Ministerial Conference on Higher
Education in Agriculture in Africa(CHEA)

Proceedings of the

PRE-CONFERENCE &POLICY SIDE EVENTS

15 - 19 November 2010 | Speke Resort & Conference Center | Kampala, Uganda

Edited by
Dr. Nicholas Ozor
Prof. Kevin UramaProf. Ekwamu Adipala
Engr. John Okuonzi
Dr. Moses Osiru
Mr. Trust Saidi
Anne Sorennsen

EMinisterial Conference on Higher
Education in Agriculture in Africa(CHEA)

Proceedings of the

PRE-CONFERENCE &POLICY SIDE EVENTS
Edited by
Dr. Nicholas Ozor
ATPS

Dr. Moses Osiru
RUFORUM

Prof. Kevin Urama
ATPS

Mr. Trust Saidi
ATPS

Prof. Ekwamu Adipala
RUFORUM

Anne Sorennsen
DDRN

Engr. John Okuonzi
Kyambogo University
15 - 19 November 2010
Speke Resort & Conference Center
Kampala, Uganda
Organizing Institutions:
African Technology Policy Studies Network (ATPS),
Regional Universities Forum for Capacity Building in Agriculture (RUFORUM)
Danish Development Research Network (DDRN)

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The African Technology Policy Studies Network (ATPS) is a multidisciplinary network of researchers, private sector actors andpolicy makers promoting the generation, dissemination, use andmastery of science, technology and innovation (ST&I) for African
development, environmental sustainability and global inclusion.
ATPS intends to achieve its mandate through research, capacity
building and training, science communication/dissemination andsensitization, participatory multi-stakeholder dialogue,knowledge brokerage, and policy advocacy.
Published by the African Technology Policy Studies Network
P O Box 10081, 00100 GPO Nairobi Kenya
2011

Published by the African Technology Policy Studies Network

ISBN: 978-9966-030-24-5

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Table of Contents
Acknowledgement

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Abbreviations & Acronyms

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SECTION A
Theme: Strengthening University Competence and Practice forEngagement with Policy
1.

Introduction

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2.

Plenary Sessions

123.

University Research - Policy Linkage

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4.

Research Communications

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SECTION B
Theme: Placing Agricultural Tertiary Education in the Policy Agenda
5.

Introduction

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6.

Placing Agricultural Tertiary Education in the Policy

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Agenda7.

Recommendations from the Training Workshop

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ANNEXES
Annex 1: Pre-Conference Participants List

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Annex 2: Policy Side Event Participants List

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Annex 3: Pre-Conference Event Program70

Annex 4: Policy Side event Programme

72

Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTS | 3

AcknowledgementA

The African Technology Policy Studies Network (ATPS) wishes to acknowledge the financial
support received for this workshop through its Phase VI Strategic Plan, 2008 – 2012 fundedby ATPS Donors including the Ministerie van Buitenlandse Zaken (DGIS), the Netherlands
and Rockefeller Foundation, amongst others.

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We thank the Chief Executives of the collaborating institutions or their representatives
including; Dr. Kevin Urama (ATPS), Prof. Adipala Ekwamu (RUFORUM), Anne Sorennsen(DDRN), Judith Francis (Technical Centre for Agricultural and Rural Cooperation ACP-EU,
CTA), and Dr. Lindiwe Sibanda (FANPARN) for their contributions and facilitation during
the workshop. They kept the workshop focused on its core objectives and guided the priority
issues which ultimately informed the key resolutions. We are also grateful to all the ministers,
parliamentarians, vice chancellors and other key stakeholders, who attended the workshop,
for their contributions. We especially thank Dr. Nicholas Ozor and Engr. John Okuonzi for
their role in coordinating ATPS activities during the workshop.
We are grateful to Enrique Mendizabal (e.mendizabal@odi.org.uk) from ODI, and an
external consultant to DDRN who produced the fit-to-purpose materials and documents
prior to the training. Enrique Mendizabal with experience in conducting policy research andtraining within was the main facilitator who led the overall planning and conducts of the
training workshop. He was supported by key members of the organising and convening team.
RUFORUM coordinated the pre-conference org anisation (contact:n.dhlamini@ruforum.org, secretariat@ruforum.org). For the policy training, the local
contact person at RUFORUM was Moses Osiru (m.osiru@ruforum.org). The DDRN
contact person was Dr Anne Sorensen (ams@ddrn.dk). The ATPS contact person was Dr
Nicholas Ozor (nozor@atpsnet.org).
Finally, we are grateful to the entire workshop participants, whose enthusiasm enriched thedebates and discussions during the Ministerial conference. We look forward to their
engagement in future discussions on the roadmap for strengthening higher education inagriculture linkage to policy and practice for Africa's development.

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Abbreviations & Acronyms
AAU

Association of African Universities

ACP

African Caribbean and Pacific

ADSI

African Development Solutions International

ASTI

Advanced Science and Technology Institute

ATPS

African Technology Policy Studies Network

AU

African Union

CAADP

Comprehensive African Agricultural Development ProgrammeCEO

Chief Executive Officer

CHEA

Conference on Higher Education in Agriculture in Africa

CTA

Technical Centre for Agricultural and Rural Cooperation ACP-EU

DDRN

Danish Development Research Network

GDP

Gross domestic product

IAASTDInternational Assessment of Agricultural Knowledge, Scienceand Technology for Development

ISH

Innovation Strategy HouseNEPAD

New Partnership for Africa's Development

ODI

Overseas Development InstituteOECD

Organization for Economic Co-operation and Development

PRSPs

Poverty Reduction Support Papers

R&D

Research and Development

RAPID

Research and Policy in Development

ROMA RAPID

Outcome Mapping Approach

RUFORUM

Regional Universities Forum for Capacity Building in Agriculture

Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTS | 5

Pre-Conference Event

Theme
Strengthening University Competence
and Practice for Engagement with Policy

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1.

Introduction

The African Technology Policy Studies Network (ATPS) convened a pre-conference
workshop meeting with some of its partners including the Regional Universities Forum for
Capacity Building in Agriculture (RUFORUM) and the Danish Development Research
Network (DDRN) to organize a Ministerial Conference on Higher Education in Agriculture
in Africa (CHEA) at the Speke Resort and Conference Centre, Munyonyo in Kampala,
Uganda from 13-14 November 2010. The workshop outline and materials were developed by
the Research and Policy in Development (RAPID) Programme. The main purpose of the two
day training workshop for University staff and other stakeholders was to strengthen theirknowledge and competencies in skills required to better engage with policy. The list of theparticipants and programme of events is provided in Annexes 1 and 3 respectively.
Specifically, the objectives of the training workshop were to:> Identify guiding policy objectives related to strengthening the relationship between
universities and development policy and practice;> Identify and share university success stories and best practices as a way of contributing toProceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTS | 7

development of a coherent argument on the contribution of universities to development;> Identify strategies for improving the engagement and increasing relevance of universities
to development practice;> Contribute towards strengthening the capacity of universities for engaging with policy
makers; and,> Provide recommendations for universities and policy for enhancing the relevance ofuniversities to national development strategies, including Poverty Reduction Support
Papers (PRSPs), Development Strategies and Investment Plans/CAADP country
compacts, and to share these recommendations with policy makers.

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Expected outcomes> Obtain understanding and knowledge of concrete research communication tools andstrategies for informing and influencing policy and practice.
> Create university capacity for engaging with policy-makers> Design of specific strategic objectives and lines of action for engaging with policy-makers.

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Approach and activities
The Regional Universities Forum for Capacity Building in Agriculture (RUFORUM),
together with the Association of African Universities (AAU), the African Technology Policy
Studies Network (ATPS), the Danish Development Research Network (DDRN) and otherpartners, invited 25 public relations officers from RUFORUM universities, 5 program officers
from the RUFORUM Secretariat and 2 university staff from Danish universities, toparticipate in this pre-conference research communication and policy training.
The objective of the training was to give these stakeholders hands-on experience with someof the key tools and strategies used in bridging research and policy, and to get insight into how
to develop engagement strategies for evidence-based policy-making.
The stakeholders participated in the sessions under theme 5: Placing Agricultural Tertiary
Education on the Policy Agenda. As part of the training, brief interventions andpresentations were prepared to provide input into the sessions and discussions under thistheme.
Impact and beneficiaries
The primary beneficiaries are university and RUFORUM program staff concerned withinforming policy debates with research-based knowledge and advocating for the need to givethe highest priority to African tertiary education in agriculture and natural resource. Other
beneficiaries include participants in the Ministerial Conference especially those in the parallelsession on Theme 5.
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1.1
Background
Higher education and research are increasingly being recognized globally as key ingredientsfor achieving sustainable development, even though funding from the international
community as well as from many developing country governments remains low. This isunderpinned by the assumption that human resource constraints pose severe limitations on
implementation of national economic development strategies, and that by investing inknowledge for development, national economic development can be stimulated. It has been
noted, however, that many countries have been slow to support their higher education sectors
and are failing to back rhetoric with action (Harvard University Review, 2005).
There are several barriers to making higher education work for development in Africa,
including inadequate quality of graduates produced due to poor infrastructure, inadequate
capacity for training, weak curricula, high cost of higher education, overcrowding, and weak
university management. At the heart of this problem is the limited funding that is channeled tohigher education institutions and the education sector as a whole. In addition, Higher
Education Institutions have been criticized for failing to justify their contributions. For
example, university staffs have not adequately communicated the current and future impactsof their output, including research, in a way that breaks down the barriers between research,
policy and practice.
What is lacking is a proper understanding of research communication and knowledgetranslation so as to facilitate the use of research evidence to influence policy and effect change.
This can be addressed through systematic interactions and capacity building amongst key
stakeholders including researchers, policymakers, and practitioners. There is need to ensurethat policy makers understand the contributions that universities are making and could
potentially make towards enhancing national economic development, and towards
strengthening Africa's ability to build capacity in agriculture and natural resources, throughtheir mandated role of educating students and generating knowledge.
Universities are well placed to support sustainable development processes by instilling in theworkforce the desired values, attitudes and skills required. However, universities in many
African countries have in the past and still continue to be detached from direct linkages with
policy makers who spearhead development agenda. In supporting the development process,universities are required to become more proactive in engaging with policy makers throughimproved research priority setting, information flow and direct contribution to political aimsof governments through science and technology education and training. As a first step, thisconference provides a platform to build the competencies and capacities of key staff inuniversities on the approach to better engage policy and policy makers, and to increase therelevance of universities contribution to the development process.
Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTS | 9

1.2

Opening Remarks

1.2.1 Remarks from ATPS by Dr Nicholas Ozor, Senior Research Officer (ATPS)
Dr. Nicholas Ozor welcomed participants to the training on behalf of the African
Technology Policy Studies Network (ATPS) and urged them to share lessons learned at theworkshop with their colleagues. He noted the importance of engagement with policy, as ameans of catalyzing change in African countries.
1.2.2

Remarks from RUFORUM by Dr. Moses Osiru, Grants and Networking
Manager of RUFORUM
Dr. Moses Osiru welcomed participants to the meeting on behalf of Prof. Adipala Ekwamu(CEO of RUFORUM) and the RUFORUM Secretariat. Dr. Osiru's remarks were followedby remarks from Anne Sorensen on behalf of the Danish Development Research Network(DDRN), who pointed out that DDRN is glad to be working with RUFORUM and that it waspresent at the training as a facilitator. She also informed participants that DDRN is aknowledge and development network for researchers and practitioners comprising morethan 2,000 members in Denmark and the South, mainly from Africa.
1.2.3

Remarks from Technical Centre for Agricultural and Rural Cooperation
ACP-EU (CTA) by Judith Francis, Senior Programme Specialist CTA
Judith made a brief presentation about the Technical Centre for Agricultural and Rural
Cooperation ACP-EU (CTA). She informed participants that CTA covers seventy nine (79)countries in the African Caribbean and Pacific (ACP) with collaborations and partnerships insome European countries with the aim to develop agricultural research and improve thelivelihoods of communities in their areas of operation. She asked participants, somewhat
rhetorically, why is it that if policy makers, communication specialists, researchers andacademicians had the same objectives, and seeing the same things and same commitment todevelopment then aren't there changes in our institutions? She also informed participants thatlast year CTA commissioned a study, where young researchers in Africa were asked to assess
the health of their institutions in terms of courses taught, relevance of curricula and teachingapproaches. Students felt that they were being cheated by their mentors as they had beenfound incompetent with no job opportunities to absorb them. They felt there was need forinstitutions and policymakers to become more relevant in what they were doing for national
development.
Judith pointed out that CTA is trying to respond to the challenges found in the study throughthe ASTI programme that is being conducted in various African countries where researchers
and university managers are being trained on how to influence policy and in ensuring thatthese policies are evidence based. She said that there are a number of good policies among the
10 | Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTSACP countries that have been well designed, but the problem was that, these policies are notwell known and even universities are not aware of their existence and how they can get
involved in influencing policy development. She mentioned that in cases where these policies
are known and exist, they are not being implemented and the question was, again, why? Sheconcluded her opening remarks by urging universities to work together to increase theirvisibility in community actions and engaging in policy development and implementation. She
thanked RUFORUM, DDRN and ATPS for organizing the forum. She also acknowledged
the Director at CTA for being supportive of such initiatives and all the participants who madeit to the meeting.

