PROVINCIAL REPORT ON EDUCATION AND TRAINING FOR AGRICULTURE AND RURAL DEVELOPMENT IN

THE NORTHERN CAPE

NORTHERN CAPE DEPARTMENT OF AGRICULTURE, LAND REFORM ENVIRONMENT AND CONSERVATION

COMPILED BY:

PROVINCIAL RESEARCH OFFICERS

M K BAPELA W MARIBA

21 NOVEMBER 2002

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ACRONYMS

ABET Adult Basic Education and Training AIDS Acquired Immune Deficiency Syndrome AET Agricultural Education and Training ANCRA Northern Cape Association for Community Rural Advancement BMF Business Management Facilitators CBO Community Based Organizations DoA Department of Agriculture DoL Department of Labour EU European Union ESTA Extension of Security of Tenure Act FAO Food and Agriculture Organization of the United

Nations HIV Humane Immune Deficiency Virus LDU Land Development Unit LRAD Land Reform for Agricultural Development N/A Not applicable NCP Northern Cape Province NDA National Department of Agriculture NGO Non-Governmental Organization NPC National Project Co-ordinator NRO National Research Officer NSFT National Strategy Formulation Team NQF National Qualification Framework ORG Organization ORD.SCH Ordinary School PAETA Primary Agriculture Education and Training

Authority PAETTT Provincial Agricultural Education and Training Task

Team PDA Provincial Department of Agriculture PRA Participatory Rural Appraisal PRO Provincial Research Officer RSA Republic of South Africa RPF Resource Poor Farmers SADC Southern African Development Community

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SAD(F) Southern African Dried Fruit SPP Surplus Peoples Project SETA Sector Education and Training Authority SMME Small, Medium, Micro Enterprises SWOT Strengths, Weaknesses, Opportunities and

Threats TNA Training Needs Assessment

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TABLE OF CONTENTS Page No. CHAPTER 1 Introduction 1.1 Background 1.2 Purpose of the Project 1.3 Methodology 1.4 Outline of the Report CHAPTER 2: OVERVIEW OF THE AGRICULTURAL/ RURAL SECTOR NORTNERN CAPE PROVINCE Introduction of Geographical/Environmental features 2.1 Description of the study area 2.2 Agricultural potential and land use 2.3 Service Delivery projects 2.4 Summary CHAPTER 3: EDUCATION AND TRAINING NEEDS FOR AGRICULTURAL AND RURAL DEVELOPMENT Introduction (Training Needs Analysis) 3.1 Knowledge and Skills Needs of Farmers 3.2 Knowledge and Skills Needs of Extension Agents 3.3 Knowledge and Skills Needs of Managers and Staff: Companies CHAPTER 4: PROVISION OF AGRICULTURAL EDUCATION AND

TRAINING Introduction 4.1 Formal Education and Training Provision 4.2 Non-Formal Education and Training Provision 4.3 Summary

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CHAPTER 5: AGRICULTURAL EDUCATION AND TRAINING GAPS (SWOT ANALYSIS, DISCUSSION AND FINDINGS) Introduction 5.1 Are providers targeting the right clients? 5.2 Are the courses/programmes aligned to clients needs? 5.3 Are methods of provision/training (delivery system) meeting

preferred methods/condition of clients? 5.4 Is the cost of tuition affordable? 5.5 Are admission requirements appropriate for potential clients? 5.6 Are the resource and capacity of providers geared to meet

training requirements? 5.7 Is the education/training system adaptable to the new system

of outcome/performance based learning (NQF, SAQA)? 5.8 Is the system relevant to imperatives? 5.9 Conclusion Summary. CHAPTER 6: Conclusions and Recommendations References Appendices

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LIST OF TABLES Tables Page 1.1 Work plan 1.2 Work plan: phase 2 3.1 Findings from PRA 3.2 TNA: Resource poor farmers 3.3 Obstacle versus solution matrices 3.4 Marketing problem 3.5 AET providers 3.6 TNA: Final-year students: Vaal Triangle Technikon (Upington) 3.7 TNA: Field staff 3.8 Responsible gender 3.9 Skills gaps, private sector: Managers 3.10 Skills gaps, private sector: staff 4.1 Educational institution(s)/School(s) surveyed 4.2 Findings: Course offered, enrolment and method of provision 4.3 Resource and capacity of learning centres in the

Northern Cape 4.4 Training offered including average duration 4.5 Findings: Training offered, target group and tuition 4.6 Findings: Physical resources and source of funds 4.7 Method of provision: Theory/practical ratio 4.8 Findings from experimental farms 4.9 Related factors influencing/determining AET 5.1 SWOT on commercial farmers 5.2 SWOT on resource-poor farmers 5.3 SWOT on farm workers

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LIST OF FIGURES Figures Page 3.1 Commercial farmers skills evaluation: Age 21-40 3.2 Commercial farmers skills evaluation: Age 41-50 3.3 Commercial farmers skills evaluation: Age 51+ 3.4 Resource-poor farmers skills evaluation: Age 21-30 3.5 Resource-poor farmers skills evaluation: Age 31-40 3.6 Resource-poor farmers skills evaluation: Age 41-50 3.7 Resource-poor farmers skills evaluation: Age 51+ 3.8 TNA: Farm workers at commercial farms: Age 21-30 3.9 TNA: Farm workers at commercial farms: Age 31-40 3.10 TNA: Farm workers at commercial farms: Age 41-50 3.11 TNA: Farm workers at commercial farms: Age 51+ 3.12 Farm workers at State farms: Age 31-40 3.13 Farm workers at State farms: Age 41-50 3.14 Farm workers at State farms: Age 51+ 3.15 Farm workers at resource-poor farms: Age 21-51+

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OVERVIEW BY THE HEAD OF DEPARTMENT In his policy speech for the year 2001/2002, the MEC indicated that the work of the Department would be organized around four focus areas, namely Unlocking the Potential, Food Security, Environmental Sustainable Framework and Effective Delivery and Administration. Following this commitment, the Department completed a Three-year Strategic Plan, which gives direction and sets the scene for integration within the Department. Our Department is also grateful to be part of the AET project, which has been undertaken throughout the country. The fundamental objectives of the project are the following: • To develop an appropriate methodology for the AET Strategy • To build capacity of staff in the Department of Agriculture • To increase participation by stakeholders at national and provincial

level This is in line with our Skills Development Plan as indicated in the Witsand document as one of our themes. We therefore hope that the finding of this research will contribute much towards the development of the Agricultural Education and Training Strategy in South Africa, which we hope will realize the vision of a united and prosperous agricultural sector. We would like to acknowledge our dedicated personnel (PROs) and PAETTT members who put much effort to make this project a success. _______________________________ Mr W V D Mothibi Head of Department Department of Agriculture, Land Reform Environment and Conservation

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EXECUTIVE SUMMARY The National Department of Agriculture embarked on a National Agricultural Education and Training Strategy formulation project since November 2001 and the project is now on the verge of finalization. The project is mainly sponsored by the Food and Agricultural Organization (FAO) of the United Nations and the National Department of Agriculture. FAO was represented by Ms Vera Berger and they appointed International Consultants, Dr Jill White and Mr David Gooday, as well as one National Consultant, Dr Moraka Makhura, current working for the Development Bank of Southern Africa (DBSA). The National Project Co-ordinator is Mr Matome Kgowedi, assisted by Joe Kgobokoe, both from the National Department of Agriculture. Each Province was represented by at least two National Strategy Formulating Team members (NSFT) and two Provincial Research Officers (PROs) Mr V S Cupido and Mr E M Ramafoko represented our province as NSFT members. Mr M K Bapela and Mr I C W Maribe represented the province as PRO’s. Provinces also established Provincial Education and Training Task Teams (PAETTT) consisting of representatives of all stakeholders involved in agriculture, i.e. farmers unions, emerging farmers, providers of Agricultural Education and Training (AET) (formal and non-formal), the PROs, NSFT members, etc. The terms of reference of this forum was to act on advisory capacity to PROs and to consolidate the findings of the provincial research, identify priorities and make recommendations for the reform of AET. Most importantly they performed a liaison role between the forum and their respective stakeholder groups. It is a well-known fact that the agricultural sector in our country is currently mainly dominated by commercial farms and over the past couple of years more scope and/or opportunities for emerging farmers to graduate to commercial farming and to become economically competitive and self-reliant has been broadened. In addition, other potential interest groups such as women, youth and the disabled were totally ignored and neglected to a great extent and they were not stimulated enough to become farmers. One of the main reasons for the slow pace of the transformation of the agricultural sector is the fact that these resource-poor categories were marginalized in terms of Agricultural Education and Training exposure, as well as skills development. It is clear that the technical and extension staff of the Provincial Department of Agriculture did not focus at all or enough on the resource-poor categories and in many instances the regional managers are not even known to them, despite the fact that Extension Officers are supposed to assist and support the emerging farmers through technical advice and skills development. In addition, agricultural research performed particularly in our province, is not aligned to the training needs of historically disadvantaged groups. Our province also lacks a participatory and interactive research structure that ensures the involvement of Extension Officers and Emerging Farmers in research projects.

