Agricultural Education and Training (Aet) Strategy For Agriculture in Rural Development in South Africa

AGRICULTURAL EDUCATION AND TRAINING (AET)
STRATEGY FOR AGRICULTURE IN RURAL

DEVELOPMENT IN SOUTH AFRICA
“First and foremost is the principle that to all the members of the body politic shall be
given the greatest achievements of the world of humanity. Each one shall have the
utmost welfare and well-being. To solve this problem we must begin with the farmer;
there will we lay a foundation for system and order…”
(‘Abdu’l-Bahá, Foundations of World Unity, p. 39)
Prepared by
the South African National Department of Agriculture
in consultation with the
National Strategy Formulation Team and the
Food and Agriculture Organisation
of the United Nations
May 2003
Final compilation by
Mr. Alu Mafunzwaini

Ms. Lerato Thahane
Mr. Steve Worth
TABLE OF CONTENTS
Page
A. Foreword 2
B. Definition 3
1. Introductory Background 4
1.1 Formal Education Institutions 4
1.2 Agricultural Extension Services 5
2. Challenges facing AET in South Africa 6
2.1 Fragmentation and lack of co-ordination 6
2.2 Poor and inconsistent quality control 7
2.3 Ineffective and non-responsive education and training 7
2.4 Poor access to AET by new entrants into the Agricultural Sector 7
2.5 Lack of critical skills 8
2.5.1 Agricultural Production 8
2.5.2 Agricultural Engineering 8
2.5.3 Agricultural Economics 8
2.5.4 Agricultural Development 9
2.5.5 Veterinarians 9
2.6 Foundations for an AET Strategy 9
2.7 Guiding Principles for the AET Strategy 11
2.8 Outline of the AET Strategy 12
3. Implementing the strategy: The creation of an AET Council 12
AET Logframe and Action Plan 14

Foreword
The Government of South Africa identified Human Resource Development as a

strategic priority for the country. In response, the Department of Agriculture (DOA)
launched a programme to develop a comprehensive national strategy for Agricultural
Education and Training (AET).
The AET strategic plan presented in this document represents the first effort to
address AET holistically in a manner that focuses all role players around three
strategic goals.
Develop and maintain an effective and well-coordinated AET that is integrated at

all levels and responds appropriately to South African Agriculture
Enhance equitable access and meaningful participation in AET for all South
Africans
Ensure the application of effective quality assurance of AET at all levels
This strategic plan builds on a twelve-month process involving participatory research

and consultation with AET stakeholders and role players at provincial and national
levels. The process was facilitated by the Food and Agriculture Organization of the
United Nations (FAO) in collaboration with the South African national and provincial
Departments of Agriculture.
The strategic plan embraces the identification of Agriculture as one of the major
economic drivers accessible to vast numbers of rural dwellers often without any
alternative entry into economic activity. It further recognizes the potential contribution
of responsive, quality AET to agricultural economic competitiveness and overall
societal well-being which includes:
Improving competitiveness through enhanced skills, knowledge and technology

Improving quality of life
Improving social cohesion through greater inclusiveness and
The generation of wealth
The current plan as a first step identifies implementation approaches that will yield
certain performance outcomes. It recognised that reflection, evaluation and
adjustment will be required on regular and systematic basis. Such a review would be
aimed at refining focus and strategies as more understanding is gained of the impact
of interventions proposed in this strategy.
Hundreds of stakeholders participated in the broad consultation process; their

contribution is gratefully acknowledged. This process provides a solid foundation for
sustained dialogue with the aim to continue to benefit from their inputs as the
implementation progresses with its reviews and further refinement. The dynamism
and enthusiasm of provincial research officers has been a continual source of
assurance throughout the process. The contributions of the FAO and national and
international technical advisors are also hereby gratefully acknowledged.
INTRODUCTION
AET is concerned with the provision and maintenance of sound education and
training to support an environmentally and economically sustainable agriculture. At
the present, AET in the nation is provided by a variety of statutory, non-statutory and
private institutions.
The national AET strategy is based on a consultative process involving AET

stakeholders in all provinces and at national level. This process included building
capacity at national and provincial levels and the creation of AET fora including
National and Provincial Agricultural Education and Training Task Teams and the
National Strategy Formulation Team.
These structures engaged in a process of research, analysis and consultation

resulting in the production of ten (10) individual reports outlining the status, issues
and recommendations of each of the nine (9) South African provinces and of national
stakeholders. These documents formed the foundation upon which the AET strategy
was formulated.
In addition to creating the foundation for formulating the strategy, the consultative
process resulted in two tangible outcomes:
• Greater collaboration between and among the provincial and national agencies
concerned with agriculture in general and with agricultural education and training
in particular. This forms a framework of the structures needed to implement this
strategy, and for its continued monitoring, evaluation and revision.
• There now exists a wealth of information about the status of AET in all the
provinces of South Africa (in terms of needs, providers and outcomes) which can
be used as a benchmark for the implementation of the AET strategy and which
creates a foundation for action at provincial level; particularly with regard to
agricultural extension and farmer training.
NB. While it is understood that the terms formal and non-formal education are being
replaced, for the purposes of this document, in the next two sections these terms are
used as this conforms with the terms of reference under which the research
informing this strategy was conducted
1.1 Formal Education in Agriculture
Some 11 colleges of agriculture, 6 technikons and 9 Universities offer various

tertiary AET programs that are nationally accredited. Secondary AET is
provided by approximately 1500 secondary schools.
Many non-governmental bodies including enterprising organizations also offer

AET. Information about the activities of these organizations is not readily
Deleted: AET Strategy
November 2003
Final StrategyNovember2003.doc 1
available. The bulk of the training offered by these bodies is presently not
accredited by SAQA.
Agriculture as a subject has been removed from the curriculum at primary

school level. It is possible for it to be included indirectly through the OBE
system. However, awareness about the importance of agriculture is low, few
primary school teachers are specifically trained to teach agriculture, and
supporting teaching materials and equipment are not readily available.
AET at the secondary level (NQF levels 2-4) delivers poorly. High schools
offering agriculture are mostly ill equipped both in terms of qualified teachers
and in terms of relevant equipment for practical training. Failure rates are high
and there is often a punitive association with studying agriculture – this is
particularly true in the previously disadvantaged areas of the country.
At the tertiary level, delivery is far better resourced. In most cases, agricultural
colleges offer AET in practical agricultural production within the broad
categories of crops and livestock – with some colleges specialising in crops
which are unique or more prevalent in their respective geographic areas.
Elements of agricultural extension are also frequently included in the curricula.
Learners leave with recognised diplomas after one, two or three years. (NB. It
was noted that, due to low student numbers and other factors, some
agricultural colleges are shifting their focus from educating extension
practitioners to training farmers.)
Similarly, at technikons, AET follows a practical curriculum, though less so

than at the agricultural colleges. With the introduction of the BTech degree,
technikons are increasing their theoretical components and moving toward
agricultural science – primarily still with a focus on crop and livestock
production.
Universities offer a very broad and diversified range of agricultural sciences

touching on pre-production, production, and post-harvest technologies related
to crops and livestock. They also offer curricula on a variety of associated
disciplines including agricultural engineering, agricultural management,
agricultural economics, soil science, food security, agricultural extension,
community resource management, bio-resources, as well as some specialities
including viticulture, hydroponics, forestry, and range and wildlife
management. Learning is driven more toward agricultural science than toward
agricultural practice. A number of universities also offer a ‘bridging year’ in
sciences and maths to provide access to agricultural faculties to learners
whose background science and maths precludes their access directly after
matric.
Internationally, interdisciplinary agricultural education has been found to be an

important component in AET. While there is some movement toward this in
South Africa – particularly in extension education and food security – it is an
area requiring further attention. Further, globalisation and international
competition are driving significant changes in agricultural curricula worldwide.
Given South Africa’s unique agricultural sector, where a huge backlog exists Deleted: AET Strategy
November 2003
on the home-front in terms of such fundamentals as food security and
widespread rural poverty, AET will need to steer a careful course between
meeting the demands of home and the opportunities abroad.
1.2. Non-Formal Education in Agriculture
Non-formal AET is offered by a range of providers including:

• Public agricultural extension and training services
• Providers in the NGO and private sectors
• Universities, colleges and some agricultural high schools
These providers are an intrinsic part of the AET network. One of the
potentially most powerful vehicles for AET delivery at farmer level is the
contingent of extension practitioners, agricultural scientists, agricultural
technicians, and similar functionaries. Such functionaries are both providers
and recipients of AET.
Preliminary results from research conducted indicate significant gaps in the

training of extension personnel – particularly with regard to the change in
focus of agricultural policy to redress the historically iniquitous provision of
support to farmers, agriculturalists and land users.
Extension worker-to-farmer ratios vary from province to province in South

Africa. There are approximately 55,000 – 60,000 commercial farmers, and 2,4
million homesteads with home food production, who can be termed
‘subsistence’ farmers. The national corps of public extension staff is
approximately 2800. For the purpose of this exercise extension is taken to
include scientists, extension officers, agricultural technicians and trainees, but
exclude extension management personnel. This gives extension/client ratios
as follow:
Commercial farmers: 1 : 21
Subsistence farmers: 1 : 857
Combined: 1 : 879
Internationally these ratios vary significantly. In countries like India, Zambia

and Zimbabwe (each of which face agricultural issues much in common with
South Africa) the ratios are 1:1000, 1:800 and 1:700 respectively). However,
studies have indicated that training and education of extension workers
(among other managerial issues such as deployment and resourcing), rather
than extension worker/farmer ratios, has a greater impact on the efficiency
and effectiveness of agricultural extension. The size of South Africa’s
extension service is then not the primary issue – rather it’s capacity to deliver.
Further, other factors which are important considerations in provision of non-

formal AET by public extension services include:
November 2003
• distance between farmers
• geographic areas covered by extension workers
• client literacy
• level of practical functioning of local farmer groups and associations
As implied above, South Africa has a dual agricultural economy created by a

long history of separate development and inequitable access to the factors of
production including land, capital and markets. The one face of South African
agriculture is a horizontally and vertically integrated commercial sector
drawing on land and input resources and selling to markets, which remains
mainly in the hands of the minority of the population. The other face of South
African agriculture is a disenfranchised, poorly resourced and poorly trained
cadre of farmers and producers with little or no access to the benefits of the
commercial sector. An effective AET system must necessarily recognize this.
AET should, therefore, be responsive to the needs of and be structured to
increase access by those sectors of the population that were excluded in the
past by political, legislative and economic factors.

November 2003
2. CHALLENGES FACING AET
The background above clearly identifies the main challenge as the

development of a co-ordinated, quality controlled effective and responsive
AET that is accessible to all South Africans. Such a system of Agricultural
Education and Training would meet the needs and opportunities of the sector
as identified in the national and provincial agricultural strategies, as well as
those resulting from the research conducted to formulate this strategy. Based
on the research, analysis and consultation conducted, limitations in current
South African AET pose the following challenges:
2.1 Fragmentation and lack of co-ordination

The broad consultation that took place during the development of the strategy
has illustrated that the AET is lacking in coherence and co-ordination. Poor
articulation characterises the programmes offered both between the formal
and informal sub section but also vertically within the formal education and
training sector. The AET system has no strategic direction that focuses its
development or determines priorities
The funding of programmes is skewed and uneven across different sites of

provision with former white institutions still better resourced than the
historically black institutions.
Programmes differ markedly in quality, standards, outcomes and curriculum

and thus limit the opportunities for students to change from institution to
institution and create further barriers to higher levels. There is a wide range of
role players that requires a co-ordinating body that would regularly review the
performance of AET and give a co-ordinated direction aimed at maximum
impact on the performance of the sector.
2.2 Poor and inconsistent quality control

The school agricultural training and education is very poorly controlled, both in
terms of curriculum content and qualification of educators, while the informal
is to a large extent untested in terms of quality. Historically white institutions
are still relatively better resourced in terms of infrastructure that supports
training and education and human resources, while historically black
institutions are poorly resourced and provide poorer quality agricultural
training with non-existent attention to qualification of educators for teaching
agriculture.
Non-formal AET is almost completely lacking in quality control while the

formal education and training has some quality control in place. The
application of quality control varies and its efficacy in providing a reliable
quality product varies similarly.

November 2003
2.3 Ineffective and non-responsive education and training
Curriculum: While some of the constraints to attaining the full potential of
agricultural performance are known (and have been for a while) there has not
been an appropriate response in formal education and training curriculum
content to address required improvement in areas such as marketing,
management, value-adding and other practical skills. In particular is
positioning agriculture as a market-driven business which can be profitable as
opposed to being taught only as a production enterprise.
Preparation and training of teachers: Teachers providing training in

agriculture at secondary level are often inadequately trained in both
theoretical and practical agriculture. This reduces the chances of access by
learners to higher education in agriculture.
Teachers at tertiary levels, while well-trained in theoretical agriculture, are

often inadequately trained in practical agriculture. Thus graduates have few
practical skills to offer the agricultural sector.
At both secondary and tertiary levels, few teachers have been trained to teach
agriculture as a profit-making business.
Poor linkages between the AET providers and the agricultural industry:
Research indicated that links are inadequate between AET institutions and
relevant role players which can provide strategic information about
employment and entrepreneurial opportunities in the agricultural sector.
Research base: Low participation in post-graduate studies at PhD and

masters levels yields a narrow research base that also contributes to the slow
response of AET to the changes, challenges and opportunities in agriculture
presented provincially, nationally, regionally and globally.
2.4 Poor access to AET by emerging farmers and new entrants into the
Agricultural sector
Previously disadvantaged communities and in particular women and the
disabled continue to have poor access to quality AET as a result of various
barriers including affordability, admission requirements, physical distance
from training centres, literacy and numeracy, language of instruction and
scant resources available to those charged with the responsibility of providing
AET to these communities.
2.5 Agriculture’s negative career image

Research indicated that agriculture has a negative image as a career choice
in the eyes of youth. It is seen the work of the poor and the elderly and as not
being profitable. Further agriculture is seen in a very narrow context and is
equated solely with primary production and not viewed as a profitable
business incorporating value-adding elements. Deleted: AET Strategy
November 2003
In addition a large number of learners qualifying in agriculture both at diploma
and degree level are, for a variety of reasons, unable to find jobs.
2.6 Lack of critical skills