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Enrique Mendizabal
giving his presentation

2.0

Plenary Sessions

2.1
Roles of the African Universities by Dr. Moses Osiru
Dr. Osiru started his presentation by asking participants to consider the roles that African
universities were playing over the years. Why are they being continually referred to as 'ivory
towers'? Why has higher education funding remained low over the years?
From his presentation he also clarified the overall objective of the meeting which is tostrengthen the knowledge and competencies of academicians, researchers and development
practitioners in skills required to better engage with policy. With these overall objective theexpected workshop outputs included;> A better understanding and knowledge of concrete research communication tools andstrategies for informing and influencing policy and practice;> Capacity of selected key university staff for engaging with policy-makers; and,> Specific strategic objectives and lines of action for engaging with policy-makers.
In his conclusion, he thanked DDRN, RUFORUM, ATPS and ODI for joining hands to
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ensure that the meeting took place and all participants for being present. After the remarks by
Dr. Osiru, participants gave brief introductions of themselves.
2.2

RAPID Outcome Mapping Approach in policy research by EnriqueMendizabal, Head of RAPID programme
Enrique gave an introduction of the RAPID Outcome Mapping. The ROMA approach,according to Enrique, is a way of systematically planning policy influencing interventions.
ROMA follows a rational and well recognized planning narrative to support policy
entrepreneurs to take advantage of the often limited information they possess and to develop
the most appropriate influencing strategies. The approach encourages the polity entrepreneur
to pay particular attention to the vision of change, the context and how change actually
happens in their sector, their own circumstances, mandate, competencies and skills and theroles played by all relevant actors. The approach is not prescriptive but instead encourages
critical thinking – ideally among peers and allies. After the necessary introductions,participants were asked to work in groups – which included participants from different
countries - to address two key questions:
1. Why are universities important for the development of policy, practice and outcomes?
2. How can universities strengthen policy, practice and outcomes?
The participants engaged in plenary sessions and a number of issues emerged on theimportance and roles of universities. They expressed that universities are centres ofknowledge production and generation as they do various research to generate knowledge.
Research helps in understanding underlying policy assumptions. In this regard, universities are
centers for research to inform policies which enrich the policy making process. In addition,
universities help in solving practical problems, by providing improved materials. Universities
also help in understanding the social, economic and cultural aspects of the country and they
serve as the main actors in national development. This implies that universities help improve
the livelihoods of people as they have the expertise that drive the country forward.
Universities can strengthen their engagement in policy by changing their own roles such asteaching, research and engaging communities. They can influence policies at various levels
including scaling-up their practices to national levels, offering policy training and educationand enhancing the general understanding of policies among their stakeholders. For example,
at Mekelle University in Mekelle, Ethiopia, there is a short course on ways of conducting
research. Apart from these, universities can strengthen policies by creating an enabling
environment for research, entering into agreements with policy making bodies, engaging
policy makers in workshops and conferences, establishing centers of excellence which housethink tank groups, and having representatives from universities in policy making organs (e.g.
parliaments). Universities can also engage in open days and workshops, conduct outreach
Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTS | 13

activities and research along the value chains, increase their visibility in national development,
and identify themselves as agents of change and providers of solutions for development.
2.3
Summary of the roles of the university
Universities play a number of roles in their context, namely: teaching, research and policy andcommunity outreach. They influence policy change through their teaching role by molding
future policymakers, as well as providing research based evidence to policymakers.
Universities provide innovations and solutions to farmers and other users of researchfindings and undertake a number of influencing and communication activities to reachpolicymakers. Furthermore, universities engage with policymakers as well as otherstakeholders throughout the research cycle.
2.4
Developing an effective message
Enrique Mendizabal gave a presentation on 'How to develop an effective message?' The
presentation emphasized on three main components of an effective message: the message
itself, the audience of the message, and the channels through which the message iscommunicated. He made a number of important points and illustrated the relevance ofunderstanding the audience of which he pointed out that understanding must go well beyond
information that is publicly available. As such, researchers should seek to understandpolicymakers' own personal influences and the factors that affect their value andinterpretation of evidence. Knowledge of the network of trust and their political, economic
and personal allegiances to people, organizations and ideas is indispensible. Researchers must
understand why an issue may or may not be of interest or relevance to their audiences. The
message must be seen less as an 'ask' and more as an argument. The more complete andcoherent the argument, the more effective and memorable it will be. An effective message is
all about prioritizing and not dumping down. Researchers must decide what is worth
communicating to their various audiences, and at different moments as not everyone isinterested in the same things all the time. When developing a message, researchers need to try
to answer the following questions:> What background information is required to understand the issue?
> Why is this issue important or urgent?
> How does this affect your target audience? Why should they care?
> What action can they take based on the situation?
A good message attempts to establish a personal relationship between the messenger and theaudience. Researchers must be confident as people tend to listen to those whom they trust or
those who act with confidence. Enrique emphasized that there are a number ofcommunication channels that researchers must keep in mind. After the presentation,
participants were asked to work in groups and think about their own messages. The guiding
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question was: What would they tell a minister or member of parliament (MP) if they met
him/her during the CHEA event? After a few minutes some participants volunteered to share
their messages. Some of the feedback provided included:> Create a personal relation with the audience – mention a meeting you both attended,or refer to a presentation, or TV interview they gave.
> Give them enough background so that they know who they are talking to and what
about.
> Give them something they need: votes, good news and reassurance that they are notdoing everything wrong.
> Provide them with a clear action for them to follow up on. If it feels too daunting, they
won't know what to do.
> Leave them with some information or give it to their aides.

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3.0

University Research - Policy Llinkage

3.1

University Research – Policy Linkage: Why the Problems Persist in Africa byProfessor Osita Ogbu (Ph.D., FNAE), Executive Director, African
Development Solutions International (ADSI)
Professor Ogbu raised a number of important issues related to the orientation and attitudesof researchers, the isolation of the researcher, the lack of entrepreneurial spirit to market
ideas, failure to understand how decisions are made, arrogance and naive attitudes by thinking
that research will speak for itself and that policymakers must accept their research. He
outlined the construction of research and the research process. He pointed out that the
researcher is isolated and this has led to lack of collaboration. He pointed out that mostresearchers are trained to operate in the silos of their discipline and are overwhelmed byteaching and publishing for promotion. The absence of mentors affect the work of
researchers as some may be sentimental (populist) and driven by ideology rather than reality.
He argued that some researchers are arrogant and naive which works against them as humility
is required to be able to influence policy. Their naivety is based on lack of knowledge by the
researcher of the dispositions of the policymaker.
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Another challenge is the lack of appropriate language for communicating with policymakers
in order for researchers to be deemed relevant. Most researchers are driven by the assumptionthat they possess priceless information that policymakers need. As such, they do notunderstand how policies are made and do not study the policy making process, which is
crucial. He also noted that researchers lack the skills to participate in the market place for ideas
such as public debates, championing of a certain view points and writing for popular
readership. The researcher lacks the entrepreneurial spirit to market his/her ideas and fails toestablish a strong reputation.
On the construction of research and the research process, Professor Ogbu asserted that thedesign of research ignores the potential user. As such, the research is problem-defined andexecuted by the researcher hence no buy-in by the policymaker. Initial buy-in is important but
not enough; the research process lacks constant interaction and feedback failing to takeadvantage of emerging policy concerns. With regards to the research – policy environment,
Professor Ogbu asserted that serious political trade-offs take place: not every demand can be
met. Access often demands trust –policymakers are unlikely to trust anyone's advice because
they are pre-programmed to be cautious. African governments are likely to depend on
external knowledge from where they get funding for their projects. He also argued thatgovernments create institutions that they do not properly fund and the researchers are notmaking themselves relevant to attract government attention.
With regard to governance, Professor Ogbu argued that budgeting itself is a political process
and African governments place less emphasis on R&D. Most governments are not promoting
knowledge brokerage, some governments are only struggling to survive, and there are no
incentives to reward policy researchers. On the way forward, he recommended the need tocreate platforms that bring researchers and policy makers together to interact. Universities
must have 'big bangs' on certain fields and have authority to tell policymakers what to do andthe risks associated thereof.
In a nutshell, Prof. Ogbu offered a number of recommendations:> Capacity building and skills acquisition to bridge the knowledge gap on both sides.
> The platform to support research in the universities should go beyond their current
preoccupation for revenue generation to policy influence; innovations and patents asmeasures of their performance.
> Build trust and avoid self-doubt.
> Researchers must be able and willing to compete with the private sector for research andother policy-related research consultancies advertised by the government.
. Need for humility on the part of the university researchers and an understanding on thepart of government that the universities can equally deliver quality and on-time research.
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> University collaboration and coordination need to be enhanced to create big projects andcreate a pool of skills.
> Universities must acquire reputation in certain fields and make themselves indispensable
authorities in given fields.
> Researchers must become risk takers and acquire a persevering attitude.
> Under the Office of the Vice Chancellor, a similar unit can be used to organize researchand intellectual discourse that is targeted at policymakers.
There is need to design training programs that will build the capacity of selected university
researchers and administrators and government officials on how the three can meet (i.e. on
how productive relationship that serves the interest of the parties can be constructed).
Professor Ogbu explained that policymakers are influenced by a number of factors. Evidenceis viewed through various lenses including: experience, judgment, resource constraints,
values, political and economic interests, habit and tradition, pressure group influences,
pragmatism or ideology, etc.
Policymakers and researchers, due to the nature of their work, tend to see evidence indifferent ways:> Researchers think of evidence as context free, theoretically driven, empirically proven,long term enterprises, etc.
> Policymakers think of evidence as context dependent and not ideologically driven so noneed to use evidence to develop/support a view point or approach.

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It is possible for research to play a role and in particular to influence the value for money andoutcome of a policy once it is implemented. Policy entrepreneurs should attempt tounderstand external and internal landscape as much as possible. This includes thinking about
the nature of their organizations and their position in the policy space. For example,
universities as policy research centres compete or collaborate with other organizations such asprivate think tanks, consultancies and the media. Similarly, they must understand how change
actually happens in the context in which they work.
For example, in some cases, change can be explained as a coincidence of a number of factors
like tipping point that leads to great shifts in policy; or as the consequence of the concerted
action of coalitions; or as the decisions of political, economic and intellectual elites; or as aresult of changes in the way that ideas or messages are framed and understood by the public.
Policy entrepreneurs need a set of skills such as storytelling, networking, managing, fixing or
political negotiation and research skills.

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3.2

RAPID Outcome Mapping Approach (ROMA) Models by EnriqueMendizabal, Head of RAPID programme
Enrique proceeded to present the RAPID Outcome Mapping Approach (ROMA). He
explained that the approach is based on a number of models and what is accepted as goodpractice in planning. To illustrate this, Enrique asked the participants to think of the steps theywould take to develop a strategy to influence policy. The steps that they came up with were
almost the same as the ones suggested by the ROMA.
He explained that the approach should help policy entrepreneur collect more information toassist in developing the most appropriate strategy. These may include a number of
influencing approaches, such as more research, academic publications, online
communications, media engagement, networking and coalition building, capacity building
and teaching. The ROMA is described in detail in the Briefing Paper: Helping Researchers
become Policy Entrepreneurs: http://bit.ly/c3PUXk.
Enrique Mendizabal introduced a new step: Step 0. This step was thought of as a way of kickstarting the ROMA process while avoiding the usual tendency of its users jumping straight toVision/Objectives
ACTORSHow doeschangehappen?

Who arewe?

