially alumni pages. . Network with industrial experts for current and future employment trends and changing standards. o Specific results. . Concise and occupation specific LMI is communicated to students and graduates, allowing decision making about career choices, job opportunities, and further training.

 Develop curriculum and learning materials to facilitate delivery of program. Goals. Develop the curriculum and learning materials for the program to deliver on the selected occupation at CVQ levels III &IV. Specific outputs.  CVQ level I & II prerequisites clearly defined and documented.  Learning materials for CVQ Levels III & IV developed.  Physical resources for Skills training available at UB and/or easily accessible in industry.  On-the-job training arranged where possible.  Assessment and verification tools and trained evaluators from UB and industry identified. Specific results. The curriculum and learning materials are developed to facilitate the delivery of the program for a selected occupation.

 Strengthen institutional linkages with industry. o Goal. . Develop a strong partnership with industry. o Specific outputs. . Establish lines of communication with key HR personnel, employees and professional bodies so as to :  Guide planning of programs,  Facilitate on-the-job training and monitoring.  Train staff in industrial practices.  Nurture the desired work related attitudes.  Respond to changing standards in a timely manner.

CAR-04_Belize_UBCF_Agriculture Page 7 . Provide industrial verifiers to ensure that programs meet the required standards, and the environment is not negatively impacted. . Support further program expansion and development. o Expected results. . A mutually beneficial working relationship with industry and professional bodies is developed and strengthened over time.

 Provide management and leadership training for institutional management. o Goal. . Train institutional management in areas perceived to be deficient. o Specific outputs. . Determine the priority areas for training in pursuit of:  Effective risk management strategies.  Good governance and accountability.  Develop a business approach. . Prepare relevant training materials. . Conduct training. o Specific results. Management is trained to lead the team of instructors and staff in the efficient use of resources to train human capital for agriculture industry.

 Provide training for instructors in CBET delivery contextualized to this occupation. o Goal. . To train instructors in CBET delivery relevant to the selected occupation. o Specific outputs. . Develop training manual for CBET instructors in the selected occupation. . Ensure that teachers have the appropriate industry and teacher qualifications. . Conduct training for instructors in instruction, assessment, and quality assurance methodologies for competency based education. o Specific results. . Instructors are trained in CBET.

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 Contribute to strategies for gender mainstreaming in the program and graduate employment. o Goal. . The program is made gender neutral. o Specific outputs. . Training and evaluations are dispensed without consideration of gender. . Code of conduct for staff and students to include gender related issues developed and enforced. o Specific results. . Programs are designed to be gender neutral.

 Address environmental and community issues in relation to agriculture in the curriculum. o Goals. . To promote good environmental stewardship as an integral part of sustainable agriculture and agriculture management. o Specific outputs. . All modules must mitigate the detrimental effect of activities on the environment. . Develop a positive reputation for the institution in the community. . Consult communities where agriculture practices are likely to negatively impact soil, water, air, vegetation, and animals. . Consider the effects of extremes of climate and disasters on the selected occupation and outputs. . Develop contingency plans for disasters. o Specific results. . Management of the environment is made an integral part of the curriculum.

 Accommodate curriculum modules on entrepreneurship, gender, the environment. o Goals. . To promotes efficient use of resources, respect for members of the opposite gender, and good environmental stewardship.

CAR-04_Belize_UBCF_Agriculture Page 9 o Specific outputs. . Modules on entrepreneurship, gender, and the environment are developed at all levels. o Specific results. . Students are taught a business approach towards the management of resources and positive attitudes towards gender and the environment.

 Provide materials for use in career guidance related to this program.

o Goal. . To provide students students/graduates with information for informed decision making on career choices and job placements.

o Specific outputs. . Promotes the TVET approach to education as well-designed education training for effective job placement. . Promote TVET system as lifelong learning for stable livelihoods with flexibility for local and regional employment opportunities. . Access and make available to staff and students information on local and regional job opportunities. Job market trends and changing standards in industry. Specific results. Career guidance is established as an important marketing tool for technical and vocational education.

Circumstances to take into consideration in project planning (e.g. typical holiday periods, events, access to existing pre-schools, etc.)

Facilities for support core and collaborating secondary level schools/institutions.