Agriculture draws on a wide range of scientific and practical skills and
knowledge. These can be categorised in to five broad areas:
• Agricultural Production
• Agricultural Engineering
• Agricultural Economics
• Agricultural Development
• Veterinarians
2.6.1 Agricultural Production:

Training in agricultural production has focussed on a narrow band of
commodities and was provided to a small sector of the population. As a
result:
• Few black South Africans have high-level production skills.
• The range of agricultural research was limited to the narrow band of
commodities and geared toward large-scale commercial farming, thereby
not addressing the needs of small-scale and subsistence producers, and
ignoring opportunities presented by niche products.
• There is limited capacity to support mixed farming needed to address
issues of household food security and rural livelihood sustainability
Higher qualifications in agricultural sciences experience two challenges: first

is the general reduction in numbers of students entering into agricultural
sciences; second is the scant numbers of agricultural scientists coming from
historically disadvantaged populations. The former is in large measure due to
the generally negative image as a livelihood or career presented by
agriculture. The latter is due additionally to the poor quality of mathematics
and sciences in secondary schools.
2.6.2 Agricultural Engineering

Training in agricultural engineering has focussed; primarily on supporting
large-scale commercial agriculture and therefore there is a shortage of
technologies suitable for small-scale producers, for example appropriate and
sustainable production and post-harvest technologies (e.g. processing and
food storage).
A combination of scarcity of engineering courses at the historically black

tertiary institutions and the lack of adequate training in mathematics and
physical science has prevented historically disadvantaged communities from
accessing training in agricultural engineering.
2.6.3 Agricultural Economics:

The provincial inquiries supporting the AET strategy highlighted the crucial
need for general agricultural economics skills and for skills related to
agricultural business, farm planning, farm management, enterprise November 2003
management, marketing, finance, credit and risk management, and human
resource management.
2.5.4 Agricultural Development:

With the rapidly changing landscape in agriculture, where there are increasing
numbers of new entrants into agriculture, there is a critical lack of skills to
cope with the range of support required by these new entrants. These skills
cover such areas as agricultural extension, sustainable livelihoods, food
security, resource management, agricultural law and policy, land care, and
environmental management.
Agricultural extension presents a special case in that it is increasingly urgent

that all agriculturalists – economists, engineers, and scientists – at all levels
are skilled in taking their speciality into the field, to the farmer. The skill of
engaging farmers, producers and small-scale value-adders in technology
development is a singular challenge to the AET system.
Further, research highlighted the need for the concept of agricultural

extension to be expanded to issues not traditionally associated with
agricultural extension. Specifically, it highlighted the need to provide
agricultural extension workers with capacity and skills to assist communities to
deal with the effects of rural change, the impact of HIV/AIDS on the rural
economic base and the growing vulnerability of household livelihood systems
which presently are not generally part of the formal and non-formal training of
extension workers
2.6.4 Veterinarians
South African Public Service is faced with a challenge to ensure that there is
an adequate supply of veterinarians. There is no existing or recommended
ratio of the No. of veterinarians per No. of households/livestock farmers.
Policy makers should agree on this ratio, as this will identify the possible
needs of vets in the Sector as well as their knowledge and qualification gaps.
2.7 FOUNDATIONS FOR AN AET STRATEGY

This strategic plan is the result of a lengthy consultative process including a
broad spectrum of AET role players under the aegis of the national
Department of Agriculture with the support and participation of the FAO and
the provincial Departments of Agriculture.
This national strategy for AET recognizes that:
• A sound nationally coordinated AET is necessary for effective agricultural

and economic development; and
• The content and approach of AET must be guided by a coherent
implementation strategy, the formulation of which has been guided by the
relevant post-apartheid democratic imperatives, national policies, legal and
strategic framework that includes:
The all-inclusive and transparent AET strategy formulation initiative of
2002 Deleted: AET Strategy
November 2003
The Education White Paper 4 – A Program for the transformation of
further education
The White Paper on Higher Education, 1997
Strategies for South African Agriculture and Integrated Rural
Development.
Skills Development Act (Act No. 97 of 1998) and its associated
implementation strategy
South African Qualifications Authority Act, 1995 (Act No. 58 of 1995)
The strategy is designed to:
• Guide the development and provision of a nationally coordinated, effective,

responsive and quality-assured AET that is accessible to all South
Africans.
• Foster unified vision by all AET service providers.
• Instil public accountability, guide policy formulation and create a

framework for the maintenance, coordination, implementation and review
of AET.
• Instil public confidence in the AET system as a critical element of its

success.
• Address the many challenges facing AET identified through the

competitive analysis of the present system
• Provide sound national strategic guidelines for harmonising the

accreditation of the current “formal” and “non-formal” education and
training in agriculture in a manner that is consistent with the democratic
imperatives, the achieved framework of policy and legislation, as well as
overall national development goals.
• Address the historical emphasis on primary production and widen the

spectrum of disciplines included in AET to incorporate current and future
trends and opportunities (for example, agro-tourism and game farming)
• Facilitate the adoption of appropriate legislative and regulatory framework

needed to protect the education and training rights and interests of
agricultural and rural role players.
In brief, the strategy provides a sound framework to guide the development

and provision of a nationally coordinated, effective, responsive and quality-
assured AET that is accessible to all South Africans.
It is further envisaged that the system will continually assess the impact of
changes in the agricultural environment and the needs of the sector in its
endeavours to overcome the challenges as they occur. This will be done
consistently in order to contribute continuously to the enhancement of the
economic competitiveness of agriculture in South Africa. In this way, the role November 2003
players will grow in their confidence that they too contribute meaningfully to
the nation’s economic growth and sustainability.
2.8 GUIDING PRINCIPLES FOR THE AET STRATEGY
The underpinning of the strategy is commitment and adherence to the

following principles:
• While the context for AET is improvement and increased sustainability of
South African agriculture, AET is primarily a programme of Human
Resource Development which recognises the inherent nobility and dignity
of every individual touched by AET whether as a service provider or as a
user of AET.
• AET is committed to operating in a paradigm of continual partnership-
based learning through a conscious linkage of research, education and
extension (outreach), each informing and enhancing the other through a
partnership between service provider and client which promote an active
process of planning, action, reflection and learning.
• Planning and implementation of AET will take into consideration the
practical reality that the more independent a farmer is, the less intervention
by the State should be required/expected and the more support should be
located in/provided by the private sector – the reverse also being true –
underscoring the partnership relations.
• AET is committed to the principles of integrity, trustworthiness, where it is
measured by deeds rather than by words.
• AET must result in a wide range of developed human resources engaged
at all levels of agriculture.
• AET must be harnessed to deal with short- medium and long-term issues
facing agriculture in South Africa, ranging from micro issues of household
food security to international issues of global competitiveness of South
African agricultural products.
• AET must make a genuine contribution to the realisation of the strategic
outcomes of the prevailing agricultural strategy.
2.9 OUTLINE OF THE AET STRATEGY
Vision: Accessible, responsive, quality Education and Training for Agriculture

and Rural Development
Strategic Goals and Objectives. The AET Strategy has three strategic goals
each of which has a number of strategic objectives.