Mappolitical
context

Identify key
stakeholders

Establish
monitoring
and learning
frameworks

Figure 1:
The steps
involved in
RAPID Outcome
Mapping Approach

Analyse internal
capacity toeffect change

Identify
desiredbehaviourchangesDevelop a
strategy

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filling boxes or suggesting tactics. During the 2010 retreat, the RAPID Programme teamdiscussed the possibility of encouraging discussion based on three components. The fourthcomponent was added by Enrique Mendizabal for this workshop, after testing it in a meetingof European think tanks in ODI, as shown in Figure 1.
The idea is that teams should start the planning process by establishing a vision, i.e what the
future looks like, the particular role that they play in this future world in relation to otherrelevant actors, considering the way change takes place (using theories or examples toillustrate this and highlighting the role of various actors), and reflecting on theirorganisation's' own nature and competencies.
The teams were encouraged to discuss these issues with each other, allowing the answers foreach to influence the others. The process reflected the nature of policy change and influence– slightly chaotic and iterative, strengthened by feedback loops. Out of this discussion, policy
objectives, details of the context, key actors, risks and opportunities should emerge.
The ROMA process can then kick in by defining the policy objectives, studying the context,
identifying and assessing the position of key actors, establishing specific policy objectives forthem, developing a strategy, considering the resources and capacities necessary to implement
the strategy and developing a monitoring, learning and evaluation framework.
The ROMA presentation highlighted that there are a number of tools that can be used in eachstep of the outcome mapping approach. RAPID suggests some tools that the programme
finds useful but others can be used as well. He noted that not all steps are mandatory. The firstfew steps are designed to provide more detailed information about the context, the actors
involved and how they are expected to change. This information should make decision
making easier and better informed. It is possible, though, that an initial assessment of thecontext provides the policy entrepreneur with the necessary information to decide what to do.
The same tools used for planning can be used for monitoring progress. On specific steps, hepointed out that although setting the policy objective can be a difficult task, it is possible tobegin with a broad objective and then through a deeper analysis of the context and theprevailing situation of the education sector and the policies to address it, refine the objective
until it is 'SMART'. The more specific the objective the easier it is to identify actions to achieve
it. For understanding the context, there are many tools and levels of analysis: political
economy analysis - to understand the institutional framework and incentive structure that
promote or hinder change, social network analysis or organisational assessments - to addresss
intra and inter organisation relations and the causes of their support or opposition to change,and even behavioral economics or sociology - to better understand the motivations ofindividuals.
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The analysis of the actors requires a careful consideration of the various causes for theirsupport or opposition and interest or lack of interest on a particular issue or policy objective.
Actors can be mapped onto the same position in the Alignment, Interest and Influence
Matrix, for different reasons and therefore the policy entrepreneur will have to attempt to
influence them in different ways. Also of great importance is the need to prioritise the focusof the intervention: maybe on those who have the most influence over the outcome of apolicy process. Policy objectives can also be analysed in greater detail. For example, they canbe described as changes in discourse, attitudes, processes, content and behaviours. They could
refer to changes in the policy making environment, the policies themselves or the policy
makers. This greater detail, again, helps the policy entrepreneur decide how to bring aboutchange. It is not the same thing to change the discourse as it is to change the content of apolicy. Enrique Mendizabal closed the first day by describing the Alignment, Interest andInfluence Matrix (AIIM) and the Force Field Analysis tools.
3.2.1
Lessons learnt from RAPID programme
Enrique Mendizabal presented the lessons learnt from the RAPID programme and the
ROMA. He pointed out that the participants should consider that the literature, case studies
and the experience of policy research centres across the world confirmed his views. On themain lessons learnt from the RAPID programme, Enrique pointed out that policy processes
and social realities are complex. In this regard, complexity refers to the degree of uncertainty
that exists in the context, about the possible course of action available to the policy
entrepreneur and the expected outcomes of those actions. Complexity requires the use ofanalytical tools designed to better understand the context, find patterns, guidelines andrecommendations. Complexity is simplified by thinking of the research-policy interface interms of two completely separate communities with a gap in the middle that needs to be
bridged. This interpretation of reality leads researchers to think of impersonal but direct
influencing strategies such as media, publications, campaigning, etc. He argued that uponcloser examination, there are a number of actors and spaces that link policy and research.
These include researchers who are also policymakers, think tanks, regulatory bodies andexpert editors in the media; and the options to influence or reach those who have power toopen up to the possibility of influencing others.
3.3
Summary of the discussions
Participants were asked to consider and share what they found interesting from thepresentations. Some highlights include:> The importance of breaking down 'policy change' into more detailed components:
discourse, attitude and content.
> The importance of planning and greater pro-active policy entrepreneurship.
> The threat that knowledge dependency poses on African researchers and policy making.
Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTS | 21

>
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The importance of the ability to construct effective messages and to be clear whencommunicating.
Engaging all possible options to influence policy makers, for example introducing
courses on policy.
Research and policy environment analysis is essential for researchers and policymakers towork together.
The relationship between researchers and policy makers is not linear but rather complex
and involves a number of stakeholders with diverse interests.
It is important to prioritize who to work with and to decide what aspect of policy one
would like to influence as one approaches policy makers.
Policy entrepreneurs need to be aware of the context within which policies are made inorder to be actively involved in the policy making process.
Getting into agreements with policy making organs and universities is an effective
mechanism for influencing policy as is evident in the Catholic University in the
Democratic Republic of Congo (DRC).
Networking with local and international institutions is important.
Being able to communicate strategically is crucial.

Participants were then asked to attempt to kick-start the ROMA process with the 'Step 0'
discussion. Enrique suggested that in each group, one person should be responsible forkeeping track of the conversation in relation to one of the four components: vision, change,organization and actors. This would ensure that the participants did not leave out any ofthem. The discussion would allow the participants to begin drafting a strategy. Enrique
suggested that they write short statements about: vision and impact as well as purpose andpolicy objectives.

44

During the group work, the outcomes were interesting in the sense that in some cases,
participants found it difficult to tell the difference between 'how change happens' and 'howthey intend to bring about change'. The objective of the question 'how does change happen?'
was to explain the political economy of change – the forces that promote or hinder change,
the roles that different actors play, etc. The suggestion about how change can be promoted byresearchers was based on the description of how change happens.

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Another interesting thing was that it was difficult to avoid filling in the boxes. Althoughparticipants were encouraged to 'just have a conversation' about these issues, in no particularorder and in an iterative manner, many went straight to write things down. This reflected aculture that exists in the development sector in which people are used to completing tables
and frameworks: the input-output logical chain. One of the objectives of this 'Step 0' is tochange this form-filling culture.

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4.0

Research Communications

4.1

Strategies for research communications By Enrique Mendizabal, Head of
RAPID programme
Enrique gave a presentation on research communications focusing on the development ofstrategies. He stressed that while research communication strategies contribute to broadening
influencing strategies, communication activities can be useful for influencing policy. The
other communication strategies are networks and partnership building, capacity development
and teaching, and collaborative research.
A communication strategy normally has communication objectives which are not the same aspolicy influencing objectives. For example, a policy objective may be to change the budget
allocated to universities for research on agricultural development; but the communication
objectives may be to raise the profile of the researchers so that they may be called by MPs togive input into budget debates, increase the participation of a wider group of actors in thetertiary education funding debate, position an organization's brand in a new area of work, etc.
These communication objectives should contribute to the achievement of the policy
Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTS | 23

objectives. Of importance in the communication strategy are the audiences, contextual issues
on the factors that affect and explain policy change, as well as tools and activities. In
communication, there are a number of options for researchers to use: publications (journal
articles, working papers, briefing papers, policy briefs, opinion pieces, etc.), online
communications (websites, blogs, online communities, updates to Wikipedia, etc.), media
engagement (op-eds, press releases, features, articles, interviews, etc.), events (public, private,workshops, seminars, conferences, etc.). Resources, timescales, evaluation and learning
should also be considered.

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After this input, the participants were asked to revisit their strategies and in light of theoptions presented by communication strategies; attempt to outline the approaches andspecific activities for influence. At the same time, participants were asked to share goodpractices for engaging with policy makers and other stakeholders.
4.2
The draft strategy
Participants presented their draft strategy outlines using the model presented below. They
were also asked to write good practices that were later displayed and discussed.
Impact – Vision

How does change happen?

Purpose and outcomes – Policy objectives for key actors

Approaches to influence

Specific activities

How can we work together?
Draft Strategy Outlines

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4.3
Case Studies
The purpose of the case studies was to bring out the dynamics of policy evolution, enabling
environment and best practices from various countries.
4.3.1 NigeriaeddDr. Nicholas Ozor
explains the strategy
from Nigerian case studyy4.3.2 Sudan

Dr. Mohamed Elgalipresents the casefrom Sudan

The Nigerian case study offered an
example of how policy had been changedin the past, illustrating how change
happens. The case demonstrated thatchange can take place if the university isable to improve its own systems andcompetencies through cur ricula,incentives for lecturers and students, etc.
Such changes can help secure more
funding from the private sector and also
encourage the participation of otherstakeholders, such as women in the
agriculture sector.

The Sudan case study presented astrategy that focused on establishing
universities in Sudan as key contributors
to the development of a peaceful andeconomically stable society. The
participants stressed the role that
universities can play in building thecapacity to broker and promote peace
and to encourage sustainable growththrough its teaching and research.

4.4
Good Practices
The following practices presented by participants (as indicated) were considered good for
influencing the policy making process.
>Participation in the drafting of relevant policies (Kenya).
>
Promote researchers to engage in consultancies with policy makers (Tanzania).
>
Share research findings in Agricultural Shows (Tanzania).
>
Establish agreements between universities and parliaments to review draft legislationand offer advice (DRC).
Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTS | 25

>
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Establish alliances with other universities to petition the government for support(DRC)
Communicate research on key policy areas to political parties and the media during theelectoral period.
Open days where policymakers, the private sector, NGOs, and other stakeholders cometo the university to learn about recent research and innovations (Malawi).
Members of the university or department council should be appointed from thegovernment and the private sector (Swaziland).

4.5
Recommendations for influencing change in Universities
The last sessions of the day focused on identifying a list of recommendations that could betaken to ministers and MPs during the Conference and that could serve as a guide for theparticipants to attempt to influence change in their own contexts. Four participants
volunteered to discuss this further and to present them during the Theme 5 event. They were:
Prof. Moses Kwapata from University of Malawi, Bunda College of Agriculture; Prof. Martin
Obanda from Jomo Kenyatta University of Agriculture; Dr. Anslem Onyimonyi from
University of Nigeria, Nsukka; and Prof. Marietta Dlamini from University of Swaziland.
After some debate, the final list was agreed as follows:> Universities can be supported in a number of ways in addition to direct funding. For
example, they can be supported by encouraging development of the agriculture sector
which would demand more experts and professionals from universities, or throughchanges in the policies that govern university curricula, or through incentive structures.
> Researchers recognize that they must be more careful about their engagement with
policy makers: understand their constraints, interests, improve their communications,engage with them from the start of a research project, organize trainings and workshops
to support their teams, develop open days to encourage direct transfer of ideas, etc.
However, policy makers need to attend these events, read the research and provide
feedback and let researchers know what their capacity needs are.
> Promote inter and intra country collaboration and sharing of best practices. At theregional and national level, universities can seek to specialize in areas of comparativeadvantage to become known as experts in those issues or in relation to the needs of theircommunities.
> Encourage the use of local experts: Policy makers should be confident that African
universities have expertise in key policy areas. if the right expertise is not present, engage
the 'North'. To support this, universities should be more proactive in their marketing ofexperts to the government and the private sector.
> There is an urgent need to invest in human resources and infrastructure.
> There is a need to re-think the roles that universities play in the development process andin African societies.
26 | Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTS

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Governments can support the enabling environment for higher education in agriculture
to allow universities to meet their primary mandates producing relevant high level humanresources, promote equity, quality and accessibility in tertiary agriculture education.
University managers, academicians and researchers have isolated themselves from thepolicy making process of government, to the extent that even when opportunities areavailed to them, they still remain inactive. This limits their inputs into the policy making
process. In spite of these shortfalls, however, universities have a critical role to play in thesocial and economic development of not only their individual countries but of theregion and the continent as a whole.
Governments can alleviate the situation by effectively utilizing the existing pool ofexpertise (examples, the Faculty of Law at the Catholic University of Eastern Africa,
DRC is engaged in the drafting and reviews of bills; In Malawi, the Ministry of Financeconducts pre-budget consultations with the University of Malawi).
Governments should invest in and rationalize human resource and infrastructuredevelopment to enhance education and research in agriculture. For instance, there aremany situations where resources are mismatched, and therefore not effectively utilized.
In the spirit of African unity, governments should support in-country and cross-country
collaborations in the interest of optimizing existing human and material resource
utilization across the continent. For example, it should not be extraordinary for a faculty
member from a university in Nigeria to visit a university in Kenya for a sabbatical leaveand vice-versa.
In this fast changing world governments should assist faculty members and universities
to reposition themselves to meet emerging challenges and expectations and make their
institutions global centres of excellence.

