The designations employed in this publication and the presentation of material therein do not imply the expression of any opinion whatsoever on the part of FARA concerning the legal status of any country, area or territory or of its authorities, or concerning the delimitation of its frontiers mailto:info@faraafrica.org mailto:babugri@faraafrica.org mailto:ofantunbi@faraa. [...] The agricultural vocation of the country including agriculture, forestry and pastoralism reflects the professional background of the staff members of AREE institutions. [...] The motivation of almost 62% of the staff of the AREE institutions was firstly the desire to share or transfer knowledge. [...] Most of the meetings did not exceed the 5 times scale and this could be explained by the lack of joint planning and scheduling of the activities by the partnering agencies or organizations. [...] Discussion and policy recommendations The educational systems (public and private) such as colleges, universities and vocational schools; extension services (public, NGOs and farmers’ organizations) and research systems (NARS and CGIARs) all play roles in the agricultural innovation system and can greatly contribute to building the capacity of smallholder farmers and other actors in the agricultur.
- Pages
- 40
- Published in
- Ghana
Table of Contents
- Figure 1: Overview of selected institutions and schools 9
- 10
- Figure 2: Agricultural Technical and Vocational Education and Training Institutions 10
- Figure 3: Stages of the Sampling Process 13
- Table 1: Number of quantitative interviews conducted by category of institution 11
- Table 2: Summary of qualitative interviews conducted by category of institution 11
- Table 3: Number of students interviewed in sampled training institutions 12
- Table 3: General information of staff from AREE institutions 13
- Table 4: Percentage of AREE institutions staff and areas of study 14
- Table 5: AREE staff and their educational qualifications 15
- Table 6: Types of additional trainings AREE staff had undergone 16
- Table 7: Motivation of staff in the AREE institutions 16
- Table 8: Goals of AREE institutions 17
- Table 10: Collaborators’ background of staff of AREE institutions 18
- Table 11: Meeting with staff from other organizations 19
- Table 13: Main challenges of farming according to staff from AREE institutions 20
- Table 12: Main challenges of farming according to staff from AREE institutions 20
- Table 13: Changes in AREE institutions’ missions and focuses 22
- Table 14: AREE institutions’ focus 23
- Table 15: Types of digital tools used by staff members of AREE institutions 24
- Table 17: Staff’s opinion on payment-related issues 25
- Table 18: Staff’s opinion on hiring and promotion-related issues 26
- Table 19: Staff’s opinion on overall support 27
- Table 20: Staff’s opinion on supervision by reporting officers 28
- Table 21: Characteristics of students undergoing training 29
- Table 22: Students’ suggestion on partitioning of the national agriculture budget allocation 30
- Table 23: Students’ perception on how they could impact agricultural production 31
- Table 24: Students’ perceived challenges of farming ten years ago and currently 31
- Table 25: Students’ perception of their courses of study 32
- Table 26: Students’ perception of teaching time devoted to economic, social and environmental sustainability aspects their courses 33
- Table 27: Students’ perception on adequacy of components of course contents 33
- Table 28: Students’ perception of aspects that should be captured by their courses to address the country’s challenges 34
- Table 29: Challenges faced by students 35
- 1.Introduction 7
- 1.1.Insights from existing literature and data 7
- 2.Methods and Sampling 9
- 2.1.Mapping of AREE institutions 9
- 2.2. Interviews with key stakeholders of AREE institutions 10
- 2.3.Survey of staff from AREE institutions 11
- 2.4. Survey with students from ATVET institutions 12
- 3. Results 12
- 3.1. Mapping 12
- 3.2.Staff Survey 13
- 3.2.1.Staff characteristics and motivation 13
- 3.2.2.Professional Networks 18
- 3.2.3. Perceptions of the Challenges in the Agricultural Sector. Mission of Organisation. and Sustainability Aspects 20
- 3.2.4. Digitalization 24
- 3.3.Students Survey 29
- 3.3.1.Student Characteristics and Motivation 29
- 3.4.Budgetary allocation to agricultural aspects 30
- 3.5.Expected greatest contribution after graduation 30
- 3.5.1.Perceptions of Challenges in the Agricultural Sector 31
- 3.5.2.Perceptions of Training 32
- 3.6. Qualitative Insights from Interviews with Managers 35
- 3.6.1. Overall Mission and Changes in Mission 35
- 3.6.2. Innovation System 35
- 3.6.3.Sustainability Aspects 36
- 3.6.4.Staff and Sustainability Aspects 36
- 4.Discussion and policy recommendations 37
- References 38