WESTERN CAPE PROVINCE by Provincial Resear

PROVINCIAL REPORT ON EDUCATION AND TRAINING FOR AGRICULTURE AND RURAL DEVELOPMENT:

WESTERN CAPE PROVINCE

By Provincial Research Officers:

G J O MARINCOWITZ D J BARNARD

DEPARTMENT OF AGRICULTURE: WESTERN CAPE

29 NOVEMBER 2002

TABLE OF CONTENTS

CHAPTER 1 INTRODUCTION 1.1 Background 1 1.2 Purpose of the study 1 1.3 Methodology 1 1.4 Outline of the report 2

CHAPTER 2 AN OVERVIEW OF THE AGRICULTURAL/RURAL SECTOR IN THE WESTERN CAPE PROVINCE 2.1 Introduction 3 2.2 Geographical/Environmental features of Western Cape 3 2.3 Demographic features 3 (numbers and types of farmers/rural population) 2.4 Agricultural Activities (sectors, land use, contribution to 7 GDP) 2.5 Non-Agricultural Activities (of farmers/rural household) 12 2.6 Agricultural Education and Training in the Province 13 2.7 Provincial, National and Global Imperatives 13 2.8 Challenges and implications of development needs on Agricultural Education and Training 13 2.9 Conclusion/Summary 13 CHAPTER 3 EDUCATION AND TRAINING NEEDS FOR AGRICULTURAL (AND RURAL) DEVELOPMENT 3.1 Introduction Training Needs Analysis 14 3.2 Knowledge and Skills needs of Farmers (according to 14 farming system, commodities, gender and age) - Activities (existing and potential) - Skills required to undertake activities - Existing knowledge and skills - Skills gap and training needs (incl. Dev/strategic needs) - Preferred training methods and providers 3.3 Conclusion/Summary 35 CHAPTER 5 AGRICULTURAL EDUCATION AND TRAINING GAPS (DISCUSSION OF FINDINGS) 4.1 Introduction 36 4.2 Education and Training in Higher Education (HE) 36 - Courses/training offered - Target groups

- Enrolment Method of provisioning/training - Management - Cost of tuition - Capacity of resources 4.3 Education and Training in General Education and Training 37 (GET) and Further Education and Training (FET) - as above 4.4 Informal Training and indigenous Knowledge 39 4.5 Conclusion/Summary 39 CHAPTER 5 AGRICULTURAL EDUCATION AND TRAINING GAPS (DISCUSSION OF FINDINGS) 5. 1 Introduction 40 5. 2 Are providers targeting the right client? 40 5. 3 Are the courses/programs aligned to clients needs? 40 5. 4 Are methods of provisioning/training (delivery system) 40 meeting preferred methods or conditions of clients? 5. 5 Is the cost of tuition affordable? 40 5. 6 Are admission requirements appropriate for potential 41 clients? 5. 7 Are the resources and capacity of providers geared to 41 meet training requirements? 5. 8 Is the education/training system adaptable to the new 41 system of outcome/performance based learning (NQF, SAQA)? 5. 9 Is the system relevant to Imperatives? 41 5.10 Conclusion/Summary 42 CHAPTER 6 CONCLUSIONS AND RECOMMENDATIONS 43 BIBLIOGRAPHY 45

Figure 2.1 The location of Rural Communities in the Western Cape, 2002 (GIS, Resources Centre, Elsenburg) Table 2.1 Western Cape Sectoral GRP 1999 and 2000 Table 2.2 Western Cape key exports 1999 and 2000 Table 2.3 Gross farm income for the Western Cape and SA 2001 Figure 2.2 Land use patterns for the most important agricultural activities of the Western Cape Table 3.1 The type of farming by Emerging and Commercial Farmers, 2002 Table 3.2 Average highest qualification of Emerging Farmers, 2002 Table 3.3 Average highest qualification of Commercial Farmers, 2002 Table 3.4 Perceived average level of knowledge and skills (existing and needed) of farmers, 2002 Table 3.5 Preferred Providers of training by farmers, 2002 Table 3.6 Perceived satisfaction by farmers, with the training received from different providers, 2002 Table 3.7 Gender of Farm Worker respondents, 2002 Table 3.8 Age distribution of the 160 Farm Worker respondents, 2002 Table 3.9 The number of years schooling of the Farm Workers, 2002 Table 3.10 Number of short courses attended and those still to be attended by respondents, 2002 Table 3.11 Farm Worker posts as well as those envisioned in five to ten years time, 2002 Table 3.12 Perceived present level of knowledge and skills of the farm workers on farms of resource poor (emerging) and commercial farmers Table 3.13 Age of ex-students of FET, 2002 Table 3.14 Number of successful years at school by ex-students, 2002 Table 3.15 Number of short courses attended and those still to be attended by respondents, 2002 Table 3.16 The present posts held by ex-students as well as those visualized in five years time, 2002 Table 3.17 Perceived contribution towards their skills, of courses attended by respondents, 2002 Table 3.18 The gender of the ex-students of Higher Learning institutions, 2002 Table 3.19 The age categories of ex-students of Higher Learning, 2002 Table 3.20 The qualifications of the ex-students of Higher Learning, 2002 Table 3.21 The major fields of study by ex-students of Higher Learning, 2002 Table 3.22 Perceived contribution of aspects related to tuition in agriculture towards the knowledge/skills of ex-students, 2002 Table 3.23 In-service training of ex-students, 2002 Table 3.24 Follow-up qualifications of ex-students, 2002 Table 3.25 Study fields of follow-up studies by ex-students, 2002

Table 4.1 The structure of the National Qualifications Framework (NQF) Figure 4.1 The backgrounds of students in GET and FET, 2002 Table 4.2 Perceived obstacles identified by NGOs in the Western Cape, 2002

ABBREVIATIONS AND ACRONYMS

AET Agricultural Education and Training AFU African Farmers Union ARC Agricultural Research Council FAO United Nations Food and Agriculture Organization FET Further Education and Training GARC Goedgedacht Agricultural Research Centre GDP Gross Domestic Product GET General Education and Training GFI Gross Farm Income GRP Gross Regional Product HE Higher Education IC International Consultant LDU Land Development Unit LRAD Land Redistribution for Agricultural Development NDA National Department of Agriculture NGO Non-Governmental Organizations NPC National Project Co-ordinator NQF National Qualification Framework NRO National Research Officer NSFT National Strategy Formulation Team PAETA Primary Agriculture Education and Training Authority PAETTT Provincial Agricultural Education and Training Task Team PDA Provincial Department of Agriculture PDC Previously Disadvantaged Communities PRA Participatory Rural Appraisal PRO Provincial Research Officer RRA Rapid Rural Appraisal RSA Republic of South Africa SA South African SAQA South African Qualification Authority TCP/SAF FAO Code for this project 0067 TNA Training Needs Assessment

FOREWORD

STRATEGY ON EDUCATION AND TRAINING FOR AGRICULTURE

Education and Training is a fundamental right guaranteed by the South African Constitution. In terms of Section 29 everyone has the right to a basic education, including adult basic education and to further education that the state, through reasonable measures, must make education progressively available and accessible.

In order to create conditions for sustainable growth and development in South Africa and in a competitive international environment, a highly skilled, well- educated work force is undeniably essential. Education is a key activity in South Africa’s economic and social development and as such forms a cornerstone in the government’s Growth, Employment and Redistribution Strategy.

Following the transformation from apartheid to a democratic society, the Agricultural Education and Training System need to drastically reorient and restructure their services to allow for a new democratic focus and expanding client base. The education and training system has to be reoriented to deliver services to small and medium scale farmers, female farmers and farmers who are facing resource, land, information and market constraints, those who were previously denied access to education and training.

The development of a National Strategy on Agricultural Education and Training is a mammoth task. Provincial Research Officers (who are officials responsible for executing line function responsibilities in the Provincial Departments of Agriculture) were tasked to do a scientific needs assessment of existing and potential clients for agricultural training and service providers, and to ensure adequate stakeholder participation in developing an education and training strategy.

Measured against the results obtained thus far, this is a task well done! I therefore would like to thank and commend Dr Marincowitz and his team for their commitment and dedication with which this project was driven and executed in the Western Cape.

M.J. PAULSE DIRECTOR: TRAINING DEPARTMENT OF AGRICULTURE: WESTERN CAPE

EXECUTIVE SUMMARY

As can be seen from this Report, Agriculture plays a very important part within the economy of the Western Cape. As the largest producer of several commodities, agricultural education and training is of critical importance and has to have a high priority as to ensure the continued well been of the province. Imperatives that may effect this well being must be addressed. The export- orientated environment within the province requires that education and training place emphasis on marketing, exporting and competitiveness. Afrikaans as an educational medium must be acknowledged whilst the literacy and numeracy levels need to be improved. This province must furthermore be part of the national strategy to relieve poverty, create job opportunities and address the HIV/AIDS crisis.

From this report several conclusions could be made, and the main ones, having the biggest impact on the design of an AET strategy are presented in a very condensed way.

• An exceptional need for AET at various levels of tuition was identified. The need for short courses in particular, for farm workers and resource poor farmers at low levels as well as short courses at fairly high educational levels for agricultural scientists and commercial farmers were identified. In the wine industry it was found by Leiboldt that gaps with regard to training needs for the workers at a fairly low level in the industry as well as needs for high levels of tuition (at PhD level) for Executive Managers exist. Research in other disciplines were not done, but according to experience it is safe to argue that the same human resource development needs will be found in others enterprises, eg. fruit and animal husbandry. • Language is a very complex issue, as many students find it difficult to cope with English as an instructional language, while Afrikaans as instructional language may exclude English students, mainly from the Black communities from training opportunities in AET. This issue should be handled with the needed sensitivity, and student support programmes regarding language could be an option to be considered. • Females are in a minority (+ 15%) with regard to AET and marketing Agriculture as a career option amongst Girls High Schools and others could be considered. • Student support in various ways, e.g. financial and psychic is needed to make AET accessible to the communities where most parents cannot afford the tuition fees of present day AET. • The age categories of many stakeholders, e.g. farm workers are such that tuition will have to cope with the demands of adult learning. • A need for short courses in the more soft skills, e.g. communication, business management, rural development, sociology marketing, etc. were identified and could be included into AET curriculums.

• Very few students from the previously disadvantaged communities find themselves in AET and marketing of Agriculture as a career option amongst these communities may bear fruit in this regard. • The Theory: Practical ratio in AET seem to be a problem in some institutions and it is important that sufficient practicals are included in the curricula of AET.

Agricultural education and training within the province is well organized and able to provide the training required. There are, however, problems as far as the accreditation of some courses that are been provided go. The NQF at this stage does not cater sufficiently for short courses mainly aimed at the lower levels of training. The majority of the traditional courses are not yet registered or adapted to approved unit standards, as most of the unit standards are not yet written. ABET training is also a very important requirement that would make future training easier.

Mobility between institutions locally and abroad should be made easier as to enable learners to move between institutions and receive acknowledged accreditation.

Organizations that only provide institutional courses or production orientated courses should combine efforts as to provide a package to learners.

Cooperation between the industry and the training institutions should be improved leading to more market orientated training programmes. Imperatives as mentioned must be addressed or else successful training will not be possible.

The discussions as presented in this Report, highlighted several key issues to be considered in designing an AET strategy. The most prominent ones will be summarized as follows: • AET at school level in this province needs to receive attention as it does not serve as an effective point of entrance to Agriculture as a career opportunity for learners who have had no experience of agriculture beforehand. • Language of tuition is a very complex issue in this province and it needs the necessary sensitivity from policy makers. • Training institutions are not very effectively tuned to cope with the demands of disabled students, interested in enrolling for AET as present. • Support to resource poor students (especially financially) is not optimally operational at present. • Bridging programmes for students who are not sufficiently prepared for AET should be put in place, to make AET more accessible to students.

ACKNOWLEDGEMENTS

For the execution of a project with the magnitude of the National Project on the Formulation of an Agricultural Education and Training Strategy, many role- players and stakeholders are involved. It is for this reasons a difficult task to acknowledge everybody involved, but at the same time it is a very pleasant opportunity to thank them for their willingness to participate and also for the very valuable contributions made during the different workshops, meetings, surveys and other events. This collaboration resulted in a report from the Western Cape exceptional value to the AET strategy Formulation Team.

We would like to convey our appreciation to:

• The Provincial Agricultural Education and Training Task Team members for their contribution. • The respondents to the survey of different stakeholders. • The Western Cape Provincial Department of Agriculture for giving the PRO’s (via the Director: Training) the opportunity to experience involvement in such a significant project. • The National Co-ordinator and international consultants for their advice. • The FAO for financial support to the project.

CHAPTER 1 : INTRODUCTION

1.1 Background

Within the Western Cape Province, agricultural education and training has always been very important, due to the fact that the agricultural sector contributes to the well being of the province. This training was, however, provided by several organizations with little or no guidelines. For these reasons it became necessary that a strategy be formulated to regulate agricultural education and training in the province.

The National Department of Agriculture, in partnership with the United Nations Food and Agricultural Organization (FAO) and the Provincial Departments of Agriculture was given the task of formulating an Agricultural Education and Training strategy.

1.2 Purpose of the project as well as the study

The purpose of the project was to: • Initiate an appropriate and sustainable methodology for developing a National Agricultural Education and Training strategy which reflects the diverse needs of stakeholders, especially small-scale farmers and farm workers, around which organizations and individuals can unite for the betterment of the agricultural sector. • Establish a group of personnel in the National and provincial departments of Agriculture who are able to develop and use a demand driven approach for enhancing a national strategy for agricultural education and training which meets the needs of the agricultural sector in South Africa. • Achieve greater participation by stakeholders, in planning a National Agricultural Education and Training Strategy, at national and provincial level, both public and private and at different levels of the education and training system, including primary, secondary and higher education, the producers and the community. • Assemble relevant information on AET at the provincial level for possible use in planning; and • Provide the necessary information to formulate a National Strategy.

1.3 Methodology

The National Department of Agriculture needed maximum participation of all the relevant stakeholders. A capacity building program was initiated for the National and Provincial staff involved, enabling them to compile the provincial reports.

The officials of this province used various research methods, including:

• The appointment of two Provincial Research Officers (PROs).

• The Provincial Agricultural Education and Training Task Team (PAETTT) which was established to ensure maximum participation of all relevant stakeholders at different levels of the agricultural education and training systems. The first PAETTT meeting was held on 28 February 2002 and included representation from all the stakeholders involved in Education and Training within the province. During this initial meeting the terms of reference for both the PRO’s and PAETTT members were discussed. Nominations for PAETTT members were also concluded and the working strategy discussed. At a second meeting held on 15 April 2002 progress reporting was done. Finally this report was submitted to the PAETTT members and stakeholders involved, during October 2002, for any comments or additions and these have been included in this report. • Three data collection instruments were used namely: questionnaires, structured interviews and collection of secondary data. Interviews or participatory rural appraisals were used in cases where the respondents were unable to read or write. Questionnaires (see annexure 2 for examples) were distributed to as many of the targeted stakeholders as possible. • In order to ensure good sampling of the population and stakeholders involved, the geographic distribution and acceptable numbers required, had to be considered. The PROs approached communities and stakeholders directly and/or used Extension Officers to assist in the gathering of information. Furthermore, time and cost also influenced the sample size, unions and the Department of Labour, involved within the Agricultural sector was not directly targeted. The Western Cape Farm Workers Association was, however, involved from the outset of this project.

1.4 Outline of the report

This report covers issues of the Western Cape Province that are of importance for the formulation of an Agricultural Education and Training strategy and includes:

• An overview of the agricultural and rural sector • Education and training needs for agricultural and rural development • Provision of Agricultural Education and Training • Agricultural Education and Training gaps

The report concludes with recommendations made on strength of the relevant results obtained from the comprehensive survey that was executed by the Provincial Research Officers.

CHAPTER 2: AN OVERVIEW OF THE AGRICULTURAL/RURAL SECTOR IN THE WESTERN CAPE PROVINCE

2.1 Introduction

The predominantly Mediterranean Western Cape responsible for between 55% and 60% of all South African agricultural exports amounting to R7 billion, with deciduous fruit, wine and table grapes being the main export products. The agri-food chain contributes about 23% to the Western Cape GDP.

The province’s approximately 11 000 agricultural producers include both commercial and small-scale farmers who provide 13% of all formal job opportunities in the Western Cape. Consequently this sector supports 220 000 farm workers and their 1,2 million dependants.

The service area stretches from an area north of the Olifants River along the coast to Plettenberg Bay. Inland the area stretches over large parts of the Karoo, the Little Karoo, Boland, Swartland and the North Western Cape region.

2.2 Geographical/Environmental features of the Western Cape

The province includes a Mediterranean climate with an annual rainfall of more than 2 000 mm in certain areas. Some arid areas in the Karoo and the North Western Cape have a rainfall of less than 150 mm per annum. The great variation in rainfall and soil types found here, contribute to the wide variety of farming systems implemented in the province.

The area occupies approximately 13 million hectares of which 3 million are under cultivation and approximately 270 000 hectares are under irrigation.

The principal of agricultural activities include the production of wine, deciduous fruit, citrus, grain, vegetables, ostriches, small and large stock and dairy products.

2.3 Demographic features (numbers and types of farmers/rural population)

The Western Cape Province is, as previously mentioned, divided into five regions. Due to varying conditions, each individual region will be discussed briefly.

2.3.1 Swartland

The Swartland forms the south western part of the Western Cape (refer to Figure 2.1). The western boundary stretches from Elands Bay in the north to Cape Point in the south.

