Search results

African agri-food systems are undergoing major structural change in response to growing urbanization, rising incomes and shifting patterns of food consumption. The purpose of this paper is to explore four major dimensions of this surprisingly rapid structural shift in African food systems.

This chapter synthesizes the six chapters and in addition discusses future implications for agricultural education and training (AET) in Africa.

AET institutions face multiple pressures as a result of these ongoing changes. High fertility rates have produced a youth bulge that currently strains educational capacity at all levels and places huge pressures accommodating 700 million youth job market entrants over the coming 30 years.

Countries vary considerably in a number of socio-economic and political dimensions making it difficult to completely generalize on each and every issue. Cross-country comparison to the level of determining which country is better than the other in many of the variables is difficult.

Synthesis of key parameters to consider in increasing the relevance of AET institutions in Africa.

The papers in this special issue measure the pace of change and the employment consequences of rapid ongoing transformation of Sub-Saharan Africa’s agri-food system. After quantitatively assessing the pace of change in consumer diets, a succession of papers examines the resulting change in public health, employment structure, job skill requirements and the educational challenges facing agricultural education and training (AET) institutions charged with preparing African youth with workforce skill required to succeed in the continent’s rapidly changing, rapidly growing agri-food system. The paper aims to discuss these issues.

Changes in consumer demand and workforce skill needs emerge from a quantitative projection model using Living Standards Measurement Studies in half a dozen countries in Eastern and Southern Africa. Based on surveys of employers, graduates and staff at AET institutions in a range of 14 different countries, the analyses evaluate the workforce skill needs and educational challenges for preparing Africa’s emerging youth bulge to seek productive careers on the farm and in post-farm segments of the agri-food system. Throughout, the papers contrast findings from countries at different stages in the food system transformation using a typology developed in this paper.

The concluding paper in this issue by Kabasa, Kirsten and Minde summarizes key findings emerging from this collection.

The contributions in this special issue report original research based on analysis of LSMS data and on interviews with agri-food system employers, agricultural education institutions and professionals in over a dozen African countries.

The purpose of this paper is to examine the career trajectories of 66 distinguished African agricultural professionals in order to explore how agricultural education and training (AET) institutions can better motivate and prepare youth for productive careers in Africa’s rapidly changing agrifood system.

Based on in-depth qualitative interviews with these role models, the paper explores the answers to two critical questions: How can Africa motivate its youth to consider careers in agriculture and agribusiness? How can AET institutions better prepare youth for productive careers in agribusiness?

Rural youth enter agribusiness careers in response to clearly perceived rural needs coupled with demonstrable profitability of modern agricultural and agribusiness opportunities. In contrast, urban youth embark on agricultural career paths in response to inspiring science education, particularly practical applications in biology, coupled with emerging awareness of the range of professional opportunities afforded by modern agribusiness and commercial agriculture.

The study relies on the basic premise that seasoned, successful professionals – from the private and public sector – can offer useful insights into ways of improving job preparation training for the youth of today seeking careers in the food system of tomorrow. The approach assumes that the role models have both the practical experience and forward-looking vision necessary to identify key elements of preparation likely to benefit future job market entrants.

This paper relies on primary interviews with distinguished agricultural professionals from 14 different African countries.

Agricultural education and training (AET) institutions will play a strategic role in helping to prepare Africa’s rapidly growing youth populations for productive careers in agriculture and related agri-businesses. The purpose of this paper is to examine the magnitude of skills and youth employment needs emanating from high-population growth rates. It then explores how agricultural education institutions are responding to these challenges in four different countries at different levels of food system development: South Africa tier 1, Tanzania in tier 2 and Malawi and Uganda in tier 3.

Demographic and school enrollment data provide information on the magnitude of job market entrants at different levels of education while Living Standards Measurement Studies in the respective countries provide a snapshot of current skill requirements in different segments of the agri-food system. In order to evaluate AET responses, the authors have conducted country-level reviews of AET systems as well as in-depth assessments at key tertiary AET institutions in each of the four case study countries.

Growth rates in primary school enrollments are high in sub-Saharan Africa. At the same time, because of budgetary constraints, transition rates decline rapidly – about 40 percent from primary to secondary and 7 percent from secondary to tertiary. As a result, substantial numbers of primary and secondary school graduates seek jobs.

The case study countries are limited to four. Had more financial resources and time been available, researchers could have spread further afield and in so doing increasing the precision of the results.

Estimation of the number of primary and secondary school leavers seeking employment because of failure to proceed to the next level of education. Estimation of the level of education shares in the various components of the agri-food system.