Pub Date : 1900-01-01DOI: 10.1079/9781789246544.0015
D. Kraybill, M. Osiru
Abstract This chapter presents selected analytical narratives of successful institutional transformation of tertiary agricultural education (TAE) from four African universities. The four universities analysed are Jomo Kenyatta University of Agriculture and Technology, Kenya (JKUAT); Gulu University, Uganda (GU); University of Abomey Calavi, Benin (UAC); and the University of Venda, South Africa (UNIVEN). The study examines what each of the universities changed, and how they went about effecting and supporting those changes. The discussion focuses on both 'soft changes' in organizational culture and strategies, and 'hard changes' in enrolments, staffing, programmes, departments, faculties/colleges and campuses. Outcomes of the transformation process are described, along with lessons learned.
{"title":"A case study of transformation in four African universities.","authors":"D. Kraybill, M. Osiru","doi":"10.1079/9781789246544.0015","DOIUrl":"https://doi.org/10.1079/9781789246544.0015","url":null,"abstract":"Abstract\u0000 This chapter presents selected analytical narratives of successful institutional transformation of tertiary agricultural education (TAE) from four African universities. The four universities analysed are Jomo Kenyatta University of Agriculture and Technology, Kenya (JKUAT); Gulu University, Uganda (GU); University of Abomey Calavi, Benin (UAC); and the University of Venda, South Africa (UNIVEN). The study examines what each of the universities changed, and how they went about effecting and supporting those changes. The discussion focuses on both 'soft changes' in organizational culture and strategies, and 'hard changes' in enrolments, staffing, programmes, departments, faculties/colleges and campuses. Outcomes of the transformation process are described, along with lessons learned.","PeriodicalId":230936,"journal":{"name":"Transforming tertiary agricultural education in Africa","volume":"334 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122745152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1079/9781789246544.0004
A. Stroebel, Melody Mentz-Coetzee, F. Swanepoel
Abstract This chapter examines several global trends in tertiary education, drawing parallels, where possible, with trends in African tertiary education, in particular tertiary agricultural education (TAE). The chapter also highlights key challenges in the broader African tertiary education system as the ecosystem within which TAE is situated. It is clear that there are many shared challenges facing global tertiary education, tertiary education in Africa and TAE; some contextual challenges also make TAE unique. In terms of the global trends discussed in this chapter, all five (population size and age shifts, increasing urbanization, rapid and radical technological transformation, climate change and competition for resources, and globalization and shifting geopolitics) have major implications for agrifood systems in Africa and for TAE.
{"title":"Global and African trends in tertiary education.","authors":"A. Stroebel, Melody Mentz-Coetzee, F. Swanepoel","doi":"10.1079/9781789246544.0004","DOIUrl":"https://doi.org/10.1079/9781789246544.0004","url":null,"abstract":"Abstract\u0000 This chapter examines several global trends in tertiary education, drawing parallels, where possible, with trends in African tertiary education, in particular tertiary agricultural education (TAE). The chapter also highlights key challenges in the broader African tertiary education system as the ecosystem within which TAE is situated. It is clear that there are many shared challenges facing global tertiary education, tertiary education in Africa and TAE; some contextual challenges also make TAE unique. In terms of the global trends discussed in this chapter, all five (population size and age shifts, increasing urbanization, rapid and radical technological transformation, climate change and competition for resources, and globalization and shifting geopolitics) have major implications for agrifood systems in Africa and for TAE.","PeriodicalId":230936,"journal":{"name":"Transforming tertiary agricultural education in Africa","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122227389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1079/9781789246544.0005
N. Beintema, J. Lynam, F. Nakayiwa
Abstract This chapter provides an assessment of trends in institutional and human-resource capacity in Africa's tertiary education sector and, specifically, in its tertiary agricultural education (TAE) sector. Sections 5.2 and 5.3 focus on the changing institutional landscape since the 1970s, including an analysis of whether more recent TAE expansion mirrors overall growth in the tertiary education sector. Sections 5.4 and 5.5 present an overview of growth in enrolments within Africa's tertiary education sector, along with information on student populations for sample countries and institutions for which TAE data are available. Section 5.6 provides an overview of developments in TAE teaching capacity across these sample countries, both over time and by various demographic indicators. The chapter concludes with an analysis of estimated future demand for PhD graduates in TAE compared with the potential supply, followed by a discussion of implications and recommendations.
