1. Agribusiness and Curriculum Reforms Aissetou Dramé Yayé (PhD), Associate Professor Executive Secretary of ANAFE

2. ANAFE in 2015

3. Growth in membership

4. Support to Curriculum Review and Development

5. Curriculum—Definition Curriculum is a logically and participatory developed sequence of teaching and learning activities undertaken for and by trainees to achieve a specified level of competence in a given field of study Temu and Kasolo, 2001

6. Curriculum and Syllabus A curriculum includes subject matter content, delivery methods and identifies resources for its implementation and evaluation A curriculum is broader than a syllabus/programme A syllabus lists subjects to be taught and the topics within each subject, without indicating the objectives or how it will be implemented. Curriculum should have an objective: What kind of competence would graduates of the curriculum have at the end?

7. Challenges with Agribusiness Curriculum Curriculum Content and Delivery challenges because Agribusiness very complex: Need for more multidisciplinarity and even trans- disciplinarity: Partnership key Lecturers trained in different environments: Contextualization and local knowledge missing Limited Agribusiness capacity of lecturers and instructors Learning Facilities inadequate Institutional Management problems Best students still not attracted

8. Needs for Reforms in TAE to strengthen Agribusiness Training and Research Aligning tertiary Agricultural Education systems with market needs requires systems restructuring. Restructuring includes accepting official participation of private sector in the management of institutions, in curriculum development and implementation, Need for infrastructure upgrading

9. Needs for Reforms in TAE to strengthen Agribusiness Training and Research Universities and TAE institutions are often jealous of their liberty and “supremacy”. Universities can be rigid and slow in responding to this societal needs for change. Research in Agribusiness related areas is a new area that will require new skills that Universities may not have. Before investing into TAE, Private sector may require some security guaranty.

10. The Golden Triangle ( Jennie van der Mheen, 2015) Government Science Entrepreneurs How can African governments create the Golden triangle of the Netherlands? When will we have Universities and research institutions working together as one Science bloc? When will private sector start financing research and training?

11. Needs for Reforms in TAE to strengthen Agribusiness Training and Research The Bologna Declaration adopted since 1999 in Europe has enhanced the following: Integration of higher education in Europe Quality assurance of offered programmes Exchange of staff and examiners Student mobility strongly supported

12. Some Legal support for Reforms in Africa The Arusha Convention revised in 2011 is the legal mechanism for harmonization of degrees and diploma by AUC The AUC Strategy adopted since 2007 to revitalize Technical and Vocational Education and Training (TVET) to take care of the “huge number of poorly educated and unemployed youth”

13. Some Legal support for Reforms in Africa The STISA 2014 adopted in July 2014 with 6 critical priority areas including “Wealth creation”. The FARA Science Agenda for African Agriculture (S3A).

14. ANAFE’s support to Agribusiness curriculum Reforms Side event on Curriculum reforms organized during the FARA Science Week in Accra in 2013. Agribusiness Education Fair Organized with UniBRAIN partners and incubators in Nairobi in October 2014. Two sessions of B2B organized in Nairobi in 2014

15. ANAFE’s support to Agribusiness curriculum Reforms Research grants in Agribusiness offered from 2012 – 2015 to over 70 BSC and MSC students working under ANAFE SASACID Programme. Internship support offered to over 50 students working under SASACID and UniBRAIN from 2010 to 2014.

16. ANAFE’s support to Agribusiness curriculum Reforms 16 ANAFE member Institutions supported with grants to link up with private sector and to develop new strategic plans, in Senegal, Niger, Burkina Faso, Côte d’Ivoire, Cameroon, Benin, Botswana, Kenya, Sudan, Zambia, Uganda, South Africa, Nigeria and Zimbabwe

17. ANAFE’s support to Agribusiness curriculum Reforms Agribusiness curriculum developed for all levels from Certificate and Diploma to BSC, MSC and PhD: The curricula have had great success and are already implemented by several colleges and Universities. Learning materials in Agribusiness to be published and out soon

18. http://www.anafe.africa.org A.Yaye@cgiar.org