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The purpose of this project is to assemble the information pertaining to Education and Training for Agriculture in Rural Development in order to ultimately prioritise training needs and provision, which will be formally captured in a National Agricultural Education Strategy. This strategy would aim to enhance the transformation of the agricultural sector and to breach the gap and level the playing fields in terms of capacity building amongst all stakeholders. Once the strategy is formulated the implementation thereof will be closely monitored, evaluated, reviewed and if necessary amended annually to ensure that its relevance to the global agricultural capacity building interventions is sustained. This project has required a lot of hard work and commitment particularly from PROs and it would not have reached its current progressive stage if it was not for their dedication, especially considering the operational challenges, e.g. timeous feed-back from commercial farmers, accessibility to commercial farm workers, abnormal working hours, time constraints for the project and unbearable deadlines, etc. The Department is fortunate to be blessed with such commitment. _________________ V S Cupido NSFT MEMBER

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CHAPTER 1: INTRODUCTION

1.1 Background

One of the themes from the Strategic Plan Document (named Witsand Document) developed for the Northern Cape Province, is Skills Development. The driver them for skills development is education and emphasis is on Agricultural Education and Training (AET). Most institutions provide agricultural education and training in South Africa. The Directorate Agricultural Information (2002) highlighted that significant efforts were made in transforming and restructuring the old AET system to provide access to historically marginalized peoples. However the concern was that most of those efforts were viewed re-designing the old system of AET provision. These efforts were also being conducted independently and in an uncoordinated manner. They were viewed to have focused on one aspect of the AET system like Colleges and Universities and ignored farmer training and basic skills education. In other words, the current AET system is aimed at formal higher education programmes with little provision of education and training for resource-poor farmers, women and rural youth. Therefore, further education (post grade 9) including vocational and technical education (AET) is possibly the greatest priority in South Africa, hence it is crucial to develop the strategy that will address the aforementioned concern. The strategy development is currently being carried out by the Departments of Agriculture under FAO supervision. The focus of this study/event is on four fundamental issues, namely: • Economic activities • Training/Skills needs • Education and training provision • Education and training demand (skills gap) and how it can be

met

1.2 Purpose of the project The fundamental objective of the project is the following: • To develop an appropriate methodology for AET Strategy • To build capacity of staff in the Departments of Agriculture • To increase participation by stakeholders at national and

provincial level.

1.3 Methodology

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In order to achieve the objectives highlighted in paragraph 1, the

process was conducted in two phases as explained below: 1.3.1 Phase 1: Covers activities from February, Week 1 to May, Week

16 Two Provincial Research Officers (PROs) were appointed as per

Terms of Reference: Annexure. That was also strengthened by appointment of National Strategy Formulation Team members (NSFTs), who will be responsible for supporting the PROs in carrying out their responsibilities.

The ten days training workshop was conducted. Focus was on

training Research Officer on data collection methods including the development of the work plan for the first 16 weeks. The work plan for the Northern Cape was developed as shown in Table 1.

Table 1.1: Work Plan: Northern Cape Province

Weeks: Period 2002: February (Week 1) to May (Week 16) Activities 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

PAETTT Meeting ■ X X

Preparation of Survey Tools

X X X

Pre-testing X X Data Collection:

Regions

Francis Baard ♠ X X ● ● ● ● ● ● ● ● ● Karoo ♠ X X ● ● ● ● ● ● ●

Namakwa ♠ X X X X ● ● ● Siyanda ♠ X X ● Briefing:

Management: Progress of the

project – Further

collection

X

Explanation of Symbols: ■ Represents preparations for task team formation ♠ Represents preparations for regional visits X Represents actual periods for occurrence of an activity ● Represents follow-ups with extension

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The first week was assigned for arrangements and formation of the PAETTT. The overall function of the Task Team would be:

• To represent views of their stakeholder groups • Attend to provincial briefings and meet at other times as

requested by the Chair in co-operation with the Research Officers

• Provide support and guidance for Research Officers in the collection and analysis of data

• Discuss findings of the provincial AET survey, identify provincial priorities and recommendations for the reform of AET as the basis for a National Strategy.

This Task Team was officially appointed on 13 February 2002 (Week 2). It was declared as an interim one because it was not geographically representative (Report 1 dated 28 February 2002: Annexure). Two methods were developed for data collection purposes, namely: • Quantitative method – structured questionnaires • Qualitative method – participatory method such as group

discussions and open-ended interviews These survey instruments were developed (Week 3) for different stakeholders as shown below: Chart 1.1: Data collection techniques applied to stakeholders

Stakeholders

Commercial Questionnaire

Emerging Interview & PRA

Farm workers interviews

Other Questionnaires

Extension: Assistance

Extension: Assistance

Departments Learning Centres

Research Inst Co-ops/Co

Targeted via Unions.

Forms mailed back

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Auditing or moderations were carried out by management, as requested by the Research Officers on behalf of the Task Team. Positive feed-backs were presented, inputs were considered and the final outputs were printed for data collection from providers and users of AET. Data collection commenced 13 March 2002 (Week 5). During the 8th Week, a progress report was compiled and sent to members of PAETTT (Report 2 dated 28 March 2002: Annexure) Management were briefed (i.e. on behalf of the Task Team) about the project’s progress. Problems encountered were highlighted and the positive moves from the Department were welcomed.

The provincial department’s positive moves included the following:

• Approval for regional budget to be utilized by Research Officers

• Improvement of inter-action with extension • Some resources: Regional Offices • Leased vehicles: 2 weeks (Upington area) • Improvement of means of communication (network)

Table 1.1: Work Plan: Northern Cape Province

Weeks: Period 2002: June to October 2002 Activities 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

National Workshop

X

Further Data Collection

X X X X X X X X X X X X

Analysis X X X X X X X X X Visit NPC & Briefing Mgt

X

Draft Report Writing

X X X X X X X

Interim Workshop

X X

PAETTT Briefing

X X X X

PAETTT Workshop

X

Final Report Writing

X

Submission of Report

X

Around June (Week 4), NPC accompanied by the FAO facilitator visited our province for supporting data collection activity, simultaneously briefing to

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provincial management concerning project development both nationally and provincially, was carried out. The PAETTT members were also updated (Report 3 dated 8 July 2002: Annexure). Data analysis and interpretation commenced mid-July (Week 7) and during the last week of July (Week 8). An interim workshop was held with the intention to further assess the progress and presentation on the initial provincial AET findings. The procedure carried out during data processing is briefly outlined below:

Data Processing Procedure • The entire questionnaire was scanned and specific words,

statements or themes which answer the research question, were identified

• Recurring themes (variables) were extracted and coded into separate categories. Themes were coded as they emerged from the data (code book development)

• The spreadsheet from MS Excel was developed and the data was entered in the coded format (data from farmers and farm workers)

• Data was analyzed in terms of age and farming systems. Focus was on production skills (in the event where questionnaires were used). Graphs were generated.

• For PRA similar steps were followed, with the exception of not using the spreadsheet. In this case, tables were generated (including data from other stakeholders).

Writing of the draft report commenced around the first week of September (Week 13) and the follow-up interim workshop was held during Week 16. The focus was on evaluating the progress made on draft provincial reports including concerns that required some attention. The presentation of the Draft Report at the Provincial Forum was re-scheduled for the 1st week of November (i.e. 8 November 2002) and that was followed by the submission of the Final Report to NDA.

1.4 Outline of the report The report is being classified into six chapters. Chapter 1 covers the overall background of the project, its purpose and methodology. Chapter 2 is based on existing literature and secondary information. Sub-topics outlined are the following: geographical/environmental features or description of the study area, agricultural potential and land-use and service delivery projects. Chapter 3 covers the demographic features and presents results on training needs. It picks mainly farmers and farm workers questionnaires and supplements them with other questionnaires.

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Chapter 4 presents ways in which training has been provided. It uses questionnaires from service providers. Chapter 5 tries to match the needs and provision of training. Skills gaps are also identified. The chapter is more analytical as it is also based on chapter 4 and 5. That is, it requires assessment of the other results. Chapter 6 is the concluding one and some recommendations are also captured.

