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Agricultural Education (as part of TVET) in Afghanistan. DCAE Meeting 30 November 2010. Content Presentation. Why is TVET needed in Afghanistan? What is needed in TVET sector? Where do we stand now? To which extent are donors interested? How do we want to move forward?.
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Agricultural Education (as part of TVET) in Afghanistan DCAE Meeting 30 November 2010
Content Presentation • Why is TVET needed in Afghanistan? • What is needed in TVET sector? • Where do we stand now? • To which extent are donors interested? • How do we want to move forward?
1. Why is TVET needed in Afghanistan? 3 national labour market surveys (NSDP) indicate: • 50% of people aged above 15 years, living in urban areas, called themselves unemployed • Major factor for unemployment is the lack of marketable skills • Skilled labour basic for economic development • Skilled workers from neighbouring country compete with unskilled Afghan citizens • High rate of unemployment leads to social insecurity
Why is agricultural education (part of TVET) needed? • Agriculture backbone of economy • Over 85% of Afghans derive their income from the agriculture sector But still food insecure: • 1/3 of the population (7.4 mill.) permanent dependent of food support • 37% of the population (8.4 mill.) are on the borderline of food insecurity * * (WFP, 2008)
2. What is needed in TVET sector?* • Infrastructure reconstruction and provision of equipment • Curriculum and teaching material development • Capacity building of teachers and administrative personnel • Revision of legal regulations • Establishing an accreditation system • Standardization of programs and provision of short term training courses *(NESP II)
GoA Plans for TVET (NESP II) * Increase enrollment of girls up to 30%
GoA Plans for TVET (NPP) • Labor Market survey • Improve access to TVET schools by construct and establish of: • 8 regional institutes (16->24) • 8 regional dormitories • 34 provincial schools (38 ->72) • 200 TVET districts schools (new) • Enrolment from 26.000 (2009) -> 100.000 in 2013 • Improve quality (development of curriculum and training materials related to market needs) • Enhancing management capacity of DM TVET
National Agricultural Education Program Strengthening Agricultural Education: • Improving the access to agricultural education • Improving the quality and life long learning • Improving the coherence in current and future activitities
National Agricultural Education Program Two phases: • Inception phase until 31 March 2011 • Main phase start 1st of April 2011
4. Interest of donors? Different options: • National program by multi donor funding • Adoption model by region, province or school • Specialization model (adoption per subject i.e. wells, equipment/tools, transport, training, curriculum, electrification, libraries, etc.)
Option 1: National program by multi donor funding Pro’s: • Ownership of GoA • Secure coherence on all the activities at different levels Con’s: • Lack of capacity of GoA • Increased complexity of budgeting, reporting and management
Option 2: Adoption model by region, province or school Pro’s: • In line with current activities of donors • In line with current expertise of donors in certain regions/provinces Con’s: • Cherry–picking geographically • Difficult to maintain cohesion between the different activities • Less efficient
Option 3: Specialization model Pro’s: • Opportunity to use specific knowledge and expertise of donors • Standardization of certain components and more cost-effective for providing specific needs Con’s: • Cherry-picking of specific components • Difficult to maintain cohesion between the different components
5. Move forward? • This DCAE: informal discussion on the possible interest of donors • Next DCAE (mid- January): MoE presentation priority schools/institutes • Workshop (end January) with GoA and donors: discuss main phase document