Sasakawa Africa Fund
for Extension Education
(SAFE)
Case study of Sasakawa Africa Fund for
Extension Education (SAFE) Program at
Haramaya University.
Prof. Belay Kassa
Prepared by:- Dr. Ferdu Azerefegne
January 2008
Case study of Sasakawa Africa Fund for Extension
Education (SAFE) Program at Haramaya University,
Ethiopia
Prepared and submitted by
Professor Belay Kassa, Haramaya University
Dr. Ferdu Azerefegne, Hawassa University
January 2008
Acknowledgements
We would like to thank SAFE for giving us the opportunity to work on the tracer study of
the Mid-career B.Sc. Agriculture Extension graduates and profile of key components of
the program. Our gratitude and heart-felt thanks are extended Dr. Jeff Mutimba for his
unreserved support and provision of valuable information. The authors would like to
thank staff members of the department of Rural Development and Agriculture Extension
(RDAE) in general and Prof. Ranjan S. Karrippai, Mr. Samson Eshetu, Mr. Tolera, and
Mr. Samuel Taye in particular for their interest in the study and their invaluable support
by availing the necessary documents and data about the program. The authors highly
commend the department of RDAE for its excellent record keeping and strongly suggest
that all other programs of institutions of higher education to emulate it. Mrs. Yenenesh
Tadesse tirelessly traced graduates of the program all over the country for interview and
filled in the questionnaires. Mr. Tafesse Tsegaye is duly acknowledged for processing of
the questionnaire data. Finally, yet importantly, the authors would like to express their
sincere gratitude to the 140 respondents for their willingness to provide information
pertaining to the subject of the study.
ii
Table of Contents
Page
Acknowledgements ...................................................................................................................................... ii
Executive Summary........................................................................................................................................ 1
Technology Villages.................................................................................................................................. 3
The Supervised Enterprise Projects (SEP) ................................................................................................. 4
Alumni Association................................................................................................................................... 4
Staffing Situation ...................................................................................................................................... 5
Low Female Enrolment in the Mid-Career Program............................................................................ 5
Government Participation ....................................................................................................................... 6
1. Introduction............................................................................................................................................... 7
2. A Tracer Study of Haramaya University Mid-Career B.Sc. Graduates (1999-2007).................... 9
2.1. Objectives of the Tracer Study................................................................................................... 9
2.2. Methodology ................................................................................................................................... 9
2.3. Brief Description of the Mid-Career B.Sc. Program and Graduates ............................... 10
2.4. Survey Results and Discussion ............................................................................................... 15
2.4.1. Individual characteristics of respondents............................................................................... 15
2.4.2. Academic background before joining the mid-career program ........................................... 16
2.4.3. Respondents’ employment history .......................................................................................... 17
2.4.4. Current employment situation ................................................................................................ 19
2.4.5. Job mobility............................................................................................................................... 21
2.4.6. Relevance of studies to current job ......................................................................................... 23
2.4.7. Job satisfaction.......................................................................................................................... 23
2.4.8. Appropriateness of position and work to level of education ................................................. 24
2.4.9. Utilization of different competences learned in the Mid-career program ........................... 25
2.4.10. The managerial responsibilities of the respondents............................................................. 25
2.4.11. Changes observed in professional status............................................................................... 29
2.4.12. Remuneration and benefit packages ..................................................................................... 29
2.4.13. Influential job positions held by the respondents ................................................................ 32
2.4.14. Further training since graduation from the mid-career program ..................................... 33
2.4.15. Suggestions for improvement of the Mid-career program.................................................. 35
2.5. Conclusion .................................................................................................................................... 36
2.6. Recommendations....................................................................................................................... 36
3. Technology Village .................................................................................................................................. 38
3.1. Concept and Rationale ............................................................................................................... 38
3.2. Objectives of Technology Village ............................................................................................ 40
3.3. Functions of Technology Village ............................................................................................. 40
3.4. Types of Technology Villages .................................................................................................. 40
3.4.1. Technology Village in the University ...................................................................................... 40
3.4.2. Technology Villages outside the University............................................................................ 42
3.5. Intended Beneficiaries of Technology Village...................................................................... 42
3.6. Establishment Cost ..................................................................................................................... 43
3.7. Management System................................................................................................................... 45
3.8. Challenges and Constraints...................................................................................................... 45
4. SEPs and Mid-Career Program .......................................................................................................... 46
5. Alumni Association ................................................................................................................................. 49
5.1. Function ......................................................................................................................................... 49
5.2. Number of the Members............................................................................................................. 50
5.3. Running Costs of the Association .......................................................................................... 50
5.6. Sustainability of the Association............................................................................................. 51
5.7. Management of the Association .............................................................................................. 51
6. Staffing Situation..................................................................................................................................... 52
7. Low Female Enrolment in the Mid-career Program ............................................................................ 61
8. Government Participation..................................................................................................................... 66
8.1. Government Contribution through the University .............................................................. 66
iii
8.2. Government Contribution through the Employing Organizations.................................. 66
8.3. Estimated Cost of Training a Mid-career Program Student.............................................. 66
9. Conclusion................................................................................................................................................ 68
10. References............................................................................................................................................ 70
10. Annexes................................................................................................................................................ 72
Annex 1. Mid-Career Graduates Tracer Information-Haramaya University .......................... 72
Annex II: Questionnaire for Tracer Study of Mid-career B.Sc. Graduates............................ 88
Annex III: The Current Specific Job Titles of Respondents ..................................................... 92
Annex IV: Distribution of respondents by their job title at the time of joining the midcareer B.Sc. program.......................................................................................................................... 95
Annex V: Equipments purchased by SAFE for the Technology Village................................ 96
Annex VI: Curriculum for Rural development and Agricultural Extension (Mid- career BSc Program) ....................................................................................................................................... 97
Annex VII. Sample Respondents and Year of Graduation ........................................................ 99
Annex VIII: Case Study on SAFE Program at Haramaya University, Ethiopia Checklist 102
Annex IX: Case Study on Safe Program at Haramaya University in Ethiopia-Terms of
Reference for Consultancy ............................................................................................................. 104
iv
Executive Summary
This report focuses on the experience of Haramaya University in launching and running
an innovative Bachelors Degree program in Agricultural Extension as well as the
perception of the graduates from the program about the relevance of the program,
utilizations of knowledge and skills they had gained in their current jobs and their
professional development. From an historical perspective, in 1997, Alemaya University,
in collaboration with the Ministry of Agriculture and Sasakawa Africa Association,
launched an innovative B.Sc. degree program in Agricultural Extension. The objective of
this innovative training program has been to upgrade the technical and human relations
skills of experienced mid-career extension staff working with the Ministry of Agriculture,
Regional Bureaus of Agriculture and Non-governmental organizations engaged in
agricultural and rural development. In this program, mid-career extension workers with
diploma level training in agriculture and related fields are admitted and trained for two
and half years during which they take professional courses and receive hands-on practical
training designed to upgrade their skills, knowledge and qualification. The program is
believed to prepare adequately the participants to deal with complex agricultural
problems. The distinguishing features of this program include: demand-driven
curriculum development process (consensus among key stakeholders about the structure
and the content’s balance between theory and practice); dynamic interplay between
theoretical and practical components; partnerships among institutions and agencies
involved in the mid-career agricultural extension program (these partnerships are
important for resource mobilization, monitoring and supervision of students’ projects and
ensuring the sustainability of the program); and emphasis on helping learners to be
reflective practitioners and to view learning as a process not limited only to outside
experts. The first batch of 30 students (27 males and 3 females) started classes in
February 1997. So far, 246 students (43 females and 203 males) graduated from the
program.
This report is based on a tracer survey of 140 mid-career B.Sc. graduates (110 males and
30 females) who were contacted through telephone. Moreover, other relevant data and
information were collected through in-depth interviews with key stakeholders (officials
of the Federal Ministry of Agriculture and Rural Development and Regional Bureaus of
Agriculture and Rural Development, the Head and staff members of the Department of
Rural Development and Agricultural Extension and third year mid-career students) and a
thorough review of existing empirical literature on the mid-career program at Haramaya
University. In this section, the main findings of the study are summarized under the
principal areas of study focus, namely the results of the tracer survey, the technology
village, the Supervised Enterprise Projects (SEPs), the Alumni Association, the current
staffing situation of the Department of Rural Development and Agricultural Extension
and its attendant problems, reasons for low female intake into the program and strategies
for reversing the current trend, and the degree of stakeholders’ participation and
strategies for enhancing increased participation.
The results of this study show that the mid-career B.Sc. degree program at Haramaya
University has made a modest contribution to the agricultural sector principally through
1
upgrading the technical and human relations skills of experienced mid-career extension
staff working with the Federal Ministry of Agriculture and Rural Development, the
Regional Bureaus of Agriculture and Rural Development and Non-governmental
organizations engaged in agricultural and rural development. So far, 246 students (43
females and 203 males) graduated from the program. Unfortunately, the number of
graduates is very small when compared with the country’s demand for highly qualified
agricultural extension professionals.
Tracer study
1. All of the respondents had a diploma education before joining the mid-career B.Sc.
program in fields of studies related to agriculture. The reasons for joining the midcareer B.Sc. program are mainly for professional development and the prospect of a
higher income and benefits. The respondents of this study had about 13 years average
work experience before joining the mid-career B.Sc. The female respondents had
shorter work experience than the male respondents.
2. The respondents’ professional occupations are diverse indicative of strong demand
for such graduates. About 55% of the respondents (8 females and 69 males out of the
140) continued working for their former organizations for various reasons not related
to pecuniary rewards. On the other hand, many respondents changed employers at
least once. The completion of the mid-career B.Sc. program by the respondents’
increased their prospects for occupational mobility between organizations and the
principal reasons for changing employer were promotion to a better position and
higher income/benefits.
3. About 96% of the respondents indicated that they were using the knowledge and
skills acquired during their studies in their current work. As a result 60.9 percent of
the respondents were highly satisfied and 28.3 percent satisfied with their current job.
The study revealed that the vast majority of the respondents are in professional
occupations that are directly related to their university studies.
