ciea seminar august 2004 dorji dhradhul, moa and o. hartmann-fässler, helvetas

CIEA Seminar August 2004 Dorji Dhradhul, MoA and O. Hartmann-Fässler, Helvetas

Some key figuresSome key figures Official name: Druk Yul (Land of the Thunder Dragon) Official name: Druk Yul (Land of the Thunder Dragon) Monarchy Monarchy (with democratization and decentralization)(with democratization and decentralization)

Area 47‘000 kmArea 47‘000 km22, mountainous terrain, difficult access , mountainous terrain, difficult access to many areas, only 16% arable landto many areas, only 16% arable land

from 200 masl to >7000 masl (Himalayas); extremes of from 200 masl to >7000 masl (Himalayas); extremes of agroclimatic zones (sub-tropical to alpine)agroclimatic zones (sub-tropical to alpine)

Population 600 000 - 800 000 (various ethnic groups)Population 600 000 - 800 000 (various ethnic groups) Language: Dzongkha (Nepali, English)Language: Dzongkha (Nepali, English) Religions: Bhuddism, HinduismReligions: Bhuddism, Hinduism GDP: ca. 700$ per capitaGDP: ca. 700$ per capita

CIEA Seminar August 2004 O. Hartmann-Fässler, Helvetas 2

Ca. 70% under forest coverCa. 70% under forest cover

NRM Sector 34% , Hydropower ca. 10% of GNPNRM Sector 34% , Hydropower ca. 10% of GNP

Agricultural workforce ca. 75% of population Agricultural workforce ca. 75% of population

Mostly small farm structures (82% of people < Mostly small farm structures (82% of people < 4ha); subsistence farming, hill agriculture, mixed 4ha); subsistence farming, hill agriculture, mixed farming system, almost no mechanizationfarming system, almost no mechanization

Main crops: rice, maize, potato (wheat, millet, Main crops: rice, maize, potato (wheat, millet, buckwheat, barley) and citrus fruit. For export: buckwheat, barley) and citrus fruit. For export: cardamom and various fruitcardamom and various fruit

Livestock: cattle, yak, goats/sheep, pigs, poultryLivestock: cattle, yak, goats/sheep, pigs, poultry

Overuse (close to settlements) vs. fallow in remote Overuse (close to settlements) vs. fallow in remote areasareas


Natural Resources & Agriculture in BhutanNatural Resources & Agriculture in Bhutan

Formal schooling since 35 years Formal schooling since 35 years

Schooling language: English and DzongkagSchooling language: English and Dzongkag

School enrolment-rate 72% (primary), 46% School enrolment-rate 72% (primary), 46% (overall)(overall)

Almost no opportunities of further education for Almost no opportunities of further education for early school leaversearly school leavers

Limited opportunities for further education after Limited opportunities for further education after 10/12th class (RGoB)10/12th class (RGoB)

Youth unemployment developing fast Youth unemployment developing fast

Private sector no prominent employerPrivate sector no prominent employer


Situation in Education in BhutanSituation in Education in Bhutan

Before 2000Before 2000 - very limited options- very limited options farmers and early school leaversfarmers and early school leavers

Extension service only/mayor direct sourceExtension service only/mayor direct source

rare trainings, also at Research Centres, not evenly distributedrare trainings, also at Research Centres, not evenly distributed

for 10/12 class graduatesfor 10/12 class graduates

NRM Sector - NRTI: one standard career, all to join civil service NRM Sector - NRTI: one standard career, all to join civil service

BSc in Natural Science Sherubtse, Curriculum imported from IndiaBSc in Natural Science Sherubtse, Curriculum imported from India

Since 2000 slowly increasing offersSince 2000 slowly increasing offers 2000 First technical courses targeted at farmers (Farm Business Training)2000 First technical courses targeted at farmers (Farm Business Training)

2002 Food Inspector Training at NRTI2002 Food Inspector Training at NRTI

2003 Royal University of Bhutan => + BSc and MSc NRM2003 Royal University of Bhutan => + BSc and MSc NRM

At present - new offers being developed!At present - new offers being developed!


Rural Learning - on the move....Rural Learning - on the move....