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Policy Side Event

Theme
PLACING AGRICULTURAL TERTIARYEDUCATION IN THE POLICY AGENDA

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5.0

Introduction

This session aimed at exposing policy makers to the critical role and benefits of higher
education to economic development in sub Saharan Africa. This meeting was graced by theattendance of various Members of Parliament from East Africa and Southern Africa. By
composition there were 4 Members of Parliament from Uganda, including the House
Speaker, Hon. Edward Ssekandi, one Permanent Secretary from the National Republic ofLesotho and one Member of Parliament from the National Assembly of the Republic ofZambia. The side event attracted other practitioners from research institutions and media
organizations. The lists of participants and event programmes are provided in Annexes 2 and4 respectively.
5.1
Background
Africa still lags behind in meeting her own development targets. Much can be surmised fromthe fact that farmers in the state of Iowa, USA, produced more maize (Africa's mostimportant staple food) in 2007 than all African countries put together in the same year
(Eicher, 2009). In spite of this poor performance, Africa continues to receive large amounts
Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTS | 29

of aid from the international community every year. For example, aid was reported to be in the1
region of 35% of the total official development assistance (ODA) in 2009 . According to theInternational Assessment of Agricultural Knowledge, Science and Technology for
Development (IAASTD) report, there is a need to refocus design of new initiatives within thefollowing contexts:> Current social and economic inequities and political uncertainties about war andconflicts;> Uncertainties about the ability to sustainably produce and access sufficient food;> Uncertainties about the future of world food prices;> Changes in the economics of fossil-based energy use;
> The emergence of new competitors for natural resources;> Increasing chronic diseases that are partially a consequence of poor nutrition and poor
food quality as well as poor food safety; and> Changing environmental conditions and the growing awareness of human responsibility
for the maintenance of global ecosystem services (provisioning, regulating, cultural andsupporting) (IAASTD, 2009) in order to spur sustainable development.
Similarly, new approaches are required that bring together all stakeholders in innovation
systems approaches to tackle new and emerging challenges (Eicher, 2006).
Purpose and objectives:
The purpose of the side event is to provide exposure to policy makers on the critical role andbenefit of higher education to economic development in SSA. Specifically, the workshop
aimed to achieve the following:
1. Derive lessons learnt from case examples of successful partnerships between
researchers, policymakers and practitioners in Africa and elsewhere;
2. Provide recommendations for universities and policymakers for enhancing the relevanceof universities to national development strategies, including Poverty Reduction Support
Papers (PRSPs), Development Strategies and Investment Plans/CAADP country
compacts, and share with policy makers at the Ministerial Conference for Higher
Education in Africa; and3. Create a network of institutions to sustain improved linkages of stakeholders indevelopment research policy and practice for Africa's development.
The African Union (AU), through the New Partnership for Africa's Development (NEPAD),
has developed the Comprehensive African Agricultural Development Programme (CAADP)
as the leading strategy for driving economic development on the African continent. CAADP,
1

Development Aid at a Glance: Statistics by Region. Chapter 2. Africa. 2011 edition

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through four interlinked pillars, calls for a six percent annual increase in national GDP growth.
As a key instrument in achieving its vision of developing quality human resources andcontributing towards increased mobility of Africans around Africa and globally, the AU
regards education as an issue cutting across all CAADP pillars. There is an explicit
acknowledgement by the political leadership of Africa, including the AU, of the indispensable
place of a revitalized and reoriented higher education system in the development of Africa's
agriculture, and subsequently poverty eradication in the 21st Century. Thus, the AU has, forthe first time, identified higher education as an area of focus in its Framework of Action forthe 2nd Decade of Education in Africa, and has created a working group on higher education(one of seven working groups) to develop the higher education component of the
Framework. After decades of neglect of higher education, African Universities and their
networks must now take advantage of this goodwill to achieve the following:> Re-engineer themselves for development relevance;> Lobby for political commitment through sustained engagement with policy processes,
including advocacy; and> Strengthen networking capacity to foster cross-learning and achieve economies of scaleand scope.
If research is to have any major impact in terms of guaranteeing the development gains in
Africa, the results must inform and shape policies and programmes, and be adopted into
practice. Research outputs are meaningless unless they make a change in the direction desiredby the researcher. However, it needs to be appreciated that the process of realizing this goal iscomplex as it involves other actors who may not share the same views as the researcher. This isbecause researchers and these other actors, especially policymakers and practitioners, often
live in very separate and different worlds. For example, their dynamics, values and ways ofhandling evidence are very different. For instance, the language of the researcher and that ofthe policymaker or practitioner are so different that unless decoded, they might not makemuch sense to each other. As a result, research-based evidence is often only a minor factor
when policies for development are formulated and practices shaped. On the other hand, theresearch sector believes that it is only when the products and processes of research efforts areapplied that sustainable development can be achieved. Likewise, tacit knowledge from thepractitioners rarely reaches the researchers or those that make decisions. This lack ofagreement between the various development actors has created wide gaps between themhence limiting the realization of development gains.
Research results often need to be contested, debated and tested again and again before
consensus can be reached on recommendations for policy and practice. Besides, the processof policymaking is never straightforward and does not absorb just any evidence from research
to be put into policy. For example, although most policy processes do involve a sequence ofProceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTS | 31

stages from agenda-setting through decision making to implementation and evaluation, theyrarely take place in this orderly manner. Instead, often times, policymakers tend to be moreheavily influenced by their own values, experience, expertise and judgment. They succumbmore to the influence of lobbyists and pressure groups and pragmatism based on the amountof resources they have available rather than by research-based evidence. This is a serious issue,
especially in most developing countries of Africa where national policy processes are often
distorted by external influences and donor policies.
It becomes imperative, therefore, to review the linkages between research, policy and practicewith a view to identifying strategies for strengthening the uptake of development research
into policy and practice in Africa. It is important, going forward, to note that sustainable
policy research and implementation linkages in Africa will require the development of astrategic vision and a proactive approach that contextualizes the research agenda and its
consequent activities. It requires a proper understanding of research communication andknowledge translation so as to facilitate the use of research evidence to influence policy andeffect change. This can be achieved through systematic interactions and capacity building
amongst key stakeholders including researchers, policymakers, and practitioners.
Meeting Beneficiaries
The immediate beneficiaries of the workshop are universities in Africa and higher education
networks concerned with informing policy debate with research based knowledge;
participants in the Ministerial Conference on Higher Education in Agriculture, especially inthe parallel session on Theme 5 and other agricultural stakeholders on the continent who will
benefit from returns from higher education.
5.2
Remarks by Dr. Nicholas Ozor, ATPS
Dr. Ozor giving his welcome remarksIn his remarks on behalf of ATPS, Dr. Ozor, SeniorResearch Officer highlighted the need for universities involved in agricultural training to be
actively engaged in development processes especially by influencing policy through policy
research. He also noted that though agriculture is the mainstay of many African economies,
many countries had failed to adhere to the 10% budgetary allocation as per the Maputo
Declaration on Agriculture and Food Security in Africa. He also stressed that it is necessary
good will for scholars and policy makers to sit together, an opportunity that this Ministerial
conference has provided, to make a difference.
5.3

Remarks from DDRN by Dr. Anne Sorennsen, Danish Development
Research Network (DDRN)
Dr. Anne Sorensen gave a brief background about DDRN. In her introductory remarks she
thanked the organizers and all those that facilitated the meeting. She informed participants
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that DDRN is a non-profit making institution that promotes knowledge use in development.
She also pointed out that DDRN has recently expanded its operations and is now operating inthe sub Saharan Africa region where it is collaborating with a number of institutions bysupporting research based findings to facilitate development.
5.4

Remarks from Haramaya University-Ethiopia by Professor Billy Kassie,
Vice Chancellor, Haramaya University-Ethiopia
Prof. Billy Kassie, in his opening remarks noted that most African scholars are not actively
involved in policy decisions relating to agricultural education in tertiary institutions. He urged
the academic community to work closely with policy makers to ensure that the current
mistrust existing between academia and policy makers is resolved, and to refocus the curricula
to ensure that the labour force being produced fits the labour market.
5.5

Opening Address by The Rt. Hon. Edward K. Ssekandi, The Speaker ofParliament of the Republic of Uganda
Delivering the opening address, the Rt. Hon. Edward K. Ssekandi, Speaker of Parliament of
the Republic of Uganda extended his warm greetings to all the participants. He was pleased
with the invitation to give the opening address at this side event. He was excited to be part ofamong the team to deliberate on the position of African's Agricultural tertiary education. He
was grateful to be among you and witness great minds debate this challenge of our times, given
the significance of Agriculture to the economies of African countries.

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The Rt. Hon. Edward K.
Ssekandi giving his
opening address

Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTS | 33

African Universities have contributed to the continent's development in several ways, andplacing the university system in policy limelight through raising their profiles is indeed very
important. It is important to note that African governments are committed to thedevelopment of tertiary education in general and agricultural education in particular. This ison the premise that higher education is the most sensitive area of investment. It is politicallyand socially sensitive in that governments need both highly-trained people and top-quality
researchers to formulate policies, develop programmes, and implement projects that are
essential to national development.
Policy support to agricultural education and research is even more important given the role
the sector plays in Africa's development. The sub-optimal performance of the sector over the
decades is a reason good enough to have agricultural tertiary education given more focus. A
number of pronouncements at many high level meetings by African leaders and leaders of
institutions of higher learning in the region have continuously reaffirmed the urgent need todevelop university education in Africa and to ensure adequate policy support.
In my opinion, this support should not be blinded by emotional and less evidence-based
consideration. The drive to address the challenges facing the expanding university system liesin the successful resolution of the tension between the efficient and effective utilization ofexisting resources, on the one hand, and intensified demand for more and better qualified andhigh performing agricultural experts, on the other hand. Transformative policies are required
to boost this effort.
The drive for effective policy support should also not be a mere blame game or diversionary
tactic but it should be with the intention of identifying the real causes and providing
appropriate solutions. In many of our countries the objectives of tertiary education are
clearly spelt out and the policy support should only come in to boost their realization. Theseamong others, include:> Participation in the discovery, transmission and preservation of knowledge as well as
stimulation of the cultural and intellectual life of society;> Determination of who may teach and what may be taught and how it should be taught inthe university;> Playing an effective role in the development and expansion of opportunities for African
communities.
At the heart of policy decisions to be made by our governments lies the question of
investment. Investments in human and institutional capacity development are criticallyimportant decisions in the development process for both the public and private sector
decision makers in Africa.

34 | Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTS

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Many reports provide credible evidence for returns to investing in tertiary education. In
Africa, similar investments in agricultural tertiary education in particular would enhance
productivity. From reliable literature, the total public budget devoted to education in subSaharan Africa is 17.4% - a bit above average for the world's 15.2%. In addition, theproportion of these investments in higher education is also significant, ranging from 15-25%of the overall education budget for many African countries. What has not gotten a fair share is
agricultural tertiary education, despite its significance to our economies.
At the tertiary education level such an investment could go towards improving the quality of
postgraduate training and research. Today, there are questions about the productivity ofinvestments in Agricultural tertiary Education in Africa and around the world. Some think
there are low returns on investment and certainly long lag times to these investments. To
many, agricultural tertiary education is seen as urgent. When public funds are relatively scarce,the “tyranny of the urgent” tends to limit investments in higher education in favor of moretime-critical investments. The good will from our governments is there. My only challenge tothis gathering is to craft better policy engagement strategies practical enough for realization ofuniversity goals for development. Any policy support must, as a matter of urgency, be geared
toward enabling the achievement of the following among others:> Quality and relevant agricultural capacity demands> Ability to capture the benefits of universities in terms of their social productivity
You are aware, as I am, that recent discussions about investing in education for development
are often couched in terms of whether it is best to invest in primary or secondary or tertiarylevels within the education system. The segmenting of education systems into separate parts
may not be a useful perspective, however, for obtaining the most productive outcomes ofnational investments in education. I would, therefore, recommend a holistic and long term
view for sustainability. It is best that primary, secondary and tertiary education is viewed as a
stream of activities but because the legislative process tends to separate them, it is importantthat there be close co-ordination in investment, advocacy and appropriations for education.
Within the tertiary education subsector, decisions on allocation to different professional lines,
including agriculture, should also be formed with strategic regional and national development
aspirations.
In agricultural education, investments and programs should be focused on production ofqualified human resources to man the various technology and policy development spheres.
Agricultural tertiary education should not be thought of as another “silo” or sector to invest
in competition with, for example, military, health, environment, and governance sectors. It is across cutting theme that contributes to meeting goals of these other sector development
programs. Therefore, if we are interested in the overall economic growth of the SSA region,
Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTS | 35

we should be interested in agricultural tertiary education. Even If we are interested in better
health outcomes, we should be interested in higher education. The same can be said forenvironmental, governance, and alleviating poverty goals. In summary, higher education
helps build the fundamental capacity to address national problems, drive economic
development, reduce poverty and create social stability. Agricultural tertiary education evengoes beyond this to offer substantial cadre of professionals to ensure essential human andinstitutional capacity to respond to challenges faced in our countries on all fronts.
I have laid a lot of emphasis on investment in agricultural tertiary education because it is a key
policy tipping point for our universities. I leave it up to this esteemed gathering to lay bare thefacets of policy engagement that would give the requisite profile for agricultural tertiary
education in Africa. On behalf of the Parliament of Uganda, I wish to pledge myunconditional support towards the noble cause of placing Agricultural Tertiary Education in
the Policy Agenda. The doors of the Parliament of Uganda and that of the Speaker willcontinually remain open whenever any support is required. I look forward to seeing concrete
recommendations to this end.
Honorable Ministers, Distinguished Delegates, Ladies and Gentlemen, It is now my sincere
pleasure to declare this side event on “Placing Tertiary Education in the Policy Agenda”
officially opened and wish you all successful deliberations.”

