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The Deep Change Process in Zamorano: 1997-2002

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The Deep Change Process in Zamorano: 1997-2002 The deep change process in Zamorano: 1997-2002 The deep change process in Zamorano: 1997-2002 A case study Keith L. Andrews Paris, 2004 UNESCO: International Institute for Educational Planning The designations employed and the presentation of material in this information product do not imply the expression of any opinion whatsoever on the part of FAO, UNESCO or IIEP concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. All rights reserved. Reproduction and dissemination of material in this information product for educational or other non-commercial purposes are authorized without any prior written permission from the copyright holders provided the source is fully acknowledged. Reproduction of material in this information product for resale or other commercial purposes is prohibited without written permission of the copyright holders. Applications for such permission should be addressed to the Chief, Publishing Management Service, Information Division, FAO, Viale delle Terme di Caracalla, 00100 Rome, Italy or by e-mail to [email protected] and to the Chief, Communication and Publications Unit, IIEP, 7-9 rue Eugène Delacroix, 75116 Paris, France or by e-mail to [email protected]. Published by: Food and Agriculture Organization International Institute for Educational of the United Nations Planning Viale delle Terme di Caracalla 7-9 rue Eugène Delacroix, 75116 Paris 00100 Rome, Italy e-mail: [email protected] e-mail: [email protected] IIEP web site: FAO web site: http://www.fao.org http://www.unesco.org/iiep Cover design: Nathalie Pruneau Cover photo: Hispano Durón Composition: Linéale Production © FAO and UNESCO-IIEP 2004 Contents Foreword to the series 7 List of abbreviations 8 Introduction 9 Chapter 1. Chronology of change in Zamorano 13 1.1 Change as punctuated equilibrium 1942-2002 13 1.2 Key occurrences 1997-2002 16 1.3 Description of the major changes 19 1.3.1 Management and administration 19 1.3.2 Formal curriculum 22 1.3.3 Learning-by-doing 24 1.3.4 Outreach 27 1.3.5 Campus environment 30 Chapter 2. Analysis of the change in Zamorano 33 2.1 Motivators for change, 1997 33 2.1.1 Proximal motivators 33 2.1.2 Profound motivators 34 2.1.3 Associated motivators 36 2.2 Key protagonists and opponents of deep change 37 Chapter 3. Hypotheses generated, lessons learned and pending issues 41 3.1 Seven central hypotheses or lessons 41 3.2 Seven additional hypotheses or lessons 52 5 The deep change process in Zamorano: 1997-2002 Chapter 4. Closing remarks 59 References 63 Appendices Appendix 1. Chronology of change in Zamorano 65 Appendix 2. Zamorano’s Strategic Plan 1999-2003 67 Appendix 3. Profile of the Zamorano graduate 71 Appendix 4. Overview of Zamorano 73 Appendix 5. The 4 by 4 curriculum instituted in 1998 76 Appendix 6. Detailed description of the four careers offered by Zamorano 82 Appendix 7. Detailed description of the six ZamoEnterprises 85 Appendix 8. Detailed description of the Integrated Student Life System 89 Appendix 9. Summary of the recommendations of the February 1997 External Review Panel 90 Appendix 10. Summary of the methodology and findings of the December 1997 bus trip 93 6 Foreword to the series Education for rural people is crucial to achieving both the Education for All (EFA) goals, and the Millennium Development Goals (MDGs) of eradicating extreme poverty and hunger, ensuring universal primary education by 2015, promoting gender equity and ensuring environmental sustainability. In 1996, the World Food Summit in Rome stressed increased access to education for the poor and members of disadvantaged groups, including rural people, as a key to achieving poverty eradication, food security, durable peace and sustainable development. The 2002 World Summit on Sustainable Development, held in Johannesburg, also emphasized the role of education. As the majority of the world’s poor, illiterate and undernourished live in rural areas, it is a major challenge to ensure their access to quality education. The lack of learning opportunities is both a cause and an effect of rural poverty. Hence, education and training strategies need to be integrated within all aspects of sustainable rural development, through plans of action that are multisectoral and interdisciplinary. This means creating new partnerships between people working in agriculture and rural development, and people working in education. To address this challenge, the Directors-General of FAO and UNESCO jointly launched the flagship programme on Education for rural people (ERP) in September 2002 (http://www.fao.org/sd/erp/), during the World Summit on Sustainable Development. This initiative involves an inter-agency