BSc, MSc NRM

Dip

lom

a Ext

ensi

on

Food Insp

ecto

rs

e.g. Natural Resources Training Institute (NRTI)

Formal Tertiary Education

Refresher/updating

4 Regional Centres

Research

Rural Household

= existing= planned

Extension

District RNR Centres

Block RNR Centres

Ministry (national)


Rural Learning and Education: Stakeholders and Offers

Apprenticeship

Rural Development

Training Centre

Non-Formal Education

Farm BusinessCourses

Community and Association

Leaders

Adult

educ

atio

n

Characteristics of Existing and New OffersCharacteristics of Existing and New Offers

CIEA Seminar August 2004 O. Hartmann-Fässler 7

OfferOffer StatusStatus ModeMode TargetedTargeted EmployersEmployers

Farm Business Farm Business CoursesCourses

Existing, Existing, reviewreview

(De)central(De)central

(RDTC)(RDTC)

Min. 8th class Min. 8th class passpass

privateprivate

Diploma ExtensionDiploma Extension ExistingExisting Central (NRTI)Central (NRTI) 12th class pass12th class pass RGoB (?)RGoB (?)

Food InspectorsFood Inspectors existingexisting Central (NRTI)Central (NRTI) 12th class pass12th class pass RGoBRGoB

Refresher CoursesRefresher Courses ExistingExisting Central (NRTI)Central (NRTI) in-service staffin-service staff RGoB (?)RGoB (?)

BSc Nat. SciencesBSc Nat. Sciences existingexisting Central (Sherubtse)Central (Sherubtse) 12th class pass12th class pass RGoBRGoB

Private (?)Private (?)

Apprenticeship Apprenticeship (agric)(agric)

In workIn work Decentr. (RDTC)Decentr. (RDTC) 8/10th class 8/10th class passpass

privateprivate

Community, Coop. Community, Coop. & Assoc. Leaders& Assoc. Leaders

In workIn work Decentr. (RDTC)Decentr. (RDTC) (read and write)(read and write) PrivatePrivate

Coop‘sCoop‘s

BSc/MSc NRMBSc/MSc NRM In workIn work Central (RUB-NRTI) Central (RUB-NRTI) 12th class 12th class pass/ BScpass/ BSc

? ?

Apprenticeship

Educational Offers NRM SectorEducational Offers NRM Sector


Rural Household PrivateRural Change

Agents (Government)

In-serviceTraining

Diploma Extension

Farm Business

Training

Community, Community,

Coop. & Coop. &

AssociationAssociation

LeadersLeaders

MSc NRM

BSc Nat. Sci.BSc NRM

Dipl. Food Inspectors

Basic Education

Life

-long

Lea

rnin

g

Non-farmIncome source

training

School Ariculture

Programme

Taining byExtensionists

Research C.s

School Ariculture

Programme

Non-formalAdult

Education

Offers forOffers for Change AgentsChange Agents


• Diploma in Extension

• Food Inspectors

• In-service Training

• BSc/MSc

Diploma in ExtensionDiploma in Extension (existing)(existing)

DescriptionDescription Target group: XII class pass (Science), good communication skills Target group: XII class pass (Science), good communication skills 2 years; three specialisations2 years; three specialisations classroom teaching, practicals, block days, blockweeks and field classroom teaching, practicals, block days, blockweeks and field

attachment attachment Job prospects: Government extension agentsJob prospects: Government extension agents

GoalGoal applied technical knowledge and skills in one subject area applied technical knowledge and skills in one subject area AND integrated approach (mixed farming system!) AND integrated approach (mixed farming system!) high social competenceshigh social competences


Diploma in ExtensionDiploma in Extension (existing) contd.(existing) contd.

Identification of Need and Curriculum DevelopmentIdentification of Need and Curriculum Development (CD) (CD) Need: existing structure of extension service, departmentalizationNeed: existing structure of extension service, departmentalization CD: ILO approach: participatory based on job analysisCD: ILO approach: participatory based on job analysis M& E: Tracer Studies (1995, 1998, 2003)M& E: Tracer Studies (1995, 1998, 2003)

Planning and ImplementationPlanning and Implementation Sequence of CD (1 y), teaching methodology (3 m) and production of Sequence of CD (1 y), teaching methodology (3 m) and production of

teaching materials (3 m)teaching materials (3 m) First batch 1992First batch 1992 Continuous upgrading of teachers Continuous upgrading of teachers Major adjustments: entry criteria (X to XII class pass), integration of new Major adjustments: entry criteria (X to XII class pass), integration of new

contents based on tracer studies (computer science...)contents based on tracer studies (computer science...)


Diploma Extension Diploma Extension (existing) contd.(existing) contd.