The region receives 80% of its rainfall during April to September and is characterized by wet winters and dry and hot summers. 92% of the 1 243 300 ha of the region is available for agricultural activity. The remainder is mainly urban area while nature reserves and mountains represents a minor portion. Cultivated lands represent 64% of the agricultural land, 34% is natural grazing and 2% is waterways, etc.

From a production perspective, the Swartland is characterized by its 70% contribution to the Western Cape’s wheat, 58% oats, 64% rye, 23% potatoes, 42% milk, 61% beef, 59% pork as well as 37% and 39% to chicken and eggs respectively. (Department of Agriculture 1990).

A typical Swartland commercial farm will usually be under wheat, rotated by cultivated pastures with dual purpose sheep and/or beef cattle. A dairy operation may be included on farms nearer to the urban areas. Significant areas of land are planted to vineyards (wine grapes) in the Darling, Malmesbury and Durbanville districts. The grapes are sent to Cooperative wineries while several estate wineries are found in the region.

Several Rural Communities are found in the Swartland, namely Goedverwacht and Wittewater near Piketberg, Saron near Porterville, Riverlands and Pella near Malmesbury and Mamre near Atlantis on the West Coast (refer to Figure 2.1). The inhabitants of these settlement are predominantly Afrikaans speaking and agriculture is an integral part of their resource poor economies. In many cases the household incomes are supplemented by other non-agricultural activities in nearby towns. Vegetables, pigs and poultry are the major agricultural activities, while small stock and dairy/beef cattle are secondary enterprises. Fairly low literacy rates and a great need for improving their management skills have an impact on the training needs of the farmers in these communities (Saaiman 1997).

2.3.2 North west

The North West Region is situated between 28º10’ and 32º45’ Southern Latitude and between 16 º30’ and 19 º20’ Eastern Longitude. The western side borders on the Atlantic Ocean.

The Region consists of three districts, namely Vanrynsdorp, Vredendal and Clanwilliam. The total area covers 2,075,800 hectares.

Rain falls mainly during the winter months from April to September (more than 80%). More than 80% of the region receives rain of between 75 mm and 250 mm per annum. Higher rainfall occurs mainly in the Cedarberg mountains (>1 000 mm). Long, hot and dry summers are followed by the wet winter season. Although temperatures can dip below freezing point during the winter, the irrigation areas along the Olifantsriver are generally frost-free. The long, hot and dry summers are a major constraint when determining farming activities.

High mountain ranges cover part of the region and form a contrast with the low coastal plains stretching to the sea, including a large part of the Sandveld. This gives rise to extreme climatic differences between various parts of the Region. The primary rivers are the Olifantsriver and the Doringrivier. The majority of irrigation farming takes place along the Olifcantsriver. The Olifantsriver valley is serviced by an irrigation system consisting of two dams, namely the Clanwilliam dam (121 million cubic meters) and the Bulshoek dam (5.3 million cubic meters), with a 161 km canal system taking water downstream from the dams. Irrigation from boreholes takes place mainly in the Sandveld, where potatoes are the major crop.

97% (2 030 314 hectares) of the surface area is utilized for agricultural purposes. 92% of this is natural rangeland, while dryland farming accounts for 137 580 hectares, or 6.7%. Irrigation farming covers an area of 24 514 hectares. Natural rangeland is mostly utilized for small stock farming. Dryland farming produces mainly wheat and Rooibos tea. The most important crops produced under irrigation are vineyards (wine, table grapes and raisins – 9 976 hectares), potatoes (3 846 hectares), citrus (5 800 hectares) and vegetables (2 713 hectares).

Rietpoort, on the northern boundary, Ebenhaezer on the West Coast west of Vredendal dnd Wupperthal in the south are three Rural Communities of this region (refer to Figure 2.1). Afrikaans is the language of the inhabitants and agriculture features very prominently in the activities of these communities. Vegetables, pastures/small grain and small stock are the major agricultural contributors to the house hold earnings. A low rate and a need for knowledge and skills regarding management amongst the farmers have direct bearing on training needs of the communities.

2.3.3 South coast

This region is situated between 33º45’ and 34º50’ longitude and between 19º0’ and 23º45’ latitude. This region stretches from Kleinmond in the west to the Bloukrans river in the east. The mountain range that runs

virtually parallel to the coast forms the northern boundary and the sea the southern boundary. The region receives its rainfall throughout the year with some areas in the west receiving more in winter and areas in the east, more in summer. Within this area any crop can be planted but it is mainly an area that produces grain, small-stock, dairy, vegetables and pastures. This region is the country’s sole hops producer for the beer industry. The level of farm management of the predominant commercial farmers is relatively high in this region. Agri-tourism is a rapidly growing industry in this region. It puts added value to the farming operations and at the same time enhances value adding activities i.e. selling of farm produce through farm stalls, farm cheese factories, etc. The western sub-region known as the “Ruens” is a very prominent wheat/barley producing area, rotated with cultivated pastures with dual purpose and wooled sheep and dairy/beef cattle. The farming operations in the South Coast region are less intensive than those in the Boland, but more intensive in nature than those in the Karoo. This has direct bearing on the number of farm labourers per farm.

Numerous Rural Communities are found in this region, namely (from west to east), Elim, Genadendal, Suurbraak, Slangrivier, Buisplaas, Friemersheim, Groot Brak, Brandwacht, Tembalethu, Covey Kraaibosch, Krantzhoek (refer to Figure 2.1). They are Afrikaans speaking, with the exception of Tembalethu where English and Xhosa are spoken. Agriculture in the form of vegetables, pigs, poultry, dairy and beef farming is the main activities in these communities. The communities are much involved in development projects (mainly of agricultural nature) and have improved their knowledge and skills regarding agriculture through attending short courses in several study fields. A great need still exists for improving the management skills of the resource poor farmers. Their relative low literacy rates will have an impact on the training in order to meet these goals (Saaiman: 1997).

2.3.4 Boland

This region stretches from the Ceres-Karoo in the north to Kleinmond in the south and from Bonnievale in the east to Kuilsriver in the west. The region is 1 813 590 hectare in size. The Boland is mainly a winter rainfall area and receives 80% of its rain during winter. The Ceres-Karoo in the northeast of the region receives most of its rain during the summer months.

Most of the mountains of the Western Cape are situated within this region and are an outstanding feature of the area, covering 51.2% of the region. This topography has an important impact on this region’s agricultural production system, which is mainly derived from perennial crops, e.g.

viticulture (wine and table grapes) and fruit (pome and stone fruit and citrus). Small stock is the major agricultural activity in the Ceres Karoo area, while poultry and beef and dairy cattle are prominent in the rest of the Boland.

Within this region viticulture and pomology are the most important agricultural industries and are major contributors to the province’s export markets. Cultivated pastures and vegetable production are also prominent crops cultivated in the Boland. Agri-tourism is a fast growing industry in the rural areas of the Boland and contributes significantly to the well being of farmers.

Pniel, Jamestown and Faure/Macassar near Stellenbosch/Somerset West are Rural Communities in the Boland (refer to Figure 2.1). They speak predominantly Afrikaans and vegetables, poultry and pigs are the major agricultural enterprises of the inhabitants. Most of the resource poor farmers are employed in the nearby urban areas and farm actively after working hours.

2.3.5 Karoo

The Little Karoo region of the Western Cape includes the geographical areas of the Little Karoo and the Great Karoo. This area covers 5.5 million hectares, of which 4 million hectares are in the Great Karoo, which is an arid to semi-arid pastoral area. Wool bearing and mutton sheep, as well as angora goats, are the main livestock kept here. Cattle and game farming are secondary activities. Natural veld is the major natural resource to Karoo farmers and soil conservation and correct veld management practices are very important requirements for successful farming in this very vulnerable farming region. Rainfall is between 100 mm and 500 mm per year, while the altitude ranges from 500 – 1 500 meters above sea level. Summers are hot and dry, while winters are cold and can fall below freezing. The main rainy season is in the autumn, which is the time when dwarf Karoo shrubs make the most efficient use of water. Rains in the spring and early summer benefit grasses. Irrigation, amongst others from ground water, is limited to lucern, vegetable seed, and olives.

While farming in the Great Karoo derives its income mainly from extensive live stock farming, the agricultural economy of the Little Karoo is based on irrigation farming and ostriches. Deciduous fruit, ostriches, vines and vegetable seed production are the main agricultural industries. The climate is somewhat more temperate than the Great Karoo, although cold winters and hot summers are also experienced.

The Rural Communities of the Karoo region are found at Zoar near Ladismith, Dyselsdorp near Oudtshoorn, Haarlem near Joubertinia and Nelspoort near Beaufort West (refer to Figure 2.1). All the communities are Afrikaans speaking and agriculture features very prominently in the economies of these settlements. Vegetables, pigs, small stock, fruit, dairy/beef and poultry are the major farming activities, while many resource poor farmers have jobs in nearby towns to supplement their earnings from farming.

Figure 2.1 The location of Rural Communities in the Western Cape, 2002 (GIS, Resource Centre, Elsenburg)

2.4 Agricultural Activities (sectors, land use, contribution to GDP) (Main sources: Wesgro, Stats SA)

2.4.1 Economic Overview

This economic overview focuses on the role of agriculture in the Western Cape. The agricultural sector is firstly compared to other sectors at macro-economic level and then some key industries in the Western Cape are highlighted.

2.4.2 Gross regional product (GRP) and Employment

The gross regional product (RP) for the Western Cape amounted to R125 700 million in 2000. The agricultural sector (including forestry and fishing) contributed 5.9% or R7 400 million to the GRP. The contribution of agriculture to employment is, however, known to be proportionally much higher. According to the 1996 Population Census it was approximately 14.6% and it is currently estimated at approximately 12.7%. In 2000 the Western Cape contributed 14.4% of the country’s GDP, which amounted to R873.6 billion. The Western Cape Sectoral GRP for 1999 and 2000 is illustrated in Table 2.1

Table 2:1 : Western Cape Sectoral GRP 1999 and 2000 Gross Regional Product (X1 000) 1999 2000 99/00 RP % RP % % change Agriculture, Forestry and Fishing 7 6.1 7.4 5.9 6% Mining and quarrying 0.2 0.2 0.3 0.2 50% Manufacturing 23.2 20.1 25.3 20.1 9% Electricity, gas and water 3.3 2.9 3.6 2.9 9% Construction 4.3 3.7 4.6 3.7 7% Trade 12.7 11 13.9 11.1 9% Tourism 10.4 9 11.5 9.1 11% Transport and Communication 10.6 9.2 11.6 9.2 9% Financial and Business Services 20.1 17.4 21.9 17.4 9% Govt. and other community and 23.5 20.4 25.6 20.4 9% social serives Total Western Cape 115.4 100 125.7 100 9%

Although the agricultural sector contributed 5.9% of the GRP of the Wes- tern Cape, the contribution of the sector to the overall economy is much greater than is suggested by the contribution to GRP. Agriculture’s strong indirect role in the economy is a function of backward and forward linkages to other sectors. Its purchase of goods such as fertilizers, chemi- cals and implements forms backward linkages with the manufacturing sector while forward linkages are formed through the supply of raw materials to industry. About 66% of agricultural output is used as intermediate products in the sector. These linkages augment the sector’s contribution to the GRP. The GRP multiplier for agriculture in the Western Cape is estimated at 1.29, while that of agribusiness and non-agricultural industries are similarly estimated at 1.02 and 1.1 respectively. The employment multiplier for agriculture is 82.8, compared to 39.7 and 29.4 for agribusiness and non-agricultural industries respectively. Agriculture’s potential to contribute to employment and value added in the provincial economy therefore on average, exceeds those of the non-agricultural sectors. Within the agricultural sector the horticultural industry has the greatest linkage effect.

2.4.3 Exports

The South African agricultural sector is an important earner of foreign exchange, namely R14.7 billion in 1999. Well over half of the country’s agricultural exports originate from the Western Cape. Deciduous fruit accounts for the largest export value in the Western Cape. The four core exports are all related to the food and agricultural industry and contributed 40% of the value of total exports (agricultural and non-agricultural) in 2000. The increase in the value of exports from these sectors, however, amounted to only 2% between 1999 and 2000, whereas the value of other

exports increased by 30% during the same period. Key exports of the Western Cape are presented in Table 2.2.

Table 2.2: Western Cape key exports 1999 and 2000 1999 2000 99/00 Product Category (R % of (R % of % million total million) total change Fruit 2 648 19.4% 2 438 15.2% -8%

Wine and spirits 1 239 9.1% 1 597 10.0% 29%

Fish 1 360 9.9% 1 282 8.0% -6%

Processed Fruit and 977 7.1% 1 018 6.4% 4% Vegetables Total core exports 6 225 45.5% 6 336 39.6% 2%

Total other exports 7 458 54.5% 9 661 60.4% 30%

Total all exports 13 682 100.0% 15 996 100.0% 17%

It is estimated that a four percent increase in exports of processed fruit and vegetables and a 29% increase in exports of the distilleries and winery industry, will lead to an increase of 0.9% percent in the total output of the Western Cape economy. The direct effect accounts for 30% of the total effect and the indirect/linkage effect for 70% of the total effect. The increase in export demand has the potential to create 14 270 employment years within the production sectors: 5 590 in the agricultural sector and 8 680 in the non-agricultural sector. With regard to household incomes, the increase in exports resulted in a significant redistribution of income from urban to rural households. Incomes of urban households increased by only 0.53 percent as opposed to the 1.08 percent increase experienced by rural households. These results emphasize the magnitude and importance of the linkage effects of agriculture in the Western Cape economy.

2.4.4 Gross farm income

The gross farm income (GFI) for the Western Cape is estimated at approximately 23% of the GFI for South Africa, which was R51.2 billion in 2001 (Table 2.3) and the exceptional contribution of horticultural products (44%) indicates the prominence of this enterprise in the province. The Western Cape makes the largest contribution of all the provinces.

Table 2.3: Gross farm income fpr the Westerm Cape and RSA - 2001 Western Cape RSA Western Cape % of SA Gross farm (R’000) % of (R’000) % of income total total Field Crops 1 760 555 15% 16 230 400 32% 10.8%

Horticulture 6 074 742 52% 13 772 800 27% 44.1%

Animal 3 531 865 30% 21 196 800 41% 16.7%

Total 11 776 000 100% 51 200 000 100% 23.0%

2.4.5 Key industries

Deciduous fruit With 2 500 deciduous fruit growers, the Western Cape is the country’s largest producer, accounting for approximately 90% of South Africa’s total exports. In 2001 the value of exports at producer level was around R5 108.1 million. The dried fruit, fruit canning and juice processing industries also stem from the deciduous and citrus industries. 65-70% of annual production is exported.

Citrus The citrus industry has grown steadily since 1990. South African citrus makes up only 2% of world production, but accounts for more than 8.5% of total world exports. The Western Cape produces 20% of South Africa’s citrus, but is its largest exporter. 60% of the annual crop is exported, 25% is consumed locally and 5% is processed into juice.

Wine South Africa is the world’s sixth largest wine producer and the Western Cape produces 91% of the South African wines. Producers’ incomes amounted to R1595.747 million in 2001, with the total value of exports at 177.419 million liters. The industry employs 3 500 cellar personnel and accommodates approximately 345 000 farm workers and their dependants.

Grains The Western Cape is the second largest wheat-producing region in South Africa. It is furthermore the sole producer of hops and the largest barley grower in South Africa, producing nearly 95% of the country’s 80 000 tons of barley for the beer industry.

Animal products The broiler industry in the Western Cape accounts for over 17% of national production and is worth almost R6 000 million at producer level. The Western Cape further produces about 20% of the country’s annual total of 4 600 million eggs. The Western Cape has also been traditionally known for its ostrich meat and more recently for Karoo lamb, which is marketed as a product of origin.

Diary The dairy industry is South Africa’s fourth largest agricultural industry and the Western Cape is South Africa’s second largest dairy producer. In 1999 the 1267 mild producers in the Western Cape produced 500 million liters of milk with a total value at producer level of R545 million.

Òlives The Western Cape olive industry accounts for about 90% of South Africa’s total production. Although there were only 51 commercial producers in the Western Cape in 1999, the sector’s value added, amounted to R25 million. Approximately 40% of local production is sold as table olives and the remainder is processed into olive oil.

Rooibos International demand for Rooibos has grown steadily. In 1999 foreign earnings were R20 million from 1 800 tons, exported to 31 countries. The industry in the Western Cape includes more than 300 commercial farmers and 50-60 resource poor farmers. On about 25 farms Rooibos is produced organically. Organic Rooibos contributes R3-4 million to export earnings. The sector employs 4 000 people and earns R65-70 million a year, with an annual production of approximately 6 000 tons per year.

Fynbos The export value at producer level for the flower market in SA is R60 million for fresh flowers and R30 million for dried flowers, while the local fresh flower market accounts for R15 million. The Western Cape’s contribution to the flower market is mainly through indigenous fynbos, of which 95% of the annual production stems from the Western Cape.

Organic agriculture The total annual turnover of organic agriculture in South Africa is R6-10 million, with R2 million estimated for the Western Cape. Produce for the export market includes mainly table grapes, rooibos, honeybush tea, wine, plums, clementines, as well as culinary and medicinal herbs. An estimated at no more than 5-10%.