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6.0

Placing Agricultural Tertiary Education in the Policy
Agenda by Dr. Musa Dube, University of Swaziland

Abstract
The purpose of this paper was to discuss placing agricultural tertiary education in the policy
agenda. Desk research, insights of the author, and lessons learnt from a Southern Africa
Development Community (SADC) four-sector study on the provision of education wereused to address the theme of the paper. The study is built on the premise that education in
general is the foundation while policy commitment forms the fulcrum of the Innovation
Strategy House (ISP). The paper outlines ten (10) important considerations in the endeavour
to place agricultural tertiary education in the policy agenda. These considerations include:
curriculum review processes; integration of entrepreneurial training; integration of ICT inagricultural training; monitoring and evaluation; recruitment and appointment of teaching
staff; exploitation of university human resource; funding agricultural tertiary education;
articulation of the role of agricultural universities; appreciation of emergence of private
agricultural universities; and strategic plan for staff development. The paper concludes byreiterating that placing agricultural tertiary education on the agenda alone cannot make a
Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTS | 37

difference, but through partnership with other factors that are reflected in the Innovation
Strategy House (ISH). It is recommended that, (a) Policy initiatives aimed at investing anddeveloping agricultural tertiary education be adopted, policy innovations and investment thattargets agricultural research will inform and shape policies and agricultural development
programs and that should be adopted and practice; and appropriate technologies to stimulate
agricultural production should be developed based on robust technology evidence for
effective policy development.
6.1
Introduction
Globally, the demand for quality agricultural tertiary education is ever-escalating. Faculties ofAgriculture are being challenged to be more responsive to the public needs and current
demands of research and outreach programs. At a Conference on the Association of African
Universities (AAFA), Contant (1984) stated that Faculties of Agriculture should recruit
competent lecturers who are willing to teach, conduct research and conduct outreachprogrammes. Such a situation cannot be easily achieved unless agricultural tertiary educationis placed at the top of the policy agenda. We need to have committed lecturers, and manage
staff to student ratios and manageable teaching loads. Staff should constantly conduct
research in order to remain at the cutting edge. Experience has shown that one of the greatest
sources of instructional materials is research and constant interaction with the public, private
sector and industry.
The current financial importance of the agriculture sector varies and this variation ispresented in the map in the . According to UNEP (2006) agriculture represented 50-60% of
the total economy in some countries (Guinea Bissau, Ethiopia and Central Africa) and 2040% in the rest of sub Saharan Africa.
Climate change and HIV/AIDS present formidable challenges to agricultural production.
With global warming and climate change, rainfall has become more erratic, less predictablewith a greater frequency of extreme events in the form of droughts, prolonged dry spells ofhigh temperatures, intense storms and associated floods (Ehrhart, 2009). HIV/AIDS has
meant that more farm labourers are no longer healthy enough to give a full day's labor(Simtowe and Kinkingninhoun-Medagbe, 2011). This gets complicated by very minimal
returns for a lot of energy invested in planting. Conflict does remain a serious challenge inpatches around the continent (World Bank, 2008).
6.1.1 Perceived problem with agricultural tertiary education
In recent years, economic recession has limited funding to universities in Africa prompting areview of programmes being offered. The case of Swaziland is no different from the rest of
African universities; funding has become a major constraint. Hence, the Faculty of
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Figure 2: Contribution of agriculture to GDP in Africa States

Agriculture, for example, has engaged consultants to review all the programmes offered with
the intention of consolidating them and even strengthening practicals (McCorckle, et al.
1987).
The University as a whole has embarked on strategic planning which has to some extent
provided proper guidance and direction to the Faculty of Agriculture. However, against thisbackground, the Faculty of Agriculture in Swaziland continues to be criticized for not being
responsive to the needs of the public and for not providing the leadership it should provide.
Perhaps, if the Faculty of Agriculture as a provider of tertiary education is placed on thepolicy agenda, its image might be improved significantly.

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6.2
Purpose and objectives of the paper
The purpose of this paper is to discuss the role of agricultural tertiary education institutions
in view of the increasing demand for quality tertiary education and benefits accrued by being
more responsive to the public needs and demands. Specifically, the paper seeks to:
I. Discuss the need for agricultural tertiary educational institutions to be placed on thepolicy agenda.
II. Suggest how agricultural tertiary education institutions could be placed on the policy
agenda.
6.3

Challenges of developing effective tertiary education in policy Agenda

6.3.1 The curriculum review process
Curriculum design and development needs to respond to the needs of agriculture clientele
groups, in terms of relevance and timeliness. Furthermore, there is need for exposure oftrainees in agriculture to fieldwork since agriculture is a practical subject, to attain a balance
between theory and practice. Learning experiences must be diversified in the form ofclassroom lessons and internships; field classes or field attachment. The African continent isvaried in terms of resource endowment; hence, globalisation of the curriculum is necessary
to allow mobility of graduates between countries and between regions. Curricula andtherefore training need not be country specific in terms of content.
6.3.2 Integration of entrepreneurial training
Agriculture is a business; hence, university training needs to expose graduates to selfemployment and agribusiness skills. Entrepreneurial training is also necessary because often
university graduates, agricultural graduates included, are faced with unemployment oncompletion of their studies. Entrepreneurial skills are vital to enhance the abilities ofgraduates to recognize and evaluate new opportunities and to use farm based resources in the
exploitation of new, often non-agricultural markets.
Graduate unemployment represents wasteful expenditure of scarce financial resources totrain human resources. It has become disturbing phenomena in the lives of graduates andhigh incidences of it tend to define institutional ineffectiveness and inefficiency.

6.3.3 Integration of ICT in Agriculture Training
It is important to promote and emphasise the use of ICT in agricultural training. ICT can beused as a means to train graduates in the various applications relevant to the agricultureindustry and for skills development. The main applications of ICT in Agriculture sector may
include the following:
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9%

African Degree
12%

Other Degree
6%
Other Diploma
African Degree
Other Degree

African Diploma
73%

African Diploma

Figure 3: Composition of tertiary unemployment in South Africa.

Source: Development Policy Research Unit of the School of Economics, University of Cape Town (2006)> Application of office automation> Application of Knowledge Management System> Application of E-commerce and E-learning> Application of ICT for managing Agricultural Resources and Services> Application of Radio-frequency identification (RFIDs), Computer Aided Designs (CAD)
and Computer Aided Manufacturing (CAM)> Application of Wireless Technologies> Application of Global Positioning Systems (GPS) and Geographic Information Systems(GIS)> Application of Computer controlled devices (Automated systems)
Information and Communication Technology (Computer Technology, Communication
Technology and Information Management Technology) are applied for processing,exchanging and managing data, information and knowledge. The tools provided by ICT are
having ability to:> Record text, drawings, photographs, audio, video, process descriptions, and otherinformation in digital formats,> Produce exact duplicates of such information at significantly lower cost,> Transfer information and knowledge rapidly over large distances throughcommunications networks.
> Develop standardized algorithms to large quantities of information relatively rapidly.
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> Achieve greater interactivity in communicating, evaluating, producing and sharing useful
information and knowledge.
E-Agriculture is an emerging field focusing on the enhancement of agricultural and ruraldevelopment by means of improved information and communication processes. Morespecifically, e-Agriculture involves the conceptualization, design, development, evaluation
and application of innovative ways to use information and communication technologies(ICT) with a primary focus on agriculture. This term (e-Agriculture) is relatively new and we
fully expect its scope to change and evolve as our understanding of the area grows.
6.3.4 Monitoring and Evaluation
Periodical monitoring and evaluation (internally and externally) is necessary to ensure andinsure quality control and assurance). Monitoring and evaluation is an essential component inand in this instance focus first on the curriculum. Monitoring and evaluation activities must
consider> curriculum relevance and effectiveness;> the depth and breadth of the curriculum;> aim at moderating the balance between practicals and theory;> keeping up with modern trends in agriculture and best practices globally.
Ultimately, university graduates need to be absorbed into the formal employment sector, if
not self-employment. Employment statistics are vital to the evaluation of university training,and various attributes can be targeted for this purpose. These attributes could include thepercentage employed in a period of time, say 3 months or 1 year after graduation; pay levels at
job entry; promotions, and so on.
The University of Swaziland for instance, sanctioned a study on its responsiveness to labour
market environments in Swaziland (Zamberia et al. 2009). The study sought to describe theunemployment and employment situations and events of graduates; determine the relevanceof graduates' education to their jobs; assess the responsiveness of departmental programmes
to the world of work and also solicit suggestions for curriculum design considerations indepartments. It did emerge from the study that most graduates secured their jobs after six
months, and some over a year.
6.3.4 Procedures for the Recruitment and Appointment of New Teaching Staff
The objective of the recruitment process is to obtain the number and quality of employees tohelp the organisation to achieve its goals and objectives. With the same objective, recruitment
helps to create a pool of prospective employees for the organisation so that the management
can select the right candidate for the right job from this pool
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Recruitment and selection is the major function of the human resource department andrecruitment process is the first step towards creating the competitive strength and therecruitment strategic advantage for the organisation. The recruitment process involves asystematic procedure from sourcing the candidates to arranging and conducting theinterviews and requires many resources and time. However, these procedures vary frominstitution to institution in the continent presently, hence, the need to seek best practice,achieve harmonisation and standardisation.
Ideally, the process of recruitment which is immediately followed by the selection process
involves the following stages:
1.
Identify vacancy
2.
Prepare job description and person specification
3.
Advertising the vacancy
4.
Managing the response
5.
Short-listing
6.
Arrange interviews
7.
Conducting interview and decision-making

1
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RECRUITMENTPROCESS

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Figure 4: Stages in the Recruitment Process

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These stages are nonetheless not followed universally, and currently in some universities, theprocess is completed only after the 5th stage which tends to impacts negatively on the
recruitment process.
6.3.5 Exploitation of University Human Resources
Universities have a pool or reservoir of experts in diverse fields. It may therefore be possible
to tap into this repertoire of expertise, skills and experience of university personnel by taking
advantage of the traditional roles of academic staff (research, teaching and outreach). Thismay be harnessed further by developing and maintaining linkages with industry to keep
academia up-to-date with the prevailing trends, which would ensure dynamism and relevanceof course work. Links to industry may also help enrich classroom instruction in as much as
they are necessary to inform formative curriculum evaluation and hence instruct reform.

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Belgium

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UgandaFigure 5: Researchers per million people
Source: The World Bank Group (2010)

Lessons from leading economies in America and Europe, emerging and rapidly growing
economies in Asia (Figure 5) indicate considerable social and economic development
accruing from investment in knowledge, and these are important lessons for the African
continent. In Asia (Korea and Singapore, for example) there are emphases on research based
training of scientists and engineers at high levels of academic quality. Such training has been
associated with a broad base of researchers in the population (Figure 5).

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6.3.6 Funding of Agricultural Tertiary Institutions
The per capita cost of tertiary education is generally high. And in contrast with either
secondary or primary education, investment in this sector often benefits a few, although thereturns from tertiary education to the individual are much higher. This represents thechallenge and dilemma governments are faced with regarding the budgetary allocation inthese sectors of education.
These Asian nations also invested considerably in training real life applications of knowledge(Marope, 2010). Information presented in Figure 6 indicates that the output of a highproportion of researchers in the population has a strong correlation with the level ofinvestment in research and development.