Lessons learntLessons learnt Participatory CD - long, intensive, but pays back!Participatory CD - long, intensive, but pays back! Integrated approach dependent on structure at central level!Integrated approach dependent on structure at central level! Tracer Studies - methodology; act on findings and publish actions!Tracer Studies - methodology; act on findings and publish actions! Curriculum constant need for adaptation and review –institutionalize! Curriculum constant need for adaptation and review –institutionalize! Student follow-up crucial, but difficultStudent follow-up crucial, but difficult

Issues / Upcoming ChallengesIssues / Upcoming Challenges Saturation of market Saturation of market Functions of extensionists in light of decentralized planningFunctions of extensionists in light of decentralized planning 12 class pass–motivation to work with farmers? 12 class pass–motivation to work with farmers? Need for flexible careers – credits?Need for flexible careers – credits? NRTI – member college of Royal University of BhutanNRTI – member college of Royal University of Bhutan


In-service Trainings In-service Trainings (existing) (existing)

DescriptionDescription Target group: selected in-service staffTarget group: selected in-service staff 7-30d; classroom teaching, practicals, often ToT approach7-30d; classroom teaching, practicals, often ToT approach collaboration with external expertscollaboration with external experts

GoalGoal (in)directly refresh & update knowledge and skills of extension staff(in)directly refresh & update knowledge and skills of extension staff Opportunities for NRTI teaching staff Opportunities for NRTI teaching staff

Identification of Need and Curriculum DevelopmentIdentification of Need and Curriculum Development (CD) (CD) Needs Refresher: jointly by NRTI and MoA - from fieldNeeds Refresher: jointly by NRTI and MoA - from field Need Updating: = f (new technologies, new policies and acts)Need Updating: = f (new technologies, new policies and acts) CD: NRTI i. collaboration with clientsCD: NRTI i. collaboration with clients


Planning and ImplementationPlanning and Implementation Yearly plan of action, (often) adhocYearly plan of action, (often) adhoc

Issues/ChallengesIssues/Challenges

Donor driven?!Donor driven?!

Participant selection: criteria? Motivation?Participant selection: criteria? Motivation?

Lessons learntLessons learnt Formalize/institutionalize integration of new topics!Formalize/institutionalize integration of new topics!

In-service Trainings In-service Trainings (existing)(existing)


BSc and MSc BSc and MSc (planned)(planned)

GoalGoal In-country higher educationIn-country higher education Prepare students for higher level jobs in government Prepare students for higher level jobs in government

service and private sector (industry, and ?)service and private sector (industry, and ?)

Proposed StructureProposed Structure Duration as per international standardsDuration as per international standards 12th class pass, science background (diploma?) 12th class pass, science background (diploma?) Flexible structures, various career prospects (core Flexible structures, various career prospects (core

subjects, specific subjects and subjects of choice) subjects, specific subjects and subjects of choice)


BSc and MSc BSc and MSc (planned)(planned)

Identification Need & Curriculum DevelopmentIdentification Need & Curriculum Development (CD) (CD) Need: stakeholders from Government and private sector Need: stakeholders from Government and private sector

(profiles, numbers needed)(profiles, numbers needed) CD: participatory, similar diploma course NRTICD: participatory, similar diploma course NRTI

Planning and implementationPlanning and implementation BSc to start in July 2006BSc to start in July 2006 Additional infrastructure and HRD needsAdditional infrastructure and HRD needs

Challenges/Issues and open QuestionsChallenges/Issues and open Questions Clarification on future functions of graduates as base!Clarification on future functions of graduates as base! Streamline qualifications with TORsStreamline qualifications with TORs


Offers for Rural HouseholdsOffers for Rural Households


• Non-farm activity courses

• Extension Offers by Extensionists

• Farm Business CoursesFarm Business Courses

• Agricultural Apprenticeship

• Cooperative & Assoc. Leaders

Extension Offers by Extensionists Infrastructure:Infrastructure:

Block Extension agents (agriculture, livestock, Block Extension agents (agriculture, livestock, forestry)forestry)

Block Extension Centers (RNR, agriculture, livestock)Block Extension Centers (RNR, agriculture, livestock) Research Centers/sub centersResearch Centers/sub centers

Methods/Avenues:Methods/Avenues: Farm visits by extension agentsFarm visits by extension agents MeetingsMeetings TrainingsTrainings Demonstration (on farm trials)Demonstration (on farm trials) Study visits/exchange visitsStudy visits/exchange visits Exhibitions & showsExhibitions & shows

CIEA Seminar August 2004 Dorji Dhradhul, MoA 19

GoalGoal To give the farmers the opportunity to learn about To give the farmers the opportunity to learn about

new technologies (knowledge and skills) prymarily for new technologies (knowledge and skills) prymarily for enhancing their income through increase in farm enhancing their income through increase in farm productivity and indrectly to enhance their overall productivity and indrectly to enhance their overall knowledge and skills levelknowledge and skills level

