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North Partnership in Strengthening Higher Education in Agriculture W South-North partnership in strengthening higher education in agriculture W. van den Bor, J.C.M.Shute and G.A.B. Moore (Editors) South - North partnership in strengthening higher education in agriculture South — North partnership in strengthening higher education in agriculture W. van den Bor, J. G. M. Shute and G. A. B. Moore (Editors) r Pudoc Wageningen 1989 CIP-data Koninklijke Bibliotheek, Den Haag South- North South North partnership in strengthening higher education in agriculture/W. van der Bor, J. C. M. Shutc and G. A. B. Moore (eds). - VVageningen: Pudoc. - III. With index ISBN 90-220-1001-5 bound SISO 630.3 UDC (377.5 + 378):631/632 NUGI 724 Subject heading: agricultural education. ISBN 90-220-1001-5 NUGI 724 © Centre for Agricultural Publishing and Doc umentation ( Pudoc), Wageningen, the Netherlands, 1989. No part of this publication, apart from bibliographic data and brief quotations embodied in critical reviews, may be reported, re-recorded or published in any form including print, photo­ copy, microfilm, electronic or electromagnetic record without written permission from the pub­ lisher: Pudoc, P.O. Box 4, 6700 AA VVageningen, the Netherlands. Printed in the Netherlands Contents Foreword vi i Preface ix Introduction 1 Higher agricultural education in development 3 Wout van den Bor Basic approaches 2 Institutional development in higher agricultural education 23 Jan P.M. van den Hoogen 3 Needs assessment and evaluation 42 Donald J. Blackburn and Douglas H. Fletsch 4 Planning the teaching-learning process: curriculum considerations 56 Cornelis C.M. van Eijnatten and Bambang Guritno 5 Improving teaching and learning: an approach to instructional 67 methodology James C.M. Shute and George A.B. Moore 6 Research policy and research management for higher agricultural education 83 in developing countries Wout van den Bor 7 Outreach in agriculture and rural development 101 Anthony M. Fuller and Mark W. Waldron Case-studies 8 University outreach planning and management: reflections on the 117 Caribbean agricultural extension project Patrick I. Gomes v 9 Higher agricultural education in transition: the case of Nicaragua 138 Eva den Beider and Francisco Berrios 10 Faculty-building in a small francophone African state: the case of Benin 153 Jon R. V. Daane and Joseph A, Fanou 1 1 Structuring agricultural education in Lesotho 178 Kleis Oenema 12 Higher agricultural education in a country at war: the case of Mozambique 198 Jan van der Laan and José Rodrigues Pereira 13 Developing institutional capacity: the School of Agriculture, University 217 of'Mauritius //. Kishore Mundil 14 Curriculum development in veterinary science: a case-study from .238 Thailand Pranee Tunlivanich 15 The evolution of a faculty of agriculture: the case of Brawijaya University, 252 Indonesia Soemarjo Poespodarsono and Bambang Guritno 16 Instructional methodology in agriculture: the experiences of Central 265 Mindanao University Angela R. Josue 1 7 Curriculum development for agriculture in a post-war economy: the case 279 of Vietnam Vo-Tong Xuan and Tini E.F. van Mensvoort Conclusions 18 Toward a renewed role for higher agricultural education 299 James C. M. Shule About the contributors 319 Index 323 VI Foreword It is a great pleasure for us to introduce this hook about South-North efforts to strength­ en higher agricultural education in the developing world. This hook is one of the lirst projects to he completed within the framework of the Guelph -Wageningcn Agreement, a formal arrangement which provides for student and staff exchange and joint projects in teaching and research. Both universities have built up substantial experience in orga­ nizing and carrying out international workshops to support higher education in the South, usually in the context of the university co-operation programmes in which both universities have been involved for some time. Although the publication of this book is the first joint effort in this field, it really has been an international endeavour. Not only were Wageningcn Agricultural University and the University of Guelph involved, but also 10 universities in Africa, Asia, Latin America and the Caribbean. The subject of this book is important for a number of reasons. - The book makes a solid contribution to human-resource development by indicating how processes of teaching and learning, research development and outreach develop­ ment can be attuned more effectively to manpower demands. - In doing so, the book should contribute to the strengthening of institutions for higher education in the South, especially with respect to their internal management and the initiation of networks at both the institutional and personal levels. - This book should also promote international co-operation by stimulating contact be­ tween colleagues in the South and the North. - It is clear that the contributors to this volume have identified common problems in shaping higher agricultural education. This book should not only help to create this awareness but it may also contribute to South-South co-operation in facing com­ mon problems and finding practical solutions. - The subject of the book has stimulated interdisciplinary co-operation. Agricultural and social scientists have worked together closely and have discovered that they need each other's experience and expertise to tackle common problems. - This project has also been revealing for our two universities. It has raised our aware­ ness that our own ways of lecturing, doing research and rendering advice need detailed scrutiny. In our view, this project is an important step on the way to international university co-operation to improve teaching, research and outreach. We are sure that more practi­ cal work can and should be done, and we are glad that the departments involved have taken the initiative to formulate a five-year plan for further co-operation. Our two universities will certainly support the on-going joint efforts within the framework of VII the Guelph- Wageningen Agreement. These efforts, we hope, will promote our planned co-operation with universities in the South and will enhance South-South university co-operation as well. This hook is important for different individuals and groups in the academic world. Teachers may learn from it, to improve not only the content of their courses but also their way of teaching. Researchers and extensionists may benefit from it because they are given tools to improve the management of their projects and programmes. Commit­ tees to improve curricula in the field of higher agricultural education can learn from the experiences and solutions offered in the case-studies presented. Above all, we think the book is important because it makes us all sensitive to the fact that we have a number of problems in common. Consequently, international university co-operation is not just a hobby of a few travelling academics but a prerequisite for strengthening our institu­ tions and legitimizing our societal mandates. We strongly recommend this book to practitioners, politicians and academics - in the North and South - involved in higher agricultural education and we gratefully acknowledge the time, energy and material support invested in this book by the editors, other contributors and sponsors. We hope and expect that this book will find an appro­ priate and extensive readership. Professor H.C. van der Plas Professor B. Segal Rector Magnificus President and Vice-Chancellor Wageningen Agricultural University University ofGuelph VIII Preface For a number of years Wageningen Agricultural University, in The Netherlands, and the University of Guelph, in Canada, have enjoyed friendly and fruitful academie con­ tacts. In 1983, the two universities organized an international conference on the subject of'universities and integrated rural development in developing countries'. At the end of this conference, the participants from both the South and the North concluded that universities have an obligation to support and participate in integrated rural develop­ ment (IRD) and that this involvement should be sensitive to and supportive oi the needs of developing nations. The participants also agreed that universities are respon­ sible for creating intellectual and practical support to carry out IRD projects and for mobilizing resources to make effective contributions in this respect, preferably through long-term commitments. In 1984, Guelph and Wageningen universities developed a formal agreement for con­ tinuing co-operation and exchange in areas of mutual academic and practical interest. This formal agreement paved the way for joint projects, and a group of staff members from the two universities joined forces to see how they could co-operate with their col­ leagues from the South to make tangible contributions to the solution of the many prob­ lems associated with staff development and faculty-building in institutions of higher agricultural education there. For many years, both universities have actively participated iti co-operation pro­ grammes involving universities in the North and the South, and their cumulative experi­ ence is substantial. It was reasoned that by combining efforts not only would the two groups be able to learn from each other's experiences but they would also be able to strengthen their contribution to the development of higher agricultural education in developing countries. A group of colleagues from the two universities thus concluded that it would be worth­ while to compile a document that included both theoretical topics and practical
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