450
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N. America

Asia

EuropeAfricaFigure 6: Global ependiture on R&D
Source: UNSCO (2000)

Most of the funding for industrial research and development (R&D) in each of the G8
countries is provided by the business sector. In 1981, government provided 22% of funds
used by industry, in conducting research in the OECD countries, whereas by 2002,
government's share of industrial R&D had fallen to 7% (National Science Board, 2008).
When speaking jointly, the EU (European Union) member states have a common goal to
make Europe the leading knowledge-based economy in the world. The means of achieving
this is to increase R&D expenditure to approximately 3% of GDP for all EU countries before
the year 2010; close to the levels of expenditure of the USA. It was decided that two- thirds ofthis should come from industry, with the remaining one-third (that is, 1% of GDP) being thegovernment's responsibility. At the moment, the average expenditure of the EU member
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states is 1.9% of GDP. In contrast, African countries spend less than 1% on R&D when theworld average is just over 2% (Table 1).
Research in the African countries relies heavily on foreign direct investment (Figure 7), yet the
information presented in the figure shows that foreign direct investment alone cannot drive
development (UN Millennium Project 2005). The challenge for the continent is whether
Africa can emulate Asia because seemingly, the speed of technology change traps Africancountries in low growth. In Europe and Asia, most of the funding for research anddevelopment is derived from industry and private business suggesting that it is product orservice driven. This suggests that huge support is needed in linking innovation and enterprisedevelopment, more so to rely less on government and donor funding for research anddevelopment which is the case in Uganda.
Most African countries hence lag behind the rest of the world with respect to knowledge
based development, with the number of researchers per million people about 10% that ofChina and 1% of that in leading industrialised countries. The dire situation is further
compounded by scientific diaspora. These trends are associated with modest outputs interms of both basic and applied research (Marope, 2010), hence in 2004/2005, the number ofpatents obtained by residents in Africa was 16 compared with 67 0000 in East Asia. Africa's
share of international research publications is extremely low. Nevertheless, the relative
proportion of the academic sector's R&D in a country often correlates with the basic
research reported by the country. Academic R&D is usually more focused on basic research incontrast with R&D. China, with emphasis on applied research and development aimed atshort term economic development follows patterns set by Taiwan, Singapore and Japan,
reports the lowest basic research/GDP ratios (0.07%).

46 | Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTSTTable 1: Expenditure on R&D as % of GDP in different countries over the years 2005-2007

Year
Country

2005

2006

2007

ZambiaAlgeria

0.03
0.07

Burkina Faso

0.17

Madagascar
UgandaTurkeySouth Africa
Ireland
Luxembourg
The Netherlands

0.18
0.23
0.59
0.92
1.26
1.61
1.75

0.16
0.32
0.58
0.96
1.32
1.7
1.75

1.34
1.69
1.75

United Kingdom

1.77

1.8

1.84

Belgium
CanadaWorld
Singapore
Denmark
Germany
United States
Republic of Korea
Japan
FinlandSwedenIsrael

1.86
2.05
2.05
2.3
2.45
2.49
2.61
2.98
3.33
3.48
3.69
4.51

1.9
1.99
2.11
2.31
2.47
2.55
2.65
3.22
3.4
3.43
3.83
4.53

1.91
2.03
2.21
2.61
2.57
2.55
2.67
3.47
3.45
3.47
3.68
4.74

0.11
0.14
0.41
0.71

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Business

Government

UgandaAbroadFigure 7: Source of R&D funds (%).
Source: UNESCO (1999)

Funding is necessary for facilities and equipment; instructional materials; infrastructuredevelopment; monitoring new programmes and providing scholarship for students, bothundergraduate and graduate students to cover fees and maintenance requirements as well as
research (grants and small, undergraduate research projects). It is essential to build the sizeand quality of higher education systems that can produce knowledge workers required to leadknowledge driven growth and spur competitiveness (Marope, 2010). Planning should alsocater for expansion requirements, anticipating increased demands for education with anincreasing population, to update and upgrade resources, ensure recurrence and hence meet
dynamic needs of clientele.
6.3.7 Articulation of the Role of Agricultural Universities
Traditionally, universities perform three essential functions; teaching, research andextension/community outreach. A balance between these remains an elusive objective. One
approach adopted, especially in the USA is the time apportionment to facilitate linkages andexploitation, so that an academician is expected to spend set proportions of their time oneach of these commitments.
Student to teacher ratios and instructional facilities are a concern in many universities inAfrica; hence many qualifying students are denied access to tertiary education due to limited
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resources. There has been a bias, however, in the academic circles towards research output
which is often the basis for promotion. It is nevertheless vital that the research output isrelevant, that the knowledge generated and the lessons learnt be applied to the teaching andlearning process. The dissemination and quality of the research output are importantconsiderations in agricultural research; in as much as the extension/community outreachfunction provides a link with private sector/industry/ NGOs.
There is an increasing expectation that rigorous, replicable, relevant, and independent
research should make an important contribution to the evidence base for action. This has led
to the calls for evidence based policy depicted in Figure 8.

Opinion based policy and practiceEvidence based policy and practice

Figure 8: Evolution in policy development over time: from opinion based to evidence based policy andpractice. After Muir Gray (1997)

Evidence based policy making represents a strategic approach to the creation of evidence inpriority areas, with concomitant systematic evidence in the form of robust bodies ofknowledge. It involves effective dissemination of evidence to where it is most needed and thedevelopment of effective means of providing wide access to knowledge. More specifically,
evidence based policy making embodies initiatives to ensure the integration of evidence into
policy and encourage the utilisation of evidence in practice as well as to engender agreement
as to what counts as evidence and in specific circumstances what efforts to accumulate
evidence into policy.
What is of critical importance is the fact that all policies are based on evidence - the question ismore whether the evidence itself and the processes, through which this evidence is put to turn
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it into policy options, are of sufficiently high quality. Hence, evidence based policy making inpractice is fraught with challenges, which could pertain to the availability of evidence; thenature of the evidence; the context in which the evidence is generated or used; the types (e.g.
embedded vs. detached) and specialisms of researchers; the processes through which theevidence is generated and or processed, as well as the culture. Culture could promote risk
aversion or be based on optimism which is associated with the bias and the tendency toemphasise the positive. The culture of evidence generation or gathering may also be biased
due to the tendency to privilege quantitative data as opposed to qualitative data.
6.3.8 Globally appreciate the emergence of private universities
In recent years, there has been an upsurge in the numbers of private universities. Many have an
agenda that is at variance that of traditional/public universities. The orientation or goals andapproaches of the private universities, which are profit driven, are dissimilar to the
traditional/public universities. This understanding is essential when considering the kind of
expectation to be made of them. More so, it suggests a need for quality control. Private
universities have introduced culture of customer service approach to the education sector,
and the student body perceived as a 'market' and the students their 'customers'. These
perceptions define and guide the relationship between the university and the students, as wellas the expectations of each other. They also influence the suite of incentives for staff, and also
impact on staff retention and turnover.

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This development necessitates regulation and therefore policy guiding the provision of higher
education. Policy interventions may address the following issues:> What is a university?
> Who should teach at the university (qualification and performance standards)?
> What standards are to be expected of a university?
> Peer review mechanisms for lecturing staff, ensuring best practice as well as thedissemination of the results which may help guide students in institution selection
6.3.9 Strategic plan for staff development
One of the objectives of the recruitment process should be to determine present and future
manpower needs of the institution. The recruitment process should also enhance theeffectiveness of various recruiting techniques. The development of a strategic plan for staff
development, guided by student and job market needs, may be based on results of a
research/teaching staff assessment or peer review exercise. Traditionally, these performanceassessments and job promotion of researchers have been based on research publication,
especially in esteemed international journals of high impact factors. Innovation in thisinstance may be necessary so that the assessment exercised may well be localised to recognise
the extension and community outreach role of academics.
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Strategic placement of agricultural tertiary education in policy agenda
Improving knowledge in agriculture is essential to the development of an economy. In SubSaharan Africa (SSA), scarcity of qualified human capital to meet the developmental needs
remains a serious concern. This situation hinders growth and undermines the foundation forsustainable development.
Because agricultural knowledge and skills for development somehow mature at the at thetertiary education level, improving agricultural tertiary education should be high on subSaharan Africa's development agenda. Therefore African tertiary education institutions andpolicy makers must ensure that the workforce acquires the requisite skills to compete,innovate, and respond adequately to developmental agenda. Figure 9 outline some issues forconsideration in placing agricultural tertiary education.

Integration of
Entrpreneurial
Training

Integrationof ICT

PrivateUniversities

Curriculum
Reviewr
Monitoring& Evaluation

e

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PLACINGAGRICULTURALTERTIARYEDUCATION IN
THE POLICYAGENDA

Articulation of theTraditional Role ofAgricultural Unversities

Funding ofAgricultural
Tertiary Institutions

Exploitationof University
Human Resources

Strategic Plan for
Staff Development

Recruitment &Appointment of
New Teaching Staff

Figure 9: Issues for consideration in placing agricultural tertiary education

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6.5
Conclusion
Increasingly, the international competitiveness of a modern economy is defined by its ability
to operate, absorb and commercialize knowledge. Although it is no panacea, scientific andtechnological knowledge has proven valuable in addressing the challenges countries face in avariety of areas such as agricultural production, economic growth, and sustainable
development.
In a continent where over 70% of the people live in the rural areas, most of them deriving
livelihoods from various forms of agricultural activity (World Bank, 2010), the importance ofagriculture to the economies of the different countries cannot be emphasised. The
agricultural sector in Africa is however fraught with challenges, from lack of meaningful
investment to poor infrastructure. Farmers have often been blamed for their 'failure' to apply
modern farming techniques, resulting in poor yields and hence a failure by African countries
to feed their citizens. The continent holds 60% of the world's uncultivated land and there ispotential to grow yields by more than threefold by 2030, from the current US$ 280 billion to
US$ 880 billion (International Business Times June 25, 2010; Southern Times Africa 9, Mar2010).
Pro-poor scientific applications and innovation flows/brokerage are also under-resourced.
'Northern' models and institutions persistently shape, dictate and distort 'Southern' needs
and processes, hence the failure of science and knowledge to contribute significantly todevelopment. The creation of science-based rules and standards, ignoring and marginalisingindigenous and local based knowledge further disenfranchise the poorest.
6.6
Recommendations
Research scientists and academicians have not been blameless, especially for irrelevant
research that targets, most often than not, patents, copyrights and publications in esteemedinternational journals but not matters of national and public interest. Hence, the call forpolicy initiatives aimed at investing in and developing agricultural tertiary education in
institutions with an agenda that seeks greater recognition of extension or community
outreach work. This paper calls for policy innovations and investments in research that target(a) Agricultural research that will inform and shape policies and agricultural development
programmes, and become adopted into practice;(b) The development of appropriate low technologies to stimulate agricultural production;and(c) Technology robust evidence for effective policy making.
Lessons from the SADC four sector studies - on the provision of secondary education,technical education and training (TVET), teacher training and tertiary education – indicated52 | Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTS

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that these policy interventions should be comprehensive and not focus individual sectors or
subsectors. There are important linkages between the different sectors and these linkages thatneed to be recognized, harmonized and harnessed (Dube, 2010).
There are alternative ways to bridge the innovation domains through(i) community-centred, not technology-centred thinking;(ii) innovative knowledge access and transformation systems;(iii) stakeholders learning & innovating together, managing benefits and risks;(iv) institutional reorientation and changed attitudes/values, and most importantly;(v) convergence of R&D, education and business policies and resources.
6.7
Discussions on Lead Paper> What policy issues are put in place to improve quality of agricultural graduates?
> How do we harmonize policies in agriculture as tertiary education policies fall under the
Ministry of Education?
> How do we make policies that support agriculture at primary and secondary school levels?
> What support is there for graduates interested in agricultural enterprises?
> If we focus only on applied research, who will do basic research?
> What do we mean by quality research? Researchers are needed to address local issues, butwhen these are taken to global journals they are regarded as local hence not published andthis makes the university score poorly on ranking. How do we score both globally andlocally in publications?
6.7.1 Responses> The research needs to take both basic and applied components, but starting from theapplied level to solve emerging issues.
> It is wrong to classify papers as 'Local'. There is need for journals that would recognize theso-called 'local publications'.
> Copies of the recommendations need to be submitted to the Hon. Speaker so that theissues are articulated, not just for the Government of Uganda but for the region. This canbe achieved by approaching the East African Assembly.
> On reconciling ministry deliberations, there are sector policy committees that look intosuch areas and give directions.
> A policy framework that places private universities at the same pedestal with public
universities is needed.