Identification of Need and Curriculum DevelopmentIdentification of Need and Curriculum Development (CD)(CD) Geog Planning Process (participatory),Geog Planning Process (participatory), Based on Plan document ( 9 FYP)Based on Plan document ( 9 FYP) adhoc offers from different projects /agencies adhoc offers from different projects /agencies


Extension Offers by Extensionists

Planning and implementation:Planning and implementation: RNR extension agents (supported by District , regional & RNR extension agents (supported by District , regional &

central staff), central agenciescentral staff), central agencies Participation by nomination (not based on needs and interest)Participation by nomination (not based on needs and interest) Sometimes voluntary (need based)Sometimes voluntary (need based)

Challenges /IssuesChallenges /Issues Needs identification more participatoryNeeds identification more participatory Feedback mechanism in curriculum developmentFeedback mechanism in curriculum development Participatant selction/identificatiopnParticipatant selction/identificatiopn Incentives for participation (DSA)Incentives for participation (DSA) Target orientedTarget oriented Guidelines on standards to be developedGuidelines on standards to be developed


Extension Offers by Extensionists

Farm Business CoursesFarm Business Courses (existing, review needed)(existing, review needed)

DescriptionDescription Target Group: min. 18y, min. Class VI, land Target Group: min. 18y, min. Class VI, land

resources, farming experiences, project concept resources, farming experiences, project concept 2 weeks - 3 month; various subjects; emphasis on 2 weeks - 3 month; various subjects; emphasis on

practical skills, including farm management and practical skills, including farm management and economics economics

GoalGoal Enable interested farmers to gain technical and Enable interested farmers to gain technical and

entrepreneurialentrepreneurial knowledge and skills for income knowledge and skills for income generating activities (farm businesses) generating activities (farm businesses)




Modules of Farm Business Courses• Vegetable production

• Mushroom production

• Nursery farming

• Piggery

• Poultry Production

• Dairy Husbandry

• Bee Keeping

• Fishery

• Forest Harvesting (Chain saw)

•Cultivation of Medicinal Plants

•Essential Oil Production


Identification of Need, Curriculum DevelopmentIdentification of Need, Curriculum Development (CD) (CD) Need: brainstorming (NRTI, MoA)Need: brainstorming (NRTI, MoA) CD: NRTI teaching staff, external expertsCD: NRTI teaching staff, external experts

Planning and implementationPlanning and implementation Start-up at NRTI, handing over to RDT (Rural Start-up at NRTI, handing over to RDT (Rural

Development Training Centre )Development Training Centre )



Challenges /IssuesChallenges /Issues Effective (and cost efficient) distribution of information Effective (and cost efficient) distribution of information An-alphabets – excluded? If include? Teaching material!An-alphabets – excluded? If include? Teaching material! Decentralization of trainingDecentralization of training Interest in content vs. income from training!Interest in content vs. income from training! Need/possibilities to combine with other non-NRM offers Need/possibilities to combine with other non-NRM offers

(handicraft, vocational trg?)(handicraft, vocational trg?)

Lessons LearntLessons Learnt Need for access to investment credit Need for access to investment credit Need for technical support after course (who? How?)Need for technical support after course (who? How?) Entrepreneurship, Economics, Market orientation - Entrepreneurship, Economics, Market orientation -

mainstreaming in teaching staff and extensionists for mainstreaming in teaching staff and extensionists for decentralised provision of coursesdecentralised provision of courses


Agricultural ApprenticeshipAgricultural Apprenticeship (in work)(in work)

GoalGoal To provide farmers with knowledge and skills onTo provide farmers with knowledge and skills on

sustainable and viable productionsustainable and viable production farm managmeentfarm managmeent

To improve income and living conditions of farmersTo improve income and living conditions of farmers To make life in rural areas more attractive To make life in rural areas more attractive

Suggested StructureSuggested Structure 2 years; practical work on progressive farm, 2 years; practical work on progressive farm, theoretical and practical inputs in blocks, tailored to needs, theoretical and practical inputs in blocks, tailored to needs,

flexible flexible Target Group: min. Class VIII, reading and writing Target Group: min. Class VIII, reading and writing


Agricultural ApprenticeshipAgricultural Apprenticeship (in work)(in work)

Identification of Need and Curriculum DevelopmentIdentification of Need and Curriculum Development (CD) (CD) Need = f (rural-urban migration, subsistence farming) Need = f (rural-urban migration, subsistence farming) CD: skill-based, with stakeholders, tailor to regional differencesCD: skill-based, with stakeholders, tailor to regional differences

