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

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