Africa
Tanzania
Education for Employment – 2010-2015
The Faculty of Agriculture partnered withÌýÌýprogram to helpÌýreduce povertyÌýin Tanzania. Education plays an essential role in strengthening Tanzania’s ability to addressÌýagricultural productivity. By partnering with local Vocational Training Centres(VTC’) we assisted in providing quality education where it’s most needed.
Additional information:ÌýTanzania
Ethiopia
Post Harvest Managment to Improve Livlihoods 2008-2017
Agriculture is the driving force of the Ethiopian economy, accounting for 90 per cent of foreign export earnings and 85 per cent of employment. The difficulty is that post-harvest losses are extremely high, ranging from 20-70 per cent depending on the crop.Ìý
The Post-Harvest Management to Improve Livelihoods Project (PHMIL) focused on reducing post-harvest losses, adding value to existing products, utilizing waste products, monitoring quality and improving products to maintain nutritional quality and achieve export-level standards.
The Faculty of AgricultureÌýpartnered with the Jimma University College of Agriculture and Veterinary Medicine (JUCAVM) to train instructors in post-harvest management and value-added agriculture techniques.
We also helped develop BSc and MSc programs, improve library and laboratory facilities and establish a network of universities, industries, government and community groups with expertise and interest in the development of improved post-harvest systems.ÌýFurther information about the Post-Harvest Management Department, its facilities and academic programs available in this .
Post-harvest technologies developed through graduate student and facultyresearch was shared with farmers via demonstration sites and a community-based education program.
PHM Resources and Guides
The PHMIL project has developed the following guides and resources which are available for your use:
Ìý(pdf 652 KB)
This guide will be of use to Instructors at a University level in Ethiopia
Ìý(pdf 62MB)
This guide will be of use to Development Agents and Agricultural Offices in Ethiopia
Ìý(pdf 2.2 MB)
The guide and dvd can be used as a teaching resource in Ethiopia and Canada to help understand the gendered role of Agricultural production in Ethiopia.
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As aÌýTier 1 projectÌýof the University Partnerships in Cooperation and Development Program, the Post-Harvest Management to Improve Livelihoods Project was funded by theÌýthrough theÌý
Other contributions
Agricultural Sustainability - 2005-2010
The Agricultural Sustainability project provides training for JUCAVM staff in effective pedagogy, community needs assessment, sustainable agricultural systems and curriculum development for community-based training. The project also helps with upgrading support services such as the library and demonstration laboratories.
Ghana
Developing Rural Entrepreneurs - 2004-2010
The Developing Rural Entrepreneurs (DRE) project developed entrepreneurship-training programs through cooperation between a number of non-governmental and educational institutions in northern Ghana. These programs addressed the needs of existing and potential entrepreneurs and promoted economic activity and opportunity for women, men and youth in the region.
Agri-Entrepreneurship Training -Ìý1997-2002
Focusing mainly on women in the northern region of Ghana, this project was developed to increase the entrepreneurial concepts and skills to groups and individuals working in the agri-food sector.
Saint Andrew's College - 1992-1995
This project provided staff development for Saint Andrew’s faculty at the Dalhouse Faculty of Agriculture as well as technical assistance in Ghana.
The Gambia
Sustainable Food Security - 2003-2008Ìý
The Sustainable Food Security Project, funded by the Canadian International Development Agency (CIDA), was a partnership between Gambia College (GC) and the Faculty of Agriculture. The goal of the five year project was to address food insecurity issues in The Gambia through the design and implementation of stakeholder-responsive curricula of agricultural programmes by the School of Agriculture.ÌýÌýThe Gambian instructors experienced first hand a participatory, consultative model for curriculum planning and development, partcipating in comprehensive revisions and updating of courses, demonstrating their new knowledge and skills. The Canadian team members modeled a respectful, inclusive facilitation style in the workshops where agricultural training needs were addressed.Ìý
Capacity Building for Higher Education - 1997-2002Ìý
The Faculty of Agriculture partnered with St. Mary’s University to help The Gambia develop its first university. The project provided assistance in strengthening Gambian higher education governance structures, policy formulations and planning mechanisms along with its administrative and management systems.Ìý
Constructive Internationalism - 1991
This project consisted of a ten-week work and study program arranged for five Faculty of Agriculture students at Gambia College. The program covered tropical agriculture, cross cultural communications and development issues.
Gambia College Development ProgramÌý– 1984-1995
This linkage with the Gambia College School of Agriculture provided training, program enhancement and campus development and was supported by CIDA through three consecutive projects over ten years.
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