Planning and implementationPlanning and implementation Pilot batch with progressive farmers and first group of studentsPilot batch with progressive farmers and first group of students On the job training of „Master-farmers“On the job training of „Master-farmers“

Challenges/ Issues/Open Questions Challenges/ Issues/Open Questions Inhomogeneous groups (level of schooling)Inhomogeneous groups (level of schooling) Multitude of needs - different agro-climatic zonesMultitude of needs - different agro-climatic zones Selection of MasterfarmersSelection of Masterfarmers Small structures vs. Idea of „Masterfarmer“ (work-load)Small structures vs. Idea of „Masterfarmer“ (work-load) Financial incentives for „Masterfarmers“? Financial incentives for „Masterfarmers“? Distances vs. timing of practical/theoretical inputsDistances vs. timing of practical/theoretical inputs Combine with other non-NRM offers (handicraft, vocational trg)?Combine with other non-NRM offers (handicraft, vocational trg)?


Major Issues and Possible SolutionsMajor Issues and Possible Solutions

Training DSA as income source and main motivation for participation Training DSA as income source and main motivation for participation

=> no DSA, training/lodging and travel free of cost=> no DSA, training/lodging and travel free of cost

Neglecting of trans-sectoral issues Neglecting of trans-sectoral issues

=> coordinating body; proactive inclusion of trans-sectoral issues in all trainings=> coordinating body; proactive inclusion of trans-sectoral issues in all trainings

Variety of agro-climatic zones => varying farming systems/practices Variety of agro-climatic zones => varying farming systems/practices

=> self-contained course modules; core modules plus optional/choice modules=> self-contained course modules; core modules plus optional/choice modules

Decentralized training vs. Difficult logistics and quality insuranceDecentralized training vs. Difficult logistics and quality insurance

=> M&E group to constantly evaluate quality of trainings=> M&E group to constantly evaluate quality of trainings

Need for conducive framework for use/implementation of course content Need for conducive framework for use/implementation of course content follow-up of students for provision of technical supportfollow-up of students for provision of technical support

facilitate access to fundsfacilitate access to funds

careful selection of candidates and/or strict adherence to entry criteriacareful selection of candidates and/or strict adherence to entry criteria

Provide links with non-agri offers (e.g. Taxi driving) with potential for income Provide links with non-agri offers (e.g. Taxi driving) with potential for income generation.generation.


Conclusions – for discussionConclusions – for discussion

Rural LearningRural Learning

can benefit rural population can benefit rural population indirectlyindirectly (through change agents) or (through change agents) or directlydirectly

has to provide life-long learning opportunities for both has to provide life-long learning opportunities for both changechange agents agents and and rural householdsrural households (not same offers BUT interlinked and (not same offers BUT interlinked and interdependent) = need for coordination interdependent) = need for coordination

for change agentschange agents can be centrally offered, long-term and throughout the year.

for private householdshouseholds, most training must be locally/decentrally offered, as short-term/evening courses and during less busy times of year.

Participatory need analysis and curriculum develpment is best for all trainings, however, can be difficult due to lack of time, lack of time, interest/knowledge of farmers/rural communities or due to logistic interest/knowledge of farmers/rural communities or due to logistic problems.problems.


**** The END ******** The END ****

Thank you for your attention!Thank you for your attention!

Tashi Delek!Tashi Delek!


Questions for Group WorkQuestions for Group Work

1.1. Look at the overview of learning offers in the rural area Look at the overview of learning offers in the rural area in Bhutan. What (kind of) offers are missing? in Bhutan. What (kind of) offers are missing?

2.2. Do you agree on the distinction between offers for Do you agree on the distinction between offers for learning agents (indirect) and rural households learning agents (indirect) and rural households (direct)? Why?(direct)? Why?

3.3. How do the recommendations and conclusions given How do the recommendations and conclusions given coincide with your experience? Where do you coincide with your experience? Where do you disagree? Why? disagree? Why?

4.4. What additional recommendations/conclusions would What additional recommendations/conclusions would you draw?you draw?

5.5. Do a SWOT analysis for both the apprenticeship and Do a SWOT analysis for both the apprenticeship and the degree level courses (BSc/MSc) and add any the degree level courses (BSc/MSc) and add any recommendation to improve the suggested structure recommendation to improve the suggested structure etc. etc.


ciea seminar august 2004 dorji dhradhul, moa and o. hartmann-fässler, helvetas

Documents

bhutan slide

new offers ciea seminar

remote areas ciea seminar

helvetas slide

helvetas2 slide

farmers farm business

forest cover nrm nrm

private diploma extension