For example: the manufacture and use of organic pesticides based on neem leaf, papaya for preventive control of flies and helicoverpa 4312 Changes in missions and challenges of the extensions The objectives have changed through reforms that have led to the creation of ATDAs at the level of each ADH for the promotion of specific sectors, and DDAEPs that carry out the monitoring of the implemented e. [...] Staff profiles and status The number of technicians employed in the field and their remuneration depend on the number and budget of the projects The technical specialists and advisors employed usually hold a Bachelor’s, Master’s, engineering or agricultural technician degree, and are assessed on a regular basis The number of supervisory staff recruited in the field is insufficient due to the lack. [...] The mobility of teachers from one university to another allows to fill this gap “Thus, teachers from the UAC, the University of Parakou, researchers from INRAB and professionals who come to support those of the National University of Agriculture” The government is making efforts to recruit the necessary staff, “the State makes the effort to recruit each year, but the number of staff is insufficien. [...] This would require strengthening the institutionalization of the IAR4D approach of innovation systems The timely recruitment of sufficient qualified human resources; and the multiplication of equipped infrastructure (genetic and biotechnology laboratories, libraries, etc), and the provision of equipment (materials, vehicles etc) are necessary at the NARS and ATVET levels to to achieve the objectiv. [...] The country should also initiate policies and programs that promote the retention of a limited pool of qualified personnel, rather than precipitating brain drain from the country However, retraining is desired to facilitate the match between the training and the quality of personnel required to improve the capacity of the NARS staff in the field of artificial intelligence/ICT, methodological resea.
- Pages
- 82
- Published in
- Ghana
Table of Contents
- _Hlk167720319 10
- _Hlk167730595 17
- _Hlk167731165 19
- _Hlk167733173 41
- _Hlk167739346 48
- _Hlk167739247 48
- _Hlk167740776 58
- _Hlk167744643 77
- Table 1. List of AREE institutions and stakeholders surveyed during the qualitative study 12
- Table 2. Sample of staff members and list of membership of AREE of the institutions 13
- Table 3. Sample of staff members and list of membership of ATVET institutions 14
- Table 4. General background 15
- Table 5. Professional background 16
- Table 6. Education 16
- Table 7. Additional training 17
- Table 8. Motivations 17
- Table 9. Perceived main goals of the different organizations 18
- Table 10. Opinions of the members of staff of the three institutions on the national agricultural budgetary allocation to the proposed different aspects of sustainability 19
- Table 11. Background of the colleagues of staff members 19
- Table 12. Frequency of meeting with other organizations 20
- Table 13. Perceived main challenges of farming 22
- Table 14. Mission of institutions 23
- Table 15. Digitalization aspects 25
- Table 16. View of staff members on job satisfaction related statements 26
- Table 17. View of staff members on issues related to salary 28
- Table 18. View of staff members on the following statements related to hiring and promotion 31
- Table 19. Views of staff members on overall support 33
- Table 20. View of staff members on the following statements related to supervision 34
- Table 21. Student Characteristics and Motivation 36
- Table 22. Students’ perspective on allocation of the national agricultural budget to the three aspects of sustainability 36
- Table 23. Perception of student on the greatest contribution in the future 37
- Table 24. Perception of main challenges of farming 37
- Table 25. Views of students on their training/courses 38
- Table 26. Perception of the time and teaching the courses devoted for sustainability aspects 41
- Table 27. Aspects of studies sufficiently covered in courses of study 42
- Table 28. Others aspects that the courses should focus on 46
- Table 29. Challenges students faced in their chosen courses 47
- 1. LIST OF ACRONYMS AND ABBREVIATIONS 6
- 2. Introduction 8
- 3. Insights from existing literature and data 8
- NARS 8
- ATVET 9
- AGRICULTURAL ADVISORY SERVICES 10
- 4. Methods and Sampling 12
- 3.1. Interviews with key stakeholders of AREE institutions 12
- 3.2. Survey of staff from AREE institutions 13
- 3.3. Survey with students from ATVET institutions 13
- 5. Results 15
- 4.1. Staff Survey 15
- 4.2. Students Survey 35
- 4.3. Qualitative Insights from Interviews with Agricultural Advisory Service Organizations Managers 48
- 4.4. Qualitative Insights from interviews with NARS managers 59
- 4.5. Qualitative insights from interviews with ATVET managers 66
- 6. Discussion and policy recommendations 73
- 7. References 80
