Agricultural Education (as part of TVET) in Afghanistan DCAE Meeting 30 November 2010

Content Presentation 1. Why is TVET needed in Afghanistan? 2. What is needed in TVET sector? 3. Where do we stand now? 4. To which extent are donors interested? 5. 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 labour basic for economic development Skilled workers from neighbouring country compete with unskilled Afghan citizens Skilled workers from neighbouring country compete with unskilled Afghan citizens High rate of unemployment leads to social insecurity High rate of unemployment leads to social insecurity

Why is agricultural education (part of TVET) needed? Agriculture backbone of economy Agriculture backbone of economy Over 85% of Afghans derive their income from the agriculture sector 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 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 * 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 Infrastructure reconstruction and provision of equipment Curriculum and teaching material development Curriculum and teaching material development Capacity building of teachers and administrative personnel Capacity building of teachers and administrative personnel Revision of legal regulations Revision of legal regulations Establishing an accreditation system Establishing an accreditation system Standardization of programs and provision of short term training courses Standardization of programs and provision of short term training courses *(NESP II) *(NESP II)

Large foreseen expansion vs

current large drop-out after grade 6

Where should TVET start?

GoA Plans for TVET (NESP II) Area TVET Regional Institutes 1632 TVET Provincial Schools 32/38102 TVET District Schools 364 TVET Enrollment 19,500150,000* TVET Teachers 3,10011,900 Agricultural education schools/institutes 2788/114 Agricultural education enrollment 5,50040,000 * 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 (2009) -> in Improve quality (development of curriculum and training materials related to market needs) Enhancing management capacity of DM TVET

3. Where do we stand now?

National Agricultural Education Program Strengthening Agricultural Education: 1. Improving the access to agricultural education 2. Improving the quality and life long learning 3. Improving the coherence in current and future activitities

National Agricultural Education Program Two phases: Inception phase until 31 March 2011 Inception phase until 31 March 2011 Main phase start 1st of April 2011 Main phase start 1st of April 2011

National Agricultural Education

4. Interest of donors? Different options: 1. National program by multi donor funding 2. Adoption model by region, province or school 3. Specialization model ( adoption per subject i.e. wells, equipment/tools, transport, training, curriculum, electrification, libraries, etc.)

Option 1: National program by multi donor funding Pros: Ownership of GoA Ownership of GoA Secure coherence on all the activities at different levels Secure coherence on all the activities at different levelsCons: Lack of capacity of GoA Lack of capacity of GoA Increased complexity of budgeting, reporting and management Increased complexity of budgeting, reporting and management

Option 2: Adoption model by region, province or school Pros: - In line with current activities of donors - In line with current expertise of donors in certain regions/provinces Cons: - Cherry–picking geographically - Difficult to maintain cohesion between the different activities - Less efficient

Option 3: Specialization model Pros: Opportunity to use specific knowledge and expertise of donors Opportunity to use specific knowledge and expertise of donors Standardization of certain components and more cost-effective for providing specific needs Standardization of certain components and more cost-effective for providing specific needsCons: Cherry-picking of specific components Cherry-picking of specific components Difficult to maintain cohesion between the different components Difficult to maintain cohesion between the different components

5. Move forward? 1. This DCAE: informal discussion on the possible interest of donors 2. Next DCAE (mid- January): MoE presentation priority schools/institutes 3. Workshop (end January) with GoA and donors: discuss main phase document

Questions?