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ACHIEVEMENTS OF THE AMESD SADC THEMA RESULT AREA #4 - CAPACITY BUILDING By Mataba Tapela and Rejoice Tsheko Botswana College of Agriculture. Presentation Format. CONTENT Background Capacity Building Partners Participating Countries Implementation Timeline Distance Education Training

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ACHIEVEMENTS OF THE AMESD SADC THEMA RESULT AREA #4 - CAPACITY BUILDING

By Mataba Tapela and Rejoice Tsheko

Botswana College of Agriculture

presentation format
Presentation Format

CONTENT

  • Background
  • Capacity Building Partners
  • Participating Countries
  • Implementation Timeline
  • Distance Education Training
  • Regional Training Workshops
  • National Training Workshops
background1
Background
  • Result 1 : Improved access by African users to existing basic Earth observation, field and ancillary data
  • Result 2 : Operational information services are established to improve decision-making processes in the fields of environmental management and other policies
  • Result 3 : Political and policy development frameworks are strengthened to ensure active and sustainable participation of African governments in global environmental surveillance.
  • Result 4 : An adequate technical level of AMESD African stakeholders is permanently ensured
slide5

Capacity Building Partners

Capacity Building Institutions

Agriculture Service

Botswana College of Agriculture

Botswana Department of Meteorological Services

Fire Service

University of Botswana

CSIR - Meraka

Drought Service

University of Zimbabwe

Agriculture Research Council, South Africa

Technical Support

ITC, University of Twentee

SANSA, South African National Space Agency

South African Weather Service

Result Area 4:

Aims to ensure that adequate technical expertise for the SADC THEMA is permanently ensured in the region by implementing various capacity building activities

UB, BCA, UZ were charged with the responsibility to drive the development of capacity building Material for the AMESD SADC THEMA core services: Fire, Agriculture and Drought.

participating countries
Participating Countries

Regional Level

NFP

Angola

NFP

NFP

NFP

NFP

NFP

NFP

NFP

NFP

Botswana

Lesotho

Malawi

Namibia

South-Africa

Swaziland

Zambia

Zimbabwe

Disaster MGT

Dept.

Dept.

Civil

District

National

Office

Water Affairs

Forestry

Protection

Councils

Parks

NFP

Mozambique

NFP

Tanzania

National Level

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Distance Education Training

  • Consists of ;
    • Background theory,
    • Powerpoint presentations and
    • Practical exercises
    • Individual project

Screen capture of the standalone training DVD for Agriculture Service

slide10

Distance Education Training

Comments on DE Training

Observed Challenges

  • Slow Internet
  • Challenge in learning to use Blackboard platform
  • Lack of commitment by some participants
  • Insufficient support from supervisors

Strengths

  • Trainees worked from their home countries
  • Training affordable (500€/person for 6 weeks)
  • Used freely available software

Overall balance is positive, as:

Raised a lot of capacity with a limited a budget (96% of targeted 220)

Capacity also built among partners to offer distance education training

Training was used as entry-requirement for subsequent training (60% Participants in RT#1 from D.E).

Participants who failed were given a second chance to do the training.

Exam >> only committed people remain

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Regional Training Workshops

Regional Training Workshops were conducted at SAWS in 3 parallel rooms, where each participant had a dedicated computer

Amesd SADC THEMA Regional Workshop#1 SLIDE Nr. 11 of 19

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Regional Training Workshops

  • Group Picture
  • Group Discussion
slide15

Regional Training Workshops

Participants’ confidence level after Regional Training #2

slide16

National Training Workshops

National Training workshop in Tanzania

National Training in Swaziland

slide19

National Training Workshops

  • Certificates Ceremony
slide20

National Training Workshops

Comments on National Training

Observed Challenges

  • Some participants did not have required background
  • Sometimes different participants came for the training workshops
  • Insufficient support from supervisors
  • Difficult to support non-English speaking countries

Strengths

  • More participants were able to be taught in each country
  • The training provided a platform for networking at national level

Overall balance is positive, as:

Most countries were able to conduct both training workshops

Some participants were now using some of the AMESD Products

the end
The END

Thank You

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