Building Skills and Research- Extension Linkages for Sustainable Agricultural Transformation: Insights from

Related Organizations

Egerton University

Table of Contents

• _Hlk126747143 11
• _Hlk127169547 11
• _Hlk154061553 25
• _Hlk166535313 43
• List of abbreviations 7
• 1.0 Introduction 9
• 1.1 Background 9
• 1.2 Insights from existing literature and data 10
• 2.0 Methodology 11
• 2.1 Mapping of AREE institutions 11
• 2.2 Sampling strategy 11
• 2.3 Approach 12
• 2.3.1 Research approach 12
• 2.4 Data collection 13
• 2.4.1 Interviews with key stakeholders of AREE institutions 13
• 2.4.2 Survey of staff and students from AREE institutions 14
• 2.4.3 Survey with students from ATVET institutions 15
• 2.5 Data processing (cleaning, entry and analysis) 16
• 3.0 Results 17
• 3.1 Staff Survey 17
• 3.1.1 Staff Characteristics, Motivation, Institutional Goals and Budget Allocation to Pillars of Sustainability 17
• 3.1.2 Professional Networks 21
• 3.1.3 Perceptions of Challenges in the Agricultural Sector, Mission of Organization, and Sustainability Aspects 23
• 3.1.4 Digitalization 28
• 3.1.4 Work Environment 31
• 3.2 Students Survey 34
• 3.2.1 Student Characteristics and Motivation 34
• 3.3.2 Perceptions of Training 37
• 3.4 Qualitative Insights from Interviews with Managers 41
• 3.4.1 Overall Mission and Changes in Mission 41
• 3.4.2 Innovation System 41
• 3.4.3 Sustainability Aspects 43
• 3.4.4 Changes in the Institutional Mission 44
• 5. Discussion and Policy Recommendations 45
• 5.1 Discussion 45
• 5.2 Policy Recommendations 46
• References 47
• Figure 1. Mapping of institutions covered in the survey 11
• Figure 1. Need for Additional Training 19
• Figure 2. Level of Affirmation for Significant Changes in the Institutional Mission in the Last 10 Years 25
• Figure 3: Types of devices used by the different organizations 28
• Figure 4: Parameters of job satisfaction by staff of different agricultural organizations 31
• Figure 5: Changes contested trade-offs between productivity and other sustainability aspects between Current and 5-10 years Ago 44
• Table 1: AREE Institutions Sampled for Key Stakeholders 14
• Table 2: AREE Institutions Sampling of Staff and Students 15
• Table 3. ATVET Institutions Sampled 15
• Table 4. Characteristics of the respondents 17
• Table 5. Workforce professional background by institution 18
• Table 6. Drivers of motivation to work for institution 19
• Table 7. Goals of the organization 20
• 3.1.1.5 Budget allocation to pillars of sustainability 20
• Table 8. National percent budget allocation to economic, environmental and social aspects of sustainability 20
• Table 9. Background of Colleagues in the Institutions 21
• Table 10. Frequency of staff interactions between ATVET and other stakeholders annually 22
• Table 11. Frequency of staff interactions between extension and other stakeholders annually 22
• Table 12. Frequency of staff interactions between NARS and other stakeholders annually 23
• Table 13. Main Challenges of Farming 10-20 years ago 23
• Table 14. Current Main Challenges of Farming 24
• Table 15. Importance of Various Topics to the NARS 26
• Table 16. Importance of Various Topics to the ATVET 26
• Table 17. Importance of Various Topics to the Extension 27
• Table 18. Importance of different thematic areas per institution 27
• Table 19: Use of digital tools by the different organizations in Kenya 30
• Table 20: Payment of salaries in the NARS, ATVET and Extension 32
• Table 21: Hiring and Promotion in NARS, ATVET and Extension 32
• Table 22: Support Given to Staff in NARS, ATVET and Extension 33
• Table 23: Staff supervision in the NARS, ATVET and Extension 33
• Table 24: Gender, Characteristics and Motivation 34
• Table 25: Opinion of Students on National Agricultural Budgetary Allocation to Economic, Social and Environmental Sustainability 35
• Table 26: Aspects where Respondents Wish to Have greatest contribution in the future 36
• Table 27: Perceptions of Challenges in the Agricultural Sector 37
• Table 28: Rating of Courses Undertaken 38
• Table 29: Perceptions on How Time and Teaching of the Courses were Devoted to Economic, Social, and Environmental Sustainability Aspects 38
• Table 30: Coverage of other Aspects in Training 39
• Table 31: Coverage of Other Aspects that May Need Focusing on in Training 40
• Table 33: Challenges in the Chosen Courses 40