4. Out of the competences learned, critical thinking skills, communication skills, human
relations skills, skills acquired through off-campus Supervised Enterprise Projects,
and problem-solving skills got the highest rank of use according to the opinion of the
respondents’. Entrepreneurial skills and managerial skills come next in importance.
5. Before joining the mid-career program, 58 respondents (54 males and 4 females)
pointed out that they had assumed leadership positions of one form or another.
However, none of the female respondents who had reported to have assumed
leadership positions had been working at senior managerial level. After completion of
their study, about 67 percent of the respondents were working in managerial positions
(26.1 % in senior and 40.6 % in middle level managerial positions) and about 31
percent were employed in non-executive level jobs. It is, however, interesting to note
that the majority of the female respondents have been working as experts. On the
other hand, the current managerial responsibilities of the respondents, as measured by
the number of subordinate staff under them and the amount of financial resources
(budget) that they had to manage have shown a marked improvement, when
compared with the situation before they joined the mid-career B.Sc. program. The
average annual budget that they were managing was estimated to be Birr 4,800,437
for males and Birr 1,042,178 for females, which clearly indicates that male graduates
2
6.
7.
8.
9.
were entrusted with larger resources than their female counterparts.
Higher income/benefits (93.6%), promotion to a better position having higher social
status (94.3%), and transfer to an area with better infrastructure and social services
are among (42.9%) the most important realized benefits that the respondents
attributed to their completion of the mid-career B.Sc. program in Agricultural
extension. At the time of joining the mid-career B.Sc. program, the average gross
monthly incomes of the male and female respondents were Birr 1069.1 and Birr
911.4, respectively. One key factor that might have contributed to the earnings gap
between men and women could be that women had served for less number of years
than men. The current gross monthly income levels ranged from Birr 1065.0 to
Birr 5700.0 among the male respondents and from Birr 1617.0to Birr 15,000.0 among
the female respondents with the average gross monthly income of Birr 2836.8 for
males and Birr 2692.2 for females. A small proportion of the presently employed
respondents received some form of fringe benefit. In this respect, it is striking to
observe that of the 29 female respondents interviewed, only one had been receiving a
housing allowance. Over all, these results reveal that almost all the female
respondents were in occupations that did not have benefit packages and that male
respondents had more chances of receiving fringe benefits than their female
counterparts.
A closer examination of the respondents’ current employment status shows that some
of them hold challenging and demanding key managerial/political positions of high
status and with considerable decision making power.
Out of the 246 mid-career B.Sc. graduates, 47 of them had completed (are pursuing)
further studies at M.Sc. level in local institutions (35) and foreign Universities (12). It
is interesting to note that most of the respondents who reported to have completed
their M.Sc. studies in Ethiopia earned their degrees from Haramaya University in
Rural Development and Agricultural Extension which shows the graduates’ interest to
further their knowledge in the area of agriculture extension. The survey results also
highlight that the proportion of female respondents (36.7 %) who reported to have
obtained (to have pursued) postgraduate qualifications at the time of the survey was
higher than that of the male respondents (24.5%).
Furthermore, the respondents pointed out that the mid-career training had given them
adequate background to pursue graduate studies. The 102 respondents who had not
pursued further training at M.Sc. level had the plan to join graduate studies and would
opt for fields of Rural Development, Gender & Development, Agricultural
Economics, and Agricultural Marketing in order of declining preference.
Technology Villages
1. Haramaya University has embarked on the establishment and development of
Technology Villages to achieve its academic and development objectives. The
villages will be hubs for supplying information on improved agricultural
technologies, techniques, knowledge and materials to farmers and other interest
groups. In addition, they will be used to expose students to real-life situations of the
farmers and develop their social and communication skills as well as self-confidence
in dealing with farmers. The technology villages will help to create strong linkages
between the university and farmers.
3
2. The university will have two types of technology villages; a technology village in the
university and technology villages outside the University. The university technology
village is a basic and simple building complex and tract of land dedicated for practical
training and demonstration purposes. The major functional components include basic
infrastructures, appropriate technology inputs, services, information, and mobile
exhibition van. Technology villages outside the university will be used as “field
laboratories” for overall development of the villages by transferring integrated
technologies. Eight villages in the vicinity of Haramaya Research Station
representing the highland, and seven villages near Babile Research Station covering
the lowland will be established.
3. Full fledged and complete establishment of the Technology Villages require about
Birr 3,598,350 (USD 374,828.1). Some of the materials and equipments required for
the village are already obtained from SAFE. However, a portion of the required
budget (about birr 789600=USD 82,250) need to be solicited within a short period to
cover the cost of the most important additional items.
4. The main challenges in establishing full fledged technology villages at Haramaya
University are securing adequate amount fund and the little experiences the university
has in management such villages.
The Supervised Enterprise Projects (SEP)
1. One of the innovative aspects of the Mid-Career Agriculture Extension BSc Program
at Haramaya University is the component that students plan, execute independent
field-based projects called the Supervised Enterprise Projects (SEPs) with the main
objective of narrowing the gap between theory and practice. SEPs have been very
much commended by the graduates, instructors and employers and being reflected in
the graduates performance, confidence and professionalism.
2. The programme has given the university experience and confidence in running tailormade, flexible, and practically oriented programmes; and the university staff the
opportunity to interact with adult students and to handle courses in a participatory and
experiential manner.
3. However, SEPs are constrained by problems related to supervision and funding.
Instead of the initial plan to have two supervisions only one is conducted currently
because of shortage of staff, finance and vehicles. The staffing situation has been
improving. On the other hand, the participation of other stakeholders has not
improved much. Most of the traveling costs had been covered by SAFE. Currently the
university covers the total supervision cost. Thus, the participation of the stakeholders
in monitoring SEPs has become a necessity more than ever.
4. The level of support that students receive from their respective employers to conduct
SEPs have been variable and some faced problems of financial support. The
university is advised to solicit funds from various external sources and engage
employers of students in the planning, execution, an evaluation of SEPs.
Alumni Association
1. The Haramaya University Mid-Career Alumni Association was officially established
in December, 2002 with the objectives of assisting development in agriculture,
facilitate communication between agricultural extension professionals, researchers,
4
academic staff, policy-makers, and farmers. Currently, the association has 96
members. The legalization of the association is under the process. The association
does not have its own capital and it is fully supported by SAFE. The cost of running
the association is estimated to about birr 165,000 (USD 17187.5) per annum.
2. The alumni association can make great contribution to the Mid-career program.
Members can be involved in monitoring and evaluations of SEPs projects in their
respective Woredas.
3. The alumni association has published a proceeding of the alumni congress and two
newsletters containing very useful information. Members of the association have been
very committed and have done commendable jobs. However, the association cannot
stand by its own this time without the strong support from Haramya University and
SAFE. Haramaya University is hosting the alumni association. The association is of
the first of its kind in the university history and has set a great example to other
graduates. Therefore, it has to be supported for some years until it stands by its own.
Staffing Situation
A. The Department of Rural Development and Agricultural Extension currently has 390
regular undergraduate and 42 regular postgraduate students. There are a total of 19
staff members who are teaching undergraduate and/or postgraduate courses. Five of
the departmental staff members are Ph.D. holders, nine have M.Sc./MA degrees and
the remaining 5 hold B.Sc. degrees. The Department suffers from a critical shortage of
highly qualified and experienced national staff.
B. Upgrading the academic qualifications of the department staff has been placed high on
the agenda of the University and several staff members were sent abroad for higher
degrees. However, nine staff members who were sent abroad in the last ten years failed
to report back to duty after the completion of their studies.
C. On the other hand, the number of programs the department running has increased from
one in 1995/96 academic year to eight currently. The rapid increments in the
undergraduate enrolments and the launching of additional study programs have
exacerbated the shortage of the staff. The demand for competent and experienced
staff members has always been huge in the Department of Rural Development and
Agricultural Extension. However, supply has continuously fallen short of the demand.
The recent decision by the Ethiopian government to increase the salary level of
university instructors by an average of 80 percent will help attract and retain highly
qualified and experienced professionals in the higher education system.
Low Female Enrolment in the Mid-Career Program
1. Women have been poorly represented in the mid-career program. Enrolment and
graduation statistics over the 1997-2007 period reveal the existence of gender
imbalance in the mid-career program. The percentage of female graduates from the
mid-career program varied from year to year, from the lowest of 3.3 % in 2007 to the
highest of 48.5 % in 2003 with the average annual percentage over the 1999-2007
periods of 16.3 %.
2. Of the 43 females who graduated from the mid-career B.Sc. program over the 19992007 period, 34 (79 % of the total female graduates) had joined the program through
a special scholarship scheme financed by Winrock International which include the
5
medical insurance, pocket allowance and coverage of all expenses related to the offcampus Supervised Enterprise Project.
3. The main reasons for low female enrolment are limited opportunities that specify
target women, low proportion of female extension agents, lack of confidence of
women to push for such opportunities, men heading institutions not valuing women’s
abilities, family responsibilities, and limited access to information on opportunities
for further education.
4. Some of the strategies suggested to increase female enrolment in the program are
putting in place admission policies that ensure at least 25 % of the places are reserved
for females, providing scholarship emulating the Winrock model, lowering the
service requirement to three years for female applicants, setting up of policies and
mechanisms to train and employ more female agricultural extension workers..
Government Participation
1. The government participation in this program is mainly through the university and
employing organizations, primarily the Regional Bureaus of Agriculture and Ministry
of Agriculture and Rural Development. The University provides instructors who
lecture, tutor, advise students while the students are in the university. In addition, the
instructors are involved in the review of SEPs, laying out the project in the field,
monitoring and evaluation by traveling to the actual project sites. The various
activities of the program including recruitment, class and field trainings are
coordinated by the department and the administration cost is covered by the
university. The mid-career students pay only for their meal.
2. The government contribution through the employing organizations includes full
salary for the study period, the cost to conduct SEPs and other administration costs
incurred for recruitment of candidates, participation in annual meetings and review of
the program, etc.
3. It is estimated that a total amount of Birr 74,892 (USD 7801.25) is spent to train one
BSc by the Ethiopian government through the university and the employing
institutions. This is a modest estimate as education in Ethiopia is highly subsidized.