{"title":"Trends in tertiary agricultural education capacity in Africa.","authors":"N. Beintema, J. Lynam, F. Nakayiwa","doi":"10.1079/9781789246544.0005","DOIUrl":"https://doi.org/10.1079/9781789246544.0005","url":null,"abstract":"Abstract\u0000 This chapter provides an assessment of trends in institutional and human-resource capacity in Africa's tertiary education sector and, specifically, in its tertiary agricultural education (TAE) sector. Sections 5.2 and 5.3 focus on the changing institutional landscape since the 1970s, including an analysis of whether more recent TAE expansion mirrors overall growth in the tertiary education sector. Sections 5.4 and 5.5 present an overview of growth in enrolments within Africa's tertiary education sector, along with information on student populations for sample countries and institutions for which TAE data are available. Section 5.6 provides an overview of developments in TAE teaching capacity across these sample countries, both over time and by various demographic indicators. The chapter concludes with an analysis of estimated future demand for PhD graduates in TAE compared with the potential supply, followed by a discussion of implications and recommendations.","PeriodicalId":230936,"journal":{"name":"Transforming tertiary agricultural education in Africa","volume":"187 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128657310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1079/9781789246544.0007
K. Hulela, J. Mukuni, M. Abreh, J. Kasozi, D. Kraybill
Abstract This chapter describes and analyzes labour market conditions and policy, as well as programme options for improving the economic and social relevance of agricultural training in African higher education institutions. The intended audience is teachers and administrators of tertiary agricultural education (TAE) who have little or no training in curriculum development or pedagogy. The aim is to present practical steps for reforming curricula and pedagogical approaches to enable TAE institutions to meet the needs of communities more effectively and to address the demands of dynamic labour, information and technology markets. The discussion also describes how tertiary education teachers and administrators can develop the vision, methods and institutional culture required to prepare students for employability and life-long learning.
{"title":"Transformative curricula and teaching practices to meet labour market needs in tertiary agricultural education in Africa.","authors":"K. Hulela, J. Mukuni, M. Abreh, J. Kasozi, D. Kraybill","doi":"10.1079/9781789246544.0007","DOIUrl":"https://doi.org/10.1079/9781789246544.0007","url":null,"abstract":"Abstract\u0000 This chapter describes and analyzes labour market conditions and policy, as well as programme options for improving the economic and social relevance of agricultural training in African higher education institutions. The intended audience is teachers and administrators of tertiary agricultural education (TAE) who have little or no training in curriculum development or pedagogy. The aim is to present practical steps for reforming curricula and pedagogical approaches to enable TAE institutions to meet the needs of communities more effectively and to address the demands of dynamic labour, information and technology markets. The discussion also describes how tertiary education teachers and administrators can develop the vision, methods and institutional culture required to prepare students for employability and life-long learning.","PeriodicalId":230936,"journal":{"name":"Transforming tertiary agricultural education in Africa","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130977447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1079/9781789246544.0011
J. Njuki, S. Bukachi
Abstract This chapter explores gender considerations and practices in the context of tertiary agricultural education (TAE) in Africa. It discusses (1) the key outcomes of gender equality in education, (2) the barriers to achieving gender equality, (3) strategies to achieve gender equality in education, and (4) education as a force for changing social and gender norms.