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CHAPTER 2: AN OVERVIEW OF THE AGRICULTURAL/RURAL

SECTOR IN THE NORTHERN CAPE PROVINCE INTRODUCTION OF GEOGRAPHICAL FEATURES The total area of the Northern Cape Province is approximately 36 million ha, which comprises of 29,5% of the total area of the RSA. On this, approximately 33, 5 million ha or 80% is classified as farmland. 67% is used for extensive grazing, only suitable for extensive sheep and goat production. 11,8% is utilized for nature conservation and 1,3% of the total area is classified as potential arable land (Agricultural Statistics, 2000). 2.1 Description of the study area: Northern Cape The study area will be described in terms of the regions, districts, stakeholders and farming activities as explained below: 2.1.1 Regions and Districts The province is sub-divided into 4 regions as shown below: Chart 2.1: Regions and Districts

• Frances Baard (Diamond Field) – stretches over Kimberley and Vaalharts area

• Karoo – stretches over De Aar, Colesburg up to Prieska area • Namaqua (including Namaqualand and Hantam) – stretches

over Calvinia up to Springbok area • Syanda (Kalahari) –stretches over Upington including Mier area

Northern Cape

Province

Francis Baard Kimberley Area

Karoo De Aar Area

Namaqua (Biggest region)

Siyanda Upington area

Vaalharts Ritchie

Riverton

Colesburg Victoria West

Douglas Prieska

Leliefontein/Calvinia Steinkopf/Springbok

Frazerburg Pella/Richtersveld

Mier Gordonia

Eksteenskuil

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These regions fall within 3 ecological zones/areas namely:

• Vaalharts Irrigation Scheme (Area 1) – situated in a valley between the Ghaapseberg to the west and the Marroccan ridges to the east. About 110 km away from Kimberley

• Middle Region (Vaal/Orange) - covers Vaal River from Barkley West to Orange-Vaal confluence. Also cover Orange River from Van der Kloof Dam to Boegoeberg Dam (Area 2)

• Lower – Orange River (Area 3) – stretches from Boegoeberg Dam to the West Coast.

The vegetation is sparse and consists of sweet-mixed grasses and shrubs. The average rainfall varies between 100-450 mm per annum. Temperatures vary from between 9°C (Calvina) to 39°C, which is typical of semi-dessert climate.

2.1.2 Stakeholders in the agricultural sector Stakeholders in the agricultural sector, as reflected by the 2nd data,

differs from region to region as shown below: Chart 2.2: Stakeholders per region(s)

Regions

Frans Baard Karoo Namaqualand Siyanda

Commercial: 1000 Emerging: 500 Co-ops: 2 Private Co. 4

Commercial: 700 Emerging: 600 Co-ops: 3

Commercial: 1666Emerging: 1700Co-ops: 6

Commercial: 2655 Emerging: 998 Co-ops: 3 Private Co: 10

Education: Technikon: 1 Agric School: 1

Service Org: 2 Agric School: 1 Ord School: 3 Trg Org: About10

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Since Hantam and Namaqualand form one region called Namaqua, the total number of commercial farmers is 1 666, resource-poor farmers are about 1 700 and co-ops are about 6. Learning institutions (providing agriculture) are found in two regions. The province has one agricultural high school and one technikon (satellite branch of Vaal Triangle Technikon). Most of the training organizations are located at the Frances Baard region even though they operate provincially or where the need arises.

2.1.3 Farming activities 2.1.3.1 Livestock Resource-poor farmers keep Boer goats and mutton sheep

(especially Dorper breeds), Karakul (for pelt), smaller amount of woollen sheep and Nguni cattle and also mixed breeds. Commercial farmers concentrate on mutton-woolen sheep, including beef cattle (especially Bosmara breeds). Dairy production is of less significance in the province. Livestock numbers in terms of percentages recorded during August 2000, from the livestock population in RSA, are as follows: Sheep 25,5%, Goats 6,7% and Cattle 3,5%.

2.1.3.1 Crop production

• Mass production of grapes is mainly in the Upington area, along the Orange River

• Wheat is produced along the Vaalharts Irrigation Scheme, Orange River Irrigation Scheme and also throughout the Province on dry land

• Groundnuts, cotton and maize are mainly produced in Fances Baard and the Eastern and North Eastern part of Siyanda, region including Douglas in the Karoo

• Lucerne is produced throughout the province • Red Busch Tea (“Rooibos Tee”) is mainly produced in the

Calvinia area.

2.2 Agricultural potential and land-use South Africa has a satisfactory well-established and thriving

agricultural economy. From the Budget Speech (2002/2003) in terms of the national agricultural economy, gross farm income for all products grew at a rate of 13,3% over the corresponding period last year. Especially gross farm income from field crops increased by 18,3%. Income for horticultural products increased by 14% and that from animal products by 9,4%.

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In relation to this, the Northern Cape agricultural economy grew at similar levels as follows:

• For maize 47 000 ha was planted, which represents 5,3% of

the national production and is generating an excess of R850 million.

• Table grapes, some 14 million crates were packed mainly for export and that was in excess of the expected production by over 30%. In line with grape production being higher than expected, raisins also showed a significant increase with South African Dried Fruit (SAD) alone paying out more than R200 million to some 1 200 producers.

• The game industry showed an increase of 29,7% on income generated, exceeding R45,5 million. International hunters to the province, exported over 4 000 trophies.

• It is further highlighted that the potential increase in production for emerging red meat producers is enormous and will play a significant part in opening up the international meat market.

2.3 Service delivery projects As clearly outlined in the Budget Speech (2002/2003), some of the

services delivered included the following: 2.3.1 Livestock improvement The breeding material were made available to resource-poor farmers

as the means of improving their livestock. The community serviced are the following:

Colesburg : 4 bulls and 26 heifers Eksteenfontein : 10 goat rams Frazerburg : 10 rams and 34 ewes Mier : 10 dorper rams Niekerkshoop : 14 goat rams 2.3.2 Conservation and environment For the purpose of caring for our environment, clean-up projects were

completed at Calvinia, Colesburg, Galeshewe Urban Node project, Frazerburg, Kimberley land-fill sites, Klipfontein (near Garies), Loxton, Noupoort, Prieska and Williston. Richtersveld community have been provided with future opportunity of ownership of the Orange River Mouth Nature Reserve which is to be jointly managed by the Department’s Conservation Management Programme.

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2.3.3 Food security The Department has initiated some vegetable garden projects (2 per

region) and supplied the communities with garden tools. The non-formal training courses on vegetable production have been provided by PDA.

For job creation purposes, some projects have initiated and are in the

process of implementation, e.g. Goodhouse project and hydroponics project for Winsorton community.

The report also highlighted that in terms of the Land Reform for

agricultural development programme, the Department in partnership with the Provincial Office of Land Affairs, through the Provincial Committee has approved some projects for various communities, e.g. Siyancuma erven 147 to 150 for Douglas, Brown’s Poultry Produce for Steinkopf, Farm Doorns for Kimberley, etc.

2.4 Summary As highlighted earlier, AET is one of the themes captured in the

Strategic Plan Document of our Provincial Department (Witsand Document). Therefore guided by the afore-mentioned economic activities, the Province reflected that it has a greater potential for development agriculturally.

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CHAPTER 3: EDUCATION AND TRAINING NEEDS FOR AGRICULTURAL

(AND RURAL DEVELOPMENT) INTRODUCTION Although this is the largest of the provinces, it has the lowest population of all the provinces it has the lowest population of all the provinces of about 800 000to 1 000 000 people (2%) compared to a total of about 40 million people in our Republic (Agricultural Statistics, 2000). The Coloured people comprise of the largest group, followed by Blacks and other cultural groups, like Whites, Indians and Chinese constitute the minorities. Other minor cultural groups occurring in scattered settlements are the following: Nama, San, Khoi, Xu and Khwe communities. Majority of the population in the Province reside in rural areas and their literacy level is still very low. In order to attempt to overcome the illiteracy factor, an analysis based on training needs, was conducted. The purpose was to identify the gap between existing and required levels of competencies. 3.1 Knowledge and skills needs of farmers Data processed was from 37 responses from commercial farmers

(N=37 entries on spreadsheet) and 116 responses from resource-poor farmers (N=116) entries on spreadsheet). Total responses equals to 160. As outlined earlier, the structured questionnaire and interview check list was applied and focused on skills evaluation in terms of farming systems and age. PRA was also used in gathering data from resource-poor farmers.

3.1.1 Commercial farmers Results on training needs from commercial farmers in relation to age

group are presented graphically as shown below:

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Questionnaire method

Figure 3.1: Commercial farmers’ skills evaluation: Age 21-40

(n=21)

0

2

4

6

8

10

12

14

16

18

Comm Mgt Fin Mark Comp Confl

1 = Excellent2 = Good3 = Average4 = Poor

Communication ¹, Management ², Financial ³, Marketing 4, Computer 5, Conflict 6

Basically, two age groups, namely age 21-30 and 31-40 were fused

into one category being age 21-40 during processing. Their responses on production skills evaluation showed similar patterns. From Figure 1, it became evident that majority of respondents from that age category are exceptionally good in marketing. They are also efficient in financial, communication and management skills. Training in this regard may possibly focus on computer and conflict management skills.

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Figure 3.2: Commercial farmers’ skills evaluation: Age 41-50 (n=4)

0

0.5

1

1.5

2

2.5

3

3.5

4

Comm Mgt Fin Mark Comp Confl

1 = Excellent2 = Good3 = Average4 = Poor

The results from Figure 3.2 reflect that respondents in this age

category are exceptionally good at communication and marketing skills. They also have good management and financial skills. The results also suggest that training may focus on computer and conflict management skills.