2.4.6 Land reform

The performance of the agricultural sector must be seen against the backdrop of the inequalities in land ownership that remain within the sector. Besides ownership issues, the majority (72%) of poor people live in rural areas. Land reform has the potential to address rural poverty as well as restructuring the agrarian economy. Land reform can take the form of land restitution, land tenure reform or land redistribution. Land reform is governed at national level by various acts such as the amended Restitution of Land Rights Act, Nr 22 of 1994, the Land Reform Act, Nr 3 of 1996, the Extension of Security of Tenure Act, Nr 62 of 1997 and the Provision of Land and Assistance Act Nr 126 of 1993.

The responsibility at provincial level is to facilitate the establishment of emerging farmers through the Land Redistribution for Agricultural Development (LRAD) program and to provide and support rural communities with agricultural infrastructure development to expand their agricultural production.

2.4.7 Conclusion

Although the agricultural sector has experienced a gradual decrease in contribution to the GRP of the Western Cape, it is recognized that it remains an important sector, due to extensive forward and backward linkages of the sector in the provincial economy. Agriculture also offers employment opportunities to a significant portion of the labour market. Agricultural exports from the Western Cape play an important role in earning foreign exchange, not only at provincial level, but also at national level. The Western Cape has established itself as the country’s main producer in certain niche markets, such as Rooibos tea and olives. Effective land reform in the Western Cape has the potential to alleviate high levels of rural poverty.

The land use patterns of the more important agricultural activities are presented in Figure 2.2. The predominance of the cultivated small grain/pastures and wine lands (marked blue and purple respectively) are clear.

Figure 2.2: Land use patterns for the most important agricultural activities of the Western Cape

Rural Community communities Gardens 16 24

Urban agric 8

Farm Workers 8

Resource-poor farmers 24 Commercial farmers 20

2.5 Non-Agricultural Activities (of farmers/rural household)

Farmers within the Western Cape province are very involved in agriculture and even after hours would be involved in agriculturally related activities such as farmers’ unions, agricultural organizations or even farm security. Marketing, value-adding and exporting of agricultural products is also done.

In some cases farmers would also be involved in other businesses such as shops, cafes, factories, etc. within the local towns or cities. Agri- Tourism has in recent times become an alternative due to declining profits of primary agriculture and the increase of visitors locally and from abroad. Rural farmers are usually only part-time farmers and have another jobs to provide income for the families. This income would be obtained from both industry and agriculture. Activities such as sport, religion and relaxation are other non-agricultural activities practiced.

2.6 Agricultural Education and Training in the Province

Elsenburg College of Agriculture, the University of Stellenbosch, the Cape Technikon, Agricultural schools, the Agricultural Research Council (ARC), technical colleges and various Non-Governmental Organizations (NGO’s) fulfill a much needed function as Agricultural Education and Training institutions to capacitate the human resources of the agricultural industry to meet the challenges of feeding and clothing the nation – provincially and nationally. Agricultural Education and Training are presented at all eight NQF levels and the mentioned institutions have gained a high level of credibility amongst clients, role players and stakeholders (agricultural industry included) for the quality of tuition presented. The University of Stellenbosch are involved in levels 6, 7 and 8, while the Cape Technikon presents diplomas at level 5 and B., M. and D. Tech degrees at levels 6, 7 and 8. The Elsenburg College of Agriculture presents Higher Certificates and diplomas at level 5. The short courses presented by Elsenburg, the NGO’s and the ARC are mainly at level 1, while the Agricultural schools and Technical colleges deal with levels 1 to 4. The Learnerships presented by selected NGO’s and Elsenburg is at present at level 1, but the vision is to extend it to levels 2 and 4 as well.

2.7 Provincial, National and Global Imperatives

The export-orientated environment within the province requires that education and training place emphasis on marketing, exporting and competitiveness. This province has three main languages and uses English, Afrikaans and Xhosa as the preferred communication methods. It is, however, important to realize that rural communities are mostly Afrikaans speaking. Other imperatives that must also be considered include: • The Poverty and unemployment spiral. • Decentralized nature of communities. • Lack of awareness of agriculture amongst the youth. • The complex nature of agriculture. • Human resource development backlog (literacy rate, numeracy rate) • HIV and AIDS • Shortages in the training of Life skills.

2.8 Challenges and implications of development needs in Agricultural Education and Training

The challenges and implications of development needs will be to address the imperatives as mentioned in the previous chapter. Poverty, Language and the other imperatives must be addressed as to ensure that effective education and training takes place.

2.9 Conclusion/Summary

As can be seen from this chapter Agriculture plays a very important part within the economy of the Western Cape. As the largest producer of several commodities, Agricultural Education and Training is of critical importance and has to have a high priority as to ensure the continued welfare of the province. Imperatives that may effect this welfare must be addressed. The export-orientated environment within the province requires that education and training place emphasis on marketing, exporting and competitiveness. Afrikaans as an educational medium must be acknowledged whilst the literacy and numeracy levels need to be improved. This province must furthermore be part of the national strategy to relieve poverty, create job opportunities and address the HIV/AIDS crisis.

CHAPTER 3: EDUCATION AND TRAINING NEEDS FOR AGRICULTURAL (AND RURAL) DEVELOPMENT

3.1 Introduction Training needs Analysis

A training need arises as a result of a deficiency in performance caused by a gap between existing and required levels of competency. To identify whether there are training needs, we have to answer three questions: Is performance below expected level? Is performance related to the ability of the people? (Or perhaps to their level of health, lack of equipment, etc.) Can the deficiency be corrected by training? The answer must be yes to all three questions.

There are four steps in carrying out a Training Needs Assessment (TNA): 1. Functional analysis: identifying precisely what are the specific components of a job. 2. Person or group analysis: what is the actual level of performance? 3. Competency gap analysis: what is the difference between the required level and the actual level? 4. Training needs specification: what training will be needed to enable the competency gap to be filled with the necessary knowledge, skills and attitudes/behaviours (K/S/A/B)?

Several key issues, being very unique and specific to the province, direct the agricultural training needs in the Western province. The dualistic character of the farming community causes training needs to vary over a wide range of educational levels. The commercial farmers needs extremely high level training to assure competitiveness in the export markets, while the resource poor farmers need lower level training as, amongst others, it also serves a capacity building purpose. Furthermore the prominence of permanent crops, e.g. viticulture and deciduous fruit, being unique to the province leads to specific training needs in these study fields. As a result, the Western Cape is the sole presenter of training in viticulture and deciduous fruit in the country. A very wide range of farming enterprises are found in the province and agricultural training is thus needed in a great variety of study fields, of which the following are only examples: Small stock, Large stock (of which Dairy is the most important), Vegetables, Cultivated pastures and natural veld, Agronomy, Ornamental flowers (mainly Fynbos), Ostriches/poultry, Table grapes, Wine grapes, Deciduous and citrus fruit, etc. The Western Cape is not very well supplied with all the natural resources, as the resource soil is generally regarded as of poor quality. This results in a need for very specific expertise to manipulate the soil to improve its production qualities and in effect sustainable land use. Training needs in

sustainable agriculture is of utmost importance under these circumstances. The most important training needs of the Western Cape will be discussed in the rest of this chapter.

3.2 Knowledge and skills needs of various stakeholders

3.2.1 Farmers

Activities The majority of emerging farmers tend to farm with vegetables, pigs, small stock and poultry. Although none of the commercial farmer respondents nominated poultry and pigs as one of their farming enterprises, poultry and pig farming are extremely important in the Boland and Swartland regions. The wide range of enterprises is evident from the Table below.

TABLE 3.1: The type of farming by Emerging and Commercial Farmers, 2002 Emerging farmers Commercial farmers (N=97) (N=101) Type of farming Nominations % of Nominations % of (N) farmers (N) farmers Large stock (Dairy/Beef) 11 11.3% 20 19.8% Viticulture 0 0% 6 5.9% Vegetables 46 47.4% 15 14.8% Winter grain/ Pastures 5 5.2% 20 19.8% Small stock 21 21.6% 33 21.7% Fruit Production 7 7.2% 9 8.9% Pigs 27 27.8% 0 0% Poultry 24 24.7% 0 0% Ostrich 0 0% 13 12.9% Game 0 0% 4 3.9%

Skills required to undertake activities The highest qualification is indicative of literacy and the capacity to think more abstractly and to have the capacity of coping with the demands of learning by the farmers. The qualifications of the emerging farmers as well as the stakeholders involved in their farming operations are presented in Table 3.2 and these of the commercial farmers in Table 3.3.

Table 3.2 Average highest qualification of Emerging farmers, 2002 STAKEHOLDERS

Qualification Son/ Son/ Wife/ Farm Farm Farmer Worker Manager Manager Husband Yourself/ Daughter Daughter AVERAGE PERCENTAGE

Table 3.3 Average highest qualification of Commercial farmers, 2002 STAKEHOLDERS Qualification Son/ Wife/ Farm Farm Worker Yourself Manager Manager Husband Daughter Daughter AVERAGE PERCENTAGE

From Tables 3.2 and 3.3 it is clear that 82% of emerging farmers have Grade 12 or lower, in comparison to 38% of commercial farmers. Only 2% of the emerging farmers have qualifications in agriculture (higher than Grade 12), while 56% of Commercial farmers have such qualifications. There is a huge difference in the averages of highest qualifications. The need for higher qualifications in agriculture to be obtained by emerging farmers is evident from Table 3.1, as they will need more managerial knowledge and skills to assure that their farming businesses become more independent and self reliant. The commercial farmers are fairly well qualified and their training needs are more related to follow-up short courses at relative high educational levels.

The average years of farming experience of the two groups also differs: 20 years for emerging farmers and 25 years for commercial farmers. The average years of farming experience of all the stakeholders on the farm also differs: 11 year vs. 16 years for the two groups of farmers respectively.

Existing and needed knowledge and skills The difference between the perceived present level of knowledge and skills and the perceived needed knowledge and skills of emerging farmers is much bigger than the difference at stake at the commercial farmers. Table 3.4 reveals the scope of the mentioned differences. It is clear that a significant gap exists between the present level of knowledge and skills and these needed by farmers to cope with the challenges of the future farming environment where competition in the markets as well as declining levels of profits will be part of their operations. The study fields in which the tuition is needed are presented in the table and it is clear that a wide range of topics is at stake. Marketing is one of the prominent needs nominated by emerging farmers, while human resource development is in great need by commercial farmers.

TABLE 3.4: Perceived average level of knowledge and skills (existing and needed) of farmers, 2002 Emerging farmers Commercial farmers Knowledge and skills Present Need Present Need level level Administration 2* 3* 2,67* 2,67* Communication 2 2,8 2,83 2,33 Computer/electronics 2 2,8 2 2 Agricultural Engineering 1,625 2,8 1,5 2,67 Agricultural Economics/Finance 1,65 2,8 1,5 2,67 Marketing 1 3,4 1,67 2 Human Resource Management 1,624 3 2 3,33 Production related aspects 1,875 3,4 2,33 2,67 Average 1,7125 2,6175 2,06 2,54 *Scale where: 1 = poor, 2 = fair, 3 = good and 4 = excellent

Preferred training methods and providers Table 3.5 presents farmers’ preferred training methods and the providers thereof.

TABLE 3.5 Preferred Providers of training by farmers, 2002

Training providers Emerging Commercial Farmers farmers University 0 5%

Technikon 0 0

College (technical) 0 0

Agricultural College 1% 0

In community 25% 30%

On farm 1% 39%

At Departmental Development Centre 25% 0

Research Institutions 5% 5%

NGO’s 30% 0

No answers 13% 21%

The Emerging farmers’ preferred training methods, which were predominantly short courses, were favoured to be presented in communities, at Departmental Development Centres and by NGO’s. The short courses that were presented to commercial farmers, are also favoured to be on farms and in communities.

The perceived satisfaction by the farmers with the training they have received from different providers is presented in Table 3.6.

TABLE 3.6: Perceived satisfaction by farmers, with the training received from different providers, 2002

Service providers Emerging Commercial farmers farmers Extension Officer/Advisor 4 3* Research Officer 3 2 Veterinarian 4 3,67 Agricultural Engineer 4 3,67 Agricultural Economist 4 2,67 Animal Health Officer 4 3 Lecturer 4 3 *Scale where 1 = poor, 2 = fair, 3 = good, 4 = excellent

From Table 3.6 it is clear that the farmers are exceptionally satisfied with the quality of tuition in agriculture received by the different presenters.

3.2 Knowledge and skills needs of various stakeholders (continued)

3.2.2 Farm workers

Total farm worker respondents in Western Cape survey: 160

Activities The farm workers in the Western Cape are employed on farms where the major farming activities revolve around perennial crops, e.g. fruit and vulticultural crops, small grain/pastures, small stock and large stock (dairy/beef). The gender of farm worker respondents is presented in Table 3.7.

TABLE 3.7: Gender of Farm worker respondents, 2002

Gender N 70.6%% Male 113 29.4% Female 47 100.0% Total 160

The total respondents in the Western Cape were 160 Farm workers, of whom 70.6% were male and 29.4% female. This is an approximate indication of the real situation regarding gender distribution of farm workers in this Province.

Age

The age distribution of the 160 farm workers respondents is presented in Table 3.8.

TABLE 3.8: Age distribution of the 160 farm workers respondents, 2002 Age categories (years) N %

Younger than 20 6 3.8% 20 – 25 28 17.5% 26 – 30 39 24.4% 31 – 35 32 20.0% 36 – 40 26 16.3% 41 – 50 24 15.0% 50+ 5 3.1% TOTAL 160 100.0%

From Table 3.8 it is clear that the ages of the workers are well distributed between 20 and 50. The impact of this is that training will have to be tuned towards the needs of young (20 – 30) as well as older (40 to 50) students.

Number of years at school The number of successful years at school is indicative of literacy, the capacity to think abstractly and being able to cope with the demands of learning.

The number of successful school years of the farm worker respondents is presented in Table 3.9.

TABLE 3.9: The number of years schooling of the Farm workers, 2002 Years N %

No formal school 5 3.1% 3 Years and less 20 12.5% 7 Years and less 49 30.6% 10 Years and less 51 31.9% 11 Years 14 8.8% 12 Years 16 10.0% Tertiary education 5 3.1% TOTAL 160 100.0%

From Table 3.9 it is evident that 78.1% of the respondents have ten years or less school experience and indicates that academic qualifications overall are fairly low.

Skills required as well as existing knowledge and skills

Instructional programmes completed and those still needed

The Instructional programmes completed and those still needed by the farm worker respondents is presented in Table 3.10. Title of course Nominations of Nominations of courses attended courses planned Small grain production 0 5 AVCASA 3 5 Aquaculture 0 1 Vegetable production 1 11 Soil science 4 18 Greenhouse production 1 12 Animal Health 1 2 Dairy production 3 5 Beef production 2 2 Small stock Sheep and Wool 1 5 Goats 0 0 Agricultural management Marketing 4 20 Business and project planning 10 18 Financial management 1 19 Communication 7 14 Agricultural economics 2 23 Organization/Community Development 3 12 Personnel management 2 18

Title of course Nominations Nominations of courses of courses attended planned

6M 23 18 SMME 0 2 Agricultural Engineering Irrigation 6 17 Erection of fences 6 8 Mechanization 3 12 Food processing 3 8 Welding 4 8 Tractor license 7 8 Tractor maintenance 6 7 Truck license 15 8 Life skills Meeting procedures 6 4 Youth development 2 2 Communication 6 16 Poultry 0 5 Deciduous fruit Pruning 21 9 Production 15 10 Grapes for drying Pruning 3 1 Production 0 1 Table grapes Pruning 23 28 Production 8 30 Wine grapes Pruning 22 36 Production 15 32 Wine making (SKOP) 6 9 Pigs 1 6 Ostrich production 0 0 Pasture management 1 1 Fynbos 0 2 Buchu 0 2 Cut flower production 0 1 Xhosa 0 2 English 0 2 Supervisor 0 4 Building skills 0 1

For conclusions made from Table 3.10 the following indicators were chosen: Nominations that were more than 5% of the total respondents are discussed, as well as nominations that are higher than 10% of the total respondents.

Soil science, Irrigation, Marketing, Financial Management, Agricultural Econo- mics and Personnel Management have less than 5% of course attendance, but demands for attendance to courses by far exceeds 10%. The sudden awakening of interest in these subjects could be due to the fact that farm workers see the possibilities of acquiring their own land or promotion to managerial positions.

In comparison to courses already attended, there was a high demand (in excess of 10% of nominations) for the following planned courses: Vegetable production, Greenhouse production, Business and project planning, Communication, Organisation and community development.

Table and wine grape production and pruning received high demand, but this could be due to the fact that 25% and 40% respectively of the respondents are workers in this line of employment.

Tractor license, 6M and Deciduous pruning and production received lower nominations for courses planned than already attended. This may indicate that there are sufficient training providers for these activities.

At the Provincial Agricultural Education and Training Task Team (PAETTT) workshop it was mentioned that there is a need for farm workers performing at a level between a foreman and a manager. There is also a great need for training in organic farming.

Posts held by respondents and those strived towards

The farm worker posts as well as those envisioned in five to ten year’s time by the farm worker respondents it presented in Table 3.11.

TAB;E 3.11: Farm-worker posts as well as those envisoned in five to ten year’s time. Post Present Present Visualized Visualized post post (%) post (N) post (%) (N) Farm worker 136 85.0% 28 17.5% Farm Foreman 22 13.8% 27 16.9% Farm Manager 0 0.0% 31 19.4% Farmer 0 0.0% 43 26.9% Other Business 0 0.0% 25 15.6% Other 2 1.3% 6 3.8% TOTAL 160 100.0% 160 100.0%

From Table 3.11 it is clear that at present 85% of the respondents are doing the job of farm worker, but only 17.5% of them visualize themselves in those positions in five to ten years. Almost 20% of the farm workers see themselves as managers, almost 27% as farmers and nearly 16% want to run a business (half of them in agriculture, the other half outside agriculture). It is clear that if training providers want to meet the needs of the farm workers, then Business studies should acquire high priority, as well as subjects such as the production practices of various crops.