{"title":"Gender considerations and practices for transforming tertiary agricultural education in Africa.","authors":"J. Njuki, S. Bukachi","doi":"10.1079/9781789246544.0011","DOIUrl":"https://doi.org/10.1079/9781789246544.0011","url":null,"abstract":"Abstract\u0000 This chapter explores gender considerations and practices in the context of tertiary agricultural education (TAE) in Africa. It discusses (1) the key outcomes of gender equality in education, (2) the barriers to achieving gender equality, (3) strategies to achieve gender equality in education, and (4) education as a force for changing social and gender norms.","PeriodicalId":230936,"journal":{"name":"Transforming tertiary agricultural education in Africa","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126799846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1079/9781789246544.0013
A. Sarfo, Caroline Mutepfa
Abstract This chapter deals with the role of technical and vocation training in African tertiary agricultural education, pointing out the vital contribution of agricultural technical and vocational education and training (TVET) institutions in preparing youth both for employment and for further studies. The chapter discusses: the challenges to agricultural TVET; the current status of agricultural training centres; the goals identified for reforming agricultural TVET in Africa; innovative approaches for improving teaching and learning systems; the role of the private sector in the successful development of agricultural TVET; and the linkages between agricultural TVET and tertiary agricultural education.
{"title":"Transformative technical and vocational training in tertiary agricultural education in Africa.","authors":"A. Sarfo, Caroline Mutepfa","doi":"10.1079/9781789246544.0013","DOIUrl":"https://doi.org/10.1079/9781789246544.0013","url":null,"abstract":"Abstract This chapter deals with the role of technical and vocation training in African tertiary agricultural education, pointing out the vital contribution of agricultural technical and vocational education and training (TVET) institutions in preparing youth both for employment and for further studies. The chapter discusses: the challenges to agricultural TVET; the current status of agricultural training centres; the goals identified for reforming agricultural TVET in Africa; innovative approaches for improving teaching and learning systems; the role of the private sector in the successful development of agricultural TVET; and the linkages between agricultural TVET and tertiary agricultural education.","PeriodicalId":230936,"journal":{"name":"Transforming tertiary agricultural education in Africa","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114968723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1079/9781789246544.0014
F. Nakayiwa, J. Lynam
Abstract This chapter explores the potential of networking to strengthen tertiary agricultural education (TAE) in Africa, especially at the graduate level. The network approach is examined from the perspective of the Regional Universities Forum for Capacity Building in Agriculture (RUFORUM), which was created to foster TAE institutions, increase effective research outputs and elevate community-based action research. An assessment is offered of RUFORUM's approaches to developing capacity within its member universities, outlining the challenges and benefits of interventions within the agricultural sector and providing lessons to inform future capacity-building programmes.
{"title":"Network approaches to transforming tertiary agricultural education in Africa.","authors":"F. Nakayiwa, J. Lynam","doi":"10.1079/9781789246544.0014","DOIUrl":"https://doi.org/10.1079/9781789246544.0014","url":null,"abstract":"Abstract\u0000 This chapter explores the potential of networking to strengthen tertiary agricultural education (TAE) in Africa, especially at the graduate level. The network approach is examined from the perspective of the Regional Universities Forum for Capacity Building in Agriculture (RUFORUM), which was created to foster TAE institutions, increase effective research outputs and elevate community-based action research. An assessment is offered of RUFORUM's approaches to developing capacity within its member universities, outlining the challenges and benefits of interventions within the agricultural sector and providing lessons to inform future capacity-building programmes.","PeriodicalId":230936,"journal":{"name":"Transforming tertiary agricultural education in Africa","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131684228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1079/9781789246544.0009
M. Mutuku, N. Mungai, D. Ongeng, Daniel Sherrard, F. Annor-Frempong
Abstract This chapter explores models of university-community interactions intended to build knowledge-driven partnerships and yield mutually-beneficial outcomes by aligning university strengths with relevant local contexts. The discussion focuses on the ethos of community engagement, through which teaching, research and outreach in universities have the potential to be transformed. This chapter advocates for partnerships between universities and communities which drive the processes of generating and transmitting knowledge, and promoting constructive change targeting societal needs and aspirations, with the capacity to reinvigorate development, particularly in the agricultural sector.