November 2003
Goal 1: Develop and maintain an effective and well-coordinated AET that is
integrated at all levels and responds appropriately to South African
Agriculture
1.1 Ensure policy and curriculum development is coordinated and
harmonised
1.2. Ensure that AET delivery at provincial level is well-
coordinated
1.3 Ensure that AET learning is mobile and portable from one
AET institution to another and articulates with hierarchies of
AET qualifications
1.4 Ensure alignment of AET curricula with urgent challenges

facing South African agriculture starting with:
o Sustainable Development and Land Care
o Food Security and Water Harvesting
o Rural Wealth Creation
1.5 Develop a systematic and coordinated programme to

introduce sustainable agriculture, sustainable development
and land care in the formal AET system
1.6 Develop and implement a systematic programme to train all
levels of learners and educators in household food security
and water harvesting.
1.7 Develop and implement a systematic programme to train all
levels of learners and educators in the fundamental elements
of rural wealth creation.
Goal 2: Enhance equitable access and meaningful participation in AET for

all South Africans
2.1 Develop and implement a systematic plan to identify, prioritise
and remove access barriers to AET
2.2 Improve the image of agriculture as a career and livelihood
choice: Develop and implement a high- impact public education
programme promoting the image of agriculture particularly
among children and youth
2.3 Encourage higher-level study (Masters & PhD) of the
agricultural sciences (especially of critical skills in short supply)
to produce high level, highly qualified scientists and add to the
agricultural science knowledge base.
Goal 3: Ensure the application of effective quality assurance of AET at all

levels

November 2003
3.1 Ensure AET at all levels is accredited and resourced with the
appropriate number of teachers and trainers with relevant
skills.
3. IMPLEMENTING THE STRATEGY
3.1. The Creation of an AET Council

The AET strategy envisages the creation of an appropriate structure (council)
to drive the many programmes, actions and tasks designed to fulfil the vision
of accessible, responsive, quality agricultural education and training in South
Africa. The primary function of such an entity would be to provide public
accountability, policy formulation and maintenance, coordination and strategic
guidance for AET.
The council will facilitate delivery on three strategic goals:

• Develop and maintain an effective and well-coordinated AET that is
integrated at all levels and responds appropriately to South African
Agriculture
• Enhance equitable access and meaningful participation in AET for all
South Africans
• Ensure the application of effective quality assurance of AET at all levels
In pursuit of these goals, the AET council will strive to ensure that:
• AET policy and curriculum development are coordinated and harmonised;
• AET delivery at provincial level is well-coordinated;
• AET learning is mobile and portable from one AET institution to another
and articulates with hierarchies of AET qualifications; and
• AET curricula are aligned with urgent challenges facing South African
agriculture including sustainable development and land care, food security
and water harvesting, and rural wealth creation.
Further, the council will encourage higher-level study of the agricultural

sciences (in particular critical skills in short supply) to produce high level,
highly qualified scientists and add to the agricultural science knowledge base.
The council will undertake a systematic programme to remove all barriers

preventing or limiting access to AET and to improve the image of agriculture
as a career and livelihood choice.
It will also be responsible for ensuring that AET at all levels is accredited and
resourced with the appropriate number of teachers and trainers with relevant
skills.

3.2. Structures for Implementation November 2003
The structure of the AET council will be built on the networks and
collaboration achieved through the strategy formulation methodology and
process. It will be built strongly on provincial input provided through a
hierarchy of representation from provincial to national level to facilitate
dialogue, exchange of information and shared learning to assist the
implementation, review and adjustment of the AET strategy.
The aim is to achieve wide-ranging representation from the many

stakeholders, particularly at provincial and service-delivery level, while
retaining a high degree of efficiency and flexibility for implementation.
The overall Council structure will consist of:
• A national Executive Board
• A national AET Secretariat
• A national AET Forum
• 9 provincial AET Fora with an executive structure
3.2.1 National Structures

Executive Board: It is envisaged that the national structure will be headed by
executive board which reports to the Minister of Agriculture. The Board will
have nine members who can provide technical and practical expertise and
which is constituted as follows:
• A representative from the national Department of Agriculture appointed by

the Minister of Agriculture
• A representative from the national Department of Education appointed by
the Minister of Education in consultation with the Minister of Agriculture
• A representative from the national Department of Labour appointed by the
Minister of Labour in consultation with the Minister of Agriculture
• A representative from the South African University Vice-Chancellors
Association (SAUVCA) appointed by the Minister of Agriculture in
consultation with SAUVCA.
• Association of Principals of Agricultural Colleges (APAC) appointed by the
Minister of Agriculture in consultation with APAC.
• One representative from the South African NGO COALITION
(SANGOCO)
• Two representatives of the National AET Forum elected by the Forum
• One member appointed by the Minister of Agriculture
From among these members the Minister will appoint the Chairperson.
The function of the National Board is to manage the implementation, review

and continued development of the AET Strategy. The Board will be
responsible for:
November 2003
• All expenditures from the AET budget
• Approval project proposals and commissioning of contract work
• Ensuring the consolidation and sharing of information along the AET
network
• Submitting regular reports to the Minister of Agriculture on the status and
progress of the AET strategy
National Secretariat: It is envisaged that the National Directorate for

Education and Training will serve as the secretariat for the Board and council
as a whole. Its primary function will be to provide administrative coordination
and support for the activities and programmes of the various National AET
structures. This may require the creation of additional posts at managerial and
administrative levels.
Because of the strong connections between AET and Education and Labour
issues, the AET structure will conduct its business in close collaboration with
the relevant agencies of the Ministries of Education and Labour.
National AET Forum: This forum will be comprised of 20 permanent

members. Each provincial forum and the national Department of Agriculture
will select two representatives to make up the 20 permanent members. From
among its members, the Forum will elect two representatives (the
Chairperson plus another) to represent it on the National Board The function
of the Forum will be to provide a platform for sharing and consulting on
various aspects of the status of the AET strategy for the benefit of provincial
and national initiatives and to advise and make recommendations to the
National Board.
Task Forces: It is envisaged that various task forces and working groups will
be established to facilitate detailed work on strategic goals and specific
objectives and interventions. Initially three Task Teams are envisioned – one
for each of the strategic goals:
• Coordination of Curricula and Delivery
• Coordination of Access
• Quality Control & Coordination of Accreditation and Registration of service
providers and programmes
These Task Teams will be comprised of 7 members. Six will be invited by the
national Executive Board based on recommendations from the National
Forum. These six appointees should be people who can add technical value
to the process. The seventh member will be a member of the national
Executive Board chosen by the Board who will serve as convenor and team
leader. Unless already in the employ of government, the members of these
Task Forces will be paid for their services.