Respondents had worked for an average of 7 years in their particular field of activity. It was felt that this was a sufficiently long enough period to accept that their need for training was representative for the different types of study fields required.

Almost 30% of the respondents indicated that they prefer to do short courses on the farm, 29.7% want to do short courses at Elsenburg and 24.2% want to undertake formal studies at an Agricultural College. Almost 50% of the respondents indicated that a lack of money is their biggest constraint regarding further studies. The farm workers need the training urgently because 100% of the respondents indicated that they wanted to start with training in 2003. The perceived present level of knowledge and skills of the farm worker respondents working on resource poor farmers’ and commercial farmers’ farms is presented in Table 3.12.

TABLE 3.12: Perceived present level of knowledge and skills of the farm workers on farms of resource poor (emerging) and commercial farmers, 2002. Knowledge and Farm workers of Farm workers of skills emerging farmers commercial farmers Present Need* Present Need* level* level* Administration 1 4 1 2 Communication 1 4 1 2 Computer/electronics 1 3 1 1 Agricultural Engineering 1 3 2,5 2 Agricultural economics/ 1 4 1 1 Finance Marketing 1 4 1 1 Human Resource 1 3 1 4 Management Production related 1,5 4 1 3 aspects Average 1,0625 3,625 1,188 2 *Average score according to scale where : 1 = poor, 2 = fair, 3 = good and 4 = excellent

3.2 Knowledge and skills needs of various stakeholders (continued)

3.2.3 Ex-students of further education and training (FET)

The age of the ex-students of FET is presented in Table 3.13.

TABLE 3.13: Age of ex-students of FET, 2002 Age categories N % (years)

20 – 25 2 4,0 26 – 30 5 10,2 31 – 35 9 18,4 36 – 40 8 16,3 41 – 45 11 22,5 46 – 50 2 4,1 50+ 12 24,5 TOTAL 49 100.0

From Table 3.12 it is clear that the ex-students are fairly old, as 51% are older than 40 years of age.

Number of successful years at school

The number of successful years at school is indicative of literacy and the capacity to think abstractly and to have the ability of coping with the demands of learning. Table 3.14 gives an idea of the number of years schooling of the Ex- students.

The age of the ex-students of FET is presented in Table 3.14.

TABLE 3.14: Number of successful years at school by Ex-students, 2002 Years N %

12 11 31,4 10 3 8,6 8 16 45,7 Less than 8 5 14,3 TOTAL 35 100,0

From Table 3.14 it is evident that 60,0% of the respondents have had eight years or less schooling and indicates that their academic qualifications are fairly low.

Skills required as well as existing knowledge and skills

This paragraph will be dealt with under the next heading.

Instructional programmes completed and those still needed

The number of short courses attended and those, which is respondents still plan to attend, are given in Table 3.15.

TABLE 3.15: Number of short courses attended and those still to be attended by respondents, 2002 Title of course Nominations: courses Nominations attended courses planned Vegetables 14 8 Large Stock 11 3 Meeting procedures 9 7 Financial management 8 10 Marketing 7 7 Poultry 7 8 Tractor maintenance/license 3 22 Irrigation - 10 Ag Economics - 10 Controlled environment 4 8 Communication 2 8 Fencing - 8 Business Plans/Comm 6 17 Development Soils - 8

From Table 3.15 it is clear that there is a great need for a variety of courses. Those most necessary are Tractor maintenance, Community development, Financial management, Irrigation and Agricultural Economics. Furthermore it is evident that the respondents had completed a significant number of courses, of which Vegetables, Large Stock and Meeting procedures were the most popular.

The respondents indicated that the Department of Agriculture (17 nominations), followed by Boskop (10), ARC (7) and LDU (5) were the most prominent presenters of courses. Of these, the Department was the favourite institution for presenting the necessary tuition. The nearest research station to the respondents, or Elsenburg was the venues most preferred.

Posts held by respondents and those strived towards

The present posts filled by the respondents, as well as those envisioned after the next five years, are presented in Table 3.16.

TABLE 3.16: The present posts held by ex-students as well as those visualized in five years time, 2002 Post Present Present Visualized Visualized post post post N post % N % Farm Worker 4 16,0 - - Farm Foreman - - 5 20,0 Farm Manager 2 8,0 8 32,0 Farmer 14 56,0 7 28,0 Unemployed 4 16,0 - - Other 1 4,0 1 4,0 TOTAL 5 100,0 21 84,0

From Table 3.16 it is clear that most of the ex-students are farmers (56%), 16% are farm workers and another 16% are unemployed. The respondents envisaged themselves to be either farm managers, farmers or farm foremen.

Perceived benefits of attending the courses

Respondents were asked to judge the contribution of attending courses towards the improvements in their skills. The results (Table 3.17) indicate that the courses were valued relatively highly.

TABLE 3.17: Perceived contribution towards their skills, of courses attended by respondents, 2002 Aspects Perceived score (1 to 4)*

Expertise of lecturers 3 Enthusiasm and initiative of 4 lecturers Organization of courses 4 Facilities for practicals 3 Appropriateness of study material 3 Correct ratio of theory: practicals 3 Contact with farming enterprises 3 *Average score according to scale where: 1 = poor, 2 = fair, 3 = good and 4 = excellent

No improvements were suggested to the present training in Agriculture, which indicates that respondents seem to be satisfied with the quality of the tuition they had received.

3.2 Knowledge and skills needs of various stakeholders (continued)

3.2.4 Ex-students of higher learning

Gender

The gender of the respondents is presented in table 3.18.

TABLE 3.18: The gender of the ex-students of Higher Learning Institutions, 2002 Gender N %

Male 39 84.8 Female 7 15.2 Total 46 100.0

The predominance of males (84%) is clear and supports the global opinion of the commercial farming community, amongst whom the survey was conducted.

Age

The age of the ex-students is presented in Table 3.19.

TABLE 3.19: The age categories of ex-students of Higher Learning, 2002 Years N %

20 – 25 5 20.8 26 – 30 4 16.7 31 – 35 4 16.7 36 – 40 2 8.3 41 – 45 2 8.3 46 – 50 2 8.4 50+ 5 20.8 Total 24 100.0

From Table 3.19, it is clear that the ages of ex-students include a large percentage (21%) of relatively old students (50 years +), as well as fairly young people. 54% of students were between 20 and 35 years old. This wide range of age groups has a great impact on the type of tuition that will have to be presented to them as follow-up training.

Qualifications

The qualifications of the ex-students are presented in Table 3.20.

TABLE 3.20: The qualifications of the ex-students of Higher Learning, 2002 Qualification N %

Post graduate in Agriculture 5 16.1 BSc Agric degree 7 22.6 B. Tech 4 12.9 B. Agric Diploma in Agriculture 3 9.7 Higher Certificate 10 32.3 Other 2 6.4 Total 31 100.0

Ex-students are well qualified. There are 16% post graduates amongst them.

Major fields of study

TABLE 3.21: The major fields of study by ex-students of Higher Learning, 2002 Field of study N %

Ag Economics/Manage 20 28.2 Ag Engineering 11 15.5 Agronomy/Pastures 10 14.0 Pomology/Horticulture 6 8.5 Vegetables 1 1.4 Viticulture 7 9.9 Wine Science/Cellar T 2 2.8 Large Stock 10 14.0 Small Stock 14 19.7 Total 71 100.0

Table 3.21 indicates that Agricultural Economics, Agricultural Engineering, Agronomy and Large and Small Stock are the most popular fields of study.

Current jobs

Current jobs held by ex-students are farmers, farm managers, extension officers, lecturers, researchers as well as agriculturists and representatives of service providers.

Quality of tuition

The extent to which several aspects related to tuition are perceived by ex- students as contributing towards their knowledge and skills to cope with their careers/employment, is presented in Table 3.22.

TABLE 3.22: Perceived contribution of aspects related to tuition in Agriculture towards the knowledge/skills of ex-students, 2002 Aspects Knowledge Skills Score (1-4) Score (1-4)* Qualification (global) 3 3 Curriculum 3 3 Theory: Practical ratio 3 3 Relevance of study material 3 3 Infrastructure for practicals 2 3 Manager 3 3 Expertise of lecturing staff 3 3 Contact with agric industry 3 3 Stimulation of creative thinking 3 3 *The score was according to a scale where 1 = poor, 2 = fair, 3 = good, 4 = excellent

From table 3.22, the assumption can be made that the quality of tuition in Agriculture in the Western Cape is of a satisfactory quality, as it received a score of 3, which is judged as “good”.

In-service training

Most of the ex-students (86%) received in-service training. The study fields and the scores regarding the quality of the training are presented in Table 3.23.

TABLE 3.23: In-service training of ex-students, 2002. Study fields Nominations Score (1-4)*

Agronomy/Pastures 5 3 Ag Engineering >Welding 4 3 >Other 2 3 Ag Management 7 3 Ag Marketing 4 3 Large Stock 6 3 Small Stock 9 3 Poultry 3 3 Computers 4 3 Irrigation 1 3

*The score was according to a scale where 1 = poor, 2 = fair, 3 = good, 4 = excellent

Table 3.23 gives evidence that in-service training was received over a wide range of study fields and that it was perceived as being of a good quality.

Follow-up qualifications

Follow-up qualifications as required by ex-students are presented in Table 3.24

TABLE 3.24: Follow-up qualifications of ex-students, 2002 Qualifications N %

Post graduate 3 6.5 B. Tech 5 10.9 Diploma 4 8.7 Short courses 9 19.6 None 25 54.3 Total 46 100.0

Nearly 50% of the ex-students think that they need a follow-up qualification and 17% feel a need for a degree or even postgraduate qualifications. The greatest demand (20%) was for short courses.

Study fields of follow-up studies

The study fields of projected follow-up studies are presented in Table 3.25.

TABLE 3.25: Study fields of follow-up studies by ex-students, 2002 Study fields Nominations %

Ag Engineering 2 8.3 Ag Economics/Manage 5 20.8 Agronomy/Pastures 1 4.2 Computers/electronics 7 29.1 Pomology/Horticulture Viticulture Wine science/Cellar tic 3 12.5 Large Stock 1 4.2 Small Stock 4 16.7 Extension 1 4.2 Total 24 100.0

It is clear from Table 3.25 that the follow-up tuition is very much directed towards computers and Agricultural Economics/Management. Elsenburg College of Agriculture is the most popular institution to present the required tuition, followed by the University of Stellenbosch, PE Technikon and Grootfontein College of Agriculture.

3.2 Knowledge and skills needs of various stakeholders (continued)

3.2.5 Final year students to Higher Education (HE) in Agriculture Institutions

A survey was executed amongst BSc. Agric. final year students of three prominent Departments e.g. Horticulture, Animal Sciences and Viticulture/Oenology in the Agricultural faculty of the University of Stellenbosch, as well as final year students in the Higher Certificate programme of the Elsenburg College of Agriculture and the National Diploma in Agriculture of the Cape Technikon. The results of this survey is presented as Appendix 1 of this Report, due it’s comprehensive nature. The findings thereof will be briefly discussed below.

Gender It is evident that the gender ratio at the University of Stellenbosch is the most equally balanced (55%) males vs. 45% females) while the ratio of Elsenburg is the most unbalanced namely 73% males to 27% females.

Age From Appendix 1 it is clear that the ages of final year students include a large percentage (93.2%) of persons younger than 26 years of age.

Population group It is clear from Appendix 1 that almost 93% of the students that took part in the survey were white and almost 5% of the students were of colour. The results confirm the general trend that agriculture as a career is not very popular amongst people of colour due amongst others, to historical reasons. All three institutions have programs in place to improve this imbalance.

Extent to which studies met expectations It is clear that the expectations of the majority of the students (approximately two thirds) indicated that their expectations were met sufficiently or exceptionally. This results confirm that tuition in agriculture is of a high quality in the province according to the learners.

Perceived evaluation of current studies The perceived judgement of the students were that there are imbalances in the theory: practical relationship in most cases. The problem seems to

be that the practicals do not receive enough attention. Another shortfall seems to be sufficient linkages with industry.

Language of instruction medium, lectures and study material The preferred mediums of instruction were found to be English and Afrikaans.

Future jobs of final year students It seems that the students’ future jobs is predominantly one of the following: Farmer 36% Farm Manager 43% Extension Officer 18%

Additional training needed by students An outstanding feature amongst learners’ questioned was that they felt that additional studies would be required after completion of present studies. The results confirm that the perceived additional training that is needed by students need to be at all levels. The most popular fields of study for this training was indicated as viticulture, cellar technology, small stock, large stock and agricultural economics/management/marketing. Learners, however, felt that their present qualification would prepare them for a career within the agricultural sphere.

3.2.6 Knowledge and skills needs of service providers

3.2.6.1 Co-operatives

Structured questionnaires were completed by technical staff members of three very prominent co-operatives in the Boland/Swartland regions of the Western Cape province. It was done during personal interviews at the different branches. Two are delivering services to farmers with predominantly wheat, cultivated pastures and perennial crops, while the other one is a co-operative winery. Human resource development is a high priority at the co-ops and all seven respondents have received in- service training of some sort. The seven respondents are all White males.

Activities of the technical staff The activities of the respondents are very similar and the following are the most important: • Rendering advice to farmers • Provide inputs • Help in marketing of agric produce • Facilitate credit to members

The general expectations for the future are that the co-ops will focus more and more on marketing and managing the institution according to business principles related to the free market in a very competitive environment.

Skills required to undertake activities According to the respondents, they need more knowledge and skills in Business Management and Marketing as well as training in the technical fields of study to keep up with new trends and developments. Their qualifications serve as a firm foundation on which to build on in the form of short courses.

Existing knowledge and skills The respondents are in general, well trained in the agricultural production study fields and two hold postgraduate Honours degrees. Three are in possession of Elsenburg College of Agriculture Higher Certificate/Diplo- mas, one has a non-agricultural Higher Certificate, while the last one attended a technical school. They attended several in-service training courses, related to their field of responsibility. Marketing, Organic farming and Computer training are some of them.

Skills gap and training needs It seems that the biggest gaps in the technical staff skills are business skills and especially these related to marketing and natural resource management. Short courses seem to be the most appropriate way of achieving these training goals. Several training providers are to their disposal and according to the respondents, presenters are selected according to their credibility in the needed fields of expertise.

3.2.6 Knowledge and skills needs of service providers (Continued)

3.3.6.2 Training staff

A survey was done amongst seven of the nine lecturing staff members in Higher Education of the Elsenburg College of Agriculture and several relevant issues related to training needs were brought forward.

Gender Two (22%) of the nine lecturers are females.

Age The staff complement is fairly young as the majority (71,4%) is in the age bracket of 28 to 45 years of age.

Highest Qualification, experience and lecturing responsibilities

The staff is very well qualified and seven of the nine holds Master degrees in their respective fields of expertise. They are also fairly well experienced, as they have an average of 8,5 years of non-agricultural experience as lecturer, 3,5 years in the agricultural industry and 2,5 years of non-agricultural experience. The lecturers lecture for about 10 to 15 hours per week (theory plus practicals). The size of classes varies significantly – between 20 and 130 students per class. Junion students are approximately 100 per class, while seniors are approximately 80 per class for the more popular instructional offerings, e.g. viticulture and pomology and approximately 30 for the less popular instructional offerings, e.g. sheep and wool production.

Training facilities The lecturers judged the training facilities in general to be “satisfactory” to “good”, while the practical crop production facilities were mainly perceived as “unsatisfactory”. The lecturing halls, audiovisual aides, laboratories, practical animal husbandry as well as the crop production facilities and “other resources” e.g. transport, logistics, were evaluated.

Quality of training supplied The lecturers perceived the quality of the training they are presenting as illustrated in Table 3.26. The scale used was: 1 = low, 2 = reasonable, 3 = good, 4 = excellent

Table 3.26: Frequency table of perceived quality of training presented by Elsenburg training staff, 2002 Aspects Score (1-4) 1 2 3 4 Total Qualification as a whole 1 4 2 7 Curriculum 1 4 2 7 Theory: Practicals ratio 4 3 7 Relevance of study material 6 1 7 Infrastructure for practicals 2 4 1 7 Management of instructural 1 4 2 7 programme Expertise of lecturing staff 5 2 7 Liason with agricultural industry 1 5 1 7 Stimulation of creative thinking during 2 3 2 7 lectures

It is evident from Table 3.26 that the quality of AET presented by Elsenburg is perceived as good to excellent. According to general opinion the assumption can be made that AET at Higher Education level in the Western Cape can be regarded as of high standard.

Provision for disabled students The provision of lecturing halls, practicals as well as accommodation for disabled students was judged to be mainly in the “none” and “inadequate” brackets. This is an aspect that needs attention at most training institutions as it could reduce access of AET to disabled students in the province.

Research involvement The Colleges of Agriculture were traditionally not very involved in research, as it was the responsibility of the Departmental Research Section. It was thus of no surprise that the lecturers judged their research involvement as low to reasonable. Some lecturers are more involved that others and all of them involve research in a rather training mode, where elementary differences between certain practices are illustrated to students. Research involvement of College staff should be increased to meet the requirements of Higher Education in future.

In-service training needs The lecturing staff indicated that there is a great need for short courses in especially the soft skills subjects, e.g. Sociology, Rural Development, Language (mainly African) as well as in their different fields of expertise, e.g. Viticulture, Agricultural Management and Soil Science.