Figure 3.3: Commercial farmers’ skills evaluation: Age 51 + (n = 19)

0

2

4

6

8

10

12

Comm Mgt Fin Mark Comp Confl

1 = Excellent2 = Good3 = Average4 = Poor5 = Missing

Figure 3.3 reflects that respondents from that age category have sound

experience in communication, management and marketing. Results suggest that training may be administered in computer literacy and conflict management skills. Training can also be extended in financial management skills.

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3.1.2 Resource-poor farmers Results in training needs from resource-poor farmers are presented

from two methods applied during the AET survey.

Interview method (focus was on production skills)

Figure 3.4: Resource-poor farmers’ skills evaluation: Age 21-30 (n=14)

0

2

4

6

8

10

12

Comm Mgt Fin Mark Comp Confl

1 = Excellent2 = Good3 = Average4 = Poor

Figure 3.4 reflects that the respondents of that age category are only

good in communication and management skills seem to be slightly satisfactory. Results suggest that training may focus on computer, financial, marketing and conflict management skills. Training as required by respondents has to focus especially on financial management and marketing.

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Figure 3.5: Resource poor farmers’ skills evaluation: Age 31-40 (n = 26)

0

2

4

6

8

10

12

14

16

18

20

Comm Mgt Fin Mark Comp Confl

1 = Excellent2 = Good3 = Average4 = Poor5 = Missing

Figure 3.5 reflects that respondents of that age category are only good at conflict management skills and are slightly satisfactory in marketing. Therefore, the results suggest that training may focus on computer, financial, management and communication skills (basics). Even though computer seemed to be the most lacking skill, it was indicated that importance currently is of less significance for this age category. The respondents prioritized management and financial.

Figure 3.6: Resource poor farmers’ skills evaluation: Age 41-50 (n = 30)

0

2

4

6

8

10

12

14

16

Comm Mgt Fin Mark Comp Confl

1 = Excellent2 = Good3 = Average4 = Poor5 = Missing

Figure 3.6 highlights that respondents are good on communication,

management and conflict management skills. Their financial management skills are slightly satisfactory. Results suggest that

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training may possibly focus on marketing. Basic computer skills were viewed as necessary, on the other hand, less significant. Most respondents of this age category felt that training on the afore-mentioned skills was crucial, so as to empower them to be able to transfer the knowledge to youth. They further expressed that transfer of knowledge could serve as a motivational tool for youth.

Figure 3.7: Resource poor farmers’ skills evaluation: Age 51+ (n = 46)

0

5

10

15

20

25

30

35

40

45

Comm Mgt Fin Mark Comp Conf

1 = Excellent2 = Good3 = Average4 = Poor5 = Missing

Figure 3.7 reflects that respondents are generally poor on all

production skills. Even though this age category is faced with challenges posed by technology, they indicated that they relied most on indigenous knowledge.

PRA (focus was on practical farming skills. Gender was considered) Results on resource-poor farmer’ activities are presented as shown in Table 3.1.

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Resource-poor

Farmers Farming Systems Farming Enterprise

Gender No. Type No. % Type Priority/ Rank

Region

Men 752 Communal 1 065

89.5 Sheep 1 All

Women 438 Community Gardens

36 3 Goats 2 All

Plots 138 11.6 Cattle 3 All: But few Game 4 Esp Kalahari Donkeys &

Horses Not considered

All

Poultry 5 All Small grain 1 Some: Esp

Namaqua Grapes,

Lucerne, cotton

1 Some: Esp Upington area

Vegetables 2: On small-scale

All

TOTAL

1 190 rep views of ± 3 000 individuals

About 752 men and 438 women participated in PRA. The total number of respondents was 1 190 and they represent the views of ± 3 000 individuals. Results show that 89,5% of the resource-poor farmers are on communal system, 3% depend on community gardens and 11,6% are on plots. In terms of farming enterprises, sheep were given first priority. Donkeys and horsts were not considered as an enterprise because of the absence of their market. Crop producers prioritized small grains, grapes, Lucerne and cotton. These products are most produced in regions highlighted in Chart 2.1. Their training needs are explained as shown in Table 3.2.

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Table 3.2: TNA: Resource-poor farmers

Skills available: n= 1190 (No response = 24: ± 2,0%)

Skills required: n=1190 (No response = 123: ± 10,3%)

Skills Response % Skills Response % Animal husbandry 439 36,9 Farm management 338 28,4

Crop production 239 24,6 Animal husbandry 275 23,1

Indigenous knowledge 143 12,0 Resource conservation 119 10,0

Pelt processing 111 9,3 Human resource

management 117 9,8

Tractor operator 80 6,7 ABET 94 7,9

Vegetable production 54 4,5 Shepherding skills 63 5,3

Poultry 33 2,8 Security 29 2,4

Trade 13 1,1 Vegetables/fruit/meat

processing 21 1,8

Soil classification 11 0,9

Results reflect that most resource-poor farmers are on livestock farming in the Province and they lack farm management skills. For farm management skills (ref. Financial, marketing and management), emphasis was laid on herd management training for the entire year. For example, they need training on the type of diseases, the period occurred and how to vaccinate.

The farmers also highlighted the need for shepherds to be trained. They felt that training would reduce the rate of livestock losses. The practical example outlined during the survey was that most shepherds still use the old method of counting livestock that is of assigning stones to represent animals. Sometimes stones get lost and it becomes very difficult for a shepherd to recall the number of livestock. Wild-life trapping skills were also outlined (e.g. capturing carnivores like jackals and lynxes. Security training was equipping farmers with skills to be on the look-out for stock theft. Adult basic education and training was also outlined as the most important skill. Farmers also indicated a need for agriculture to be included in the schools curriculum, coupled with supporting systems.

Training on raisin production, cotton and Lucerne became a major out-cry especially at Siyanda (Upington) region. Skills on vegetable/fruit/ meat processing is crucial. Problems including possible solutions outlined by resource-poor farmers are presented in Table 3.3.

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Table 3.3: Obstacle versus solution matrices

Obstacles (resource-poor farmers): n=1190:No response = 8: ± 0,6%

Possible solutions (resource-poor farmers: n=1190: No response = 54

Obstacles Response % Solutions Response % Lack of finance 217 18,2 Subsidies 270 22,7 Communal system (no control: grazing areas)

198 16,6 Land care & water projects

226 19,0

Insufficient grazing 119 10,0 Rapid feed-back: Government Departments

221 18,6

Poor infra-structure & transport to the market

119 10,0 Infra-structure, ABET, herd management skills

Lack of camps 107 9,0 Security for loans 103 8,7 Poor water distribution to camps

94 7,9 Business plan provision/training

26 2,2

Lack of implements 75 6,3 Formation: subsidized emerging farmer co-ops

21 1,8

Lack of co-ordination: Role players

61 5,1 Provision of skills to shepherds

19 1,6

Slow response from Government Departments

43 3,6 Quality breeding stock availability

12 1,0

Lack of control of invader plants

40 3,4 Long-term crop planting 8 0,7

ABET, stock theft expensive inputs

31 2,6 Extension of east pipe lines

4 0,3

Poor quality breeding stock

25 2,1 Lease of implements from State research farms

3 0,2

Lack of communication between farmers

23 1,9 Put predators proof on all border fences

1 0,09

Predation to livestock & animal diseases

17 1,4

Animals crossing the roads 9 0,75 Veld fires 4 0,35

The results from Table 3.3 show that major problems in farming are the lack of financial support, poor infra-structure and managing the communal system. Availability of relevant resources will help to overcome the afore-mentioned problems. Provision of subsidies/grants is a major priority. Respondents also highlighted a need to speed-up the LRAD programme as it is perceived to be slow especially in accessing additional funding from Land Bank and other Banks due to lack of security required. In addition, communities who have been given land are left without relevant/proper training. In other situations, where training has been provided a reliable monitoring/evaluation programme is lacking. Under herd management, additional training on cashmere collection, goat skin processing and marketing was suggested.