November 2003
A basic structure for the proposed AET Council agency is set out below.
AET Council Board
Secretariat
National Forum
Task Force for Coordination of Task Force for Coordination of

Curricula and Delivery Access
Task Force for Quality Control &

Coordination of Accreditation and
Registration of service providers and
programmes
3.2.1. Provincial Structures

Provincial Forum: It is envisaged that each province will establish a
Provincial AET Forum. The Forum is intended to have the widest possible
representation from all AET stakeholders and role players. It should be
established building on the networks and processes established during the
Strategy Formulation process.
The purpose of the forum is to establish and maintain healthy dialogue among
the Forum members and other AET stakeholders with a view to:
• Facilitating the implementation of relevant AET programmes and projects
in its Province
• Monitoring, reviewing and reflecting on AET programmes and project in its
Province
• Provide feedback and make recommendations to the National AET Forum
about adjustments to the AET strategy and about potential new initiatives.
Each Provincial Forum will also select two of its members to serve on the
National AET Forum.
Provincial Steering Committee: The work of the Forum will be managed by

a Provincial AET Steering Committee which is to be comprised of seven
members. The Chairman of the Steering Committee is to be a representative
of the provincial Department of Agriculture. The other six members of the
Steering Committee are to be selected by the Forum through a process of
November 2003
consensus. Administrative support will be provided through the provincial
Department of Agriculture.
Working Groups: It is envisaged that the Provincial Fora will establish a

range of Working Groups to address various issues affecting AET. These
Working Groups will be formed on interest basis and lead by a ‘champion’.
Administrative support for the Working Groups will be decided on a case-by-
case basis.
3.3 Strategy for Implementation
3.3.1 Approach to implementation

As indicated earlier, the National Board will be responsible for the
implementation of the AET Strategy.
The appended Table provides the essential details of the Implementation Plan
for the AET Strategy. The plan is intended to serve as a framework upon
which the Task Forces can build more detailed plans of action for each of the
Strategic Goals and their respective Strategic Objectives. It provides priorities
for action, indicators for achievement, broad activities, assignment of overall
responsibilities and preliminary budgets.
Each of the three Strategic Goals is allocated to one of the three Task Forces.
The role of the Task Forces is to champion the relevant objectives and
interventions identified through the AET formulation process. Objectives,
interventions and activities are generally intended to be achieved through
collective and participatory action. While the national and provincial
Departments of Agriculture are expected to provide leadership and support for
implementation plan, success of the AET Strategy rests, in large measure, in
the collaborative partnerships created among and between State, private and
NGO AET providers at all levels.
In a number of cases, Task Forces will need to develop more detailed action
plans and may need to engage the services of consultants.
Where possible, building capacity to deliver on the AET Strategy is built into
the implementation plan. The aim is to build on the outcomes of the
formulation process, to increase the number of owners of the overall strategy,
and to give greater sustainability to the AET delivery and support network.
3.3.2 Preliminary Budgets

Budgeting for the AET Strategy is divided into three basic categories: Running
Costs, Staff Remuneration and Programme Costs.
Running Costs: Running costs comprise the budget required to run the AET
Council. In total running costs are estimated to be R2.51 million for the first
year.
This figure is broken down as follows:

November 2003
Running Costs: National Structures
Cost Area Budget
National Board 5 0000
National Forum 5 0000
Task Team (Running costs) 150 000
Honoraria for 21 Task Team members 1 000 000
Total 1 250 000
Running Costs: Provincial Structures are expected to provide the staff to carry
out the functions of the Forum, Steering Committee and Administrative
Support. The anticipated running cost to support the work at provincial level is
R140 000 per province. Thus, in total, for all 9 provinces, R1,26 million is
needed as a contribution from the National Department to the provincial
Departments.
Staff Remuneration: As noted earlier, additional posts will be needed to staff

the Secretariat to provide administrative support and coordination. In total
R200 000 is needed to employ one official at the level of Deputy Director and
R200 000 is needed to employ two administrators (e.g. secretary)
Programme Costs: Programme costs are the cost of investigating, planning,

designing, implementing reviewing specific interventions and lines of action. In
the framework presented at the end of this document, are included some
preliminary costs and estimates for some of the work to be done. In a number
of cases, information is outstanding or programmes are too complex to
address within the parameters of this submission. In the latter cases, funds
are sought to appoint an external agent to develop the more detailed plans
including comprehensive budgets. In other cases, ‘seed’ money is proposed
to kick-start selected initiatives.
The overall initial budget for proposed interventions is R3,155 million. Of this
amount, R600000 is needed in the second year for the proposed television
programme. Details of the initial budget proposal are set out overleaf.

November 2003
Initial Budget for AET Programmes
Strategic Goal and Provisional
corresponding Objectives Budget (R)
Goal 1: Develop and maintain an effective and well-coordinated AET
that is integrated at all levels and responds appropriately to
South African Agriculture
1.1 Ensure policy and curriculum development is
coordinated and harmonised 500000
1.2. Ensure that AET delivery at provincial level is well-
60000
coordinated
1.3. Ensure that AET learning is mobile and portable

from one AET institution to another and articulates 150000
with hierarchies of AET qualifications
1.4 Ensure alignment of AET curricula with urgent

75000
challenges facing South African agriculture
1.5 Develop a systematic and coordinated programme to

introduce sustainable agriculture, sustainable 1360000
development and land care in the formal AET
system
1.6 Develop and implement a systematic programme to

train all levels of learners and educators in 800000
household food security and water harvesting.
1.7 Develop and implement a systematic programme to
50000
train all levels of learners and educators in the
fundamental elements of rural wealth creation.
SUB-TOTAL 2995000
Goal 2: Enhance equitable access and meaningful participation in

AET for all South Africans
2.1 Develop and implement a systematic plan to identify,
prioritise and remove access barriers to AET 60000
2.2 Improve the image of agriculture as a career and

livelihood choice: Develop and implement a high-
impact public education programme promoting the 0
image of agriculture particularly among children and
youth
2.3 Encourage higher-level study (Masters & PhD) of
the agricultural sciences (especially of critical skills
in short supply) to produce high level, highly 50000
qualified scientists and add to the agricultural
science knowledge base.
SUB-TOTAL 110000
Goal 3: Ensure the application of effective quality assurance of AET

at all levels
3.1 Ensure AET at all levels is accredited and

resourced with the appropriate number of teachers 50000
and trainers with relevant skills.
SUB-TOTAL 50000
GRAND TOTAL 3155000 Deleted: AET Strategy
November 2003
AET IMPLEMENTATION PLAN
STRATEGIC VISION: Accessible, responsive, quality Agricultural Education and Training
STRATEGIC GOAL ONE

Develop and maintain an effective and well co-ordinated AET that is integrated at all levels and responds appropriately to South African agriculture
Strategic Objective Intervention/Outputs & Indicators Implementation
1.1. Ensure policy and curriculum Review and alignment of AET curricula at all levels to support the a. Design and implement a mechanism of stakeholder
development is coordinated development of effective agricultural science, agricultural practice and consultation and feedback (including a method of inputting
and harmonised. [Curricula & agricultural extension skills and expertise. information gathered into the curriculum). [Funded through
Delivery Task Force] Departmental Administrative budgets]
Indicators:
b. Establish the appropriateness of methods of delivery
• By July 2004, the system of stakeholder consultation and feedback
and progress in the availability, improvement of training
designed and implemented (quarterly reporting on progress)
aids; integrate with SETAs. [60 mandays @ R2000/day =
• By October 2004, training delivery methods research completed with R120000]
recommendations
• By 1 December 2004, audit of availability and use of training aids c. Audit the current level of availability and use of training
submitted with target recommendations; recommendations for resources (e.g. audio
implementation (including budget allocations, etc.) by the end of 2004 followed by the setting of minimum
• By 1 December 2004, the guidelines for curriculum review (including targets; integrate with SETAs. [90 mandays (10 mandays
frequency of review) established and published to relevant per province) @
stakeholders. d. Develop guidelines on the frequency of the curriculum
• Curriculum review occurs according to guidelines. (Ongoing, review and its flexibility; integrate with relevant SETAs.
commences January 2005) [Within Task Team budget]
• By 1 December 2004, AET educator training needs prioritised with
action plans and training programmes finalised e. Based on the information compiled through the AET
• Training action plans budgeted and implemented. (Ongoing, strategy formulation process, prioriti
commences January 2005) FET AET providers and develop and implement
appropriate training courses.; link to workplace skills plans.
(A second phase would be a similar exercise for primary
school teachers) [R200000 to prioritise and develop
materials; implemen
part of the training programme]