Suggestions for improvement

Issues that were raised to improve AET at the College were amongst others:

Networking between institutions Increased specialization Less complicated comprehensive curriculum Increased autonomy to manage funds/produce

3.2.6 Knowledge and skills needs of service providers (Continued)

3.2.6.3 Extension and Research staff of the Department of Agriculture

Five managers of Extension, three Extensionists as Agricultural Scientists and three Technicians, one in Veterinary Services, one in Soil Conservation and one in Research, were interviewed and the results are discussed according to a rather wide frame of issues impacting on AET.

Gender The gender of the Extension/Research staff is predominantly made, as only one woman was amongst the respondents.

Highest Qualification The Agricultural Scientists (Extension and Research) held Masters or Doctorate degrees, while the Technicians were qualified on Diploma level. One Technician had a B.Tech degree. The staff can be regarded as well qualified to perform their duties.

In-service training needs The major training needs of all the Extensionists and Researchers are in the form of short courses of various lengths and in a very wide variety of study fields. The most urgent needs were in the fields of Sociology, Rural Development, Creativity/Entrepreneurship/Strategic Thinking, Manage- ment Training and Marketing.

The level of the mentioned programmes needs to be fairly high and it differs significantly from those needed by farm workers/resource poor farmers. The need that arises with regard to the professional staff impacts directly on AET. It is clear that instructional programmes at different levels and programmes in the “soft skills” are needed. Programmes in the fields of Sociology, Rural Development, Creativity/Entrepreneurship, Manage- ment and Value Adding/Secondary Agriculture are most needed. Most of these programmes on the levels needed by the mentioned staff, do not exist at present and urgent steps will have to be taken in order to satisfy the identified needs. Modularization of present programmes to be more

accessible to staff may be a solution to the fact that staff can integrate the modules with their work commitments.

Quality of training received by staff

The perceived quality of AET tuition received by the staff is mainly regarded as “good”, while aspects like “stimulation of creative thinking during lectures”, “liaison with agricultural industry” and “Theory: Practical ratio” are regarded as “reasonable” in several cases.

Suggestions for improvement

Several issues were mentioned to improve AET. The more prominent ones being: Financial support to students, more programmes in “soft skills” especially Rural Development, Life-long learning, Networking, more “practical” inclined tution.

3.2.7 Knowledge and skills needs of managers

Managers in four different working environments were interviewed. The results suggest that although in broad terms, in each case, management is the prime function, the main objectives/outcomes of the four managers differed. Managers in the Public Service, in Organized Agriculture (Agri Western Cape), in the Service Provider environment (Farmers Cooperative) and in management of a Government driven College of Agriculture, were interviewed.

Activities The activities of the managers are all related to the six generic functions, e.g. Policy, Financial management, Human resource development, Organization and Control. In the case of the Public Service, service delivery is of paramount importance, while in the case of the Co-op, meeting financial targets is prime importance. In industry (Agri Western Cape), lobbying is very prominent.

Skills required In the public Service, skills regarding Management and not only administrative skills are needed. In the case of industry, communication skills as well as human relations skills as the prerequisites for bargaining or lobbying, are very important. Excellent business skills are needed in the case of the Co-op manager, as he/she has to discover the core reason for the business and plan from there. The education manager has to have very good communication skills and a thorough knowledge of the legal framework within which tuition takes place.

Existing knowledge and skills

The above-mentioned managers all have appropriate technical qualifications and the managers in private organizations usually also hold qualifications in Business Management. All managers usually have attended several in-service training opportunities – in may cases without assessments and the resultant non-accreditation of qualifications.

Skills gap

Although the Public Service manager is very well qualified technically, there is often a lack of real management skills, i.e. how to motivate subordinates and how to cope with financial management, without only concentrating on administration, etc. In the case of the industry manager, experience is of vital importance and experiential learning is needed. The fields of study needed are communication and lobbying within the regulations stipulated in the applicable legal framework. The Agri-business manager needs Human development skills as well as the expertise to promote motivated commitment from the work force. Team building skills and the ability to encourage people to develop themselves by functioning independently, is required.

Preferred training methods and providers

The situation will determine greatly to what extent different methods will be used. Short courses are very appropriate for this purpose, but in many cases formal in-service training may be needed – especially when the manager is still inexperienced.

3.3 Conclusion

From the above results, several conclusions could be made and the main ones, having the biggest impact on the design of an AET strategy are presented in a very condensed way. • An exceptional need for AET at various levels of tuition was identified. The need for short courses in particular, for farm workers and resource poor farmers at low levels as well as short courses at fairly high educational levels for agricultural scientists and commercial farmers were identified. In the wine industry it was found by Leiboldt that gaps with regard to training needs for the workers at a fairly low level in the industry as well as needs for high levels of tuition (at PhD level) for Executive Managers exist. Research in other disciplines were not done, but according to experience it is safe to argue that the same human resource development needs will be found in other enterprises, e.g. fruit and animal husbandry.

• Language is a very complex issue, as many students find it difficult to cope with English as an instructional language, while Afrikaans as instructional language may exclude English students, mainly from the Black communities from training opportunities in AET. This issue should be handled with the needed sensitivity and student support programmes regarding language could be an option to be considered. • Females are in a minority (+ 15%) with regard to AET and marketing Agriculture as a career option amongst Girls High Schools and others could be considered. • Student support in various ways, e.g. financial and psychic is needed to make AET accessible to the communities where most parents cannot afford the tuition fees of present day AET. • The age categories of many stakeholders, e.g. farm workers are such that tuition will have to cope with the demands of adult learning. • A need for short courses in the more soft skills, e.g. communication, business management, rural development, sociology marketing, etc. were identified and could be included into AET curriculums. • Very few students from the previously disadvantaged communities find themselves in AET and marketing of Agriculture as a career option amongst these communities may bear fruit in this regard. • The Theory: Practical ratio in AET seem to be a problem in some institutions and it is important that sufficient practicals are included in the curricula of AET.

CHAPTER 4: PROVISION OF AGRICULTURAL EDUCATION AND TRAINING

4.1 Introduction

The Western Cape Province has a number of organizations that provide agricultural education and training. Training provided is divided into three prominent categories namely Higher Education and Training (HET), Further Education and Training (FET) and General Education and Training (GET) as proposed in the National Qualifications Framework (NQF). Agricultural education and training is also available internationally and several local institutions have working agreements with institutions abroad.

TABLE 4.1: The structure of the National Qualifications Framework (NQF) NQF Band Qualification Qualification Providers Level 8 Higher Doctorate Registered institutions (including 7 Education Masters Degree universities, technikons and 6 and First degree colleges) accredited as Public or 5 Training Diploma and Private Higher Education and Certificates Training Act, 1997 and the Education and Training Quality Assurance Bodies Regulations. 4 Further Grade 12 Registered institutions (including 3 Education Grade 11 schools) accredited as Public or 2 and Grade 10 Private Further Education and Training Training Act, 1998 and the Education and Training Quality Assurance Bodies Regulations, 1998 1 General Grade 1 to 9 Registered institutions (including Education and ABET schools) accredited as Public or and levels 1 to 4 Private General Education and Training Training Providers in terms of the South African Schools Act, 1996 and the Education and Training Quality Assurance Bodies Regulations, 1998 Within the NQF learners receive credits and eventually certification for the achieved qualification. Informal training which forms an important part of knowledge transfer is provided by extension officers, service providers and farmers. This training, however, provides no documentary proof of knowledge transfer.

4.2 Education and Training in Higher Education (HE)

Courses/Training offered

Institutions providing education and training within the Western Cape include Universities, Technikons, Colleges and schools. Courses vary from Certificates, Higher Certificates, Diplomas, B-degrees, M-degrees and PhD-degrees. Curricula include all the agricultural disciplines for example: Viticulture, Horticulture, Animal Production, etc.

Target groups Institutions target anyone who wants to obtain a higher agricultural qualification and meets the necessary academic requirements. The majority of students, however, have an interest in some form of an agricultural career, be it within the production or service delivery components.

Enrolment This province accommodates approximately 350 students per year that enroll for the various qualifications offered by the universities and colleges. This figure does, however, not include enrolment at the schools or private institutions.

Method of provisioning/training Training provided at these institutions is both theoretical and practical and is designed specifically to enable the learner to meet the varying needs of the industry. Methods of training include situations where highly trained personnel, who are experts within their fields of expertise, lecture and use practical demonstrations to train learners. Furthermore, some instructional programmes are designed in such a way that learners first have to complete some experiential training before they can receive their qualification.

Management Institutions that provide agricultural education and training have to comply with the legal framework, regulated by the relevant governmental acts. Within these acts, very specific, rules are made regarding the management of these institutions. A management team who is advised by a board or senate, is responsible for the managerial responsibilities of most institutions.

Cost of tuition Tuition costs vary, but the average costs are approximately R15 000 to R20 000 per annum for tuition, accommodation and meals. Learners that

60 do not make use of the accommodation or meals, pay a tuition fee of approximately R8 000 to R12 000 per year.

Capacity of resources Within the province institutions that provide agricultural education and training have very functional and appropriate resources. Resources usually include experimental farms or areas where agricultural practices can be demonstrated and subsequently be applied by students, lecturing halls and the necessary infrastructure to ensure efficient learning.

4.3 Education and Training in General Education and Training (GET) and further Education and Training (FET)

Courses/Training offered Institutions providing agricultural education outside the NQF within the Western Cape, include the institutions mentioned above, private institutions and several NGO’s. Courses presented are mainly short courses (duration of 2 to 5 days) that are specifically aimed at a task that is performed within the agricultural industry. These courses may include production techniques such as pruning or managerial tasks such as bookkeeping. Short courses that would enable new farmers to start farming or improve existing farming practices, are also presented and include such courses as pig, poultry and vegetable production. The NGO’s within this province focus mainly on capacity building courses, such as meeting procedures, communication and organization/rural development.

Target groups The non-formal institutions target anyone who wants to learn more about agriculture. The following chart illustrates the origin (percentages) of the students trained by these institutions.

Community Rural Gardens 16 communitie s 24 Urban agric 8

Farm Workers 8 Resource- poor farmers 24 Commercial farmers 20

Figure 4.1 The backgrounds of students in GET and FET, 2002

The chart above indicates that the greater percentage of people trained by these institutions are from the rural and resource-poor farming communities.

Enrolment The Western Cape accommodates approximately 2 500 students per year that enroll for the various short courses offered. A large majority (64%) is trained by the Elsenburg College of Agriculture, presenting mainly production orientated courses. The NGO’s that present mainly institutional courses or agricultural support courses, make up the difference (36%). The gender and age statistics are as follows: - Male : 60% - Female : 40% -Youth : 1% -Adult : 99%

Racially about 88% of students are black or coloured and 12% white.

Method of provisioning training Training provided by these institutions is practically orientated and id designed specifically to enable the learner to perform a particular task. Methods of training include situations where highly qualified personnel, who are experts within their field, lecture and practical demonstrations to train learners.

Management Institutions that provide agricultural education and training have to comply with the relevant governmental acts.

Cost of tuition The average cost (per day) of tuition can be summarized as follows: -Accommodation (3 meals included) : R100 -Lunch (excluding accommodation) : R 20 -Tuition (excluding accommodation and lunch : R 75 -Tuition (including tea and lunch) : R 95 -Tuition (including accommodation and catering) : R200

Specific courses aimed at high skill levels such as hydroponics, organic cultivation, etc. are usually more expensive.

Capacity of resources Within the province institutions that provide agricultural education and training have good resources, but as can be seen from the information below, distance from a community (learners) and shortage of funds, seem to be the greatest obstacles as perceived by the NGO’s questioned.

Table 4.2 Perceived obstacles identified by NGOs in the Western Cape, 2002 Obstacles to training Scope of obstacles

Infrastructure Minor obstacle

Apparatus/equipment No obstacle

Distance from community Major obstacle

Shortage of funds Significant obstacle

Shortage trainees No obstacle

Shortage of land for experiments Minor obstacle

Shortage of trainers No obstacle

4.4 Informal Training and indigenous Knowledge

Informal transfer of knowledge takes place between farmers and is a very effective way for farmers to obtain information relating to their specific farming needs.

The Department of Agriculture and some service providers have extension personnel who, in an informal manner, are involved with the transfer of knowledge through practical demonstrations, discussions and personal contact.

Indigenous knowledge is regarded by lecturers as a very important tool to assist them in their training efforts. The indigenous knowledge of students are brought to the surface during discussions and truths and untruths are placed into perspective by the discussion group under leadership of the lecturer. If done correctly, this knowledge enriches the tuition dramatically.

4.5 Conclusion/Summary

Agricultural education and training within the province is well organized and able to provide the training required. There are, however, problems as far as the accreditation of some courses that are been provided go. The NQF at this stage does not cater sufficiently for short courses mainly registered or adapted to approve unit standards, as most of the unit standards are not yet written. ABET training is also a very important requirement that would make future training easier.

Mobility between institutions locally and abroad should be made easier as to enable learners to move between institutions and receive acknowledged accreditation. Organizations that only provide institutional courses or production orientated courses should combine efforts as to provide a package to learners.

CHAPTER 5: AGRICULTURAL EDUCATION AND TRAINING GAPS (DISCUSSION OF FINDINGS)

5.1 Introduction

This Chapter answers several critical questions that need to be addressed as to ensure successful AET within the Province.

5.2 Are providers targeting the right client?

In the Western Cape Province it is fair to say that providers of AET target the major stakeholders/target groups in a satisfactory way. However, there may be target groups here and there that have not yet received the attention, e.g. farm workers and scholars. The provision of AET has dramatically increased over the past 5 years where stakeholders that were previously excluded from access to the needed training are now being seen as a priority to receive training provided by the institutions. Examples of the mentioned of the previously disadvantaged target groups are resource poor farmers and farm workers.

At school level agriculture as a career is not seen very favourably and it therefore remains one of the areas that providers are not yet targeting efficiently.

The results from Chapter 3 confirm that the training of women and the disabled are not directly being targeted by the various training institution. There is, however, an awareness amongst these institutions that training of these individuals is extremely important and this can be seen by the increased enrolment of this group to attend courses provided.

5.3 Are the courses/programs aligned to clients needs?

Tendencies within the AET field are that training should be provided as close to the learners as possible. Within this province it should be noted that providers of AET are constantly ascertaining themselves of their clients’ needs in order to produce learners that are ready to enter the workplace.

The institutions providing AET in the Western Cape have built a credible reputation throughout Africa for presenting needs driven AET of exceptionally quality. This can be seen by the numerous applications received from the African continent.

5.4 Are methods of provisioning/training (delivery system) meeting preferred methods or conditions of clients?

The problem of language and distance has to be addressed. The Department of Agriculture is in the process of decentralizing the FET programme, to get nearer to the students, especially farm workers and resource poor farmers.

5.5 Is the cost of tuition affordable?

The feeling is that cost is not affordable. Loans and bursaries are available, but many clients cannot afford them, even very low costs. The cost of providing quality AET has risen dramatically due to increase of agricultural production. The cost of tuition followed this trend and in many cases excludes students from enrolling for AET at all levels. The negative is more noticeable in lower tuition levels where resource poor farmers are unable to cope with these higher fees. Financial assistance is rendered on a very ad hoc basis by individuals, corporate institutions and by government, but as a whole it can be confirmed that the financial support for AET students is failing to address the problem. Previously it was seen that short courses would be free of charge but this has, however, changed due to the increased cost of AET.

5.6 Are admission requirements appropriate for potential clients?

Learners entering AET are often under the misconception that AET is easy and consequently they are disappointed by the higher entry requirements. Standards are there to keep levels of education appropriate. Mobility between institutions is currently not learner-friendly, due to different admission requirements.

5.7 Are the resources and capacity of providers geared to meet training requirements?

As can be seen in Chapter 4 of this Report, institutions are able to meet the necessary training requirements with their resources and infrastructure.

5.8 Is the education/training system adaptable to the new system of outcome/performance based learning (NQF, SAQA)?

Agricultural education and training in this province has always been practically orientated despite the fact that theoretical learning material was not always documented in an outcomes based way. This situation improved dramatically over the last three years with the implementation of the NQF. Due to the length of time being taken to implement the unit

standards and the certification, the accreditation of instructional programmes is being retarded.

5. 9 Is the system relevant to Imperatives?

• The Poverty and unemployment spiral. • Decentralized nature of communities. • Lack of awareness of agriculture amongst the youth. • The complex nature of agriculture. • Human resource development backlog (literacy rate, numeracy rate) • HIV and AIDS • Shortages is in the training of Life skills

There is place for improvement with regard to the relieving of the above mentioned imperatives. Possible areas of improvement are:

• Improved financial and psychic support system to students, especially previously disadvantaged learners. • Infrastructure to meet the needs of physically disabled learners. • Marketing programmes to promote the image of agriculture as a career pathway amongst youth. • Bridging programmes to make AET more accessible • The development of decentralized training programmes.

5.10 Conclusion/Summary

• The discussions on the findings as presented in this chapter, highlighted several key issues to be considered in designing an AET strategy. The most prominent ones will be summarized as follows: • AET at school level in this province needs to receive attention as it does not serve as an effective point of entrance to Agriculture as a career opportunity for learners who have had not experience of agriculture beforehand. • Language of tuition is a very complex issue in this province and it needs the necessary-sensitivity from policy makers.