6
1. Introduction
The Ethiopian economy is predominantly agricultural. Consistently, over 45% of the
GDP and over 90% of exportable commodities are accounted for by the agricultural
sector. Moreover, this sector provides employment for about 85% of the labour force.
However, Ethiopian agriculture is characterized by very low productivity. The average
grain yield for various crops is less than one tonne per hectare. The animal production
sub-sector experiences decreasing productivity as a result of poor management systems,
shortage of feed and inadequate health-care services. The low productivity of the
agricultural sector has made it difficult to attain food self-sufficiency at the national level.
One of the major obstacles for the rapid development of the agricultural sector in
Ethiopia is the scarcity of skilled and experienced labor. In this regard, agricultural
institutions of higher education are expected to play a leading role in training skilled
labor that can serve as a catalyst in identifying root causes for low agricultural
productivity, devising appropriate remedial measures to surmount problems of food selfsufficiency and improving the traditional farming practices 1. Towards this end, the
curricula for the training programs must be tuned to the needs of key stakeholders
(employing organizations) in that they must be relevant in terms of producing graduates
with knowledge and skills required by the stakeholders. One such a training program that
was launched with a participatory exercise that involved all key stakeholders, including
public authorities, policy makers, employers (government, non-governmental
organizations and private sector) as well as university officials and instructors is the MidCareer B.Sc. Program in Agricultural Extension offered at Haramaya University.
Haramaya University, in collaboration with the Ministry of Agriculture and Sasakawa
Africa Association, launched an innovative B.Sc. degree program in Agricultural
Extension in February 1997. The objective of this innovative training program is to
upgrade the technical and human relations skills of experienced mid-career extension
staff working with the Federal Ministry of Agriculture and Rural Development, Regional
Bureaus of Agriculture and Rural Development and Non-governmental organizations
engaged in agricultural and rural development. In this program, mid-career extension
workers with diploma level training in agriculture and related fields are admitted and
trained for two and half years during which they take professional courses and receive
hands-on practical training designed to upgrade their skills, knowledge and qualification.
The program is believed to prepare adequately the participants to deal with complex
agricultural problems. The distinguishing features of this program include: demanddriven curriculum development process (consensus among key stakeholders about the
structure and the content’s balance between theory and practice); dynamic interplay
between theoretical and practical components; partnerships among institutions and
agencies involved in the mid-career agricultural extension program (these partnerships
are important for resource mobilization, monitoring and supervision of students’ projects
and ensuring the sustainability of the program); and emphasis on helping learners to be
1
Especially, since the mid 1990s the different agricultural institutions of higher learning have placed food-self
sufficiency, extension, research work etc., as their primary objectives. A glance through their catalogues attests to
this fact.
7
reflective practioners and to view learning as a process not limited only to outside
experts. One unique and very important element of this program is the field-based
Supervised Enterprise Projects (SEPs). The principal objective of the SEPs is to narrow
the gap between theory and practice.
This study evaluates the performance of the mid-career B.Sc. program in Agricultural
Extension offered at Haramaya University and examines the most important problems
which affect the smooth running of the program. The specific objectives of this study are
to: evaluate achievements of the mid-career program in terms total of number of
graduates, their professional development, relevance of academic qualifications,
appropriateness of position and work to level of education and level of job satisfaction;
examine the current situation of the key components of the program and propose
strategies for improvement; identify the most important challenges facing the program;
and summarize the main empirical findings and draw appropriate conclusions.
This report is based on a tracer survey, in-depth interviews with key stakeholders
(officials of the Federal Ministry of Agriculture and Rural Development and Regional
Bureaus of Agriculture and Rural Development, the Head and staff members of the
Department of Rural Development and Agricultural Extension and third year mid-career
students) and a thorough review of existing empirical literature on the mid-career
program at Haramaya University.
The report is organized in nine parts. Part two deals with the results of the tracer survey.
Part three reviews the current situation of the technology village and suggests strategies
for implementation and making it an integral part of the university system. Part four
provides background information on SEP and proposes some strategies aimed at ensuring
sustainability. Part five examines the current status of the Alumni Association. Part six
discusses the current staffing situation of the Department of Rural Development and
Agricultural Extension and its attendant problems. Part seven identifies the reasons for
low female intake into the program and proposes strategies for increasing female
enrolment. Part eight examines the government’s participation and suggests strategies for
enhancing increased participation. Part nine summarizes the main empirical findings and
draws appropriate conclusions.
8
2. A Tracer Study of Haramaya University Mid-Career
B.Sc. Graduates (1999-2007)
Tracer studies of graduates from institutions of higher education are often seen as an
important tool of institutional development especially when the world of work is
changing rapidly. Tracer studies are undertaken with the principal aim of helping
institutions of higher education get a systematic feedback from their former students
(alumni). To know the whereabouts of the graduates, their working conditions and their
retrospective assessment of the training programs they completed might stimulate the
curricular debate and could be also very interesting for the current or later students. It was
with this belief that the present tracer study was carried out. The empirical analysis of this
study is based on the findings of a tracer survey made between 25 November and 5
December 2007. The tracer survey was directed at the 246 mid-career B.Sc. program
graduates who graduated from Haramaya University in the years 1999 to 2007 (see
Annex 1).
2.1. Objectives of the Tracer Study
This tracer study was undertaken with the following objectives in mind:
•
•
•
•
To assess the employment status of extension professionals who graduated from
the mid-career B.Sc. program, over the period 1999-2007;
To compile a career profile of the graduates based on types of employer, position
held, income levels, job mobility etc. ;
To analyse the relevance of academic qualifications, appropriateness of position
and work to level of education and the level of job satisfaction among graduates;
and
To find out whether or not the graduates pursued further training.
2.2. Methodology
This tracer survey employed a structured questionnaire with both open-ended and precoded types of questions (see Annex II). The questionnaire was designed in close
alignment with the objectives of the tracer study. The data and information for this tracer
study were collected from a total of 140 mid-career B.Sc. graduates (110 males and 30
females) who were contacted through telephone. This represents about 57 percent of the
246 graduates from the mid-career B.Sc. program (about 54 % and 70 % of the total male
and female graduates, respectively). Time constraint made it impossible to increase the
number of respondents beyond this level. The distribution of the respondents by year of
graduation is presented in Table 1.
9
Table 1: Distribution of the Respondents by Year of Graduation
Year of
Graduation
Total number of
graduates
Sample Respondents
Male
(N=110)
Female
(N=30)
Total
(N=140)
1999
28*
9
2
11
2000
18
7
1
8
2001
25
11
4
15
2002
32
15
2
17
2003
33
10
15
25
2004
28
11
2
13
2005
28
18
3
21
2006
24
12
1
13
2007
30
17
0
17
Total
246
110
30
140
* Two of the 28 graduates, namely Alemu Foche (male) and Marishet Endeshaw (female) who had gone
abroad for further studies failed to come back to the country after the completion of their studies.
A former graduate of the mid-career program who has completed her M.Sc. studies in
Rural Development and Agricultural Extension interviewed the respondents and filled in
the questionnaires. Pre-testing of the structured questionnaire and training of the
interviewer were carried out by the consultants.
2.3. Brief Description of the Mid-Career B.Sc. Program and
Graduates
The mid-career B.Sc. agricultural extension program at Haramaya University was
launched in February 1997 with the following objectives:
•
•
•
•
To strengthen the theoretical and practical capability of the extension staff in the
country;
To enable them deal successfully with the multidimensional problems facing the
farming community;
To arm the potential participants of the program with the required up to date
technological and communication skills that help them transfer meaningful
knowledge to the farmer; and
To assist in the implementation and success of rural-based economic policies.
In this program, mid-career extension workers with diploma level training in agriculture
and related fields are admitted and trained for two and half years during which they take
10
professional courses and receive hands-on practical training designed to upgrade their
skills, knowledge and qualification. The program is believed to prepare adequately the
participants to deal with complex agricultural problems. The distinguishing features of
this program include: demand-driven curriculum development process (consensus
among key stakeholders about the structure and the content’s balance between theory and
practice); dynamic interplay between theoretical and practical components; partnerships
among institutions and agencies involved in the mid-career agricultural extension
program (these partnerships are important for resource mobilization, monitoring and
supervision of students’ projects and ensuring the sustainability of the program); and
emphasis on helping learners to be reflective practioners and to view learning as a
process not limited only to outside experts. One unique and very important element of
this program is the field-based Supervised Enterprise Projects (SEPs). The principal
objective of the SEPs is to narrow the gap between theory and practice.
With respect to the achievements of the mid-career B.Sc. degree program at Haramaya
University, one can safely say that it has made a modest contribution to the agricultural
sector principally through upgrading the technical and human relations skills of
experienced mid-career extension staff working with the Federal Ministry of Agriculture
and Rural Development, the Regional Bureaus of Agriculture and Rural Development
and Non-governmental organizations engaged in agricultural and rural development. So
far, 246 students (43 females and 203 males) graduated from the program.
Unfortunately, the number of graduates is very small when compared with the country’s
demand for highly qualified agricultural extension professionals.
The mid-career training program is believed to have contributed to the enhancement of
indigenous research (applied and adaptive) capability. As already noted, the program
focuses on equipping the candidate with knowledge and experience in participatory
diagnostic tools and methodologies. These include: formulation of project ideas; design
of sound and well-thought projects; selection of appropriate techniques and methods in
the execution of projects; and presentation of results in the form of scholarly reports.
Through their off-campus SEPs, graduates from the program have addressed different
problems related to Ethiopian agriculture. The off-campus SEP reports are believed to be
valuable sources of information for national and international organizations involved in
agricultural development work in the country.
In this respect, it is gratifying to note that a recent external evaluation of the program
revealed that employers rated the professional knowledge and skills of the graduates
highly and expressed full satisfaction with their job performance (Mwangi et al., 2005).