November 2003
1.2 Ensure that AET delivery at Develop and share guidelines for formulating a provincial strategy to a. Design and implement a mechan
provincial level is well- coordinate the delivery of AET consultation and feedback (including a method of inputting
coordinated [Curricula & information gathered into the guidelines). [Funded through
Delivery Task Force plus Departmental Administrative budgets]
Indicators:
provincial fora]
• Guidelines are developed in consultation with provinces and include
b. Commission drafting of guidelines [30 days @ 2000/day
monitoring and evaluation.
= R60000 (includes time
• Guidelines are available to provinces
• Guidelines completed by 1 December 2004 c. Hold workshops to share and encourage implementation
of guidelines [Funded through Departmental Administrative
budgets& Council budget]
1.3 Ensure that AET learning is In partnership with the Departments of Labour and Education, establish a. Design and implement a m
mobile and portable from one the unit/whole qualification standards for AET consultation and feedback (including a method of inputting
AET institution to another and information gathered into the guidelines). [Funded through
articulates with hierarchies of Indicators: Departmental Administrative budgets.]
AET qualifications [Curricula • Standards developed in partnership with relevant stakeholders
b. Develop a rational and practical programme for
& Delivery Task Force] • Programme in place, costed and budgeted by 1 December 2004 establishing standards, i
• Programme commission by 1 April 2005 and required resources [Funded through Departmental
• Unit standards or whole qualifications standards are established for Administrative budgets & Council budget plus R150000 to
full range of AET offerings (formal and non-formal) contract 30 people to participate in relevant SGB meetings]
• Progress is achieved according to agreed programme
c. Commission work according to agreed programme
Documentation and adoption by AET offering agencies of the [Funded through Departmental Administrative budgets]
articulation (portability and mobility) of qualifications within the AET
system (including FET and HE) Documentation:
Indicators: d. Coordinate with FET and HE structures representing
• Programme developed within one year of the adoption of the institutions offering AET (e.g. SAUVCA and APAC) to
programme for development of standards (i.e. 1April 2006) develop a programme for establishing mapping articulation
• Documentation is completed in terms of the agreed programme (including priorities, tar
• All relevant institutions offering AET adopt the map through a signed [Within Task Team budget]
memorandum of understanding. e. Commission work according to agreed programme.
[Budgets follow planning]
Adoption:
f. Engage with FET and HE structures (e.g. SAUVCA and
APAC) to facilitate adoption of articulation by FET a
structures offering AT. [Within Task Team budget] Deleted: AET Strategy
November 2003
1.4 Ensure alignment of AET Broadened curriculum a. NDA together with relevant PDAs engage FET AET
curricula with urgent providers to incorporate the cited elements into their
Broaden agricultural curriculum beyond primary production to include
challenges facing South respective qualification curricula. [9 workshops plus
pre-production requisites (including genetic material, technology,
African agriculture: consultants to help implement = R75000]
economics, business management, finance, etc.), post harvest,
• Sustainable Development (including consumption storing, processing value-adding, and
b. PDAs pursu
and Land Care marketing) as a part of agricultural science qualifications.
providers to incorporate the cited elements into their
respective qualification curricula. [Funded through
• Food Security and Water Indicators:
Departmental Administrative budgets]
Harvesting • MOUs negotiated and signed by 1 April 2005
• Reviews indicate curricula incorporate relevant aspects in
• Rural Wealth Creation agricultural science qualifications (Ongoing, commencing 1 April
2005)
[Curricula & Delivery Task Force]
1.5 Sustainable Development and Sustainable Development and Land Care [Primary Schools] a. Awareness campaign on sustainable agri
Land Care [Curricula & sustainable development and land care [Budget to be
Develop a systematic and coordinated programme to introduce
Delivery Task Force] determined by the Task Force: Seed funding = R150000]
sustainable agriculture, sustainable development and land care in the
formal AET system
b. Establish “youth in agriculture” type programmes in
schools [Negotiate funding from DoA youth budget]
Indicators:
• At least 50% of all primary schools have a “youth in agriculture” type
programme by end 2008
• At least 50% of all primary schools have a practical showing of
sustainable agriculture, sustainable development and/or land care
in their schools by end 2008
Sustainable Development and Land Care [High School] c. Fund regional/ provincial schools with facilities for
practical training in agriculture [Budget to follow audit]
d. Create par
formal AET system
extension services, private and NGO sectors, and selected
farmers to facilitate practical learning [Funded through
Indicators:
Departmental Administrative budgets]
• Funds are available annually in each province by 1 January 2006
(motivated by 1 December 2005)
• Programmes are designed and implemented in partnership with
relevant agencies. (Commences 1 January 2006)
November 2003
1.5 Sustainable Development Sustainable Development and Land Care [HE Level] e. Lobby HE structures representing institutions offering
and Land Care [Curricula & AET (e.g. SAUVCA an
Delivery Task Force] Development and Land Care into curricula. Review status
annually [Task Force Budget]
formal AET system
Indicators:
• By 1 January 2007, all colleges of agriculture, technikons and
universities offering AET include sustainable development and land
care as part of their foundation, core, capstone or required courses.
f. Assess current knowledge/skill base in agricultural
Sustainable Development and Land Care [Extension Service]
production, sustainable farming including land care within
Develop a systematic and coordinated programme to evaluate and extension service. [Consultant costs 30
upgrade skills within the Extension service. = R60000] *R60000 will also assess skills in 1.6 & 1.7
Extension Service
Indicators:
• Assessment and design is completed and budgeted for by 1 g. Design and implement tailored training courses for all
December 2004 for implementation by 1 April 2005 (coordinate with technicians, extension officers and scientists/ specialists in
1.6 and 1.7) agricultural production, sustainable farmin
• All extension staff demonstrate understanding of the theory and care. [Budget to train 10 people (TOT) in each province to
practices of agricultural production, sustainable farming including carry out assessment = R1100000 includes all costs
land care at least to a minimum level set. including consultant + R50000 for materials]
*The R1100000 will also cover the TOT programme for
Objectives 1.6 & 1.7 for Extens

November 2003
1.6 Household Food Security and Household Food Security and Water Harvesting [Primary Schools] a. Introduce programme of
Water Harvesting [Curricula & harvesting awareness [Budget to be determined by the
Develop and implement a systematic programme to train all levels of
Delivery Task Force] Task Force: Seed funding = R150000]
learners and educators in household food security and water
harvesting.
b. Provide special training of teachers and materials for
Life Orientation teachers and students [see 1.6a above]
Indicators:
• Within 5 years 50% of all primary schools has at least two teachers c. Poster and essay compet
trained in food security and water harvesting.
• 50% of all primary schools participate in competitions with at least d. Special programmes on Educational Television [30
Grades 5,6 & 7 included. minutes @ R20000/finished minute R600000]
• At least one appropriate programme each on food security and water
harvesting is developed by 1 December 2004 and broadcast on
educational television at least twice a year from 1 April 2005 for not
less than 5 years.
Household Food Security and Water Harvesting [Secondary Schools]

e. Lobby for food security and water harvesting as a formal
Develop and implement a systematic programme to train all levels of part of curriculum
harvesting. f. Introduce programme of food security awareness
1.6a above]
Indicators
• At least one module each on food security and water harvesting is g. Provide special training and materials for Life
included in the high school curriculum by start of school 2006 Orientation teachers [see 1.6a abo
• Curriculum materials developed by 1 December 2004
• Every high school has at least two teachers trained in food security h. Poster, essay and website competitions
and water harvesting 50% of all primary schools participate in above]
competitions with at Grades 9, 10, 11 & 12.