• Training institutions are not very effectively tuned to cope with the demands disabled students, interested in enrolling for AET at present. • Support to resource poor students (especially financially) is not optimally operational at present. • Bridging programmes for students who are not sufficiently prepared for AET should be put in place, to make AET more accessible to students.

CHAPTER 6: CONCLUSIONS AND RECOMMENDATIONS

Overview of AET in the Western Cape Province

The Farming industry in the Western Cape is characterized by a dualistic nature where commercial farmers operate at a very high level, utilizing technology of a high level, whilst the resource poor farmers in the rural communities operate at relatively low levels of technology. It is important that AET will have to cater for both these stakeholders in a way to keep the commercial farmers competitive in a global market environment while the rural communities’ capacity with regard to agricultural knowledge and skills are developed to cope with the demands of modern technology.

Institutions presenting AET in the Western Cape Province have a credible track record with regard to the qualifications presented. The institutions cater for all levels of AET and have excellent infrastructure and expertise to responsibly meet the expectations of the agricultural sector.

The survey that was conducted, forming the comerstone of this report, indiated that there are, however, some shortfalls in the AET programmes that have to be addressed. This will lead to new challenges that will have to be addressed by the AET institutions.

Challenges

The biggest challenge facing AET in the province is to meet the requirements set by new legislation regarding education and training at all levels. Another challenge will be to prepare students to be fit for the workplace by presenting outcomes based tuition. Accessibility of resource poor students to AET is another key issue to be addressed by putting, amongst others, effective support systems in place. This support will include financial assistance, moral/psychological support and educational assistance.

The poor image of agriculture as a career opportunity amongst the youth, especially the rural youth, will have to be addressed in order to attract enough students to supply the much needed high quality workforce needed in the industry. Agricultural education at school level needs special attention from the provincial department of education to assist in attaining this goal.

Imperatives, as discussed throughout this report will have to be addressed both nationally and provincially.

Recommendations

Recommendations, not necessarily in order of priority, as supported by the PAETTT workshop were as follows:

Open days as one of several elements of a proper marketing strategy, should be arranged by AET institutions as to create an awareness amongst potential learners, present learners and ex-learners regarding the potential of agriculture as a career opportunity.

AET institutions should constantly be in contact with the agricultural industry to ascertain changing knowledge and requirements of the workplace. A scientific skills audit may be a very effective tool towards achieving this goal.

Courses should be demand driven and address the needs of both the resource poor farmers (LRAD beneficiaries) and the high-technological commercial farmers. The presentation of AET should adapted in very creative ways to cater for the gaps that were identified in the research underlying this report. One of the points that surfaced that there is a great need of short duration which can be addressed by modularizing some of the existing instructional programmes.

Bridging programmes in an effort to make AET more accessible to students who are not totally prepared for the requirements for enrolments will have to be created. These programmes may vary from situation to situation.

The accreditation of all AET programmes should receive immediate attention as it will speed up the realization of mobility between institutions and qualifications.

AET should be presented in different ways, of which some would differ significantly from the traditional ways of tuition. Learnerships, modular presentations and e-learning/distance learning are examples of such initiatives.

BIBLIOGRAPHY

HOOFDIREKTORAAT: LANDBOU, WES-KAAP, 1999. Inventaris van Kleinskaal Landbougebiede: Klein-Karoo Noordwes Suidkus Swartland

SAAIMAN, B.F. 1998. Implikasies van Sosio-ekonomiese en Landbou- kundige Kenmerke van boere en boerderye in Mamre, Suurbraak en die Richtersveld vir geintegreerde landboukundige bedizening in die Wes-Kaap. M. Inst. Agrar verhandeling, Universiteit Pretoria

LEIBOLD, M. 2001. South African Human Resource Needs for Global Competitiveness in the Wine Industry, Final Report for Winetech

SAWIS, 2002. SA Wynbedryfstatistiek Nr. 26

SATEVRUGTE PRODUCENTETRUST, 2001. Key deciduous fruit Statistics

SITRUS KWEKERSVERENIGING, 2001. Key Citrus Industry Statistics.

LANDBOU-ONTWIKKELINGSINSTITUUT VIR DIE WINTERREëNGEBIED, 1990. Landbou-ontwikkelingsprogram: Bolandsubstreek Klein Karoo substreek Noordwes substreek Suidkus substreek Swartland substreek

WESGRO, 2001

STATS SA, 2001

DEPARTMENT LANDBOU, 2002. Resource Utilization Unit, Elsenburg.

APPENDIX 1

HIGHER EDUCATION INSTITUTIONS

University of Stellenbosch Elsenburg College of Agriculture Cape Technicon Average Nominations: 42 Nominations: 64 Nominations: 16 41

Male 23 54.8% 47 73.4% 11 68.75% 65.6% Gender Female 19 45.2% 17 26.6% 5 31.25% 34.4%

HIGHER EDUCATION INSTITUTIONS

University of Stellenbosch Elsenburg College of Agriculture Cape Technicon Average Nominations: 42 Nominations: 64 Nominations: 16 41 Gender Male 23 54.8% 47 73.4% 11 68.75% 65.6% Female 19 45.2% 17 26.6% 5 31.25% 34.4% 42 100.0% 64 100.0% 16 100.0% 100.0% Age 15-20 0 0.0% 24 37.5% 11 68.8% 35.4% 21-25 40 95.2% 30 46.9% 5 31.3% 57.8% 26-30 1 2.4% 5 7.8% 0 0.0% 3.4% 30+ 1 2.4% 5 7.8% 0 0.0% 3.4% 42 100% 64 100.0% 16 100.0% 100.0% Population Group Black 2 4.8% 0 0.0% 0 0.0% 1.6% Coloured 0 0.0% 1 1.6% 2 12.5% 4.7% Indian 0 0.0% 0 0.0% 0 0.0% 0.0% White 39 92.9% 63 98.4% 14 87.5% 92.9% Unknown 1 2.4% 0 0.0% 0 0.0% 0.8% 42 100% 64 100% 16 100% 100.0% Educational Agricultural 0 0.0% 9 14.1% 3 18.8% 10.9% Background Academic with Agric. 3 7.1% 10 15.6% 2 12.5% 11.8% (School) Academic 39 92.9% 45 70.3% 11 68.8% 77.3% 42 100% 64 100% 16 100% 100.0% Subjects Geography 12 28.6% 18 28.1% 3 18.8% 25.1% (Grade 12) Mathematics 42 100.0% 58 90.6% 14 87.5% 92.7% General Science 37 88.1% 30 46.9% 4 25.0% 53.3% Agricultural Science 3 7.1% 12 18.8% 5 31.3% 19.0% Accountancy 21 50.0% 26 40.6% 5 31.3% 40.6% Economy 3 7.1% 8 12.5% 4 25.0% 14.9% Biology 35 83.3% 47 73.4% 15 93.8% 83.5% 153 100% 199 100% 50 Agric. Experience Grew up on farm 18 39.1% 38 53.5% 6 37.5% 43.4% (Prior to studies) Working on farm 7 15.2% 10 14.1% 3 18.8% 16.0% Working (Agric. Business) 0 0.0% 7 9.9% 0 0.0% 3.3% No Agric. Experience 21 45.7% 16 22.5% 7 43.8% 37.3% 46 100% 71 100% 16 100% 100.0%

HIGHER EDUCATION INSTITUTIONS University of Stellenbosch Elsenburg College of Agriculture Cape Technicon Average Nominations: 42 Nominations: 64 Nominations: 16 41

Current Studies Post Graduate 0 0.0% 0 0.0% 0 0.0% 0.0% Qualification B.Sc Degree 42 100.0% 0 0.0% 0 0.0% 33.3% B. Tech Degree 0 0.0% 0 0.0% 0 0.0% 0.0% B. Agric. Degree 0 0.0% 0 0.0% 0 12.5% 4.2% Diploma in Agric. 0 0.0% 19 29.7% 13 81.3% 37.0% Higher Certificate 0 0.0% 19 70.3% 1 6.3% 25.5% 42 100% 64 100% 16 100% 100.0% Main study area Agric. Econ./Management 0 0.0% 14 21.9% 8 50.0% 24.0% Agric. Engineering 0 0.0% 11 17.2% 2 12.5% 9.9% Pasture and Grazings 4 9.5% 10 15.6% 2 12.5% 12.5% Horticulture 6 14.3% 21 32.8% 3 18.8% 21.9% Vegetables 0 0.0% 16 25.0% 3 18.8% 14.6% Viticulture 19 45.2% 49 76.6% 7 43.8% 55.2% Cellar Technology 19 45.2% 19 29.7% 2 12.5% 29.1% Large Stock 12 28.6% 10 15.6% 2 12.5% 18.9% Small Stock 11 26.2% 6 9.4% 3 18.8% 18.1% Landscaping 0 0.0% 2 3.1% 0 0.0% 1.0% Fynbos 0 0.0% 1 1.6% 0 0.0% 0.5% Extension 0 0.0% 0 0.0% 1 6.3% 2.1% Tourism 0 0.0% 1 1.6% 0 0.0% 0.5% Other 14.3% 1 1.6% 0 0.0% 5.3% 77 161 33 Motivation why Career opportunities in Agric. 14 33.3% 11 17.2% 2 12.5% 21.0% Agric. Interest in Agric. 32 76.2% 44 68.8% 12 75.0% 73.3% chosen Farm is available 5 11.9% 12 18.8% 4 25.0% 18.6% Other 1 2.4% 1 1.6% 0 0.0% 1.3%

52 124% 68 18 Extend to which Not enough 3 7.1% 5 7.8% 0 0.0% 5.0% studies Average 15 35.7% 10 15.6% 4 25.0% 25.4% met expectations Enough 17 40.5% 37 57.8% 11 68.8% 55.7% Exceptional 1 16.7% 12 18.8% 1 6.3% 13.9% 42 100% 64 100% 16 100% 100.0%

HIGHER EDUCATION INSTITUTIONS

University of Stellenbosch Elsenburg College of Agriculture Cape Technicon Average

Current Studies (continued) How studies in Agriculture contributed to skills to be used in career Nominations: 42 Nominations: 64 Nominations: 16 41

Whole Not enough 0 0.0% 1 1.6% 0 0.0% 0.5% Qualification Average 6 14.3% 14 21.9% 4 25.0% 20.4% Enough 23 54.8% 35 54.7% 11 68.8% 59.4% Exceptional 13 31.0% 14 21.9% 1 6.3% 19.7% 42 100% 64 100.0% 16 100.0% 100.0% Curriculum Not enough 3 7.1% 0 0.0% 2 12.5% 6.5% Average 10 23.8% 15 23.4% 6 37.5% 28.2% Enough 24 57.1% 37 57.8% 6 37.5% 50.8% Exceptional 5 11.9% 12 18.8% 2 12.5% 14.4% 42 100% 64 100.0% 16 100.0% 100.0% Theory: Practical Not enough 5 11.9% 0 0.0% 3 18.8% 10.2% Relationship Average 12 28.6% 9 14.1% 8 50.0% 30.9% Enough 18 42.9% 33 51.6% 4 25.0% 39.8% Exceptional 7 16.7% 22 34.4% 1 6.3% 19.1% 42 100% 64 100.0% 16 100.0% 100.0% Relevance of Not enough 2 4.8% 2 3.1% 0 0.0% 2.6% study Material Average 11 26.2% 13 20.3% 4 25.0% 23.8% Enough 18 42.9% 35 54.7% 11 68.8% 55.4% Exceptional 11 26.2% 14 21.9% 1 6.3% 18.1% 42 100% 64 100.0% 16 100% 100.0%

University of Stellenbosch, Elsenburg College of Agriculture, Cape Technicon

Current Studies How studies in Agriculture contributed to skills to be used in career Average

Infrastructure for Not enough 5 11.9% 0 0.0% 6 37.5% 16.5% Practical Average 13 31.0% 16 25.0% 2 12.5% 22.8% Enough 16 38.1% 34 53.1% 7 43.8% 45.0% Exceptional 8 19.0% 14 21.9% 1 6.3% 15.7% 42 100% 64 100.0% 16 100.0% 100.0% Management of Not enough 2 4.8% 0 0.0% 1 6.3% 3.7% Educ. Progra Average 8 19.0% 19 29.7% 8 50.0% 32.9% Enough 27 64.3% 39 60.9% 7 43.8% 56.3% Exceptional 5 11.9% 6 9.4% 0 0.0% 7.1% 42 100% 64 100.0% 16 100.0% 100.0% Knowledge of Not enough 0 0.0% 0 0.0% 0 0.0% 0.0% Lecturers Average 3 7.1% 9 14.1% 1 6.3% 9.2% Enough 12 28.6% 39 60.9% 6 37.5% 42.3% Exceptional 27 64.3% 16 25.0% 9 56.3% 48.5% 42 100% 64 100.0% 16 100.0% 100.0% Connection with Not enough 4 9.5% 4 6.3% 2 12.5% 9.4% Industry Average 11 26.2% 14 21.9% 6 37.5% 28.5% Enough 21 50.0% 36 56.3% 4 25.0% 43.8% Exceptional 6 14.3% 10 15.6% 4 25.0% 18.3% 42 100% 64 100.0% 16 100.0% 100.0% Stimulation of Not enough 4 9.5% 4 6.3% 0 0.0% 5.3% creative Average 10 23.8% 20 31.3% 2 12.5% 22.5% Thinking Enough 23 54.8% 30 46.9% 6 37.5% 46.4% Exceptional 5 11.9% 10 15.6% 8 50.0% 25.8% 42 100% 64 100.0% 16 100.0% 100.0%

HIGHER EDUCATION INSTITUTIONS

University of Stellenbosch Elsenburg College of Agriculture Cape Technikon Average Nominations 42 Nominations 64 Nominations 16 Mothertongue English 8 19.0% 4 6.3% 16 100.0% 41.8% Afrikaans 31 73.8% 60 93.8% 0 0.0% 55.9% Xhosa 1 2.4% 0 0.0% 0 0.0% 0.8% Zulu 1 2.4% 0 0.0% 0 0.0% 0.8% Sesotho 0 0.0% 0 0.0% 0 0.0% 0.0% Other 1 2.4% 0 0.0% 0 0.0% 0.8% 42 100.0% 64 100.0% 16 100.0% 100.0% Lectures English 14 33.3% 4 6.3% 4 25.0% 21.5% Afrikaans 28 66.7% 60 93.8% 16 100.0% 86.8% Xhosa 0 0.0% 0 0.0% 0 0.0% 0.0% Zulu 0 0.0% 0 0.0% 0 0.0% 0.0% Sesotho 0 0.0% 0 0.0% 0 0.0% 0.0% Other 0 0.0% 0 0.0% 0 0.0% 0.0% 42 100.0% 64 100.0% 20 125.0% 108.3% Studymaterial English 15 35.7% 6 9.4% 3 18.8% 21.3% Afrikaans 27 64.3% 58 90.6% 13 81.3% 78.7% Xhosa 0 0.0% 0 0.0% 0 0.0% 0.0% Zulu 0 0.0% 0 0.0% 0 0.0% 0.0% Sesotho 0 0.0% 0 0.0^ 0 0.0% 0.0% Other 0 0.0% 0 0.0% 0 0.0% 0.0% 42 100.0% 64 100.0% 16 100.0% 100.0% Negative impact Non 24 57.1% 19 29.7% 1 1.6% 29.5% of medium of Small 11 26.2% 14 21.9% 10 15.6% 21.2% instruction Big 5 11.9% 21 32.8% 4 6.3% 17.0% Exceptional 2 4.8% 10 15.6% 1 1.6% 7.3% 42 100.0% 64 100.0% 16 25.0% 75.0%

Support from Financial 4 9.5% 4 6.3% 0 0.0% 5.3% Institution Psychological 24 57.1% 41 64.1% 12 75.0% 65.4% Did not specify 14 33.3% 19 29.7% 4 25.0% 29.3% 42 100.0% 64 100.0% 16 100.0% 100.0%

University of Stellenbosch Elsenburg College of Agriculture Cape Technicon Average Nominations: 42 Nominations: 64 Nominations: 16

Job Possibilities Farmer 8 19.0% 25 38.5% 8 50.0% 35.8% Farm Manager 7 16.7% 24 36.9% 12 75.0% 42.9% Extension Officer 16 38.1% 3 4.6% 2 12.5% 18.4% Lecturer 2 4.8% 0 0.0% 0 0.0% 1.6% Researcher 8 19.0% 1 1.5% 1 6.3% 8.9% Input provider 7 16.7% 0 0.0% 0 0.0% 5.6% agriculturist Representative 7 16.7% 0 0.0% 0 0.0% 5.6% agriculturist Agri-Business 7 16.7% 11 16.9% 2 12.5% 15.4% Non-Agri-business 1 2.4% 0 0.0% 0 0.0% 0.8% Other 13 31.0% 6 9.2% 1 6.3% 15.5% Total 76 181.0% 70 107.7% 26 162.5% 150.4% Additional Post Graduate 16 38.1% 1 1.5% 2 12.5% 17.4% training nee-ded B.Sc Agric 9 21.4% 2 3.1% 4 25.0% 16.5% (Qualification) B. Agric 4 9.5% 6 9.2% 0 0.0% 6.3% B. Tech 0 0.0% 11 16.9% 7 43.8% 20.2% Diploma 1 2.4% 38 58.5% 0 0.0% 20.3% Short Courses 12 28.6% 9 13.8% 3 18.8% 20.4% None 3 7.1% 6 9.2% 0 0.0% 5.5% Total 45 107.1% 73 112.3% 16 100.0% 106.5% Additional Grazing/Pastures 5 11.9% 5 7.7% 1 6.3% 8.6% training Agric. Engineering 4 9.5% 2 3.1% 0 0.0% 4.2% needed (Field of Agric. 4 9.5% 3 4.6% 3 18.8% 11.0% Study) Econ/Management Small Stock 9 21.4% 5 7.7% 5 31.3% 20.1% Large Stock 7 16.7% 5 7.7% 5 31.3% 18.5%