31

AET Matrix Based on the analyzed (PRA) results derived from Table 3.3, the following AET related problem areas were deduced: • Lack of training resources • Lack of management on communal farming systems • Lack of (markets) marketing skills • Lack of training resources • Lack of management on communal • Lack of control on invader plants • ABET • Stock theft management/control • Livestock management • Veld management The problem/solution matrix to marketing was developed as shown in Table 3.4. Table 3.4: Marketing problems versus solution matices

1. Marketing: n = 1190 (No response: n = 294 ± 7,7%)

Place Response % Own consumption, local, town 785 66

Speculators, Co-operatives, Auction

313 26,3

2. Marketing problem: n = 1190

(No response: n = 92 ± 1717%) Possible solution: n = 1190

(No response n = 150 ± 12,6%) Problem Response % Solution Response %

Long distance to the market 308 25,9 Available market locally 451 37,9 No transport to the market 233 19,6 Conduct market

research 288 24,2

Lack of marketing skills 127 10,7 Strengthen linkages

with developers 83 7,0

Low prices 100 8,4 Subsidies inputs 79 6,6

Bad roads

87 7,3 Improve infra-structure 68 5,7

Pre-determined prices 63 5,3 Available transport to markets

44 3,7

Poor means of communication

55 4,6 Training for alternative markets

27 2,3

Untrustworthy abattoirs, processing, no market channels

13 1.1

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Results show that about 66% of resource-poor farmers produce for own consumption and excess is sold to the local town. 26,3% market their products to speculators, co-operatives or auctions. The major problem in the Province with regard to marketing is distance, lack of transport and lack of marketing skills. Some major suggested solutions are that markets should be made available locally, market research should be conducted and inputs be subsidized. 3.1.3 Farm workers Results on training needs of farm workers are from farm workers

employed at commercial, State and resource-poor farms. These results are also presented in terms of age categories as follows:

Farm workers on commercial farms

Figure 3.8: TNA: Farm workers on commercial farms: Age 21-30 (n=10): Northern Cape

Skills available

0 2 4 6 8 10

Operational

Irrigation

Garden

Trade

Skills required

0 2 4 6 8 10 12

Operational

Trade

ABET

Production

33

Results from Figure 3,8 show that most farm workers are skilled in operation of irrigation systems, which among others include how to operate irrigation machines, installation of pumps and preparation for floods. Trade appears to be the 2nd highest skill available. Amongst others this includes windmill maintenance, welding, bricklaying, fence erection, etc. They also indicate that an outcome based education and training is of priority with regard to agriculture. They also require basic training in production, i.e. marketing and financial management. Figure 3.9: Farm workers on commercial farms: Age 31-40 (n = 15): Northern Cape

Skills available

Irrigation 6Animal Husbandry 3

Trade 7Operational

4

Skills required

Animal Husbandry

6

Irrigation 6

Trade 3

ABET 7

Production 4

Operational 10

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Figure 3.9 shows that the respondents of this age category have some trade skills which include welding, carpentry, water pump maintenance and building, whereas skills on the operation and animal husbandry are limited. Emphasis on animal husbandry is on breeding and selection. In order that farm workers could produce and enhance their skills, ABET became a pre-requisite, if our focus is on product knowledge and basic marketing. Figure 3: TNA: Farm workers on commercial farms: Age 41-50 (n=15): Northern Cape

0

2

4

6

8

10

12

Operational Irrigation Garden Animal Husb Trade

Skills available

Res

pons

e

0

2

4

6

8

10

12

Operational Irrigation Garden Animal Husb Trade ABET Production

Skills required

Res

pons

e

Figure 3.10 shows that respondents are highly equipped with machine operation skills. They lack some skills on sprinkler irrigation. On livestock management, respondents indicated a need to be trained on artificial insemination, selection and management of lamb rams/ewes until reaching the first mating period. That has to include/ highlight the

35

importance of age/body weight at first mating. Basic financial management skills were of major concern for this age category.

Figure 3.11: TNA: Farm workers on commercial farms: Age 51+

(n = 12): Northern Cape

Skills available

0 1 2 3 4 5 6 7 8

Operational

Irrigation

Garden

Animal Husb

Trade

Skills required

0 2 4 6 8 10 12

Operational

Irrigation

Garden

Animal Husb

Trade

ABET

Figure 3.11 shows that respondents at Frances Baard (especially Vaalharts area), have some operating skills and limited knowledge on animal husbandry. They require training on operational (maintenance of farm implements), animal husbandry (especially small stock production and annual herd management programme) and some trade skills followed by irrigation operational skills (sprinkler). Farm workers on experimental farms

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Figure 3.12: TNA: Farm workers at State farms: Age 31-40 (n = 6): Northern Cape

Skills available

Animal Husbandry 3

Irrigation 5

Operational 5Trade 3

Skills required

Irrigation 4

Garden 4Animal Husb

3

Trade 6

ABETOperational 3

Figure 3.12 shows that respondents have skills on irrigation, ploughing, tractor operator, limited animal husbandry and trade skills (especially welding, usage of cutting torch, brick-laying, carpentry and plumbing). Results suggested that training maybe prioritized to trade skills (maintenance of electrical appliances). Reading and writing is also crucial for this age category. Respondents also require training on vegetables/fruit/meat processing. Figure 3.13: TNA: Farm workers at State farms: Age 41-50 (n =7): Northern Cape

37

0

1

2

3

4

5

6

Operational Irrigation Garden Animal Husb Trade

Skills available

Res

pons

e

0

1

2

3

4

5

6

7

Operational Irrigation AnimalHusb

Trade ABET Production

Skills required

Res

pons

e

Figure 3.13 highlights that respondents at Vaalharts and Karakul Experimental Farm have some livestock management skills, however they have limited knowledge on machine operation and irrigation skills. Training is therefore required on machines, ploughing, maintaining of farm implements, breeding and value adding skills for livestock products. Future training is required on panel-beating skills. ABET is a pre-requisite because recipients would develop a base towards numeracy and illiteracy. This would also enhance their comprehension levels towards understanding the other complementary farming and agricultural activities.

Figure 3.14: TNA: Farm workers on State farms: Age 51+ (n = 12): Northern Cape

38

Skills available

0 2 4 6 8

Operational

Irrigation

Garden

Animal Husb

Trade

Skills required

0 2 4 6 8 10 12

Operational

Irrigation

Garden

Animal Husb

Trade

ABET

Production

Figure 3.14 shows that respondents at Vaalharts and Karakul Experimental farm have some general operational skills, animal husbandry skills and limited trade skills. They also lack irrigation and garden preparation skills. Results suggest that training is mostly required on trade and advance livestock management skills (breeding and selection).

Farm workers on resource-poor farms

Figure 3.15: Farm workers on resource poor farms: Age 21-51 + (n = 9): Northern Cape

39

Skills available

Irrigation 9

Garden 1

Animal HusbOperational

4

Skills required

Production 4

Trade 4

Animal Husb 4

Garden 3

Irrigation 9

Operational 3

Figure 3.15 shows that respondents have limited knowledge of flood irrigation, livestock management, including maintenance and machine operation skills. Results suggest that training be focused on irrigation (especially sprinkler), maintenance of equipment, livestock, production skills (marketing, record-keeping and financial) and vegetable/fruit production and value adding skills.

3.2.2 AET providers

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AET providers stated by resource-poor farmers in the Northern Cape Province are listed in Table 3.5.

Table 3.5: AET providers as stated by resource-poor farmers

Institution

Service/Training

Provincial Department of Agriculture

Livestock improvement Land care Irrigation Extension Food security Animal health Conservation

Training Organizations: • LDU – Cape Town • Letsatsi • BMF • Farm Africa • Motheo • Loropo • PM Consultants • Operation Hunger

(Government funded programme)

• Boskop • Fairview • AnCRA (advice) • SPP (land reform)

Business skills (agriculture), poultry, animal production financial and record-keeping, crop and project management, cotton and Lucerne production, farm workers rights, awareness, supervision, land preparation, fertilization and irrigation, feedlot management, veld management, conflict management, entrepreneurship, vegetable production, resource management, pasture management.

3.2 Survey on final year students (Vaal Triangle: Uptington) A survey was carried out on 9 final-year students. 4 students were on

plant production specialization, 2 were on plant-animal production and 3 were on animal production. Results on training needs analysis are presented as shown in Table 3.6.

Table 3.6: TNA: Final-year students: Vaal Triangle Technikon

(Upington)

Field of study/courses

Subjects/Modules Suggested/Editional Modules

Plant production Animal production

• Plant production 1, 2 & 3 • Agric Management 1, 2 & 3

• Wine production • Raisin production

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Field of study/courses

Subjects/Modules Suggested/Editional Modules

Plant and Animal production

• Animal production 1, 2 & 3 • Personnel Mgt 1 • Soil Classification 2 • Soil Science 1 • Engineering & Agricultural rights 1 • Computer Skills • Pasture Science 1 • Production and Operational

Techniques 1 • Experiential Training

(Management and Technical)

• Goat and pig production

• Dairy production

Respondents (students) felt that it would be necessary that training

should also focus on the export and import management including product knowledge, in order to strengthen the afore-suggested topics. On dairy production, focus should be on intensive production systems. The harsh climatic conditions of the province do not favour extensive dairy production.

3.3 Knowledge and skills needs of extension agents Results of TNA field staff are presented as shown in Table 3.7. The

total number of respondents was 40 or 44% of the total number of field staff in our Department.

Table 3.7: TNA: Field Staff

Gender Qualifications In-Service TrainingReceived

Training needs

1 x Male Masters 3 x Male Grade 12 6 x Male B.Tech 3 x Male Honors 16 x Male Diploma 3 x Female Masters 8 x Female Diploma

Personnel management Resource identification & utilization Project Management Statistics Hygiene (especially Animal and Public Health Technicians)

General Management Project Management Database Management Computer Skills Budgeting Skills and Management Resource identification, utilization & Conservation Communication & administrative skills Livestock Management (Advanced)

It was found that some of the field workers had in-service training in

personnel management, resource identification and utilization, project management, statistics and hygiene. However, most of the field workers have indicated that they need more training to acquire

42

management related skills, e.g. budgeting, computer literacy and conservation.