The report noted further that the feed back from employers pointed to the fact that the
training had greatly improved the graduates’ professional competence, self-confidence
and communication skills. Other desirable qualities of the program are summarized as
follows:
•
The curriculum emphasizes deep understanding of important concepts, development
of essential skills, and the ability to apply what one has learned to real-world
11
•
•
•
•
•
problems. By making connections across the disciplines (through SEPs) the
curriculum helps reinforce important concepts;
The special nature of the program enables students to engage in extended projects,
hands-on experiences, and inquiry-based learning. Moreover, students have regular
opportunities to work with their colleagues to deepen their knowledge and improve
their team work skills;
Students are required to use various forms of media to present their project proposals
and reports. This is believed to help improve students’ presentation skills and
communication styles, two crucial skills important in the workplace;
Regular contacts with key stakeholders (in the form of annual SEP review workshops
and the periodic alumni conferences) serve as a conduit for exchange of ideas,
personal experiences, and emerging trends in rural development and agricultural
extension. It is also believed that these regular contacts helps identify the weaknesses
of the program and improve its quality and relevance;
The program has given the University experience and confidence in running tailormade, flexible, and practically oriented programs; and
The program has given the University staff the opportunity to interact with adult
students and to handle courses in a participatory and experiential manner.
Table 2 presents the distribution of mid-career B.Sc. graduates by sponsoring
organizations. A closer look at Table 2 reveals that over the 1997-2007 period, 87.5
percent of the mid-career B.Sc graduates were sponsored by six regions 2. These regions
include the Oromia National Regional State (24.8 %), the Southern Nations, Nationalities
& Peoples Regional State (24.4 %), the Amhara National Regional State (17.5 %), the
Tigray National Regional State (9.8 %), the Benishangul National Regional (6.1 %), and
the Somali National Regional State (4.9 %)3.
2
Candidates who join the mid-career B.Sc. program at Haramaya University are required to be sponsored
by their employers (in most cases Regional Offices of Agriculture and Rural Development or the Federal
Ministry of Agriculture and Rural Development and in limited cases Non-governmental Organizations).
The normal practice is that the University signs a Memorandum of Understanding (MoU) with the
employers thereby institutionalizing the whole process of training extension professionals. The
Memorandum of Understanding (MoU) stipulates that each Regional Government shall have the following
responsibilities: grand study leave with pay to its mid-career agricultural extension staff to attend the B.Sc.
Agricultural Extension program at Haramaya; re-engage the agricultural extension staff after the
completion of their studies at Haramaya; support the University in the implementation of the off-campus
Supervised Enterprise Projects (SEPs)through provision of transportation and small grants to students to
facilitate the smooth implementation of their off-campus SEPs and co-supervision of the students during the
implementation of their SEPs; and appointment of a regional coordinator to liaise with the University and
other partners to exchange ideas on ways and means of sustaining the program, monitor its implementation
and review and revise it, if necessary, so that it remains responsive to the changing needs of the country..
Like wise, the MoU stipulates that University shall: provide competent academic staff to facilitate the
teaching-learning process for the B.Sc. Agricultural Extension program; provide per diem for academic
staff for off-campus supervision of student SEPs; provide suitable accommodation for the agricultural
extension staff during their in –residence training program on the University campus; and appoint a
coordinator to liaise with the Regional Governments and other partners.
3
These six regions host about 95 percent of the rural population of the country. These regions account also
for the quasi-totality of the nation's agricultural production.
12
Table 2: Distribution of Mid-Career B.Sc. Graduates by Sponsoring
Organization, 1997-2007
Sponsoring Region
Graduates
Male
N
Female
%
N
Total
%
N
%
Oromia National Regional State
59
29.1
2
4.7
61
24.8
Southern Nations, Nationalities & Peoples
Regional State
Amhara National Regional State
39
31
19.2
15.3
21
12
48.8
27.9
60
43
24.4
17.5
Tigray National Regional State
22
10.8
2
4.7
24
9.8
Benishangul National Regional
13
6.4
2
4.7
15
6.1
Somali National Regional State
11
5.4
1
2.3
12
4.9
Harari National Regional State
6
3.0
1
2.3
7
2.8
DireDawa Administrative Council
6
3.0
0
0.0
6
2.4
Gambella National Regional State
6
3.0
0
0.0
6
2.4
Afar National Regional State
5
2.5
0
0.0
5
2.0
Non-governmental Organizations
4
2.0
0
0.0
4
1.6
Federal Government Offices
0
0.0
2
4.7
2
0.8
Private
1
0.5
0
0.0
1
0.4
100.0
43
100.0
Total
203
246
100.0
It is also gratifying to note that 47 of the 246 mid-career B.Sc. graduates had completed
(are pursuing) further studies at M.Sc. level (Table 3). Table 3 also shows that of the 47
mid-career graduates who were reported to have obtained (have pursued) postgraduate
qualification 35 went to the local institutions (32 to Haramaya University and 3 to
Mekelle University) and the remaining 12 had pursued (are pursuing) their further studies
in foreign Universities.
13
Table 3: Summary of the Mid-Career B.Sc. Graduates who Pursued Further
Studies at M.Sc. Level, by Country of Study and Field of Specialization
Country
University
Haramaya University
Ethiopia
Mekelle University
Larenstein University
Wageningen University
Netherlands
United
Kingdom
Sweden
Tanzania
United States
of America
Unknown
Total
Institute of Social Studies
Unknown
University of Reading
Royal Technology University
Sokoine University of
Agriculture
Unknown
Unknown
Field of Specialization
Rural Development & Agricultural
Extension
Agricultural Extension
Agricultural Economics
Cooperative Marketing
Rural Development
Training and Rural Extension
Management
of
Agro-ecological
Knowledge & Social Change
Management of Development
Unknown
Gender
Unknown
Tropical Agricultural Development
Total
number
29
2
1
1
2
2
1
1
1
1
1
1
Land
Management
&
Built
Environment
Agricultural Education in Extension
1
1
Unknown
Unknown
1
1
47
Table 4 summarizes the latest available information about the institutional affiliation of
the mid-career B.Sc. graduates. As can be seen from the table, of the 246 mid-career
B.Sc. graduates 240 are currently employed by the Regional Governments (84.6 %),
Non-governmental Organizations (7.5 %), the Federal Government (7.1 %) and private
firms (0.8 %). The table also shows that the great majority of the mid-career graduates
are in the public sector. Two of the remaining six graduates had resigned from their
positions and joined the School of Graduate Studies at Haramaya University to pursue
their M.Sc. studies in Rural Development and Agricultural Extension and the other four
were reported to have passed away after having reported back to duty 4.
4
The two mid-career graduates who resigned from their positions and joined the M.Sc. program in Rural
Development and Agricultural Extension are Yenenesh Tadesse (female) and Dereje Zewdu (male). The
five mid-career graduates who passed away are Belete Bedada (1st intake), Daniel Taye (1st intake),
Yemanu Yilema (2nd intake), Galgelo Wariyo (5th intake), and Mohammed Bedada (5th intake). All of them
are men and they used to work for the Oromia National Regional State.
14
Table 4: Distribution of the Mid-Career Graduates by Current Institutional
Affiliation
Region/Organization
Male
%
N
Mid-career Graduates
Female
N
%
N
Total
%
Oromia National Regional State
49
24.7
1
2.4
50
20.8
Southern Nations, Nationalities & Peoples
regional State
Amhara National Regional State
36
26
18.2
13.1
14
9
33.3
21.4
50
35
20.8
14.6
Tigray National Regional State
20
10.1
2
4.8
22
9.2
Non-governmental Organizations
14
7.1
4
9.5
18
7.5
Federal Government/ Addis Ababa
9
4.5
8
19.0
17
7.1
Benishangul National Regional State
12
6.1
2
4.8
14
5.8
Somali National Regional State
9
4.5
1
2.4
10
4.2
Harari National Regional State
6
3.0
1
2.4
7
2.9
Dire Dawa Administrative Council
6
3.0
0
0.0
6
2.5
Gambella National Regional State
5
2.5
0
0.0
5
2.1
Afar National Regional State
4
2.0
0
0.0
4
1.7
Private
2
1.0
0
0.0
2
0.8
198
100.0
42
100.0
240
100.0
Total
2.4. Survey Results and Discussion
2.4.1. Individual characteristics of respondents
Of the total target group of 246 mid-career B.Sc. program graduates, 140 were traced and
responded to the questionnaire. The group of respondents comprised 78.6 percent males
and 21.4 percent females. The mean age of the sample respondents at the time of the
survey was about 40 years but there were extreme variations, the oldest being 53 and the
youngest 27 years old. In fact, the female respondents were younger (average age of 38.5
years) than the male respondents (mean age of 40.1years). The age structure of the
respondents shows that the largest proportion of the respondents (about 91 percent of
males and 93 percent of females) were within the age bracket of 31 and 50 years.
Whereas, only 5.5 percent of the males and 6.7 percent of the females were between the
age bracket of 20 and 30 years, respondents older than 50 years constituted 3.6 percent of
the males and none of the female respondents (Table 5).
15
Table 5: Profile of Respondents by Age and Gender
Age Group
Males
(N=110)
Number
20-30 years
31-40 years
41-50 years
51years and older
Mean (years)
Standard deviation
Minimum (years)
Maximum (years)
6
55
45
4
40.1
5.6
27
53
%
5.5
50.0
40.9
3.6
Females
(N=30)
Number
2
16
12
0
38.5
5.3
27
50
%
6.7
53.3
40.0
0.0
Total
(N=140)
Number
8
71
57
4
39.8
5.6
27
53
%
5.7
50.7
40.7
2.9
One important factor in extension work is the agents’ background in farming. In this
connection, about 68 % of the respondents (78.2 percent of the males and 30 percent of
the females) stated that their parents were farmers.
2.4.2. Academic background before joining the mid-career program
Table 6 depicts the academic background of the respondents before joining the midcareer program. All of the respondents had a diploma (two years of post high school
education) before joining the mid-career B.Sc. program. In terms of their areas of
specialization, the largest number of respondents (42.9%) graduated with a diploma in
General Agriculture followed by the respondents specialized in the areas of Plant
Sciences (21.4%), Animal Sciences (15.7%), Home Science and Technology (Home
Economics) (7.2%) and Forestry (4.3%). A closer look at Table 6 shows that almost all
the respondents had an agricultural background.