Computer studies 1 2.4% 3 4.6% 0 0.0% 2.3% Horticulture 5 11.9% 2 3.1% 1 6.3% 7.1% Viticulture 10 23.8% 25 38.5% 6 37.5% 33.3% Cellar Technology 12 28.6% 17 26.2% 5 31.3% 28.7% Vegetables 0 0.0% 5 7.7% 1 6.3% 4.6% Extension 0 0.0% 1 1.5% 0 0.0% 0.5% Landscaping 0 0.0% 1 1.5% 0 0.0% 0.5% Table grapes 0 0.0% 4 6.2% 0 0.0% 2.1% Other 6 14.3% 4 6.2% 2 12.5% 11.0% Total 63 150.0% 82 126.2% 29 181.3% 152.5% Additional University 38 90.5% 10 15.4% 3 18.8% 41.5% training Stellenbosch needed Elsenburg Agricultural 0 0.0% 51 78.5% 1 6.3% 28.2% (institution) College Cape Technicon 0 0.0% 7 10.8% 5 31.3% 14.0% Other 3 7.1% 2 3.1% 3 18.8% 9.7% Total 41 97.6% 70 107.7% 12 75.0% 93.4% How did studies prepare Not enough 0 0.0% 5 7.7% 0 0.0% 2.6% for career Average 11 26.2% 17 26.2% 5 31.3% 27.9% Enough 22 52.4% 34 52.3% 11 68.8% 57.8% Exceptional 7 16.7% 8 12.3% 0 0.0% 9.7%

APPENDIX 2

QUESTIONNAIRE TO FARMERS: TRAINING NEEDS ASSESSMENT

1. Contact number of farmer Please give a contact number Tel or Cell) in case more info is needed: ______

2. Name the district(s) in which your farm(s) is situated: ______

3. Name the agricultural related organizations (and your capacity), you belong to: (Tick the applicable box) Organizations Capacity Management Member African Farmers Union (AFU) Agri Western Cape Agricultural Education/Training Institution Cooperative/Private company N2 rural development Other (Name)

4. How would you describe your farming system

Communial Small scale Emerging Commercial Other (specify)

______

5. What type of farming is applicable to your situation? Please Tick (√) all enterprises producing more than 10% of your income. Large stock (dairy/beef) Small stock Viticulture (wine/table) Fruit production Vegetables Forestry Winter grain/pastures Summer grain Sugar Other (Name)

6. How many permanent employees (on average) are involved in your farming operations? Sons/daughters occupied in Farm Workers farming Farm Managers Other (Name)

-2-

7. Please indicate (tick) the average highest qualifications (in Agriculture) of the following stakeholders involved in your farming enterprise, as well as the average length of their experience in farming.

Qualification Stakeholders Yourself Wife/ Son/ Farm Husband daughter Manager Worke r Lower than Grade 4 Grade 4 – 9 Grade 10 – 12 Certificate/Higher Certificate (1 – 2 years) Diploma (3 years) 3 year degree (Agriculture) 4 year degree (Agriculture) Post graduate Other (Name) Experience in Years Years Years Years Years farming in years

8. Please score the present level of knowledge and skills of the following stakeholders to your farming enterprise on a scale where: 1 = poor, 2 = fair, 3 = good and 4 = excellent. Please take the demands of their applicable job into account in the score.

Stakeholders Yourself Wife Son/ Farm Qualification Husband Daughter Manager Worker Skills Skills Skills Skills Skills Skills Knowledge Knowledge Knowledge Knowledge Knowledge Knowledge

Administration Communication Computer/Electronics Agricultural Engineering Agricultural Economics/Finance Marketing Human Resources Management Production related (only these applicable) Large stock Small stock Viticulture Fruit Vegetables Winter grain/pastures Summer grain Sugar Forestry Aquaculture Other (Name)

9. Please score the magnitude of the following stakeholders’ needs for training (only with regard to the applicable study fields) on a scale where 1 = no need, 2 – some need, 3 = great need, 4 = very urgent need and please specify the type of training by ticking the applicable box.

Yourself Magnitude Formal Short of needs trining course (1 – 4) (√) (√) Administration Communication Computer/Electronics Agricultural Engineering Agricultural Economics/Finance Marketing Human Resource Management Production related aspects (irrigation, nutrition, etc.)

Wife/Husband Magnitude Formal Short of needs training course (1 – 4) (√) (√) Administration Communication Computer/Electronics Agricultural Engineering Agricultural Economics/Finance Marketing Human Resources Management Production related aspects (irrigation, nutrition, etc.)

Sons/daughters Magnitude Formal Short of needs trining course (1 – 4) (√) (√) Administration Communication Computer/Electronics Agricultural Engineering Agricultural Economics/Finance Marketing

Human Resources Management Production related aspects (irrigation, nutrition, etc.)

Farm Managers Magnitude Formal Short of needs trining course (1 – 4) (√) (√) Administration Communication Computer/Electronics Agricultural Engineering Agricultural Economics/Finance Marketing Human Resources Management Production related aspects (irrigation, nutrition, etc.) Farm workers Magnitude Formal Short of needs trining course (1 – 4) (√) (√) Administration Communication Computer/electronics Agricultural Engineering Agricultural Economics/Finance Marketing Human Resources Management Production related aspects (irrigation, nutrition, etc.)

10. At what level (where) should the needed training be presented to the different stakeholders? Please tick (√) the applicable boxes. Level of trai- Stakeholders ning presented Yourself Hus- Sons/ Farm band/ daught wife ers University Manager Worker Technicon College (technical) Agricultural College In community

On farm At Departmental Development Centre Research Centre NGO’s

11. How satisfied are you with the training (regarding effectiveness and relevance) that your employees have received during the last five years at the applicable levels on a scale where 1 = totally unsatisfied, 2 = fairly satisfied, 3 = very satisfied, 4 = extremely satisfied. What is the main limitation/deficiency, if any, you experienced at each level? Score Deficiency (describe) University Technicon College (technical) Agricultural College: *Formal Higher Education *Short courses High School (Agricultural subjects) Agricultural High Schools Research Institutions NGO’s

12. What suggestions can you offer to improve the agricultural education and training at the different institutions?

University: ______Technicon ______College ______Agricultural College ______High School (Agricultural Subjects) ______Agricultural High Schools ______

Research Institutions ______NGO’s ______

13. How would you rate the knowledge, skills and attitudes (behaviour) of the following service providers to you, on a scale where 1 = poor, 2 = fair, 3 = good, 4 = excellent

Knowledge skills attitudes Extension Officer/Advisor Research Officer Veterinarian Agricultural Engineer Agricultural Economist Animal Health Officer Lecturer

14. Any comments that can contribute towards more relevant and effective agricultural training in your province. ______

QUESTIONNAIRE: MANAGEMENT OF EDUCATION INSTITUTIONS

1. Institution: ______

2. Post held by you: ______

3. What is the focus of your agricultural education and training ______

4. Indicate the percentages of your students (agriculture), originating from: City: ______Rural ______Town ______Farms ______

5. Indicate the percentage of your students’ eventual place of work - farm owner ______- farm manager ______- extensionist ______- researcher ______-Lecturer ______- Agricultural industry ______- Non agriculture ______

6. What is the average annual number of students that enroll and qualify in: - Horticulture/Viticulture/Oenology ______- Agronomy/Pastures ______- Animal husbandry ______- Agric management and econ. ______- Other (name) ______

7. What is the average percentage of gender, race and disabled students enrolled and qualified in agric. Male Female White Colour Disabled Enroll Qualify

8. What (indicate number) formal linkages do you have with the: Agricultural Industry: Educational Environment Serve on commodity organization structures ______Serve on organized Agric. Org. structures ______Informal links with institutes per annum ______Serve on other institutional structures ______Serve on governmental structure ______Links with informal structures ______Links with national institutions ______

9. What is the nature of your quality assurance measures? Indicate frequency of such activities (every how many years) e.g. visits by quality control body: ______

Selfevaluation ______

10. Is your institution registered as a H.E. institution with registered programmes: Institution Programmes Yes No

11. With regard to your curriculum, please indicate: • Theory: practical ratio ______• Level of instruction (indicate what is applicable) Post graduate ______BSc Agric (4 years) ______B. Agric ______B. Tech ______Diploma ______Higher Certificate ______

12. How do you promote creative thinking/ideas and info management amongst students Creative thinking Info Management ______

13. What skills/attitudes are included in your curriculum? • Communication ______• Lifeskills ______• Work ethic ______• Team work ______• Other (name) ______

14. How do you ensure that students get industry experience during their studies: • Experiential learning ______• Practicals on farms ______• Practical experience on exp. Farm and Institution ______

15. With regard to your staff, please indicate: • number, gender and race • qualifications (indicate number) *Post graduate ______*First degree ______*Diploma ______*Educational/Didactics ______• experience in Agric. Industry and Education environments (Tick in applicable boxes) Agric. Industry Education < 3 years 3 – 5 years 6 – 10 years > 10 years

16. Please score the relevance of your institutions physical infrastructure (agric) on an 11 point scale where 0 = totally irrelevant and insufficient 10 = totally adequate and relevant physical (fixed) structures equipment farming operation/practicals

17. Please score your instructuinal programmes w.r.t. the relevance to the place of work on an 11 point scale with regard to the following, where 0 = totally insufficient, 10 – totally adequate *Subject combination (content of curriculum) *Ratio of theory: practicals *Relevance of learning content to modern day agriculture *Expertise of lecturers to meet the demands of modern day teaching (study field as well as didactics) Student support (financial, mutual and educational) *Content of subject matter (learning material) – relevance of it

18. Give an idea of any ventures you have in mind for your institution: ______

QUESTIONNAIRE ON TNA OF EX-STUDENTS OF H.E. INSTITUTIONS

OBJECTIVE: To assess the degree to which the H.E. satisfy the needs of their students in the place of work.

Data needed for the TNA of ex-students

Outcomes based

Value adding Commodities Theory

Practicals Curriculum Soft skills e.g. communication, marketing, etc.

Ratio of theory: practicals

Applying legal responsibilities

Qualifications Knowledge of subject Expertise Human Experience` Number `Teaching skills Attitude to support/serve

Resource Fixed structures Halls: teaching (relevance) Admin Structures for practicals e.g. wool Shed Labs/computer rooms,

cellars, tunnels, dairy parlour Farming operation (farm) Physical Practical infrastructure orchards infrastructure (physical) vineyards relevance veggies Flocks of sheep/cattle Equipment Different and specific per study field

(relevance)

Overrate value of their teaching Academic staff Overrate value of infrastructure Overrate value of management Perception of Overrate contribution of students Management contribution of students Support staff contribution of students Legal Not adapted to legal prescriptions framework Ignorance to legal prescriptions

Financial support to students

Governance Funding Maintenance of teaching/physical

Development of new projects

Teaching institutions International Agriculture Networking Stakeholders non-agriculture

National Teaching institutions Stakeholders Agriculture Non-agric. Ex-students

enrollment fees

Language

Access New enrolment (where/gender/race)

To institution Target clients workplace Products Satisfaction to

teaching received Type of tuition/level/study fields

Cultural practices

Locality (far/near)

ASSESSMENT OF TRAINING NEEDS IN AGRICULTURE

QUESTIONNAIRE: EX-STUDENTS IN AGRICULTURE FROM HIGHER LEARNING INSTITUTIONS

STUDY OBJECTIVES

1. To find out whether the previous training for the ex-students of higher learning institutions is considered to be adequate to meeting the demands for their present employment.

2. To develop a training programme for the ex-students in order to close possible gaps in their training by March 2003.

INFORMATION REQUIRED -Previous training -Present engagement -Skills acquired -Skills required -In-service training

3. Gender Male Female

4. Age 20-25 26-30 31-35 36-40 41-45 46-50 /50+

5. What is your highest qualification in agriculture (in-service training included) and at which institution did you receive it? (Please tick√) Qualification Institution Post graduate in Agriculture University of Stellenbosch BSc Agric degree Elsenburg Agricultural College B. Tech degree in Agric. Capt Technicon (4 years) B. Agric degree (3 years) PE Technicon (Saasveld) Diploma in Agric (3 years) Other (Specify) Higher Certificate in Agric (2 years) Other (specify

6. Year when qualified (circle one)

Before 1970- 1976- 1981- 1986- 1991- 1996- 2001 1970 1975 1980 1985 1990 1995 2000

100

7. Please indicate your major fields of study in agriculture. (√) Agricultural Economics/Management Agricultural Engineering Agronomy/Pastures Fruit (Horticulture/Pomology) Vegetables Viticulture Wine Science/Cellar Technology Large Stock Small stock

8. Please indicate your current position: Farmer Farm Manager Extension Officer Lecturer Researcher Agriculturalist for input supplier/service provider Representative for input supplier/service provider Agri Business Non Agri Business Other (specify)

9. Please indicate the degree to which the following aspects of your studies in Agriculture contributed to the knowledge and skills demanded by your career/employment. Score your answer on a scale where: 1 = poor, 2 = fair, 3 = good and 4 = excellent Knowledge Skills 9.1 Qualification (global) 9.2 Curriculum (composition of subjects in instructional programmes) 9.3 Theory : practicals ratio 9.4 Relevance of study material 9.5 Infrastructure for practicals 9.6 Management (organization or instructional programmes 9.7 Expertise of lecturing staff 9.8 Contact with agricultural industry 9.9 Stimulating creative thinking during lecturing

10. Have you received any agricultural in-service training Yes No yet?

101

If yes, please indicate (tick√) the study fields of the courses (Further Education and Training) that you have attended during your career. Please score the quality of the applicable courses on a scale where: 1 = poor, 2 = fair, 3 = good, 4 = excellent

Study fields (√) Score (1-4) Agronomy/Pastures Agricultural Engineering *Welding *Other (specify) Agricultural Management Agricultural Marketing Fruit *Pruning *Production Vegetables Viticulture *Pruning *Production Wine/Cellar technology Large stock Small stock Poultry Pigs Computers Irrigation Other (specify) ______

11. Please indicate your needs with regard to: Follow-up qualifications, as well as in agriculture, study fields and institution. (Please tick√)

Follow-up needs Study fields Post graduate Agricultural Engineering BSc Agric degree Agricultural Economics/Management B. Tech Agronomy/pastures Diploma Computer/electronics Higher Certificate Fruit (Pomology/Horticulture) Short courses Viticulture None Wine/Cellar technology Large stock Small stock Other (specify)

102

Institution (√) University of Stellenbosch Elsenburg Agricultural College Cape Technikon PE Technicon (Saasveld) Other (specify)

12. Please indicate any changes and adaptations you would like to see in agricultural education and training to meet the modern day demands. ______

103

QUESTIONNAIRE: RESEARCH INSTITUTES AS PROVIDERS OF AGRICULTURAL EDUCATION AND TRAINING

1. Name of Research Institute ______

1.1 Regional/District: ______

1.2 What are the focus area(s) of your Research Institute? Community gardens Rural communities Urban agriculture Farm workers Commercial farming Resource-poor farmers

1.3 Please indicate how many of the following courses are offered per annum by your Research Institute, the length of each in days, the theory to practical ratio. Course Number/ Length Theory: Annum in days Practice AVCASA Aquaculture Agricultural Management *Agricultural Economics *Business and Project Plan *Communication *Financial Management *Marketing *Organizational/Rural Development *Personnel Management *Supervisors *SMME *6M Agricultural Engineering *Fencing *Irrigation *Lorry Drivers License *Mechanization *Processing of produce - Animal products - Crop *Tractor Maintenance *Tractor Drivers License *Welding

104

Course Number/ Length Theory: Annum in days Practice Animal Husbandry Large Stock *Dairy *Beef *Artificial Insemination Small Stock *Sheep and Wool *Goats *Ostrich Rearing *Artificial Insemination Animal Health Pigs Poultry Deciduous Fruit *Pruning *Production Sub-tropical fruit Life skills *Meeting Procedures *Youth Development *Communication *Sanitation *Finance *Literacy *Numeracy Organic farming Land use planning Pasture Management Soil Science Table Grapes *Pruning *Production Vegetables *General/Open *Tunnels Viticulture *Pruning *Production Wine making (SKOP) Other (Specify) Total number of courses presented per Annum

105

2. What is the average number of students per course? ______

3.1 How many students does your Research Institute train per annum? _____

3.2 Please split the numbers according to the following target groups as well as per gender (%) and youth/adult (%).

Commercial Farm New Farmers Urban Unemployed Farmers Workers Farmers Agricultural Agricultural Agricultural Other Scientists Technicians Sales Representatives

Male Female Youth Adults (18+) % % % %

4. How many staff members are involved in the training programmes. Also indicate total number of staff at your institute. Permanent Staff Number Male Female Total: Teachers Institute Ag. Scientists Ag. Technicians Admin/Support Other Other (specify)

Contracted staff Number Male Female Ag. Scientists Ag. Technicians Non Academic Admin/Support Other (Specify)

106

5. What is the situation with regard to your staff’s highest qualifications? Please indicate the number of staff per qualification. Qualification Number of staff per category Management Research Training Admin/ Support Post Graduate BSc Agric degree B Agric degree B Tech degree BVSc B Ing Higher Diploma Diploma in Agric Higher Certificate Certificate Matric Less than Matric Short Courses Non Agric degree Non Agric Diploma Non Agric Certificate Education/Didactics Other (specify)

