Agricultural Education (as part of TVET) in Afghanistan

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

2. 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?

3. 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

4. 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)

5. 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)

6. Large foreseen expansion vs

7. current large drop-out after grade 6

8. Where should TVET start?

9. GoA Plans for TVET (NESP II) * Increase enrollment of girls up to 30%

10. 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

11. 3. Where do we stand now?

12. 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

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

14. National Agricultural Education

15. 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.)

16. 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

17. 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

18. 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

19. 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

20. Questions?