Table 6: Profile of Respondents, by Field of Study at Diploma Level
%
Respondents
Females
N
%
43.6
24.5
14.5
5.5
0.9
0.9
3.6
2.7
0.9
0.9
0.9
0.0
0.9
100
12
3
6
0
4
4
0
0
0
0
0
1
0
30
Area of specialization
Males
N
General Agriculture
Plant Sciences
Animal Sciences
Forestry
Home Economics
Home Science & Technology
Rural Economics & Social Development
Crop Production & Technology
Agricultural Engineering & Mechanization
Animal Health
Animal Production Technology
Biology
Rural Development
Total
48
27
16
6
1
1
4
3
1
1
1
0
1
110
40.0
10.0
20.0
0.0
13.3
13.3
0.0
0.0
0.0
0.0
0.0
3.3
0.0
100
Total
N
60
30
22
6
5
5
4
3
1
1
1
1
1
140
%
42.9
21.4
15.7
4.3
3.6
3.6
2.9
2.1
0.7
0.7
0.7
0.7
0.7
100
16
All of the respondents obtained their diploma from different academic institutions in the
country (Table 7). As Table 7 shows, the largest number of respondents (31.4%)
completed their diploma program at Awassa College of Agriculture, 29.3 percent at
Jimma College of Agriculture, 12.9 percent at Alemaya College of Agriculture, 10.7
percent at Ambo College of Agriculture, 7.9 percent at Debre Zeit Junior College of
Agriculture, 4.3 percent at Wondo Genet College of Forestry and 2.1 percent at Kotebe
College of Teachers’ Education.
Table 7: Profile of Respondents, by Institution of Higher Learning from
which they Graduated with a Diploma
Institution of Higher Learning
Males
N
%
Awassa College of Agriculture
Jimma College of Agriculture
Alemaya College of Agriculture
Ambo College of Agriculture
Debre Zeit Junior College of Agriculture
Wondo Genet College of Forestry
Kotebe College of Teachers’ Education
Bahir Dar College of Teachers’ Education
Debre Zeit Institute of Animal Health
Total
31
35
16
11
9
6
1
0
1
110
28.2
31.8
14.5
10.0
8.2
5.5
0.9
0.0
0.9
100
Respondents
Females
N
%
13
6
2
4
2
0
2
1
0
30
43.3
20.0
6.7
13.3
6.7
0.0
6.7
3.3
0.0
100
Total
N
44
41
18
15
11
6
3
1
1
140
%
31.4
29.3
12.9
10.7
7.9
4.3
2.1
0.7
0.7
100
When asked to give their reasons for pursuing higher education (joining the mid-career
B.Sc. program), all of the respondent have listed down more or less similar responses.
Though expressed in different forms, the reasons given by the respondents can be
grouped into two broad categories. The first of these categories relates to professional
development (upgrading professional skills and knowledge) and the second has to do
with the prospect of a higher income and benefits. More precisely, 94.3 percent of the
total respondents (93.6 % of the males and 96.7 % of the females) believed that higher
education would help them better develop their talents or pursue their interests and 20
percent (17.5 % of the males and 33.3 % of the females) associated higher education with
the prospect of earning more.
2.4.3. Respondents’ employment history
With respect to the respondents’ employers at the time they joined the mid-career B.Sc.
program at Haramaya University, most of them (23.6%) had been working for the
Oromia National Regional State followed by those who had been employed by the
Southern Nations Nationalities and Peoples Regional State (22.9%) and the Amhara
National Regional State (17.1%). The Afar National Regional State and the Gambella
17
National Regional State with only 2.1 percent of the respondents each are the least
represented (Table 8). The distribution of respondents has almost followed the same
pattern as the distribution of the total mid-career graduates by region. In fact, the number
of candidates admitted into the program from each region is proportional to the
population size of the region in question. In this respect, of the 246 mid-career B.Sc.
graduates only five and six were from the Afar National Regional State and the Gambella
National Regional State, respectively. Only four of the respondent (2.8%) indicated that
they had been working for Non-governmental organizations when they joined the
program. As the program was primarily meant to build the human resource capacity of
the federal and regional offices of agriculture and rural development, the fact that almost
all the respondents (97.2%) were sponsored by the Regional Governments/ Federal
Government shows that the program has been accomplishing its objectives successfully.
Table 8: Distribution of Respondents, by Employer at the Time of Joining
the Mid-career Program 5
Employer
Males
N
%
Oromia National Regional State
Southern Nations, Nationalities & Peoples Regional
State
Amhara National Regional State
Benishangul Gumuz National Regional State
Tigray National Regional State
Somali National Regional State
Dire Dawa Administrative Council
Harari National Regional State
Afar National Regional State
Gambella National Regional State
Self Helf Development International *
Federal Ministry of Agriculture
Hararghe Catholic Secretariat*
Menshen fur Menschen*
Total
*Non-governmental Organization
Respondents
Females
N
%
Total
N
%
32
29.1
1
3.3
33
23.6
18
14
11
10
6
5
4
3
3
2
0
1
1
110
16.4
12.7
10.0
9.1
5.5
4.5
3.6
2.7
2.7
1.8
0.0
0.9
0.9
100
14
10
1
1
0
0
1
0
0
0
2
0
0
30
46.7
33.3
3.3
3.3
0.0
0.0
3.3
0.0
0.0
0.0
6.7
0.0
0.0
10
32
24
12
11
6
5
5
3
3
2
2
1
1
140
22.9
17.1
8.6
7.9
4.3
3.6
3.6
2.1
2.1
1.4
1.4
0.7
0.7
100
With the change in government in 1991, on the basis of ethnic, linguistic and cultural identity,
the country was divided into 9 semi-autonomous administrative regions, one federal capital
(Addis Ababa) and one special Administrative division (Dire Dawa). At present, extension
activities are the entire responsibility of regional agricultural bureaus. The extension division of
the Federal Ministry of Agriculture is charged with the task of coordinating inter-regional
extension work, providing policy advice on nation-wide agricultural extension issues, advising
regional bureaus of agriculture in the areas of extension management and administration,
developing extension training materials, and organizing training programs in agricultural
extension for regional extension personnel. The regions are given full autonomy in the planning,
execution, monitoring and evaluation of extension programs.
5
18
The average work experience of the respondents before coming to join the mid-career
B.Sc. program was about 13 years (Table 9). Of course, the length of the experience
varied from one person to another, the longest being 32 years and the shortest only one
year. A gender breakdown of the data for work experience before joining the mid-career
B.Sc. program shows that female respondents had shorter work experience (an average of
11.3 years) than the male respondents (13.6 years). The difference in mean work
experience between male and female mid-career B.Sc. graduates is statistically
significant at 10 percent probability level. The vast majority of the respondents (83.7% of
the males and 80% of the females) indicated that they had work experience ranging from
five to twenty years. Only a small percentage of the respondents (8.2 percent of the males
and none of the females) reported that they had work experience of more than fifteen
years before coming to study for their B.Sc. degrees.
About eight percent of the male and twenty percent of female respondents had less than
five years of experience before joining the mid-career B.Sc. program. Considering the
fact that one of the admission criteria into the program is a minimum service year
requirement of five years, this result shows that the criteria in question has not been
strictly adhered to.
Table 9: Distribution of Respondents by Work Experience before Joining the
Mid-career B.Sc. Program
Work experience in
years
Less than 5 years
5-10 years
10-15 years
15-20 years
More than 20 years
Mean (years)
Standard deviation
Minimum (years)
Maximum (years)
Males
(N=110)
Number
%
9
30
20
42
9
8.2
27.3
18.2
38.2
8.2
13.6
6.2
1.0
32.0
Females
(N=30)
Number
%
6
6
8
10
0
20.0
20.0
26.7
33.3
0.0
11.3
5.7
2.0
20.0
Total
(N=140)
Number
%
15
36
28
52
9
10.7
25.7
20.0
37.1
6.4
13.1
6.2
1.0
32.0
2.4.4. Current employment situation
In response to a question regarding their current employment status 138 respondents
reported that they were employed where as the remaining two (one male and one female)
stated that they were not employed. When asked to give the reasons for their
unemployment both of them indicated that they had resigned from their positions to
pursue advanced studies at M.Sc. level at Haramaya University. The female respondent
reported that she had left her job on December 22, 2005 and has now completed her
M.Sc. studies in Rural Development and Agricultural Extension in 2007. The male
19
respondent joined the School of Graduate Studies at Haramaya University in October
2006 and is in his second year of M.Sc. studies in Rural Development and Agricultural
Extension.
Table 10 shows that the vast majority of the respondents (equal proportions of males and
females, 86.2%) were employed in the public sector (Regional Governments/Federal
Government) at the time of the survey. Whereas 13 percent of the respondents (12.8
percent of the males and 13.8 percent of the females) indicated that they worked for nongovernmental/international organizations at the time of the survey, only one male
respondent stated that he was employed by a co-operative society. It is important to note
that the only four of the 140 respondents reported that they had been working for nongovernmental/international organizations before joining the mid-career program.
However, examination of the current employment status of the respondents reveals that
18 of the 138 presently employed respondents are now working for nongovernmental/international organizations. These figures therefore indicate an increasing
trend of mid-career B.Sc. program graduates who leave the public sector and join nongovernmental/international organizations.