6. What is the average experience in years, of your staff (permanent and contracted) in the filed of teaching and within the research? Staff per category Experience in years Teaching Industry Ag. Scientists Ag Technicon Non Acacemid (Practicals) Admin/Support

7. Which in-service training opportunities are available to your staff? Please tick (√) and also indicate to which degree it is used, on a scale of: 1 = not used at all, 2 = seldomly used, 3 = used when needed, 4 = regularly used In-service training Available Degree used opportunities Visiting Farmers/Info-Days Visiting Congresses/Conferences Attending Short courses Attending formal study

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8. Where do you offer the training to your students? Please tick √. At your Research Institute At satellite Institute (decentralized) On Farms In Rural Communities Other (Specify)

9. What infrastructure is available for teaching purposes at your Research Institute and what is still in desperate need for proper teaching? Infrastructure Available Still needed Lecturing Halls (number and total number of seats ) Accommodation (number of students ) Agricultural Land for Agronomy Handling pens (stock) Small Stock (Sheep/goats) Large Stock (Beef or Dairy Cattle) Shearing shed Milking parlour Fish ponds (Aquaculture) Orchards (Fruit) Pastures Vineyards Vegetable Gardens Wine Cellar Workshop (Engineering) Other (Specify)

10. What are your sources of funding? Source % of contribution Self Government Sponsorships Student fees Other (Specify)

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11. What is the average cost of tuition per student per day at your Research Institute? Accommodation (3 meals included) R Lunch (excluding accommodation) R Tuition (excluding accommodation and R lunch) Tuition (including tea and lunch) R Tuition (including accommodation and R catering)

12. Is the catering sourced out, or not? Please tick √ At your RESEARCH Yes No INSTITUTE Away from Yes No RESEARCH INSTITUTE Yes No

13. How would you evaluate the quality of tuition presented at your Research Institute, on a scale: 1 = totally unsatisfactory, 2 = reasonable, 3 = good, 4 = excellent. Please score each of the following items (1-4): Lecturing Score (1-4) Relevance of study material Industry relatedness Presentations (lecturing) Stimulating creative thinking Expertise of lecturing staff Management (organization) of instructional programmes Theory practicals ratio Infrastructure: Relevance (comply to latest developments) Maintenance (condition) Expertise (skills) of instruction (to utilize facilities) Networking with agricultural industry Global Global score for the total instructional programme

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14. Please score the degree to which the following obstacles prohibit excellence in agricultural education and training by your Research Institute. On a scale where: 0 = no obstacle, 1 = minor obstacle, 2 = significant obstacle, 3 = major obstacle. Infrastructure Apparatus/Equipment Distance from community Shortage of funds Shortage trainees Shortage of land for experiments/practicals Shortage of trainers Other (Specify)

15. What is your vision for your Research Institute over the next 5 to 10 years? ______

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QUESTIONNAIRE: GOVERNMENT TRAINING CENTRES AS PROVIDERS OF AGRICULTURAL EDUCATION AND TRAINING

1. Name of Centre: ______

1.1 Region/District: ______

1.2 What are thf focus area(s) of your Centre? Community gardens Rural communities Urban agriculture Farm workers Commercial farming Resource-poor farmers

1.3 Please indicate how many of the following courses are offered per annum by the Centre, the length of each in days, the theory to practical ratio. Course Number/ Length Theory: Annum in days Practice AVCASA Aquaculture Agricultural Management * Agricultural Economics * Business and Project Plan * Communication * Financial Management * Marketing *Organizational/Rural Development * Personnel Management * Supervisors * SMME * 6 M Agricultural Engineering * Fencing * Irrigation * Lorry Drivers License * Mechanization * Processing of produce - Animal products - Crop * Tractor Maintenance * Tractor Drivers License * Welding Animal Husbandry

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Course Number/ Length Theory: Annum in days Practice Large Stock * Dairy * Beef * Artificial Insemination Small Stock * Sheep and Wool * Goats * Ostrich Rearing * Artificial Insemination Animal Health Pigs Poultry Deciduous Fruit * Pruning * Production Sub-tropical fruit Life skills * Meeting Procedures * Youth Development * Communication * Sanitation * Finance * Lteracy * Numeracy Organic farming Land use planning Pasture Management Soil Science Table Grapes * Pruning * Production Vegetables * General/Open * Tunnels Viticulture *Pruning *Production Wine making (SKOP) Other (Specify) Total number of courses presented per annum

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2. What is the average number of students per course? ______

2.1 How many students does the Centre train per annum? ______

2.2 Please split the numbers according to the following target groups as well as per gender (%) and youth/adult (%).

Commercial Farm New Urban Unemployed Farmers Workers Farmers Farmers Agricultural Agricultural Agricultural Other: Scientists Technicians Sales Representatives

Male Female Youth Adults (18+) % % % %

3. How many staff members are involved in the training programmes? Permanent staff Number Male Female Ag. Scientists Ag. Technicians Non Academic (Practicals) Admin/Support Other (Specify)

Contracted staff Number Male Female Ag. Scientists Ag. Technicians Non Academic Admin/Support Other (Specify)

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4. What is the situation with regard to your staff’s highest qualifications? Please indicate the number of staff per qualification. Qualification Number of staff per category Management Training Admin/ Support Post Graduate BSc Agric degree B. Agric degree B. Tech degree BVSc B. Ing. Higher Diploma Diploma in Agric Higher Certificate Certificate Matric Less than Matric Short Courses Non Agric degree Non Agric Diploma Non Agric Certificate Education/Didactics Other (Specify)

5. What is the average experience in years, of your staff (permanent and contracted) in the field of teaching and within the industry? Staff per category Experience in years Teaching Industry Ag. Scientists Ag. Technicon Non Academic (Practicals) Admin/Support

6. Which in-service training opportunities are available to your staff? Please tick √ and also indicate to which degree it is used, on a scale of: 1 = not used at all, 2 = seldomly used, 3 = used when needed, 4 = regularly used In-service training opportunities Available Degree used Visiting Farmers/Info-Days Visiting Congresses/Conferences Attending Short courses Attending formal study

114

7. Where do you offer the training to your students? Please tick√. At your Centre At satellite centres (decentralized) On Farms In Rural Communities Other (Specify)

9. What infrastructure is available for teaching purposes at the Centre and what is still in desperate need for proper teaching? Infrastructure Available Still needed Lecturing Halls (number and total number of seats ) Accommodation (number of students ) Agricultural Land for Agronomy Handling pens (stock) Small Stock (Sheep/goats) Large Stock (Beef or Dairy Cattle) Shearing shed Milking parlour Fish ponds (Aquaculture) Orchards (Fruit) Pastures Vineyards Vegetable Gardens Wine Cellar Workshop (Engineering) Other (Specify)

10. What are your sources of funding? Source % of contribution Self Government Sponsorships Student fees Other (Specify)

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11. What is the average cost of tuition per student per day at the Centre? Accommodation (3 meals included) R Lunch (excluding accommodation) R Tuition (excluding accommodation and R lunch) Tuition (including tea and lunch) R Tuition (including accommodation and R catering)

12. What is the catering sourced out, or not? Please tick√. At the Centre Yes No Away from Centre Yes No

13. How would you evaluate the quality of tuition presented at the Centre on a scale: 1 = totally unsatisfactory, 2 = reasonable, 3 = good, 4 = excellent. Please score each of the following items (1-4) Lecturing Score (1-4) Relevance of study material Industrial relatedness Presentations (lecturing) Stimulation creative thinking Expertise of lecturing staff Management (organization) of instructional programmes Theory practicals ratio Infrastructure Relevance (comply to latest developments) Maintenance (condition) Expertise (skills) of instruction (to utilize facilities) Networking with agricultural industry Global Global score for the total instructional programme

14. Please score the degree to which the following obstacles prohibit excellence in agricultural education and training by the Centre. On a scale where: 0 = no obstacle, 1 = minor obstacle, 2 = significant obstacle, 3 = major obstacle Infrastructure Apparatus/Equipment Distance from community Shortage of funds Shortage trainees Shortage of land for experiments/practicals Shortage of trainers Other (Specify)

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15. What is your vision for the Centre over the next 5 to 10 years? ______

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QUESTIONNAIRE: NGO’s AS PROVIDERS OF AGRICULTURAL EDUCATION AND TRAINING

1. Name of NGO ______

1.1 Region/District ______

1.2 What are the focus area(s) of your NGO? Community gardens Rural communities Urban agriculture Farm workers Commercial farming Resource-poor farmers

1.3 Please indicate how many of the following courses are offered per annum by your NGO, the length of each in days, the theory to practical ratio. Course Number/ Length Theory: Annum in days Practice AVCASA Aquaculture Agricultural Management * Agricultural Economics * Business and Project Plan * Communication * Financial Management * Marketing * Organization/Rural Development * Personnel Management * Supervisors * SMME * 6 M Agricultural Engineering * Fencing * Irrigation * Lorry Drivers License * Mechanization * Processing of produce - Animal products - Crop * Tractor Maintenance * Tractor Drivers License * Welding Animal Husbandry

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Course Number/ Length Theory: Annum in days Practice Large Stock * Dairy * Beef * Artificial Insemination Small Stock * Sheep and Wool * Goats * Ostrich Rearing * Artificial Insemination Animal Health Pigs Poultry Deciduous Fruit * Pruning * Production Sub-tropical fruit Life skills * Meeting Procedures * Youth Development * Communication * Sanitation * Finance * Literacy * Numeracy Organic farming Land use planning Pasture Management Soil Science Table Grapes * Pruning * Production Vegetables * General/Open * Tunnels Viticulture * Pruning * Production Wine making (SKOP) Other (Specify) Total number of courses presented per annum

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2. What is the average number of students per course? ______

2.1 How many students does your NGO train per annum? ______

2.2 Please split the numbers according to the following target groups as well as per gender (%) and youth/adult (%) Commercial Farm New Urban Unemployed Farmers Workers Farmers Farmers

Agricultural Agricultural Agricultural Other: Scientists Technicians Sales Representa- tives

Male Female Youth Adults (18+)

% % % %

3. How many staff members are involved in the training programmes?

Permanent staff Number Male Female Ag. Scientists Ag. Technicians Non Academic (Practicals) Admin/Support Other (Specify)

Contracted staff Number Male Female Ag. Scientists Ag. Technicians Non Academic Admin/Support Other (Specify)

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Higher Diploma Diploma in Agric Higher Certificate Certificate Matric Less than Matric Short Courses Non Agric degree Non Agric Diploma Non Agric Certificate Education/Didactics Other (Specify)

5. What is the average experience in years of your staff (permanent and contracted) in the field of teaching and within the industry? Staff per category Experience in years Teaching Industry Ag. Scientists Ag. Technicon Non Academic (Practicals) Admin/Support

6. Which in-service training opportunities are available to your staff? Please tick √ and also indicate to which degree it is used, on a scale of: 1 = not used at all, 2 = seldomly used = 3 = used when needed, 4 = regularly used In-service training Available Degree used opportunities Visiting Farmers/Info-Days Visiting Congresses/Conferences Attending Short courses Attending formal study

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7. Where do you offer the training to your students? Please tick√ At your NGO At satellite NGOs (decentralized) On Farms In Rural Communities Other (Specify)

8. What infrastructure is available for teaching purposes at your NGO and what is still in desperate need for proper teaching? Infrastructure Available Still needed Lecturing Halls (number and total number of seats ) Accommodation (number of students ) Agricultural Land for Agronomy Handling pens (stock) Small Stock (Sheep/goats) Large Stock (Beef or Dairy Cattle) Shearing shed Milking parlour Fish ponds (Acquaculture) Orchards (Fruit) Pastures Vineyards Vegetable Gardens Wine Cellar Workshop (Engineering) Other (Specify)

9. What are your sources of funding? Source % of contribution Self Government Sponsorships Student fees Other (Specify)

10. What is the average cost of tuition per student per day at your NGO? Accommodation (3 meals included) R Lunch (excluding accommodation) R Tuition (excluding accommodation and lunch) R Tuition (including tea and lunch) R Tuition (including accommodation and catering) R

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11. Is the catering sourced out, or not? Please tick√. At your NGO Yes No Away from NGO Yes No

12. How would you evaluate the quality of tuition presented at your NGO, on a scale: 1 = totally unsatisfactory, 2 = reasonable, 3 = good, 4 = excellent. Please score each of the following items (1-4) Lecturing Score (1-4) Relevance of study material Industry relatedness Presentations (lecturing) Stimulating creative thinking Expertise of lecturing staff Management (organization of instructional programmes) Theory practicals ratio Infrastructure Relevance (comply to latest developments) Maintenance (condiction) Expertise (skills) of instruction (to utilize facilities) Networking with agricultural industry Global Global score for the total instructional programme

13. Please score the degree to which the following obstacles prohibit excellence in agricultural education and training by your NGO. On a scale where: 0 = no obstacle, 1 = minor obstacle, 2 = significant obstacle, 3 = major obstacle. Infrastructure Apparatus/equipment Distance from community Shortage of funds Shortage trainees Shortage of land for experiments/practicals Shortage of trainers Other (Specify)

14. What is your vision for your NGO over the next 5 to 10 years? ______

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QUESTIONNAIRE FOR AGRICULTURAL CO-OPERATIVES

OBJECTIVES To determine the impact of Agricultural Education and Training on the effectiveness of the co-operative technical staff in terms of production and marketing in view of developing the National Strategy on Agricultural Education and Training and Rural Development.

Respondents This questionnaire should be answered by the Agricultural technical staff of the co-op (management and supporting staff excluded) and the registered members of the co-op. One person per questionnaire.

1. Personal profile of the respondents

1.1 Are you a staff or a registered member of this co-op? 1. Staff member 2. Registered member 3. Both 4. Other – specify

1.2 Your gender 1. Male 2. Female

1.3 State the highest educational qualification you have achieved 1. post graduate 2. BSc Agric 3. B. Agric 4. B. Tech 5. Diploma 6. Higher Certificate 7. Certificate 8. Matric 9. Other 10. Other – specify

1.4 Institution where the qualification was obtained 1. high school 2. technical college 3. agric college 4. technikon 5. university 6. other - specify

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2. Services rendered by the co-op

2.1 What type of services does this co-op render? 1. render advice to farmers (on request) 2. provide inputs 3. training to farmers 4. help in marketing of agric produce 5. service as credit facility to members 6. other – specify

2.2 In your own view, what attract people to join this co-op?

2.3 In your view, what discourages people to join this co-op?

2.4 Does this loop have linkages with their institutions? 1. Yes 2. No

2.5 If yes, list the institutions that are linked to this co-op ______

2.6 Who are the clients of this co-op? (follow 2.2) 1. registered members 2. any farmer individuals 3. staff member of the co-op 4. members of public 5. other – specify

2.7 Do you have an idea how many members does this co-op have (more at the beginning)? 1. >200 2. 200 – 500 3. 500 – 1000 4. <1000

3. Technical staff members of the co-op.

3.1 What are your daily activities in this co-op? 1. 2. 3. 4. 5.

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3.2 Do you think your daily activities are related to your field of study? 1. Yes 2. No

3.3 If no, in which area will you like training to be offered? 1. 2. 3. 4. 5.

3.4 Does the co-op organize inservice training for the staff members? 1. Yes 2. No

3.5 If yes, can you list all courses attended, duration and providers for the last 2 years? Courses attended Duration Providers 1. 2. 3. 4. 5.

3.6 What type of problems does this co-op has and how do you try to solve them? Problems Solutions 1. 2. 3. 4.

3.7 If you can be given a chance to study again, what kind of AET qualification would you like to get?

3.8 How would you like this co-op to be changed?

4. Members of the co-op. 1. crop production 2. animal production 3. agric engineering 4. agric product processing 5. mixed farming 6. other - specify

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4.2 What kind of services are you getting from the co-op? 1. inputs 2. training 3. marketing 4. credit 5. advice on request 6. other – specify

4.3 If you receive training from the co-op, list the name of courses attended, duration of providers for the past 2 years. Courses attended Duration Providers 1. 2. 3.

4.4 Are you satisfied with the services rendered by the co-op? 1. Yes 2. No

4.5 How would you like the co-op to be improved?

4.6 If you can be given opportunity to recruit new staff for this co-op, what kind of qualified candidates will you go for?

4.7 What future plans do you have? For example, ventureing into processing or new enterprises. If yes, what skills will be required?

4.8 What agricultural educational needs (knowledge and skills) would your future plans imply?

4.9 What kind of changes would you like to see in the present agricultural education and training system in the country?

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CO-OPERATIVES: INTERVIEW SCHEDULE TECHNIQUE/INSTRUMENTS

OBJECTIVE To determine the impact of Agricultural Education and Training on the effectiveness of the co-operative technical staff in terms of production and marketing in view of developing the National Strategy on Agricultural Education and Training and Rural Development.

Information Required: - type of the service/enterprise - organizational structure/registration - qualifications/experience of the technical staff - training/in-service training/quality/frequency - your clients

Respondents: Management

Instrument : Interview Schedule Technique • Type of services/enterprise and clients • Organizational structure/registration • Personal profile (qualifications) • How relevant/appropriate was your training in relation to your current job activities • In you views, what parts/components of your training were more important. • If you can be given a chance to send your staff to study again, what kind of AET would you prefer? • In-service training • Your major competitors • Future enterprises * New enterprises * Skills required * Future employment * Opportunities • Importance in co-op performance, what needs to be done?