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6.8
6.8.1

Panel Discussions
Making Curricula more challenging by Dr. Eric Smaling, M.P. , Netherlands

Dr Smaling pointed out that interaction between science and policy is two way. He noted that
Asia has made progress in increasing production per unit area, while Latin America has
worked on increasing production per unit labour. Africa needs to discover what it needs tofocus on. On the curriculum, he asserted the need to make students think along an entire value
chain with emphasis placed on the enterprise presentation. The students need to be equippedwith life skills and to develop joint food security scenarios.
6.8.2

Higher Education Policies in Ethiopia by Prof. Mituki Haile, VC
University of Ethiopia
Professor Haille pointed out that Ethiopia has increased the number of its universities to 21
since 2002, and 10 are underway. There are efforts to link tertiary education to development
and industry. He pointed out that there is need to focus on long term solutions to address longterm problems. At the moment, donors are focusing on short term solutions making Africa
have long term problems.
6.8.3

Remarks from Uganda by Hon M.P. Ssebuliba Mutumba, Parliament of
UgandaAccording to Hon Mutumba, many private universities are coming up due to the demand forhigher education, but the rate of unemployment is increasing. He suggested that there is needto review career development in agriculture as there is declining interest in investment inagriculture as emerging opportunities such as oil are taking up more investments. He also
noted the need for scholars to be actively involved in developing manifestos.
Remarks from Rwanda by Hon Dr. Agnes Khalibarta, Minister ofAgriculture, Republic of Rwanda
Dr Khalibarta pointed out that researchers are as strong as the weakest link, and capacity
building is the weakest link that needs to be addressed. She pointed out that universities areunderfunded hence the retention of staff is a problem. She made the following
recommendations> There is needed to look at structures between governments and universities. Research isdone by universities but dissemination is done by government extension.
> University lecturers are constrained to work with politicians because politicians speak
without facts which limit interaction.
> The focus in Ethiopia to degree programmes and shift from certificate and diploma
programmes could be detrimental in the long run since for every graduate, there is needfor eight other supportive people.

>

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>
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>

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6

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s
s
a
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6.8.4

54 | Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTS

6
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t
s
o
e
d

1
t
g
a

r
d
n
o

y
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s

k

a
d

>
>
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The higher education institutions should follow up on opportunities and commitmentsthat have been made.
The salary for university lecturers is very poor compared to that of other sectors and it's amatter that needs to be looked into.
Researchers need to simplify findings to make them better understood.
There is need for a clear framework on how to harmonize development policies to make
African countries benefit from higher education.
Universities need to be more problem solving oriented in their operations so that theysell to the public the need to make more funds available for universities.
The advocacy skills of higher education institutions are weak.
Diploma programs should be phased out of universities but should be developed in theTechnical colleges.

6.9

Recommendations for Policy Training by Prof. Moses Kwapata, Principal,
Bunda College of Agriculture, and University of Malawi.
In his presentation, Professor Kwapata acknowledged on behalf of the participants the
support by governments to higher education, although the role of universities in enhancing
socio-economic development was underscored. The following recommendations werearrived at:> Strengthen university competence to deliver on development.
> Governments to support development of an enabling policy environment for universities
as university managers are isolated from the policy-making process.
> Universities are to be consulted when laws are being developed.
> Governments need to increase investment in agriculture.
> Governments need to support in-country and cross-country collaboration.
> Governments to facilitate higher institutions to re-position themselves to meet emerging
challenges and expectations.
6.10
Questions and Comments> Who is supposed to initiate the policy move? It has to be lecturers.
> Have effective recommendations. Let the experts meet and churn out policy issues atleast 5 months before the budget is read. This should be an annual event.
> There is need to have governments subsidize internet access to universities.
> We need to flag examples instead of just giving blanket recommendation.
> A forum of universities and parliamentarians needs to be established and strengthened.
> The Nyerere initiative by NEPAD could be flagged out.
> Governments have not actively engaged the universities to review policy.
> Leadership weaknesses are a factor that undermines progress in higher education.

Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTS | 55

>

>
>
>
>
>

7
T
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>

>

T
e
>

7.0

Recommendations from the Training Workshop>>

The recommendations from the training workshop and a policy brief were developed fromthe following questions.
7.1 What can governments do differently?
> Repackage agriculture to make it more attractive and address emerging issues> Graduates should focus on the entire value chain> Honour obligations such as the Maputo declaration> There is need to benchmark and set our own targets and evaluate ourselves> Avoid political decisions in key issues such as creation of new universities> Universities need to co-opt others in making the change> Invest more on policy education as most people are not aware
7.2 Why Are African Universities Important?
> Universities are centers of knowledge creation, innovation and community
service/extension service
56 | Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTS

T
>

>

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>

>

m

y

>
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>
>

Universities have critical mass of intellectuals capable of conducting multidisciplinary
research needed by policy makers
Involved in technology development
Produce high level human resource
Source of critical expertise
Place of free speech and free thinking
Investigative research and watch dogs

7.3 Summary of the main discussion points
Topic 1: Placing Agricultural Tertiary Education in the Policy Agenda> Curriculum design and development – relevance and timeliness of the curriculum tofactor emerging issues such as climate change and globalization> Entrepreneurial training – need to make graduates employers and not job seekers. Tracer
studies are needed> Increased funding to universities and making universities develop innovative resource
mobilization strategies
Topic 2: Why are African countries not benefiting from current investments in higher
education?
> Curriculum needs to make students think along an entire value chain, with emphasis
placed on the enterprise presentation.
> There is declining interest in investment in agriculture as emerging opportunities such as
oil are taking more investments. This is a dangerous setting that needs to be addressed.
> People in higher education are not actively lobbying for the change. The universities needto develop a smart lobbying framework and the government needs to give a forum tohave issues aired.
Topic 3: Agricultural Tertiary Education and Returns on Investment> The current figures on returns on investment are inaccurate and paint a grim image.
There is need to support studies that will give accurate data.
> The traditional agriculture needs to be're-packaged' to make it attractive in the value
chain so that it is not perceived as traditional farming.
Topic 4: Recommendations of the Pre-Conference Policy Training workshop> Governments to establish mechanisms for support of innovations and growth ininstitutions of higher learning.
> University managers need to develop mechanisms to proactively engage policy makers
and in the policy making process.

Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTS | 57

>
>
>
>

Governments to create or strengthen mechanisms to ensure that institutions of higher
learning are engaged and contribute to the policy making process.
Governments to increase investment in agricultural education at all levels.
Governments to develop/strengthen in-country and cross-country collaborations
especially issues regarding immigration.
Governments to facilitate higher institutions to re-position themselves to meet
emerging challenges and expectation.

Topic 5: Why are African countries not benefiting from current investments in Higher
Education?
> Underfunding in research and development> Policies are not harmonized> Poor/weak incentives and packages hence brain drain and brain wash
> Heavy workload with focus on churning out graduates
Topic 6: What Opportunities exist for African policy makers to improve higher
tertiary education in Africa?
> The recommendations from the CHEA Conference to be communicated for actionplans by respective governments> Formation of parliamentary committees that hold regular meetings with higher
education institutions> Improve leadership framework that allows universities to operate professionallywithout political interference

7
7
>
>

.
>
>
>
>

7
>
>
>
>

>
>

7
>

>
Topic 7: How does change in tertiary education policy and practice happen?
> Develop a panel that brings together policy makers and academia.
> Hold governments to task for failing to comply with declarations such as the Maputo
declaration.
Topic 8: What can governments do differently?
> Honor their obligations under signed treaties such as the Maputo Declaration.
> Repackage agriculture to make it more attractive and address emerging issues in a value
chain approach.
> Avoid political decisions in key issues such as creation of new universities.
> Universities need to co-opt others in making the change.
> Invest more on policy education as most people are not aware.

58 | Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTS>>

7.4 Recommendations from the side event to policy makers
7.4.1 How universities can strengthen policy?
> Provision of evidence based advice> Creation of institutional platforms within universities for policy development,
advocacy, monitoring and impact assessment.
Lobbying the policy makers to use research outputs> Review of curricula on topical issues> Need driven research> Networking with key stakeholders> Effective communication of outputs
7.4.2 What must universities do to strengthen policy?
> Curricula must be relevant and attractive> Build competencies in specialized disciplines (e.g. Agriculture, Engineering)> Aggressively market themselves (open days, round table, field days)> Capacity strengthening of policy makers (e.g. pairing of MPs with university
researchers, short courses)> Participate in the formulation and implementation of policies> Create platform for policy dialogue and advocacy
7.5 What must the policy makers do?
> Recognize the importance of universities and utilize them in policy making andimplementation processes> Provide the enabling policy and legal frameworks to enable universities function
effectively> Provide adequate financial resources to universities for effective teaching, learning,
research and community service> Strengthen coordination among ministries dealing with tertiary education throughnational system of innovation

Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTS | 59

A

Annex 1: Pre-Conference Participants List
First Name SurnameCountry

Position

Email

MohamedElgali

Sudan

Head International
Relations Unit

melgali@yahoo.com

CarlosLucas

Mozambique Director of
Cooperation Officeclucas33@yahoo.com

Christophe Kayumba

Rwandackayumba@yahoo.com

Amon

MaerereTanzania

Vincent

Okoth Ogol

UgandaUniversity Secretaryvmokothogola@yahoo.co.uk

Ricks

Chabo

Botswana

Principal

rchabo@bca.bw

Susan

Chebet

Kenya

Office of the Deputy Vice
Chancellor, Researchand Extension

susan_chebet@yahoo.co.uk

David

Muhwezi

UgandaUniversity secretaryunisec@admin.mak.ac.ug.

Ellen

Gwaradzimba Zimbabwe

Dean of Students

gwaradzimbae@africau.ac.zw;
gwaradzimbaellen@yahoo.com

Marietta

Dlamini

Swaziland

Director , UNISA
Research Centre

mper@agric.uniswa.sz

Patrick

Rubayihayo

UgandaEmeritusprubaihayo@gmail.com

William

Epeju

UgandaDean

wepeju@yahoo.co.uk

Malaika

Lukuitshi

DRC

Administrator

kettymalaika@yahoo.com

Nampota

T.I

MalawiDeputy University
Registrar

tinampota@unima.mw

Salebona

SimelaneSwaziland

NUR's Spokesperson

maerere@suanet.ac.tz;
maerere@yahoo.co.uk

simelanes@uniswacc.uniswa.sz.

Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTS | 61

Frehiwot

TilahunEthiopia

University's Promotionand Marketing Director in
the External Relations
Officefrehii@yahoo.com

Charles

SikuluKenya

The Public Relations
Managercsikulu@uonbi.ac.ke

MartinObandaKenya

Chief Production,
research and extension
officerteascience2004@yahoo.com

Anwar

AbdallaSudan

Acting head unit of
information and public
relationsc/omakeen_makeen2004@yahoo.com