Table 10: Distribution of Presently Employed Respondents, by Current
Employer
Employer
Males
N
%
Oromia National Regional State
Southern Nations, Nationalities & Peoples Regional
State
Non-governmental Organizations/international
organizations
Amhara National Regional State
Federal Ministry of Agriculture
Benishangul Gumuz National Regional State
Tigray National Regional State
Dire Dawa Administrative Council
Harari National Regional State
Somali National Regional State
Gambella National Regional State
Afar National Regional State
Co-operative society
Total
Respondents
Females
N
%
Total
N
%
29
26.6
0
0.0
29
21.0
18
16.5
6
20.7
24
17.4
14
8
3
8
7
6
5
5
3
2
1
109
12.8
7.3
2.8
7.3
6.4
5.5
4.6
4.6
2.8
1.8
0.9
100
4
6
10
1
1
0
1
0
0
0
0
29
13.8
20.7
34.5
3.4
3.4
0.0
3.4
0.0
0.0
0.0
0.0
100
18
14
13
9
8
6
6
5
3
2
1
138
13.0
10.1
9.4
6.5
5.8
4.3
4.3
3.6
2.2
1.4
0.7
100
The respondents’ average length of service with their present employers was 9 years (9.6
years for male respondents and 6.7 years for female respondents). The length of service
with the present employer varied from one month to 27 years. Table 11 shows that the
great majority of the presently employed respondent (about 58 percent of the males and
76 percent of the females) have been working for their present employers for ten years or
20
less. The proportion of respondents who have been working for their present employers
for more than twenty years was only 13 percent (13.8 percent of the males and 10.3
percent of the females). Given the fact that a significant proportion of the respondents (45
percent of the males and 62.1 percent of females) have a work experience of less than
five years, these results indicate that the many respondents have changed employer at
least once.
Table 11: Distribution of Presently Employed Respondents by Length of
Service with their Present Employer
Work experience
with present
employer
Less than 5 years
5 - 10 years
10 – 15 years
15 – 20 years
More than 20 years
Mean (years)
Standard deviation
Minimum (month)
Maximum (years)
Males
(N=109)
Number
%
49
14
9
22
15
45.0
12.8
8.3
20.2
13.8
9.6
8.4
1
27
Females
(N=29)
Number
%
18
4
2
2
3
62.1
13.8
6.9
6.9
10.3
6.7
7.3
6
23
Total
(N=138)
Number
%
67
18
11
24
18
48.6
13.0
8.0
17.4
13.0
9.0
8.2
1
27
The current specific job titles of the presently employed respondents are presented in
Annex III. The diversity of the respondents’ professional occupations may be the result of
either the strong demand for mid-career B.Sc. graduates or a belief by employers that the
mid-career program prepares graduates for a wide range of work.
It is also interesting to note that the vast majority of the presently employed respondents
(78 percent of the males and 69 percent of the females) had served in their current
position from 1-3 years, with the average length of service being 2.4 years (2.2 years for
male respondents and 3.1 years for female respondents). The proportion of respondents
who have been serving in their current position for more than five years is extremely low
(7.3 percent of males and 10.3 percent of females). This indicates that the respondents
have been in their present positions for a relatively short time.
2.4.5. Job mobility
When asked if they were still working for the organization that had sponsored their B.Sc.
studies, 78 respondents (8 females and 69 males) responded in the affirmative. The 78
respondents who had reported to have continued working for their former organizations
were asked to list down the reasons for staying in the same organization and their
responses are set out in Table 12. The table depicts that for the majority of the 78
respondents, honoring their service commitment with their organization (53.8%) and the
possibility that their current job allows them to take into account their family needs
21
(52.6%) were important factors in their decision to stay in the same organization. Other
important factors cited by the respondents for staying in the same organization included,
in order of importance, the possibility of using knowledge and skills acquired during
study period (50%), opportunity to work in a locality of preference (47.4%), chances of
doing something useful to society (43.6%), opportunity of pursuing continuous learning
(26.9%), and job security (20.5%). It is worth noting that income was placed at the
bottom of the list in Table 12 implying that the respondents’ principal reasons for
continuing to work for the same employer after graduating from the mid-career program
were not related to pecuniary rewards.
Table 12: Percentage Distribution of Respondents, by Reasons Provided for
Continuing to Work for the Same Organization after Graduating from the
Mid-career Program
Reasons
Percentage of respondents*
Male
Female
Total
To honour my service commitment with the organization
55.1
44.4
53.8
My current job allows me to take into account family needs/family
influence
50.7
66.7
52.6
Possibility of using knowledge and skills acquired during my studies
47.8
66.7
50.0
My current job provides the opportunity to work in a locality I prefer
47.8
44.4
47.4
Chances of doing something useful for society
43.5
44.4
43.6
Opportunity of pursuing continuous learning
24.6
44.4
26.9
Job security
18.8
33.3
20.5
Good promotion prospects
13.0
22.2
14.1
Social status and respect
13.0
11.1
12.8
Good career prospects
10.1
22.2
11.5
My current work ensures a higher income/benefits
10.1
11.1
10.3
High income
10.1
0.0
9.0
Total Number of respondents
69
9
78
* Percentages pertain to those respondents who had reported to have continued working for the same
organization that sponsored their B.Sc. studies. It should also be noted that the percentages do not add up to
100 because of multiple responses.
Fifty-seven respondents (18 females and 39 males) reported that they had changed
employer since their graduation from the mid-career program. When asked further to
specify the number of times they had changed employer since their graduation from the
mid-career program, 36 (13 females and 23 males), 13 (3 females and 10 males), 6 (1
female and 5 females), and 2 (1 female and 1 male) respondents indicated that they had
changed employer once, twice, trice and four times, respectively (Table 13). These
results indicate that the completion of the mid-career B.Sc. program by the respondents’
has increased the prospects for their occupational mobility between organizations.
A closer look at the reasons given for changing employer reveals that except five
respondents who reported to have been assigned in their present positions by political
leaders, the remaining (52) respondents cited promotion to a better position and higher
22
income/benefits as the principal reasons for changing employer 6.
Table 13: Distribution of respondents who have changed employer since
their graduation from the mid-career program
Number of times
Males
1
2
3
4
Total
N
%
23
10
5
1
39
59.0
25.6
12.8
2.6
100
Respondents
Females
N
%
13
3
1
1
18
72.2
16.7
5.6
5.6
100
Total
N
%
36
13
6
2
57
63.2
22.8
10.5
3.5
100
2.4.6. Relevance of studies to current job
The 138 respondents (109 males and 29 females) who reported to have been employed at
the time of the survey were asked to indicate whether or not the knowledge and skills
acquired during their studies were used in their current jobs. Accordingly, about 96% of
the respondents (96.3 percent of the males and 96.6 percent of the females) indicated that
they were using the knowledge and skills acquired during their studies in their current
work. This is a clear indication that the courses offered in the mid-career B.Sc. program
are quite relevant to the work assignment of the graduates. Only five respondents (3.7
percent of the males and 3.4 percent of the females) reported that they were unable to
utilize effectively the knowledge and skills they acquired during their studies at
university. It is also interesting to note that of the five respondents who reported that
they were not using the knowledge and skills they acquired during their studies, three
pointed out that they were dissatisfied with their current jobs and the remaining two
indicated that they were more inclined to be satisfied than dissatisfied with their current
job.
2.4.7. Job satisfaction
Asked about the extent to which they were satisfied with their current job, the 138
respondents who are presently employed (109 males and 29 females) responded as shown
in Table 14. Interestingly, as Table 14 reveals, the majority of the respondents (59.6
percent of the males and 65.5 percent of the females) indicated that they were highly
satisfied with their current job. Similarly, 28.3 percent of the respondents (29.4 percent of
the males and 24.1 percent of the females) reported that they were satisfied with their
current job. Overall, only a small proportion of the respondents who are presently
employed (11 percent of the males and 10.3 percent of the females) expressed their
discontentment towards their current jobs.
6
Those five respondents who reported to have been assigned to their present position by political leaders
changed employer only once.
23
Table 14: Respondents’ Level of Job Satisfaction
Level of job satisfaction
Highly satisfied
Satisfied
Not at all satisfied
Total
Percentage of presently employed respondents
Males
Females
Total
59.6
29.4
11.0
100
65.5
24.1
10.3
100
60.9
28.3
10.9
100
2.4.8. Appropriateness of position and work to level of education
Respondents were asked to indicate the extent to which their positions were related to
their level of education. The findings of this tracer study reveal that 76.8% and 21.7% of
the respondents were of the view that the positions they held were highly appropriate and
appropriate to their level of education, respectively (Table 15). Only two respondents
(1.4%) indicated that their jobs were not at all appropriate to their university education.
The findings of this study indicate that the vast majority of the respondents are in
professional occupations that are directly related to their university studies.
Table 15: Percentage Distribution of Presently Employed Respondents by
their Judgment on Appropriateness of Position and work to Level of
Education
Appropriateness of position and work to Percentage of presently employed respondents
level of education
Males
Females
Total
Highly Appropriate
75.2
82.8
76.8
Appropriate
23.9
13.8
21.7
Not at all Appropriate
0.9
3.4
1.4
Total
100
100
100
It is important to note that of the two respondents who said that their current work was
not at all related to their qualifications, one graduated from the mid-career program in
July 2004 and has been working since six months in the capacity of Head of the Housing
Transfer Division of the Hosaena Housing Development project, which is sponsored and
administered by the Southern Nations, Nationalities & Peoples Regional State. When
asked to provide the reasons for accepting work not linked to his educational background,
he stated that his current job allowed him to take into account family needs/family
influence. The other respondent graduated from the program in July 2007 and is currently
working as a Laboratory Technician in the Bureau of Agriculture and Rural Development
of the Dire Dawa Provisional Administration Council. When asked to explain why he had
accepted to work in his current position, he underlined that his current job provided him
24
the opportunity to work in a locality he preferred.
2.4.9. Utilization of different competences learned in the Mid-career program
Respondents were asked to indicate which competences learned in the mid-career B.Sc.
program have been very useful in their work and their responses are presented in Table
16. According to the table, critical thinking skills (98.6%), communication skills (97.9%),
human relations skills (97.9%), skills acquired through off-campus Supervised Enterprise
Projects or SEP (97.1%), and problem-solving skills (97.1%) rank the highest in the
respondents’ opinion. Entrepreneurial skills (51.4%) and managerial skills (42.9%) come
next in importance. Considering that a large majority of the respondents have to interact
with many people in their day to day activities, it is not surprising that they found those
competences dealing with ability to work and interact with a diversity of people
extremely useful in their current work.