November 2003
1.6 Household Food Security and Household Food Security and Water Harvesting [HE Level] i. Lobby that food security and water harvesting is included
Water Harvesting [Curricula & as a core/prescribed module in all undergraduate
Delivery Task Force] agricultural science, agricultural extension and social
science qualifications and/or programmes [Board and T
harvesting.
Force Budgets]
Indicators:
j. Award bursaries for post
• At least one module each in food security and water harvesting is security and water harvesting [Board and Task Force
included in the relevant curricula in each tertiary institution offering
Budgets]
undergraduate qualifications in agricultural science, agricultural
extension and social science qualifications
• Each tertiary institution offering agricultural science, agricultural
extension and social science qualifications has at least one bursary
holder studying each food security and water harvesting
Household Food Security and Water Harvesting [Extension Service] k. Assess current knowledge/skill base in food security and
water harvesting within extension service; align with
Develop and implement a systematic programme to train all Extension
Extension strategy [See 1.5 Extension Service]
Officers in household food security and water harvesting.
l. Design and implement tailored training courses for all
Indicators:
technicians, extension officers and scientists/specialists in
• Assessment and design is completed and budgeted for by 1 food security and water harvesting. [See 1.5 Extension
December 2004 for implementation in 1 April 2005
Service for TOT budget; R50000 for materials]
• All extension staff demonstrate understanding of the theory and
practices of household food security and water harvesting at least
to a minimum level set.
1.7 Rural Wealth Creation Rural Wealth Creation [Primary Schools] a. Lobby to include concepts of 'self
[Curricula & Delivery Task sustainable livel
Force] part of life orientation [Task Force Budget]
learners and educators in the fundamental elements of rural wealth
creation.
Indicators:
• Within 5 years 50% of all primary schools has at least two teachers
trained in sustainable livelihoods and entrepreneurship who are
conducting modules in these concepts as a part of the life
orientation programme
November 2003
1.7 Rural Wealth Creation Rural Wealth Creation [Secondary Schools] b. Lobby to include concepts of 'self
[Curricula & Delivery Task sustainable livelihoods (assets based development) as a
Force] part of life orientation and/or agricultural science. [T
learners and educators in the fundamental elements of rural wealth
Force Budget]
creation.
Indicators:
• Within 5 years 50% of all secondary schools have at least two
teachers trained in sustainable livelihoods and entrepreneurship
who are conducting modules in these concepts as a part of the life
orientation or agricultural science programme.
Rural Wealth Creation [HE Level] c. Lobby for agricultural science and, in particular,
agricultural extension curricula to be contextualised in a
rural wealth creation paradigm (including home economics
learners and educators (including EO officers) in the fundamental
and community development). [Task Force Budget]
elements of rural wealth creation.
d. Encourage the adoption of a learning paradigm that
Indicators:
supports the AKIS concept of teaching, extension, and
• At least one module each in rural wealth creation is included in the research informing each other in a continuou
relevant curricula in each tertiary institution offering undergraduate cycle. [Task Force Budget]
qualifications in agricultural science, agricultural extension and
social science qualifications
• Each tertiary institution offering agricultural science, agricultural
extension and social science qualifications has at least one bursary
holder studying rural wealth creation.
Rural Wealth Creation [Extension Service] e. Assess current knowledge/skills base in

creation within extension service [See 1.5 Extension
Develop and implement a systematic programme to train all Extension
Service]
Officers in the fundamental elements of rural wealth creation.
f. Design and implement tailored training courses for all
Indicators:
technicians, extension officers and scientists/specialists in
• Assessment and design is completed and budgeted for by 1
fundamentals of rural wealth creation.
December 2004 for implementation in 1 April 2005
Service for TOT budget; R50000 for materials
• All extension staff demonstrate understanding of the theory and
practices of rural wealth creation at least to a minimum level set.

November 2003
STRATEGIC GOAL TWO
To enhance equitable access and meaningful participation in AET for all South Africans
2.1 Remove all barriers preventing Develop and implement a systematic plan to identify, prioritise and a. Establish a task team to draft intervention strategy that
or limiting access to AET remove access barriers to AET incorporates the follo
[Access Task Force] • Recognition of prior learning should be incorporated in
Indicators the accreditation processes as a way of forcing
• There is significant movement toward demographic representation in providers to build on existing knowledge and furthering
the registration of learners in AET programmes in accordance with the skills development in the agricultural sector.
the prevailing policies of the Ministry of Education • Special groups such as farm workers, y
• Any limitation in advancement of qualification is solely on the basis women should be targeted and training funds should be
of performance, not as a result of artificial barriers. earmarked for accessed by providers only when these
designated groups are in the majority in the training
group.
• An assessment of Mobile units requirements for
adequately reaching rural emergin
workers should be worked out on the basis of a
minimum norm, costed and rolled out over a period of
five years.
b. Language, materials, training centre locations and
training materials and approach should form part of the
curriculum eval
farm workers.
• Non-formal providers working in rural communities (e.g.
agricultural extension officers) to be exposed to
participatory extension methods in order to ensure that
recipients of their training can also c
Indigenous Knowledge to the knowledge base. Other
areas where non
include needs analysis.
• Encourage entrepreneurship within agriculture.
• Facilitate and support farmer mentorship programmes
to broaden partner
c. Implement, evaluate and revise on ongoing basis

[Task Force to engage consultant to develop detailed plan
= R60000]
November 2003
2.2 Improve the image of Image of Agriculture [Primary Schools] a. Introduce a life skills programme "Where does it come
agriculture as a career and Develop and implement a high-impact public education programme from?" to dem
livelihood choice [Access promoting the image of agriculture particularly among children and agriculture. [Budget part of planning for awareness
Task Force] youth programmes in 1.5, 1.6 & 1.7]
b. Adopt and develop an "agriculture in the classroom"
Indicators programme, which provides teachers and students with
• Programme developed by 1 December 2004 OBE based educational tools
• Programme launched by 1 April 2005
c. Engage with school TV, and other electronic, broadcast
• 50% of all primary schools actively participate in the programme and print media to develop special programmes on
within 3 years after roll out of the programme agriculture, which reinforce the 'agriculture in the
• Negotiations with DOE for agriculture in primary school curriculum classroom' programme. [See 2.2a above]
commence by 1 September 2003
d. Lobby for reintroducing agricultu
school level. Include the principles of sustainable
agriculture for grades 5
Image of Agriculture [Secondary Schools] e. Encourage the study of agricultural economics and rural
Develop and implement a high- impact public education programme resource management as
promoting the image of agriculture particularly among children and specialisations through special bursaries and awards. [See
youth 2.2a above]
f. Encourage the incorporation of agricultural economics
Indicators: and rural resource management into agricultural science
• Programme developed by 1 December 2004 degrees to make agricultural science more sen
• Programme launched by 1 April 2005 both the economic significance of agriculture and to the
• Numbers of students taking and passing at higher grade agricultural powerful link between agriculture and rural wealth creation.
science in combination with higher grade maths and at least one [See 2.2a above]
other higher grade science subject in high school increases
g. Establish “youth
annually until reaching at least 10% of all registered students from
prestigious prizes. [See 2.2a above]
Grade 8 to Grade 12.
h. Inter-high school
i. Provide special training and materials for Life Orientation
Teachers. [See 2.2a above]
j Poster, essay and website competitions. [See 2.2a
above]