{"title":"Transformative outreach in tertiary agricultural education in Africa.","authors":"M. Mutuku, N. Mungai, D. Ongeng, Daniel Sherrard, F. Annor-Frempong","doi":"10.1079/9781789246544.0009","DOIUrl":"https://doi.org/10.1079/9781789246544.0009","url":null,"abstract":"Abstract\u0000 This chapter explores models of university-community interactions intended to build knowledge-driven partnerships and yield mutually-beneficial outcomes by aligning university strengths with relevant local contexts. The discussion focuses on the ethos of community engagement, through which teaching, research and outreach in universities have the potential to be transformed. This chapter advocates for partnerships between universities and communities which drive the processes of generating and transmitting knowledge, and promoting constructive change targeting societal needs and aspirations, with the capacity to reinvigorate development, particularly in the agricultural sector.","PeriodicalId":230936,"journal":{"name":"Transforming tertiary agricultural education in Africa","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114385752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1079/9781789246544.0010
Violet Makuku, Y. Etsey
Abstract This chapter focuses on the quality of higher agricultural education as a means of transforming learning and knowledge outcomes, measured in terms of graduates, research products and outreach activities. Learning outcomes include students' competencies - i.e. knowledge, skills and attitudes - and the degree to which they are relevant to workplace needs. Knowledge outcomes take the form of ideas, analyses, inventions and publications; they can be measured based on the extent to which they address current and emerging problems of economic and social importance. The chapter begins by defining key terms and explaining how quality assurance fits within the management and operation of universities. The chapter then explores the role of organizations, networks, associations, activities and initiatives in developing and implementing sound quality-assurance practices across institutional, national, regional and pan-African levels.
{"title":"Quality assurance in tertiary agricultural education in Africa.","authors":"Violet Makuku, Y. Etsey","doi":"10.1079/9781789246544.0010","DOIUrl":"https://doi.org/10.1079/9781789246544.0010","url":null,"abstract":"Abstract\u0000 This chapter focuses on the quality of higher agricultural education as a means of transforming learning and knowledge outcomes, measured in terms of graduates, research products and outreach activities. Learning outcomes include students' competencies - i.e. knowledge, skills and attitudes - and the degree to which they are relevant to workplace needs. Knowledge outcomes take the form of ideas, analyses, inventions and publications; they can be measured based on the extent to which they address current and emerging problems of economic and social importance. The chapter begins by defining key terms and explaining how quality assurance fits within the management and operation of universities. The chapter then explores the role of organizations, networks, associations, activities and initiatives in developing and implementing sound quality-assurance practices across institutional, national, regional and pan-African levels.","PeriodicalId":230936,"journal":{"name":"Transforming tertiary agricultural education in Africa","volume":"12 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116789864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1079/9781789246544.0017
D. Kraybill, J. Lynam, A. Ekwamu
Abstract This chapter synthesizes the discussion on tertiary agricultural education (TAE) in Africa, offering recommendations for transforming TAE systems and institutions. The chapter synthesizes the change process defined and explored throughout this volume, providing a review of the external environment, the components of internal transformation processes and the ways in which TAE entities can take advantage of different types of networks and partnerships.
{"title":"A transformation agenda for tertiary agricultural education in Africa.","authors":"D. Kraybill, J. Lynam, A. Ekwamu","doi":"10.1079/9781789246544.0017","DOIUrl":"https://doi.org/10.1079/9781789246544.0017","url":null,"abstract":"Abstract\u0000 This chapter synthesizes the discussion on tertiary agricultural education (TAE) in Africa, offering recommendations for transforming TAE systems and institutions. The chapter synthesizes the change process defined and explored throughout this volume, providing a review of the external environment, the components of internal transformation processes and the ways in which TAE entities can take advantage of different types of networks and partnerships.","PeriodicalId":230936,"journal":{"name":"Transforming tertiary agricultural education in Africa","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122827152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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