Table 16: Distribution of Respondents who Reported that the Different
Competences Learned in the Mid-career Program have been very useful in
their work
Type of competence
Critical thinking skills
Communication skills
Problem-solving skills
Human relations skills
Skills acquired through off- campus SEP
Entrepreneurial skills
Managerial skills
Percentage of respondents
Males
Females
Total
98.2
97.3
96.4
97.3
97.3
51.8
42.7
100
100
100
100
96.7
50
43.3
98.6
97.9
97.1
97.9
97.1
51.4
42.9
2.4.10. The managerial responsibilities of the respondents
When asked to specify the positions they had held before joining the mid-career program,
58 respondents (54 males and 4 females) pointed out that they had assumed leadership
positions of one form or another (supervisory level or senior managerial level or middle
level managerial level) (Table 17). In this respect, it is interesting to note that none of the
female respondents who had reported to have assumed leadership positions had been
working at senior managerial level (Head of the Zonal Bureau of Agriculture & Rural
Development or Head of District Agricultural Office or Deputy Head of District
Agricultural Office) 7.
7
For the specific job titles of the respondents at the time of joining the mid-career B.Sc. program, see
Annex III.
25
Table 17: Managerial Positions Held by Respondents
Managerial positions
Number of respondents
Male
Team Leader (Crop Production & Protection/Extension/Natural
Resources/Technical)
Supervisor (Extension/Rural Development)
Head of District Agricultural Office
Head of the Zonal Bureau of Agriculture & Rural Development
Deputy Head of District Agricultural Office
Rural Women’s Affairs Team Leader
Budget Manager
District Extension Division Deputy Head
Total
Female
Total
16
0
16
13
12
6
5
0
1
1
54
2
0
0
0
2
0
0
4
15
12
6
5
2
1
1
58
Similarly, 73 respondents (65 males and 8 females) reported that they had subordinate
staff working under their supervision before they joined the mid-career program. More
precisely, the average number of subordinates who had been working under them was
about 76 (about 85 for males and 6 for females). Likewise, 40 respondents (37 males and
3 females) reported that they had been responsible for managing part of the budget
allocated to their organization before they joined the mid-career program. The average
annual budget that they had been managing was estimated to be Birr 723, 232 (Birr
780,243 for males and Birr 20,100 for females).
The current specific job titles of employed respondents were investigated and were
categorized as senior management level, middle management level, expert, senior
advisor, supervisor and professional staff (Table 18a). Accordingly, about 67 percent of
the respondents were working in managerial positions (26.1 % in senior managerial
positions and 40.6 % in middle level managerial positions) and about 31 percent were
employed in non-executive level jobs. It is however interesting to note that the majority
of the female respondents have been working as experts, reinforcing the popular view
that there are very few women at managerial positions in the country as a whole.
The current managerial responsibilities of the respondents, as measured by the number of
subordinate staff under them and the amount of financial resources (budget) that they had
to manage, have shown a marked improvement when compared with the situation before
they joined the mid-career B.Sc. program. In this respect, when asked to indicate
whether or not they had subordinate staff working under them at the time of the survey,
81 respondents (73 males and 8 females) responded in the affirmative. More precisely,
the average number of subordinates who had been working under them was about 320
(about 349 for males and 53 for females). Likewise, 59 respondents (52 males and 7
females) reported that they were responsible for managing part of the budget allocated to
their organization at the time of the survey. The average annual budget that they were
managing was estimated to be Birr 4, 354, 542 (Birr 4,800,437 for males and Birr
1,042,178 for females). The conclusion which emerges is that male respondents were
entrusted with a larger number of subordinates and had to manage more financial
26
resources than their female counterparts. These results tend to reinforce the earlier
finding that the percentage of male respondents in senior managerial/ middle level
managerial positions was much higher than that of female respondents.
Table 18a: Distribution of Respondents by the Current Positions Held
Current position
Males
N
%
Respondents
Females
N
%
Total
N
%
Senior managers (Bureau head, Administrator,
Regional representative, etc.)*
32
4
36
29.4
13.8
26.1
Middle level managers (Department/Division head/
team leader)
51
46.8
5
17.2
56
40.6
Expert
24
22.0
19
65.5
43
31.2
Senior advisor**
1
0.9
0
0.0
1
0.7
Supervisor***
1
0.9
0
0.0
1
0.7
Rank and file (professional staff)
0
0.0
1
3.4
1
0.7
Total
109
100
29
100
138
100
*One of the respondents is the Regional Representative of a non-governmental organization (Christian
Relief and Development Association, CRDA).
** The respondent has been a senior rural development advisor to the Head of the Dire Dawa
Administrative Council since three years.
*** The respondent reported that he had been working in the capacity
One hypothesis that could be made about the job positions held by the mid-career B.Sc.
graduates is that the likelihood that those individuals who graduated from the program
recently will have a relatively low chance of assuming managerial positions. In this
respect, the 30 sample respondents who graduated from the program in 2006 (13
respondents) and 2007 (17 respondents) were excluded and the current positions held by
the remaining 108 sample respondents were examined (Table 18b). The results presented
in Table 18b are consistent with those reported in Table 18a, implying that an
increasingly large proportion of the mid-career graduates assume leadership positions in
their respective organizations.
Another interesting exercise regarding the current job positions held by the mid-career
B.Sc. graduates is to look into the specific job titles of the 246 extension professions who
had graduated from the program in the 1999-2007 period. Based on the employment
records obtained from the Alumni Secretariat, the current positions held by 212 midcareer graduates are presented in Table 18c 8.
8
It must be noted that the specific job titles of 27 mid-career graduates were not clearly stated in the
records of the Alumni Secretariat and 5 individuals were reported deceased. It is also important to note that
two former graduates of the program were unemployed (pursuing their further studies) when this study was
carried out.
27
Table 18b: Distribution of Respondents by the Current Positions Held
(respondents who graduated between 1999 and 2005)
Current position
Males
N
%
Respondents
Females
N
%
Total
N
%
Senior managers (Bureau head, Administrator,
Regional representative, etc.)*
21
26.3
4
14.3
25
23.1
Middle level managers (Department/Division head/
team leader)
41
51.3
5
17.9
46
42.6
Expert
16
20.0
18
64.3
34
31.5
Senior advisor**
1
1.3
0
0.0
1
0.9
Supervisor***
1
1.3
0
0.0
1
0.9
Rank and file (professional staff)
0
0.0
1
3.6
1
0.9
Total
80 100.0
28 100.0
108 100.0
*One of the respondents is the Regional Representative of a non-governmental organization (Christian
Relief and Development Association, CRDA).
** The respondent has been a senior rural development advisor to the Head of the Dire Dawa
Administrative Council since three years.
*** The respondent reported that he had been working in the capacity of Field Monitor for the World Food
Program for about one year.
Table 18c: Distribution of Total Mid-career B.Sc. Graduates by the Current
Positions Held
Current position
Males
N
%
Respondents
Females
N
%
Total
N
%
Senior managers (Bureau head, Administrator,
Regional representative, etc.)*
36
20.6
5
13.5
41
19.3
Middle level managers (Department/Division head/
team leader)
83
47.4
8
21.6
91
42.9
Expert
51
29.1
22
59.5
73
34.4
Senior advisor**
1
0.6
0
0.0
1
0.5
Supervisor***
1
0.6
0
0.0
1
0.5
Rank and file (professional staff)
3
1.7
2
5.4
5
2.4
Total
175
100.0
37
100.0
212
100.0
*One of the respondents is the Regional Representative of a non-governmental organization (Christian
Relief and Development Association, CRDA).
** The respondent has been a senior rural development advisor to the Head of the Dire Dawa
Administrative Council since three years.
*** The respondent reported that he had been working in the capacity of Field Monitor for the World Food
Program for about one year.
Table 18c shows clearly that the latest available information about the employment
situation of the 212 extension professionals who had graduated from the program during
the 1999-2007 period reveals that 42.9%, 34.4% and 19.3% were working as middle level
managers, experts and senior managers, respectively. It is interesting to note that the
28
majority of the 212 mid-career graduates (62.2%) were posted at managerial positions,
confirming once again the results obtained from the tracer survey of 140 mid-career B.Sc.
graduates.
2.4.11. Changes observed in professional status
The respondents were asked to indicate the changes that took place in their professional
status after they completed the mid-career B.Sc. program and their responses are
summarized in Table 19. The majority of the respondents (80 percent of the males and
70 percent of the females) indicated that they had assumed new responsibilities after
graduation. Likewise, about 43 percent of the respondents (39.1 percent of the males and
56.7 percent of the females) reported that they were transferred to other employers.
According to the respondents, the most important realized benefits that are directly
attributable to their completion of the mid-career B.Sc. program in Agricultural extension
include higher income/benefits (93.6%), promotion to a better position having higher
social status (94.3%), and transfer to an area with better infrastructure and social services
(42.9%).
Table 19: Distribution of respondents by their judgment on the changes that
took place in their professional status
Types of changes
Males
N
%
Promoted to a better position having higher social
status
103
93.6
Earned higher income/benefits
102
92.7
Assumed new responsibilities
88
80.0
Transferred to an area with better infrastructure and
social services (urban centre)
44
40.0
Transferred to another employer
43
39.1
*Percentages do not add up to 100 because of multiple responses.
Respondents*
Females
N
%
Total
N
%
29
29
21
96.7
96.7
70.0
132
131
109
94.3
93.6
77.9
16
17
53.3
56.7
60
60
42.9
42.9
2.4.12. Remuneration and benefit packages
The tracer survey results show that the average gross monthly income of the respondents
at the time of joining the mid-career B.Sc. program was Birr 1035.3 (Table 20) 9. Table
20 shows that the majority of the respondents (55.4 percent of the male respondents and
76.7 percent of the female respondents) earned a gross monthly income level of Birr 1000
or less at the time of joining the mid-career B.Sc. program at Haramaya University. The
Birr is the Ethiopian national currency. Currently, the exchange rate for Birr is determined by inter-bank
exchange of currencies and it is around 1 US = 9.6 birr.
9
29
respondents’ gross monthly income level varied depending on the length of their service.