3.4 Knowledge and skills needs of managers and staff: Companies Findings of the AET survey conducted on companies are presented in

Table 3.8. Table 3.8: Respondents: Gender: 20 x Males and 4 x Females

Institution Respondents Qualifications Management Staff Fertilizer Supplier 8 x Managers Grade 12 –

Tertiary Grade 12 – Tertiary

Ground Nuts Co 16 x Technical Staff GWK Wine-Maker Co. SAD Land Bank Wenkem Table 3.9 and 3.10 provide presentations on TNA for managers and

staff in the private sector. It further shows skills needed for the job as outlined by respondents. Competency available was also highlighted and the existing gaps were identified at the afore-mentioned surveyed private sectors.

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Table 3.9: Skills gaps. Private sector: Managers Management

Skills required Skills available Gaps Leadership Leadership Initiative Initiative Temperament Temperament Motivation Motivation Conflict Conflict Negotiation Negotiation Customer care Customer care Fraud prevention Fraud prevention Problem solving Problem solving Report writing Report writing Supervisory Supervisory Communication Communication Presentation skills Presentation skills Strategic management skills Strategic management skills Diversity Diversity Budget control Budgeting control Advanced computer Computer (basic) Financial Financial Personnel Personnel Marketing Marketing Transformation Transformation Administration Administration Policy formulation Policy formulation Market research Market research Risk Risk Technical Technical Table 3.10: Skills gaps. Private sector: Staff

Staff Skills required Skills available Gaps

ABET ABET Operation (machine) Operational (machine) Supervision Supervision (limited) Supervision Communication Communication Inter-personal Inter-personal Customer care Customer care Product knowledge Product (limited) Product knowledge Computer Computer (basic) Computer Time management Time management Organizational management Organizational management Raisin-making Raisin-making Financial Financial Crop production Crop production Soil science Soil science Horticulture Horticulture Animal production Animal production

44

CHAPTER 4: PROVISION OF AGRICULTURAL EDUCAITON AND

TRAINING INTRODUCTION Formal training ranges from primary education to tertiary (one tertiary institution). Secondary education in agriculture is being offered at three general high schools and two agricultural high schools. Training organizations are currently providing non-formal training/services. 4.1 Formal education and training provision A survey was conducted in five high schools and one Technikon as

shown in Table 4.1. Table 4.1: Educational institution(s)/school(s) surveyed

Learning Centre

Place Respondent

Banksdrift Secondary School

Hartswater Educator and Department Head

Agricultural High School Jan Kempdorp Educator and Principal

Vaal Triangle Technikon Upington Campus Director

Mongomotsi Secondary School

Warrenton Educator and Principal

Tlhwahalang Secondary School

Jan Kempdorp

Martin Oosthuizen Hoërskool

Kakamas

Results concerning training offered, enrolments and methods of

provision/training are presented in Table 4.2.

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Table 4.2: Findings: Courses offered, enrolment and method of provision

Enrolment Activities Duration Institution Courses/Subjects Boys Girls

Bankdrift Secondary School

Agriculture (as a subject)

10 27 Practical: farm Tour to exhibitions

1 day Once a year

Mongomotsi Secondary School

Animal production Agricultural management Crop production

6 2 Tour to exhibitions 2 hrs/ month

Hoër Landbouskool

Applied agriculture: Animal production Animal health Agricultural management Crop production Horticulture

45 10 Practical: Farm 61/4 hrs/week

Northern Cape (Vaal Triangle Technikon)

Applied Agriculture: Animal production Crop production

23 2 Practical: Farm Experiential training Tour to exhibitions Educational tour to Mier-Kalaharie: Land Care

Holidays 1 year Once a year Once a year

Tlhwahalang Secondary School

Agriculture as a subject

7 6 Practical: Garden 1 day

Martin Oosthuizen Hoërskool

Applied agriculture

10 0 Practical: Garden

The afore-surveyed (grade 12) to tertiary learning centre pupils comprise of 56 males and 37 females from 6 sampled institutions.

46

Table 4.3: Resources and capacity of learning centres in Northern Cape

Institution

Resources Student/Learner assessment

High schools: Mainly for African learners.

Response indicates that resources are average or poor and inadequate, e.g. library, teaching aids, laboratory materials and equipment, etc.

Agric educators lack applied agricultural skills.

Assignments and small projects are presented to stimulate creative thinking

One high school trained learners on basic computer skills.

Agric High School: Mainly for White learners

Response indicates that resources are excellent and adequate.

Agric educator is qualified with applied agricultural skills.

Assignments and small projects are presented to stimulate creative thinking.

Learners are assigned to computer laboratory, library, etc.

Vaal Triangle Technikon: African and White students

Response indicates that resources are good and adequate.

Agric lecturers are qualified with applied agricultural skills.

Evaluation focuses on: • Assignments • Examinations • Experiential

trg • Group disc

Students are assigned to computer laboratory, library, internet, short courses and experiential training.

The afore-surveyed learning centres differed significantly in terms of resources and capacity. Table 4.3 presents findings based on this matter 4.2 Non-formal education and training provision 4.2.1 Training organizations Survey was conducted to 6 training organizations. Only 4

organizations responded. Results on training offered and duration are presented on Table 4.4

47

Table 4.4: Training offered (including average duration)

Non-formal Duration(Days)

Comments

Hydroponics Crop farming Animal husbandry Herb farming Bee-keeping Bookkeeping Marketing

20-25 According to secondary data received from DoL (Jan-Sept) ± 2 000 unemployed – resource-poor rural community candidates were exposed to AET.

Soil management 20-30 Veld management 10-30 Farming systems 20-30 Poultry production 10-25 Pest and disease control 10-20 Artificial insemination 20-30 Dairy production 15-20 Farm management 5-15 Vegetation and fruit 10-20 Fertilization and irrigation 15-30 Land preparation 5-10 Conflict management 10-20 Communication 15-30 Entrepreneurship 15-30 Resource management 15-30 Business skills (agriculture) 15-25 Buying and stock control 5-15 Farm worker rights 2-3 Customer care 20-30

In terms of effectiveness of training, only three training organizations

responded. The results are presented in Table 4.5

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Table 4.5: Findings offered, target groups and tuition

Training provided Target group Place No. of Clients

Tuition (R) per person

AET Provider 1:

Business Skills Community project Kimberley 30 1 800Business Skills Community project Warrenton 15 1 800Business Skills Pre-school Teachers Warrenton 30 1 800Agriculture Skills Prisoners Kimberley 15 1 800AET Provider 2:

Milk/Stud cattle Resource-poor Valspan 13 78Broiler production Resource-poor Valspan 13 76Business start-up Resource-poor Ganspan 13 90Business skills Resource-poor Ganspan 13 56Dairy production Resource-poor Ganspan 12 78Broiler production Resource-poor Ganspan 12 76Business skills SMME project Phillipstown: Bee 15 42Budgeting SMME project Phillipstown: Bee 15 68Financial management SMME project Phillipstown: Bee 15 52Business management basics

Resource-poor Winsorton: Hydroponics

22 102

Supervision Resource-poor Winsorton: Hydroponics

22 57

Financial management Resource-poor Winsorton: Hydroponics

22 52

Bookkeeping Resource-poor Winsorton: Hydroponics

22 71

AET Provider 3: Farm worker rights

Farm workers

Frances Baard Region

The findings on training organizations physical resources and financial back- ups are presented in Table 4.6. Table 4.6: Findings: Physical resources and source of funds

Physical Resources

Source of Funds

Offices Fees from rendered services Transport Projects Office equipment and stationery Private business Training equipment Access to: Training facilities The findings showed that methods of AET provision by training organizations does not differ greatly, as presented in Table 4.7.

49

Table 4.7: Findings: Theory/Practical ratio

Method of AET provision Ratio: Theory versus Practical

Face to face inter-action 80:20 Seminar presentation 50:50 Workshop group 50:50 Long distance 60:40 Pamphlet, posters, new media printing 70:30 Electronic learning 70:30 Practical demonstrations 10:90 4.3.2 Survey on 4 experimental farms

A survey was conducted on 4 experiential training farms: Respondents: 3 x males and 4 x females (officials) Designation: Technicians and scientists. Findings are presented in Table 4.8 Table 4.8: Findings: Experiential farms Even though respondents highlighted that their institutions offered non-

formal training, they indicated that their main focus was on research. Physical resources were viewed to be good for practical purposes. Respondents outlined that training was normally carried out by farmers (commercial) themselves and training organizations to train resource-poor farmers) including other stakeholders, e.g. schools (demonstrations). The experimental farms gave farmers/training organizations access to demonstration/practical facilities only. Officials indicated that they also became involved in supervising students from higher learning centres during their experiential training.

50

46

Related factors influencing/determining AET (adapted from PAETA skills plan document)

Policies/Legislation Economic factors Social issues Technological changes

Environmental issues

Policy of global player:

International agreements:

Human related social issues:

Mechanism: International pressures:

• EU trade agreement • Trade tariff liberalism • Policy of non-

protection of agricultural sector

• Policy of non-subsidization

• EU agreement and exclusion of certain agricultural products.