November 2003
2.2. Image of Agriculture [Access Image of Agriculture [HE Level] k. Encourage the study of agricultural sciences, agricultural
Task Force] economics and
Develop and implement a high- impact public education programme qualifications or specialisations through special bursaries
promoting the image of agriculture particularly among children and and awards [See 2.2a above]
youth
l. Encourage the incorporation of agricultural economics
Indicators: and rural resource management into agricultural science
• Programme developed by 1 December 2004 qualifications to
• Programme launched by 1 April 2005 to both the economic significance of agriculture and to the
• Numbers of students writing agriculturally related qualifications powerful link between agriculture and rural wealth creation
increase annually until reaching at least 15% of all student (agricultural business management). [See 2.2a above]
registrations at tertiary institutions offering agricultural qualifications
2.3 Encourage higher-level study Engage in partnerships with all HE institutions to conduct research into a. Identify and codify critical skills in short supply
(Masters & PhD) of the agricultural sciences in those areas which are critical skills in short [Consultant to develop detailed plan; R50000]
agricultural sciences supply to encourage higher level study (Masters and PhD) in these
(especially of critical skills in fields b. Identify, fund and commission to HE institutions
short supply) to produce high research proposals relevant t
level, highly qualified Indicators: supply [Task Force Budget]
scientists and add to the • List of critical skills completed and published by 1 December 2004;
agricultural science reviewed every three years c. Award bursaries for post
knowledge base. [Access • Bursaries awarded according to prioritised list. areas. [Task Force Budget]
Task Force]

November 2003
STRATEGIC GOAL THREE
Ensure the application of effective quality assurance of AET at all levels
3.1 Ensure AET at all levels is accredited and Determine and quantify the teacher and trainer a. Establish research commission [Task Force Bu
resourced with the appropriate number of requirements (both quantity and quality) that can used to establish detailed plan and budget]
teachers and trainers with relevant skills. adequately support an effective AET system from
[Quality, Accreditation & Registration Task school level to tertiary level and for non-formal AET and b. Consolidate research into client training needs/
Force] set goals to meet this requirement over an established requirements [Task Force Budget]
timeframe.
c. Audit current AET offering in terms of quantity and
Indicators relevance [Consultant R50000]
• Programmes designed and resourced by 1 December
2004 for implementation from 1 April 2005 financial d. Measure Gap/create standards [T
year.
• Numbers of accredited AET providers increases e. Plan to fill gap [Task Force Budget]
annually until at least 60% of all AET providers are
accredited according to relevant standards. f. Review regularly [Task Force Budget]
Support the national policy of accreditation of AET g. NDA together with relevant PDAs engage private sector
providers and the registration of AET programmes. and NGO AET providers to facilitate accreditation and
registration process. [Task Force Budget]
Indicators
• The majority of AET providers are accredited and
offering registered programmes

November 2003
November 2003
CONCLUSION
Agricultural education and training is a human resource intensive endeavour and innovative and
effective marketing of the strategy will be important to secure additional resources that are an integral
part of some of the critical interventions.
The National Department of Agriculture has developed this strategy and action plan to commence in
the financial year 2004/5. It is expected that implementation of the plan will change some of the
current conditions on a continuous basis and hence the strategies, be it only slightly. The Department
of Agriculture considers this plan to be a significant and important step in creating the preferred future
for agricultural education and training. Most notable is the extensive consultation with AET end-users,
providers and other role-players which distinguishes this strategy as representing a future that is
preferred by many partners in the sector. However it will be important to ensure that visioning,
strategic planning and implementation are continuously refined with additional development as the
understanding of the effects of interventions increases and as the environment changes.
Finally, the department would like to acknowledge all the participants that contributed to the
development of this strategic and action agenda.

November 2003

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AGRICULTURAL EDUCATION AND TRAINING (AET)

STRATEGY FOR AGRICULTURE IN RURAL

Mr. Alu Mafunzwaini

1.1 Formal Education Institutions 4

1.2 Agricultural Extension Services 5

2. Challenges facing AET in South Africa 6

2.1 Fragmentation and lack of co-ordination 6

2.2 Poor and inconsistent quality control 7

2.3 Ineffective and non-responsive education and training 7

2.5 Lack of critical skills 8

2.5.1 Agricultural Production 8

2.5.2 Agricultural Engineering 8

2.5.3 Agricultural Economics 8

2.5.4 Agricultural Development 9

2.6 Foundations for an AET Strategy 9

2.7 Guiding Principles for the AET Strategy 11

2.8 Outline of the AET Strategy 12

3. Implementing the strategy: The creation of an AET Council 12

AET Logframe and Action Plan 14

The Government of South Africa identified Human Resource Development as a

Develop and maintain an effective and well-coordinated AET that is integrated at

This strategic plan builds on a twelve-month process involving participatory research

Improving competitiveness through enhanced skills, knowledge and technology

Hundreds of stakeholders participated in the broad consultation process; their

The national AET strategy is based on a consultative process involving AET

These structures engaged in a process of research, analysis and consultation

1.1 Formal Education in Agriculture

Some 11 colleges of agriculture, 6 technikons and 9 Universities offer various

Many non-governmental bodies including enterprising organizations also offer

Agriculture as a subject has been removed from the curriculum at primary

Similarly, at technikons, AET follows a practical curriculum, though less so

Universities offer a very broad and diversified range of agricultural sciences

Internationally, interdisciplinary agricultural education has been found to be an

1.2. Non-Formal Education in Agriculture

Non-formal AET is offered by a range of providers including:

Preliminary results from research conducted indicate significant gaps in the

Extension worker-to-farmer ratios vary from province to province in South

Internationally these ratios vary significantly. In countries like India, Zambia

Further, other factors which are important considerations in provision of non-

As implied above, South Africa has a dual agricultural economy created by a

Deleted: AET Strategy

The background above clearly identifies the main challenge as the

2.1 Fragmentation and lack of co-ordination

The funding of programmes is skewed and uneven across different sites of

Programmes differ markedly in quality, standards, outcomes and curriculum

2.2 Poor and inconsistent quality control

Non-formal AET is almost completely lacking in quality control while the

Deleted: AET Strategy

Preparation and training of teachers: Teachers providing training in

Teachers at tertiary levels, while well-trained in theoretical agriculture, are

Research base: Low participation in post-graduate studies at PhD and

2.5 Agriculture’s negative career image

2.6 Lack of critical skills

2.6.1 Agricultural Production:

Higher qualifications in agricultural sciences experience two challenges: first

2.6.2 Agricultural Engineering

A combination of scarcity of engineering courses at the historically black

2.6.3 Agricultural Economics:

2.5.4 Agricultural Development: