Strengthening the capacity of four colleges of Agriculture

22 January 2022

Continent: Africa

Duration: 2017-2021

Donor: Kwadaso College | Ohawu College | Ejura College | Damongo College

Partner: Ghanaian University of Science and Technology (Faculty of Agriculture) | HAS University | Q-point | Quente Africa

29 July 2017

Introduction to the project

Although agriculture is no longer the main driver of Ghana’s economy, the sector still employs almost half of the national labour and is one of the largest foreign exchange earners. The county has a two-speed agricultural sector: export-oriented agriculture is growing strongly, while food crop production is lagging behind. While agriculture for export, such as cocoa and horticulture, is flourishing, food crop production remains dominated by subsistence farming. To date, agriculture remains largely rain-fed and subsistence-based, with rudimentary technology used to produce 80% of total output. A modernization and development of the agricultural sector is of crucial importance for Ghana, in fact the government declared its commitment in substituting international aids with trades and investments before 2020.

Food security is high on the Ghanaian agenda and the agricultural colleges play a pivotal role in this regard. Graduates of the colleges, either as extension worker, employee or (self-)employer should possess practical and entrepreneurial skills to support the agriculture sector and to improve food security throughout the country.

 Our solution

With this project the 4 Agricultural Colleges in Ghana: Kwadaso, Ohawu, Ejura and Damongo College aim to become Centres of Excellence in agriculture and agribusiness training in Ghana by strengthening their educational and organizational capacity to deliver male and female graduates that meet labour market and gender needs.

The project aims to realise this by (i) strengthening the colleges in their overall institutional and organizational performance, (ii) capacitating staff on managerial, technical and entrepreneurial competences, (iii) revising the curricula from an entrepreneurial and practical perspective, (iv) supporting the expansion of required facilities and equipment and finally by (v) creating an entrepreneurial awareness and knowledge among staff and students in their education, research and outreach. At the end this approach will benefit the successful insertion of graduates on the labour market and will increase business opportunities for small farmers and female farmer groups.

In addition, this project links up with the Nuffic OKP-3458 and OKP-3827 projects that are part of the Orange Knowledge Programme.

Results

Through stakeholder workshops, investments in facilities and ToT’s on topics like value chain management, leadership and entrepreneurship the outputs of this project are being realised. The colleges have set up on-campus income-generating activities and are actively involving students. With the COVID-19 crisis, the colleges and the project consortium have been working digitally to fully realise the remaining goals of the project.

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