• Relaxing of import tariffs and resultant dumping of agricultural products.

• Relaxation of import control from SADC.

• Rising unemployment, resultant poverty

• HIV/Aids • Rising cost of labour • Urbanization

• Tendency to exchange labour in favour of mechanization

• High cost of imported technology

• Lack of skills to work with new, advanced technology

• Cost of technology due to exchange rate

• Negative perception towards genetically manipulated products

• Increased pressure on quality

• Negative perception towards the use of chemicals

Land and related policy and Acts:

Institutional structures:

Security: Information technology:

Local issues:

• Land Reform Acts • Land Tenure Acts

(ESTA) • Water Act

• Disappearing control boards

• Fee market orientation within agriculture

• Government’s withdrawal of subsidies

• Farm killings • Theft of stock and

capital items • Public statements of

high profile persons, e.g. politicians

• Impact of Zimbabwean situation

• Improved communication as a result of internet/programmes

• Quicker access to market prices and trends

• International

• Land and water Acts • Soil

erosion/degradation • Increased cost of

bio-degradable packaging materials

• Change in climate – global warming

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Policies/Legislation Economic factors Social issues Technological changes

Environmental issues

• Absence of financing which is sensitive to agriculture

• Absence of AET in Education System Curriculum

(possible spill-over) opportunities via internet

• E-commerce

• Degrading of roads and rail transport

• Impact of squatters using water and the pollution thereof

• The negative effect of farm chemicals on water quality in rivers

Social Policy and Acts:

Global economy: Interpersonal relationships:

Other: Other:

• Skills Development Act

• Skills Development Levies Act

• Labour Relations Act • Basic Conditions of

Employment Act • Occupational Health

and Safety Act • Absence of the

Employee • Training Programme

to engage in skills development

• Growth of emerging markets

• “New”/exotic products competing with local products

• Opportunities as a result of poor exchange rate

• Alternatively, the cost of imported goods/technology due to exchange rate.

• Perceived poor relationship between farmers and workers

• Need to interact with and help emerging farmers

• Incorporating emerging farmers into formal structures of primary agriculture

• Reduction in funding of agriculture related research

• Lack of small-scale technology to assist emerging farmers

• Potential of telematic training

• Adverse climatic conditions

52

Policies/Legislation Economic factors Social issues Technological changes

Environmental issues

Other:

Local economy of Northern Cape:

Education

• Re-shuffling of Ministers and senior officials in DoA

• Inability to enforce new laws

• Poor policy or rendering of disaster assistance and management

• Support mechanisms for SMME’s, e.g. Disorganised approach of DoL on training

• Unclear intellectual property rights

• Poor legislation and enforcement

• Decline in profit margins and resultant low level of re-investment

• Removal of subsidies • Increase

unemployment/ effect on spending power

• Large corporates controlling of unilateral product prices

• Mechanisation versus labour intensive production

• Rising cost of transport/fuel

• Low labour productivity weather conditions

• Agriculture is a driving force for economic development in rural areas

• Poor level of basic education of farm workers

• Positive initiatives of Government to improve the infra-structure and institutional capacity of farm schools

53

Policies/Legislation Economic factors Social issues Technological changes

Environmental issues

Other:

• Poor image of agriculture created by service delivery by Government officials

• Implementation actually resides in their workplace/offices

• Illegal immigrants moving into rural areas

• Losing skills to other sectors due to tendency to leave rural areas

49

CHAPTER 5: AGRICULTURAL EDUCATION AND TRAINING

INTRODUCTION The implementation of AET at Primary Levels in the Northern Cape Province, is not co-ordinated effectively. The supply and need of AET curriculum and administration occurs on a voluntary and individualized basis. The Provincial Department of Agriculture has always been involved in the form of furthering and improving quantity and quality of farm schools. Large numbers of persons exiting from farm schools remain and find employment on the farm or on neighbouring farms. Structures, such as Agri-SA, have been actively involved in the process of creating awareness on AET. Tragically, the Boskop institution is not in existence anymore. As a result a large comparative “gap” in the provision of specific technical skills and skills development to farmers, now exists. Supply of AET services should however not be evaluated in a narrowed sense. Consideration should be given to what is frequently termed: Indirect provision of AET services. Indirect services refer specifically to extension services. Through extension services, farmers are assisted in the transfer of technology and at the same time it contributes largely to the farmer’s level of knowledge and improves skills base. Due to the sampling nature of the research, accurate statistics in general and skills development specifically, are not available – service provider data should become one of the short-term focal areas of the Northern Cape PAETTT. In general education institutions in the Northern Cape provide (to a lesser or larger extent) assistance to the Primary and Secondary Agriculture Sector. Furthermore, some provide shorter certificate programmes focusing on soft skills and short technical courses. Some AET institutions incorporate agricultural research services and also provide skills of a more technological nature. Commercial agriculture in the province does not rely heavily on a publicly provided extension service, but has been turning increasingly to an array of private services. The problem of technology transfer lies with the merging and small-holder farming sector. This sector is largely PROVIDER TARGETS 5.1 Distinguish between the different types of service providers (Table 3.5) 5.1.1 Formal training Accredited face-to-face classroom interaction. Accredited long distance and

learning processes.

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5.1.2 Informal training Not necessarily accredited with SAQA and/or registered by a SETA.

Boardroom based training seminar and workshop face-to-face interaction. 5.1.3 Non-formal training Not accredited as of yet. Partial registration with SETA. Constituted by a

range of ABET related NGO’s/CBO’s and Consultant entities. 5.2 List the main target group in each of these above categories 5.2.1 Formal training Target – primary level – children/youth and all ages at tertiary level. 5.2.2 Informal training New entrants into jobs/unemployed adults, business related training. Staff

Development. 5.2.3 Non-formal training Unemployed illiterate adults/low numeracy and literacy levels – all age groups.

Resource-poor farmers and farm workers. 5.3 From the categories: What benefits do clients usually receive or reap? 5.3.1 Formal training Certificates leading to tertiary education qualification (better chance to choose

own career). 5.3.2 Informal training Haphazard, spatial training that equips learners in particular skills for job

efficiency. The manager usually dictates terms over what type of training the recipient/learner acquires. Promotion and/or certificates of incentive.

5.3.3 Non-formal training Usually the donor hardly knows the recipients, but only knows the trainer or

service provider. People go through the same training with no assessments or hierarchical systems of appraisal being applied for succession. Training is usually only considered and implemented as a criteria or condition of acquiring meagre or major donor funding. Usually trainees or recipient members change from time to time thus creating a gap for the same training in the same organization. Trained members phase in and out of organizations. This is mostly influenced or determined by the availability or absence of resources and support. Volunteers are usually custodians acting as owners of

51

community projects. The most obvious gains of members could be narrowed down to incentives, experience/acquired knowledge and non-accredited certificates.

5.4 How service providers determine their clients 5.4.1 Formal training

• At primary level

Compulsory education enrolment for children/youth wherein age is a dominant factor.

• At secondary level Its attained qualification.

5.4.2 Informal training

• Existing enterprise Hr needs • Capacity gaps and quality driven standards • Customer service levels versus mission • Affirmative action competencies

5.4.3 Non-formal training

• Determine needs of unemployed/people • Determine needs of people with low levels in numeracy and literacy • Identification of existing gaps related to formal and informal training

services • Project with resources • Reaping low-lying fruit off a tree

5.5 Are providers targeting the right clients 5.5.1 Formal training Partly yes, system excludes non-qualifying people. 5.5.2 In-formal training Partly yes, it is rigid and only serves a particular sector only (salary and wage

earners).

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5.5.3 Non-formal training

• Partly yes, strict criteria limits candidate entries • Yes, except for strict DoL criteria that limit candidate entries NB: Learners/Trainees in non-formal situations are usually not grouped according to a structured approach, i.e. mixed ages youth and adults found in one class. An illiterate person with semi-skilled people, mixed languages, etc.

5.6 How many learners are being exposed to AET provision 5.6.1 Formal training Very few learners in the Province are being exposed to AET as compared to

other learning areas (see table 4.2). 5.6.2 Informal training 24 individuals from 8 sampled companies and 30 public servants from

Government institutions (see table 4.2). 5.6.3 Non-formal training Most candidates are being exposed to AET through short modules. 5.7 What type of courses are being offered by service providers? 5.7.1 Formal training Long-term clustered subjects leading to certificates, diplomas and degrees. 5.7.2 Informal training Short-medium courses arranged leading to certificates. 5.7.3 Non-formal training Very short modules (see table 4.4). 5.8 What regulatory systems are in place for each category versus courses

offered to clients? 5.8.1 Formal training Continuous assessments, learning area managers/subject advisors. 5.8.2 Informal training Essays, assignments, tests and experiential training.

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5.8.3 Non-formal training Oral and practical tests and/or after-care services. 5.9 Who monitors implementation processes, does quality control,

determines qualification levels of instructors? 5.9.1 Formal training Educators, Head of Department, Principals, School governing bodies, area

managers/members of executive councils. 5.9.2 Informal training Instructors, supervisors, HR managers, Employers, SETAs. 5.9.3 Non-formal training Facilitators, donor agents and project governing bodies, DoL inspectors. 5.10 Who monitors implementation processes, does quality control,

determines qualification levels of instructors? 5.10.1 Formal training

• School systems omit • The youth regard farming as inferior to other professions • Lack of Black successful farmers in the Northern Cape Province • Therefore an attitude exists that agriculture is synonymous to Whites only

5.10.2 Informal training AET is less considered for this group unless en specific required by the

enterprise. 5.10.3 Non-formal training Theory in AET serves as a contradictory approach for candidates with low

numeracy and literacy levels. Most AET have unrealistic qualification entry requirements. Non-formal AET service providers are few in the province. Farming projects that need AET services are far apart. Therefore, the cost to conduct AET becomes exorbitant. It is impractical to conduct AET during the day because recipients are in the fields (farming). After-hours are not suitable because households have their own arrangements.

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5.11 Are the courses/programmes aligned to client needs? 5.11.1 Formal training Not completely. 5.11.2 Informal training Not always. 5.11.3 Non-formal training 5.12 What provision methodologies are being used by AET providers (See

table 4.7)? 5.12.1 Formal training Classroom – prescribed text book system. 5.12.2 Informal training Boardroom – adapted AET lessons (short courses). 5.12.3 Non-formal training Open spaces, storerooms, garages (very short courses).

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SWOT on commercial farmers Strengths

Weaknesses

• Adequate relevant and quality structure within agriculture – well-organized as employers at regional and provincial level.

• Significant impact on economic growth of the Northern Cape Province.

• Strong will to co-operate selectively with Government.

• Entrepreneurial and innovative oriented farmers.

• Labour relatively cheap and highly available.

• Reliance on Government makes sector independent and innovative.

• Unable to utilize far labour productivity.

• Reluctant to share knowledge/experience with resource-poor farmers.

• Poor conflict management skills between employers and farm workers.

• Late exposure to value-adding technologies.

External driven opportunities

External driven threats

• Build good and effective human and other relationships.

• Still economically viable. • Government funded shareholding

scheme. • Work with Government to institute a

successful land reform programme. • Export high quality agricultural

products. • Increase export-exchange rate. • Possibilities to transfer technology to

resource poor sector.

• High and new taxes being instituted. • International dumping and over-

supply. • Uncoordinated land occupation. • Low wages. • Globalization. • HIV/Aids. • General security on farms.

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Resource poor farmers (emerging and subsistence and small-scale farmers) Strengths

Weaknesses

• They are existing and have potential • Strong will to co-operate with

Government • Co-operation with community

stakeholders • Willing to form co-operatives (working

together)

• Sector is poorly organized (not unionized)

• Poor infra-structure • Scarcity of resources (water) • No business plans • Low level of education and training

External driven opportunities

External driven threats

• Lack of land • Lack of training • Stock theft • Disease outbreaks • Poor wages • Limited technology • No export market • Limited technology • No export market • Slow process of land-reform • Taxation of animals

• Available training subsidies • Favoured by legislation • Government funded shareholding

scheme • Work with Government to institute

successful land-reform programmes.

Farm workers

Strengths

Weaknesses

• Willing to learn • Significant impact on agricultural

production • Farm workers do not pay for basic

services • Acquired farm knowledge/experience • Ubuntu perspective

• Coerced to co-operate with employers

• Unorganized • Poor image and lobbying powers • Poor income • Low level of education • Do not know their rights •

External driven opportunities

External driven threats

• Covered by labour laws • Favoured by legislation

• Low wages • Seasonal • Influence/determined by climate

changes • Excluded from decision-making

process • Victim of unemployment/dismissal • Victims of exploitation • Unpurified water

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CHAPTER 6: CONCLUSIONS/RECOMMENDATIONS

ANALYSIS: RESEARCH FINDINGA & SWOT FACTORS During the analysis process the task team discovered that most of the deliberated issues influenced “change” onto the AET sector or to a larger extent such issues determined AET’s modus operandi. Issues that emerged were as follows: 6.1 Small to medium agricultural farming

Statement: Will fast become marginalized (measured in terms of profits) if it is allowed to:

6.1.1 Contribute to further unemployment and depopulation of the rural agricultural

communities. 6.1.2 Short-term employment opportunities will exceed stable long-term

opportunities, this impacting negatively on needed skills development programmes for AET staff

Recommendations 6.1.3 The integration and synergy of rural development areas (IDP’s) into

neighbouring urban integrated development plans. 6.1.4 Implementation of development strategies/programmes in AET to be

incorporated in all curriculum for each candidate who needs it 6.1.5 Set a time frame wherein formal AET institutions are erected or initiated in all

rural regions where agriculture forms the back-bone of the regions economy (with related technical expertise).

6.1.6 Create more sectoral diversified work options in rural areas (job creation). 6.1.7 All small to medium resource-poor farming projects to be business orientated

and develop proper business plans (forms part of a condition for financial assistance).

6.1.8 Set up accredited, monitored and evaluating start-up programmes in AET for different levels and scales.

6.2 Legislation and policy

Statement: Is restrictive and counter productive in that: 6.2.1 Distance in Northern Cape is vast, thereby having a negative impact on

transportation of products and/or AET services (i.e. fuel costs). 6.2.2 Limited infra-structure support in rural farming areas (water, roads, sanitation

systems, electricity, etc.

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6.2.3 High levels of illiteracy and under-development in rural farming communities, with little school options.

6.2.4 Deep-rooted to blatant violation of human rights (e.g. child labour exploitation of men by men).

6.2.5 Lack of bridging resources for poorest of the poor/rural farming sectors. 6.2.6 Few commercial farmers wishing to assist resource-poor farming communities

while better working relations need to be created by Government and its delivering agents (levelling the playing field).

Recommendations: 6.2.7 Need new policy that is sensitive. An approach should be implemented to

take the plight and diverse material conditions of each recipient (resource-poor farmer) into consideration (i.e. sustainable ratio for the carrying capacity).

6.2.8 Kind of an incentive scheme on transportation of good crops to markets. 6.2.9 Development and constant/regular servicing of roads. 6.2.10 Water supply. 6.2.11 Installation of electricity at State cost – people paying for actual use of

services. 6.2.12 National/Provincial Departments to intervene and coerce a partnership with

banking institutions to adopt a social corporative programme that fund at low interest rates, to assist resource-poor farmers in their business plans which might have viable growth indicators.

6.2.13 Market the programme (as investment vehicles). 6.2.14 Define low interest rates (even regulating). 6.2.15 Set-up private partnerships to draft business plans. 6.2.16 Indicate meaning and degree of viable growth. 6.2.17 Support all forms of training as long as it adds value to the learning chains (life

long learning).

Statement:

The importance of technology is measured against: 6.3.1 The need for up-to-date and accurate information forces commercial farmers

to understand and be in a position to work with computers, the internet and web.

6.3.2 Crop farmers also need to have an on-line satellite service to project into the weather patterns and plan accordingly.

6.3.3 Assistance is required with regard to the development of technology that focuses on resource-poor farmers.

6.3.4 Skills technology training development, farming practices and management skills programmes need to be focused on

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Recommendations: 6.3.5 The commercial farmer is ideally positioned to develop the emerging sector,

therefore AET programmes should incorporate these factors. 6.3.6 Land redistribution programmes should also look into the current cause of

failure and accordingly adopt an informed and productive approach (continuing production quality and quantities).

6.3.7 Find an easier and co-operative consultative measure to induce better and effective “willing buyer and seller” environment.

6.3.8 Introduce AET into the formal curriculum. 6.4 Environmental and social factors Statement: Taking care of the environment so that the environment takes care of us. 6.4.1 Become more sensitive to the increased physical environment (such as soil

degradation, chemical pollution). 6.4.2 At the same time social issues such as HIV/Aids, needs to receive more

attention in rural areas. 6.4.3 The above two areas call for a more focused approach towards awareness

making/training with regard to environmental and social issues. 6.4.4 As stated above, literacy and numeracy (ABET in general) are factors which

will contribute towards ability to understand and value environmental and social realities and the impact thereof on survival and the creation of wealth.

Recommendations:

6.4.5 Environmental planning should form part of the business plans. 6.4.6 Resource preservation should form part of the curriculum. 6.4.7 HIV/Aids centres should be developed next to community resources or “one-

stop centres” Batho Pele concept. 6.4.8 ABET should be the vehicle that hosts both social and environmental

knowledge for adults.

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REFERENCES 1. Budget Speech, 2002/2003, Department of Agriculture, Land Reform,

Environment and Conservation, Northern Cape Province. 2. Directorate: Agricultural Information, 2002, Agricultural News, NDA, RSA. 3. Directorate: Communication, 2002/2001, Agricultural Digest of SA, NDA. 4. Directorate: Statistical Information, 2002, Abstract, NDA, RSA. 5. Primary Agriculture Education and Training Authority (PAETA)(SETA), Sector

Skills Plan Document, RSA.