approach to facilitate targeted and co-ordinated actions for education in rural areas. It is within this framework, and to provide inspiration for the flagship initiative, that the FAO’s Extension, Education and Communication Service and UNESCO’s International Institute for Educational Planning (IIEP) have jointly launched a series of publications. This series is co-ordinated and edited by David Atchoarena (IIEP) and Lavinia Gasperini (FAO). Gudmund Hernes Ester Zulberti Director, IIEP Chief, Extension, Education and Communication Service, FAO 7 List of abbreviations CEO Chief executive officer DSE German Foundation for International Development GTZ German Technical Co-operation IDB Inter-American Development Bank MBA Master of business administration MS Master of science NGO Non-governmental organization SIVE Integrated student life system 8 Introduction December 14, 1997. Everyone in the group was exhausted, most were confused and somewhat disoriented, and all realized that Zamorano would have to change. For the past seven days the academic leaders of Zamorano College had travelled by bus through Nicaragua and Costa Rica and really listened to the ‘stakeholders’ (that word itself had been new for some of them). The informants – medium and large agribusiness leaders, ministers, graduates, rural-development specialists, heads of human resources departments, futurologists and others – had bombarded the group with ideas regarding the agricultural sector, the profession of Ingeniero Agrónomo, Zamorano as an institution, and Zamorano’s graduates. The group had watched a half dozen movies on the subject of higher education, had been through two intensive pre-strategic planning sessions, and had shared ideas among themselves more intensely than at any time in recent memory. Now it is one thing for academics to talk among themselves in order to determine what the world should be, to debate why it is not that way, and to decide what the world should expect from them. It is an entirely different matter to ask outsiders – non-academics! – what the world is really like and what it needs, what the labour market values, and to what extent the outsiders feel that the current educational institutions are giving them what they need. Academics are generally talented at talking, debating and refuting, but during the past week these academicians had been allowed to only ask questions (non-technical questions) and were not permitted to defend their system or profession. Nor could they correct misperceptions. It had been a distressing week because many of the informants said that they did not really value many of the elements most important to the academics. Most of those of us in the academy do not listen especially well, especially to those who do not hold advanced academic credentials and operate in the inexact work world. But that atypical week of travel, intense listening to discomforting opinions from surprisingly articulate people, and of the resulting introspection, created a sea change in Zamorano and marked 9 The deep change process in Zamorano: 1997-2002 the moment in which most of us knew that we were in for some uncomfortable, but overdue change. It represented the moment in which several key institutional leaders committed fully to deep, multidimensional change. Many of the other participants, previously so sure of their own knowledge and potential opponents of any fundamental change, were effectively neutralized. So mid-December 1997 marks the moment in which Zamorano recommitted to being – in the words of its founder, Sam Zemurray – “practical and first class”. December 1997 is when Zamorano, an already strong institution, stopped resting on its laurels and launched a process of rapid, deep change. This change was based simultaneously on the evolving needs of the college’s external constituencies and a re-evaluation and ultimately a reaffirmation of the enduring values of the institution. By making difficult programmatic changes that were consistent with the strengthening of the institution’s deepest values and the key external constituencies’ needs, Zamorano assured that its programmes respond to the priorities of the broad society, not just those of a complacent internal constituency. Zamorano is a private, apolitical, pan-American centre of higher learning committed to providing a first-rate, holistic education that includes the key elements of sustainable tropical agriculture, agribusiness, agro-industry, natural resource management and rural development. This education is founded upon the pillars of pan-Americanism, learning-by-doing, academic excellence, and character and leadership development. Zamorano is a USA non-profit corporation located 30 km from Tegucigalpa, Honduras. Nearly 900 students of all socio-economic groups from
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