UBCF along with industry would provide the facilities for skills development of the professional core modules. Facilities for support modules would be sourced through CET in Cayo. The program would continue to source the bulk of its students (61%) from the network of high schools and technical institutes in Cayo ranging from Mopan Technical High school in the most western town of Benque Viejo del Carmen to Belmopan Comprehensive College of the capital city. The administrative district of Toledo supplies about 17% of the students from the Toledo Community College and the Julian Cho technical college. The remaining 22% comes from traditional secondary and

CAR-04_Belize_UBCF_Agriculture Page 10 vocational institutes scattered throughout the administrative districts of Stann Creek (7%), Belize (6%), Orange Walk (4%) and Corozal (5%).

Project Context

The Agriculture training institute at Central farm, now known as UBCF, has traditionally been supply driven providing technicians for the public service. The demand for such trained personnel has waned significantly as employment saturation approaches in the public sector. The program has refocused to some extent on value chain development and production whereby practical skills are developed in a productive environment as a means of training a self employable graduate.

While the private sector has in the past employed, retrained, and used our high achievers, training specifically for occupations within the said sector based on demand has not been a goal of UB and its departments. UB is considered an academic institution where skills and attitude development is given low priority in curriculum development and programs are supply rather than demand driven. It is not surprising that agro-industry in Belize has sourced and continues to source its occupational skills from Central America and Mexico.

There is renewed life in the sugar industry arising from foreign capital injections in the factory at Tower Hill and foreign financed new cultivations. Significant management changes in the banana industry, arising from the acquisition of the Soerenson Banana Holdings by The Belize Bank, may improve the expected outlook for bananas. The increasing prospect of legally exporting cattle to Mexico could lead to a rapid expansion of the cattle industry as the physical resources for increased output are already in place. All these trends point to an increase demand for skilled human capital in agro-industry. UBCF must respond to this forecasted demand for skilled workers by modifying its programs. More emphasis must be placed on skills and attitude development with competency testing as the ultimate evaluation tool. Belizean agriculture workers would then be empowered to grasp the opportunities for employment and enhanced livelihoods created by the upward employment trends forecasted for the local agriculture industry.

On the other hand, the TVET programs of 1990 designed to train for industry performed well below expectations (CANTA, 2012). The TVET impact on a regional scale has been even more disappointing as regional coordination and standardization remain major road blocks. A recent revision of the CARICOM regional TVET strategy along with attempts to strengthen the resource deficient CANTA, and positive moves towards establishing regional framework for technical and Vocational certification, the CVQ framework, have all recharged the passionate and much anticipated realignment of our education system towards TVET.

CAR-04_Belize_UBCF_Agriculture Page 11 It is in this context that an education model for Agriculture which this project proposes for Belize is a defining step in the right direction. Secondary schools, technical, and vocational institutes of Cayo would collaborate with UBCF to reintegrate vocational education into general education. This would provide a seamless system of education for lifelong learning in support of industry. The capacity gained from this experience would fuel the adoption and replication of the model throughout the education system.

Institute Staffing

Organizational chart, number of teachers (m/f), qualifications awarded, number of students per program (m/f), any available information on graduate placement rates, etc.

Organizational chart.

The proposed Organizational chart for UBCF is presented in Figure 1. All posts except for the livestock production specialist and the product development and marketing specials have been filled. Livestock teaching is currently handled by experienced adjuncts from the private and public sectors while the CA and the farm manager assume responsibility for production until a suitable production specialist is found. A Peace Corp volunteer is sought for the Product Development and Marketing position as

CAR-04_Belize_UBCF_Agriculture Page 12 funds are not currently available for staffing this position. However, with increased revenue from farm production, especially processing, it is envisaged that all positions would be filled in Phase II of the development plan.

Qualifications awarded.

The current program offers an Associate Degree in General Agriculture.

Lecturers and Production specialists.

The department uses a mixture of full-time and part-time staff (adjuncts) in its delivery of the current curriculum. This has the advantage of using experienced staff from industry and the public sector in course delivery with a positive impact on skills development. The current full-time faculty are all male and part-time staff has both genders with a slightly larger proportion of females over the past three years. In a recent round of hiring, the department has moved away from hiring purely academic candidates in favour of experienced production specialists. A recent advertisement for a livestock production specialist received no applicants despite having several well trained livestock graduates in country; all lacking production experiences as required for the position.

Students in the Program.

Before the amalgamation of tertiary level institutions of 2000 to form UB, Central Farm as a teaching institution graduated 421 students from 1982-2000 of which 32 (7.6%) were females. After the formation of UB in 2000, there were 58 graduates between 2001 and 2003 of which 9 (15.5%) were females. A recent survey of August 2011 showed that of 54 students in the program, 34% were female and 19% of indigenous ethnicity.

Graduate Placement.

In a survey conducted on Central Farm (both BCA and UB) graduates between 1997and 2003 (SERRANO, 2004) it was found that of the 158 graduates, 58% were directly employed in the agricultural sector, 22% had or were pursuing further agriculture related studies, 14% were working in areas not related to agriculture and 9% were either unemployed or whereabouts unknown. Since Serrano’s data accounted for 103% there was an error equivalent to 3% in the figures.

CAR-04_Belize_UBCF_Agriculture Page 13 Those employed in the agriculture sector were serving as Quarantine Inspectors, field supervisors, technicians, farm managers, research assistants, teachers, extension officers, and sales agents. No attempt was made to separate private and public sector employed graduates.

Program Sector Development for C-EFE

Program to be developed/renewed.

The Associates Degree program is to be renewed/restructured with articulation to a new Baccalaureate Degree (CVQ level IV) in Applied Agriculture’

CVQ level targeted.

Level III (Associate Degree)

Level IV (Bachelor Degree).

Evidence of demand for this program – who is asking for this program?

o Increased student registration over period 2009-2012.

o Farmers and farm owners are asking for specialized short courses for themselves and their workers.

o Current students, recent and past graduates (Alumni) especially those with years of experience in the work force and unable to go abroad for further studies because of financial constraints and family commitments, are all asking for the Bachelor degree level program in Agriculture.

Is this a new program or one that needs updating?

The Associates Degree Program needs updating.

The Baccalaureate Degree is new.

Does a CVQ-approved standard already exist for this program?

No a CVQ-approved standard does not exist for this program.

What are the anticipated entry level qualifications for this program?

CAR-04_Belize_UBCF_Agriculture Page 14 Minimum GPA of 2.5 in technical and academic subjects to include English, Maths, Biology and Chemistry.

OR a CVQ level II certificate.

What supports are in place to assist those who do not meet the entry level qualifications prepare for the program?

Current support is limited to evening remedial classes in the Adult Continuing Classes (ACE) program.

How are employers or industry representatives currently involved in the development and delivery of the program?

 As guest lecturers (ANON., 2009).

 Internship training for students in industry itself.

How many instructors would be available to work on program development and delivery?

One instructor is available to December, thereafter two would be available.

Do you have a mechanism in place to free them to work on new program development?

Yes.

What infrastructure is available to deliver this program – at your institute, in industry, other?

At UBCF:

o A learning resource center/ library with links to agriculture data bases.

o ICT facilities with internet connections.

o Laboratories (Chemistry soils, biology, and food processing).

o Physical resources and equipment for crop production including cover structures.

o Physical resources and equipment for animal production, namely, poultry, pigs, sheep, and cattle.

In industry: Not known as it depends on the specific industry.

CAR-04_Belize_UBCF_Agriculture Page 15 Other: Significant physical resources for training are available at the Central farm station of the Government of Belize (GOB) which could be used to complement skills development in food processing and livestock husbandry.

Is your institute currently engaged in other international partnership or donor agency agreements? If so, please describe.

UBCF is not currently involved in other international partnerships or donor agency agreements.

Supporting and Background Documentation

References.

ANONYMOUS, (2009) Memorandum of Understanding between the Ministry of Agriculture and Fisheries, The Private Sector, and The University of Belize. Central farm Library, UBCF, Cayo.

CANTA (2012) Key Components of The Revised CARICOM Regional TVET Strategy. A report on the CANTA Consultative Review of the CARICOM Regional Strategy for TVET (1990).pgs. 1-42 CARICOM Secretariat, Georgetown, Guyana. http://www.accc.ca/xp/index.php/en/programs/int-partnerships/efe-intro/efe- caricom/cefedocuments

SERRANO A.F. (2004) Challenges Facing Higher Agricultural Education in Belize. A paper presented at the International Conference on the Role of Higher Education in Central America and the Caribbean, in Conflict Prevention, Resolution, and Regional Integration in the Era of Globalization. UB and San Carlos University of Guatemala, Belize City, BELIZE.

UNIVERSITY of BELIZE (2009). The Way Ahead. Transforming the University of Belize. Office of the President, Central Campus, Belmopan, Belize.

Please see supporting documents for the CARICOM-EFE at http://www.accc.ca/xp/index.php/en/programs/int-partnerships/efe-intro/efe-caricom - Related Documents and Institutional Partnerships

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