DerejeAbera

Ethiopia

Director of University Industry-Community Linkage Office

derejeaa@yahoo.com

Ndowa

Lale

Nigeria

Dean, Agriculture

nlale2004@yahoo.co.uk

Babatunde

Nuga

Nigeria

Agnes

Mwangombe Kenya

Principal

mwangombe@kenyaweb.com

Nnanyelugo

Okoro

NigeriaPROnnanyelugo05@yahoo.com

AnselmOnyimonyi

Nigeria

Associate Dean

onyimonyi@yahoo.com

Frederick

Gravenir

Kenya

Director, University
Advancement

fgravenir@gmail.com

Issa

Agaba

Ugandaagabaissa@yahoo.co.uk

MonicaKaruhanga

Ugandamonica@agric.mak.ac.ug

Joyce

Lymo

Tanzania

Chairperson

joyce@suanet.ac.tz

Kallunde

SibugaTanzania

Membersibuga@suanet.ac.tz;
sibuga88@yahoo .co.uk

AlvertNg'onduZambiaRegistrar

anngandu@zamnet.zm;
alvert.ngandu@unza.zm

Ali

Eissa

Sudan

Socio-Economist
Deputy Dean

alimabakar@yahoo.com

babatundenuga@yahoo.co.uk

62 | Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTSMoses Osiru

RUFORUM

UgandaClaire Ntwali

RUFORUMUga ndaElizabeth
Nambi

RUFORUM

UgandaDr. Anne
Sorenson

DDRN

Denmark

Resource
personDDRN

Denmark

EnriqueMendizabal

RAPID, ODI

UK

E.Mendizabal@odi.org.uk

Engr. John
Okuonzi

ATPS

Ugandaokuonzijohnie@yahoo.com

Prof. Osita
Ogbu

ATPS

Nigeria

Dr Nicholas
Ozor

ATPS

Kenya

nozor@atpsnet.org

Dr. Kevin
Urama

ATPS

Kenya

kurama@atpsnet.org

Mr Fletcher
Tembo

RAPID, ODI

Malawic/o
E.Mendizabal@odi.org.uk

Ams@ddrn.dk; lf@ddrn.dk

Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTS | 63

Annex 2: Policy Side Event Participants List
Name

Institutional address

Dr. Gwaradzimba Ellen

Africa University Zimbabwe+26302060075
gwaradzimbaellen@yahoo.com

Dr. Anselm Onyimonyi

University of Nigeria+2348035479386
onyimonyi@yahoo.com

Prof. Nonitundo Lusweni

Water Sisulu University RSA
0834460077
insweripn@yahoo.com

Mr. Monoty Magara

Ministry of Higher and Tertiary Education+26304736862
Magara02@yahoo.com

Prof. Limes Opara

University of Stellenbosh
4064021808
opera@sun.ac.za

Dr. Jeremiah Kangombe

University of Malawi, Banda College+256999330855
Jermiah-kangombe@yahoo.com

Hon. Benson Obua-Ogwal

Parliament of Uganda
0772493285
Obua -ogwal@rocketmail.com

Hon. Otto Ishea Amiza

Parliament of Uganda
0782926175
Ishea.otto@parliament.go.ug

Ms. Anke Weisheit

PANAAC+256772888096
ankeweisheit@web.de

Dr. Musa M. A. Dube

ATPS -UNISWA Swaziland Chapter+25676831983
madube@agric.uniswa.sz

Dr. Anne Sorensen

Danish Development Research Network (DDRN)+4535322510
AMS@DDRN.DK

64 | Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTSDr. Anne Sorensen

Danish Development Research Network (DDRN)+4535322510
AMS@DDRN.DK

Rt. Hon. Edward K. Ssekandi

Parliament of Uganda
0772659812
speaker@parliament.go.ug

Dr. Nickolas Ozor

African Technology Policy Studies Network (ATPS)
Tel: +254713161928;
Email: nozor@atpsnet.org

Hon. Biraahwa M. Stephen

Parliament of Uganda+256772454517
sbiraahwa@yahoo.com

Prof. Eric Smaling

ITC -Netherlands
Senate of Netherlands (Norway)+31621211635
esmaling@sp.nl

Leif Christoffersen

RUFORUM IAP
leifee@gmail.com

Assoc. Prof. Thomas B. R. Yormah

Vice Chancellor University of Sierra Leone+23276626488
Tom-yormah@yahoo.com

Prof. Martin Obanda

JKUAT, Kenya+254727170767
profobanda@rpe.jkuat.ac.ke

Hon. Bikwasizein K. Deusdedit

Parliament of Uganda+256772543819
bkdeus@parliament.go.ug

Mr. Charles E. Sikulu

University of Nairobi+256721401441
csikulu@uonbi.ac.ke

Mr. Tarsizius Nampota

University of Malawi+256888507079
Tinampota@unima.mw
Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTS | 65

Dr. Justus M. Ombati

Egerton University+254722692765
jombati@egerton.ac.ke

Prof. Stephen Simukanga

University of Zambia+260211250871
vc@unza.zm

DR. Kabi Samuel

Deputy Dean Gulu University+256712245323
Kabi-samuel@yahoo.co.uk

Principal Prof. Moses Kwapata

Bunda College - Malawi+2650999237378
mkwapata@yahoo.com

Hon. Mark Mushili

National Assembly of Zambia+260966908470
markmushili@yahoo.com

Dr. Julius O. Ochuodho

Moi University, Kenya+254721871817

Prof. Elenimo B. Khonga

Botswana College of Agriculture+2673650103
ebkhonga@bca.bw

Hon. Sebuliba-Mutumba Richard

Parliament of Uganda+256712832574
rsemur@parliament.go.ug

Hon. Byenkya Beatrice

Parliament of Uganda
Bbyenkya@parliament.go.ug

66 | Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTSMr. Moses Talemwa

Journalist The Observer+256703413091
mtalemwa@observer.ug

Dr. Sergeant Chevo

Registrar University of Zimbabwe+2634303284
uzREGISTRAR@ADMIN.uz.ac.zw

Prof. Anthony Arinze

University of Harcourt Nigeria
08033400064
eluebest@yahoo.com

Dr. Tully CornickHigher Education for Development
2022437680 (USA)tcornick@hedprogram.org

Prof. Peter Mbithi

University of Nairobi+254721214713
pmbithi@uonbi.ac.ke

Mr. Nsubuga John

Parliament of Uganda+256772558701

H. E. Mitiku Haile

President Mekelle Univerity
0914300497
gualmitiku@yahoo.com

H.E. Belay Kassa

President Haramaya University Ethiopia+251915330337
belayk@hotmail.com

Prof. Caleb O. Omieno

Moi University+254733533002
Cotieno19@yahoo.com

Hon. Prof. Arlindo Chilundo

Deputy Minister of Education - Mozambique+2583022530
Arlindo.chilundo@mec.gov.mz

Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTS | 67

Hon. Agness Kalibata

Minister of Agriculture - Rwanda+250788302180
akalibata@gov.rw

Dr. S. A. Patil

Chairman Kamataka Krishi Mission
Government of Kamataka India
918022115496
Drpatilsa5@yahoo.com

Mr. Peris O. Mongare

Moi University, Kenya+2564724585037
perismongare@yahoo.com

Dr. G.D. Joubert

Private2783498079
joub@abamail.co.za

Dr. Diana Marais

University of Pritoria
87124203218
Diana.marais@up.ac.za

Dr. Lindiwe Majele Sibanda

FANRPAN+27128042966
imsibanda@fanrpan.org

Eng. Okuonzi Joan

ATPS Uganda Chapter+256782353034
jokuonzi@kyu.ac.ug

Mr. James Aucha

ANAFE Secretariat+254721828058
j.aucha@cggiar.org

Ms. Winnie Nanteza

Makerere University+256773131247
wnanteza@gmail.com

68 | Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTSProf. Lukuitshi Malaika

Catholic University of Bukauzi DR Congo+243994292223
KETTYMALAIKA@yahoo.com

Dr. Salebona S. Simelane

University of Swaziland+2685184011,
simelanes@uniswa.sz

Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTS | 69

DAnnex 3: Pre-Conference Event Program0

Day 1- 13 Nov
08:30a.m. - 09:00a.m.

Welcome remarks

Notes
RUFORUM, AAU, DDRN & ATPS
Dr. Judith Francis, CTA

0Opening Remarks
9:00a.m. – 09:30a.m.

09:30a.m. - 11:00a.m.

Introductions and expectations
Background to the event and theparticipants
Presentation of experiences andbest
practices from the participants

11
3-4 participants need to be
identified beforehand to present on
1 or two things:
Why are universities important fordevelopment policy, practice andoutcomes? How can universities
strengthen
development1

11:00a.m. - 11:15a.m.

Coffee Break

11:15a.m. - 11:45a.m.

How to develop an effective
message

Presentation

11:45a.m. - 12:30p.m.

Group work on developing anargument/message
Plenary presentation of answers

In smaller groups, participants try
toanswer three questions:
How does change in tertiary
education policy and practice
happen?
How can universities make adifference(Provide examples)?
What do governments anduniversities need to do differently?

1

Presentation

1

12:30p.m. - 13:45p.m.

Lunch

13:45p.m. - 15:45p.m.

University Research – Policy
Linkage:
Why the Problems Persist in Africa
byProf. Osita Ogbu, Ph.D., FNAE

15:45p.m. - 16:00p.m.

Tea

16:00p.m. - 17:00p.m.

Developing a strategy for policy
engagement
Including Q and A
decide how to go ahead trying to
influence

1

1

Presentation of RAPID Outcome
Mapping Approach –with aparticular focus on Theories of
Policy Change to understand how
policy changes in different contexts(which will help)

70 | Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTS

1

1

1

Day 2 - 14 Nov
08:30a.m. - 09:00a.m.

RE-cap and welcome back

09:00a.m. - 10:30a.m.

Identify strategic guidelines forintervention
Plus presentation to the plenary

10:30a.m. - 10:45a.m.

Coffee10:45a.m. - 11:30a.m.

Focus on Communications

11:30a.m. - 12:30p.m.

Group work on developing draft
strategies for specific national levelinterventions

12:30p.m. - 14:00p.m.

Lunch
.

14:00p.m. – 15:00p.m.

Presentation of proposed actions

15:00p.m. - 15:15p.m.

Tea

15:15p.m. - 16:15p.m.

Planning for CHEA

16:15p.m. - 16:45p.m.

Next steps - what
– would be useful next?

16:45p.m. - 17:00p.m.

Closing Speech

17:15p.m.

Post workshop meeting for ‘leadership’ teamPresentation (in plenary) and use(in groups) of the Alignment,Interest andInfluence Matrix (AIIM) to identify
main lines of action related
Presentation on how to develop
communication strategies andwhattools and channels are available(just a taste of what is available) –additional materials will be referred
to and provided via email
In national teams (where relevant)participants use the ROMA
approachand AIIM tool to develop specificstrategic objectives and lines ofaction for their own context.
Including:
Theory of change Objectives
Key audiences
Main message
Main approaches to influence
Flipcharts with the strategic
objectives and lines of action areleft in the room
during lunch so that participants
can have a look.
Presentations from the countries –usingflipcharts
Participants decide what to do
during the event: who they will
target, who totalk to, how to share information
about
what is going on, how to share
information about what happened

Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTS | 71

Annex 4 :Policy Side event Programme
Tuesday 16
November, 2010

Notes/Responsible

08:30 a.m. 08:45 a.m.

Welcome remarks and side event objectives

ATPS/DDRN/RUFORUM

08:45 a.m. 09:15 a.m.

Opening Remarks

Prof. Cisco M. Magagula; Vice Chancellor,
University of Swaziland

Opening Address

Rt. Hon Edward Ssekandi, Speaker of Parliament,
Uganda09:15 a.m. 09:30 a.m.

Lead Paper: Placing Agricultural Tertiary
Education in the Policy Agenda

Dr. Musa Dub e, Swaziland

09:30 a.m. 09:40 a.m.

Discussions

09:40 a.m. 09:55 a.m.

Background paper: Agricultural Tertiary
Education and Returns to Investments

09:55 a.m. 10:05 a.m.

Discussions

10:05 a.m. 10:45 a.m.

Group Photo and Tea Break

11:00 a.m. 12:30 p.m.

Panel DiscussionPanelists:
Hon. David Mafabi: MP, Uganda
Hon. Aggrey Bagiire: Minister of State for
Agriculture, Uganda
Prof. Agnes Mwangombe, Principal, College
of Veterinary Science, Kenya
Dr. Eric Smaling, MP, Netherlands Prof.
Mitiku Haile, Vice Chancellor, Ethiopia

Prof. Montague Demment, APLU

Key issues:
Why are African countries not benefitting fromcurrent investments in higher education?
What opportunities exist for African policy makers
to improve higher tertiary education in Africa?

Facilitator:
Dr. Nick Ozor, ATPS
12:30 p.m. 14:00 p.m.

Lunch

14:00 p.m. 14:10 p.m.

Presentation of recommendation from the
Policy training event

DDRN

14:10 p.m.

Discussions

All

Lead Rapportuer: Kevin Urama, ATPS | Resolution Team: Nick Ozor, Anne Sorenson, Patrick Okori
72 | Proceedings of the PRE-CONFERENCE AND POLICY SIDE EVENTSThe African Technology Policy Studies Network (ATPS) is a multidisciplinary network of researchers, private sector actors andpolicy makers promoting the generation, dissemination, use andmastery of science, technology and innovation (ST&I) for African
development, environmental sustainability and global inclusion.
ATPS intends to achieve its mandate through research, capacity
building and training, science communication/dissemination andsensitization, participatory multi-stakeholder dialogue,knowledge brokerage, and policy advocacy.

African Technology Policy Studies Network
Contact the Executive Director at The Chancery, 3rd Floor, Valley Rd.
P O Box 10081, 00100-Nairobi, Kenya
Tel: (254 020) 2714092, 2714168,
2714498, 2723800
Fax: (254 020) 2714028
http://www.atpsnet.org

ISBN: 978-9966-030-24-5