In fact, the number of service years and the respondents’ gross monthly income are
positively associated (with a Spearman correlation coefficient of 0.537, which is
significant at 1% level of significance) indicating that those who served longer earned
more and vice versa. A gender breakdown of the gross monthly income data reveals that
women earned less than men (85% of what men earned). More precisely, the average
gross monthly incomes of the male and female respondents at the time of joining the
program were Birr 1069.1 and Birr 911.4, respectively. It is important to note that the
difference in mean gross monthly income between male and female mid-career B.Sc.
graduates is statistically significant at 5 percent probability level. The gross monthly
income ranged from Birr 403.0 to Birr 2600.0 among the male respondents and from Birr
530.0 to Birr 2000.0 among the female respondents. One key factor that might have
contributed to the earnings gap between men and women could be that women had served
for less number of years than men.
Table 20: Distribution of Respondents by Gross Monthly Income Levels at
the Time of Joining the Mid-career B.Sc. Program
Gross monthly income
level
< Birr 500.00
Birr 500.00 - 750.00
Birr 751.00 - 1000.00
Birr 1001.00 - 1250.00
Birr 1251.00 - 1500.00
Birr 1501.00 - 1750.00
Birr 1751.00 - 2000.00
Birr 2001 and above
Mean (Birr)
Standard deviation
Minimum (Birr)
Maximum (Birr)
males
(N=110)
Number
%
4
16
41
18
12
14
4
1
3.6
14.5
37.3
16.4
10.9
12.7
3.6
0.9
1069.1
385.9
403.0
2600.0
Females
(N=30)
Number
%
0
12
11
2
3
0
2
0
0
40.0
36.7
6.7
10.0
0
6.7
0
911.4
356.3
530.0
2000.0
Total
(N=140)
Number
%
4
28
52
20
15
14
6
1
2.9
20.0
37.1
14.3
10.7
10.0
4.3
0.7
1035.3
384.0
403.0
2600.0
While only one of the respondents reported to have earned a gross monthly income of
more than Birr 2000 at the time of joining the mid-career B.Sc. program, the respondents’
current monthly income levels show clearly that the program has resulted in substantial
improvement in their gross monthly income level. More precisely, a large majority of the
respondents (91.7 percent of the males and 86.2 percent of the females) indicated that
their gross monthly incomes at the time of the survey were more than Birr 2000 (Table
21). The average gross monthly income of the respondents at the time of the survey was
Birr 2807.2 (Birr 2836.8 for males and Birr 2692.2 for females)10. It is worth pointing out
10
A former female graduate of the program who is currently working for the United Nations Children’s
Fund (UNICEF) reported that she earned a monthly income level of Birr 15,000. As her monthly income is
extremely high even by the standards of Non-governmental organization in the country and it tends to
inflate the estimation of the average monthly income, it was found realistic to exclude her while computing
the same.
30
that there is no statistical difference in mean gross monthly income between male and
female mid-career B.Sc. graduates. The current gross monthly income levels ranged from
Birr 1065.0 to Birr 5700.0 among the male respondents and from Birr 1617.0to Birr
15,000.0 among the female respondents.
Table 21: Distribution of Respondents by Current Gross Monthly Income
Levels
Gross monthly income
level
males
(N=109)*
Number
%
Females
(N=28)**
Number
%
Total
(N=137)
Number
%
Birr 1001.0 - 1250.0
4
3.7
0
0
4
2.9
Birr 1251.0 - 1500.0
0
0
0
0
0
0
Birr 1501.0 - 1750.0
1
0.9
1
3.6
2
1.5
Birr 1751.0 - 2000.0
4
3.7
3
10.7
7
5.1
Birr 2001.0 -2250.0
15
13.8
6
21.4
21
15.3
Birr 2251.0 -2500.0
31
28.4
7
25.0
38
27.7
Birr 2501.0 -2750.0
3
2.8
3
10.7
6
4.4
Birr 2751.0 -3000.0
14
12.8
1
3.6
15
10.9
Birr 3001.0 -3250.0
12
11.0
0
0
12
8.8
Birr 3251.0 -3500.0
7
6.4
2
7.1
9
6.6
Birr 3501.0 -3750.0
2
1.8
1
3.6
3
2.2
Birr 3751.0 -4000.0
4
3.7
1
3.6
5
3.6
Birr 4001 and above
12
11.0
3
10.7
15
10.9
Mean (Birr)
2836.8
2692.2
2807.2
Standard deviation
881.6
855.1
875.1
Minimum (Birr)
1065.0
1617.0
1065.0
Maximum (Birr)
5700.0
5000.0
5700.0
* One male respondent who resigned from his positioned and joined the School of Graduate Studies at
Haramaya University reported that he was not in wage employment at the time of the survey.
** One female respondent who has just completed her M.Sc. studies in Rural Development and
Agricultural Extension reported that she was not in full-time employment at the time of the survey.
Moreover, the female respondent with a gross monthly income of Birr 15,000 was excluded while
computing the average monthly income level.
One can deduct from the above table that the respondents have been in a better condition
after their graduation from the mid-career program than they were before.
In response to a question regarding the types of employer-provided benefit packages they
had been receiving before they joined the mid-career B.Sc. program, 138 respondents
reported that they had not been receiving any benefit package. The remaining two
respondents pointed out that they had been provided with transportation services to and
from their work place.
The presently employed respondents were asked to indicate the types of employerprovided fringe benefits they had been receiving and their responses are summarized in
Table 22. The information presented in Table 22 shows that the most common forms of
31
fringe benefits were housing allowance/subsidized housing, employer sponsored health
insurance, covering own/family education expenses, different types of allowances (office,
fuel and telephone), free transportation service to and from the work place and
government / company car assignment for office holders. The table also shows that only a
small proportion of the presently employed respondents received some form of fringe
benefit. In this respect, it is striking to observe that of the 29 female respondents who
reported to have been employed at the time of the survey, only one indicated that she had
been receiving a housing allowance. This tends to reinforce the earlier finding that the
percentage of male graduates in top management positions was much higher than that of
female graduates. Over all, these results reveal that almost all the female respondents
were in occupations that did not have benefit packages and that male respondents had
more chances of receiving fringe benefits than their female counterparts.
Table 22: Distribution of Respondents, by Type of Employer-provided
Fringe Benefits
Type of fringe benefit
Number of times the fringe benefits are cited
by
Males
Females
Total
Na
%b
Na
%b
Na
%b
Transportation service (car service to and from
the work place).
14
12.8
0
0.0
14
10.1
Office allowance*
11
10.1
0
0.0
11
8.0
Free housing/ housing allowance
9
8.3
1
3.4
10
7.2
Health insurance
9
8.3
0
0.0
9
6.5
Vehicle under own supervision (provided with a
vehicle by the institution)
5
0
5
4.6
0.0
3.6
Fuel allowance**
3
2.8
0
0.0
3
2.2
Allowance for telephone service***
2
1.8
0
0.0
2
1.4
Education/training (subsidy for own or family
members)
1
0.9
0
0.0
1
0.7
Provident fund
1
0.9
0
0.0
1
0.7
Na- Number of times the fringe benefits are cited by respondents
%b – Proportion relative to the presently employed respondents
*The average office allowance per month was Birr 410 (minimum of Birr 50 and maximum of Birr 1000).
**The average fuel allowance per month was Birr 133 (minimum of Birr 100 and maximum of Birr 200).
***The average telephone allowance per month was Birr 92 (minimum of Birr 83 and maximum of Birr
100).
2.4.13. Influential job positions held by the respondents
The results of this tracer survey indicate that nearly all of the respondents have directly
been engaged in development activities that require high level of expertise. A closer
examination of the respondents’ current employment status shows that some of them hold
key managerial/political positions (Table 23).
32
It is worth noting that except the two rural development advisors, all the other individuals
who are listed in Table 23 hold positions that are not only challenging and demanding but
are also of high status, prestige and with considerable decision making power.
Table 23: Profile of Respondents in Key Managerial/Political Positions
Name
Current position
Mr. Abdo Adem
Member of the Ethiopian Parliament and Vice
chairperson of the Parliament’s Rural Development
Sector Standing Committee
Deputy Director General of the Somali Region
Pastoral and Agro Pastoral Institute
Administrator of the Eastern Hararghe Zone in
Oromia Region
Academic Vice Dean of the Alage Agricultural
Technical and Vocational Education and Training
College
Dean of the Ardayta Agricultural Technical and
Vocational Education and Training College
Acting Bureau Head of the Somali Region Bureau of
Agriculture and Rural Development
Deputy Head of the Office of the President of the
Oromia Regional State
Agriculture and Rural Development Advisor to the
Mayor of the Dire Dawa Administrative Council
Agriculture and Rural Development Advisor to the
Deputy Mayor of the Dire Dawa Administrative
Council
Mr. Mahadi Egie
Mr. Tajudin Abdurahman
Mr. Amsalu Bedasso
Mr. Kaba Merga
Mr. Guled Abdulahi
Mr. Admasu Andarge
Mr. Tsegaye Woldemeskel
Mr. Belachew Teshome
Year of
graduation
2005
2002
2003
2003
2003
2004
1999
1999
2002
2.4.14. Further training since graduation from the mid-career program
Respondents were asked to indicate if they had undertaken any further formal study since
completing the mid-career B.Sc. degree program. The results to this question are shown
in Table 24. Table 24 depicts that 18 respondents (10 males and 8 females) said that they
had completed their M.Sc. studies (12 from Ethiopia, 4 from the Netherlands, 1 from
Sweden and 1 from the United Kingdom) at the time of the survey. Likewise, 20
respondents (17 males and 3 females) indicated that they were pursuing their M.Sc.
studies (18 in Ethiopia, 1in the Netherlands and 1 in Tanzania). Of the 20 respondents
who reported to have been enrolled for their M.Sc. studies, 11 (10 males and 1 female)
and 9 (7 males and 2 females) indicated that they would complete their studies in 2008
and 2009, respectively. It is interesting to note that 10 of the 12 respondents who reported
to have completed their M.Sc. studies in Ethiopia earned their degrees from Haramaya
University in Rural Development and Agricultural Extension whereas the remaining two
graduated from Mekelle University in with M.Sc. degrees in Rural Development.
Similarly, of the 18 respondents who reported to have been registered for their M.Sc.
studies in the Ethiopian institutions of higher education at the time of the survey, 16 were
33
enrolled in the Rural Development and Agricultural Extension M.Sc. program and one
was pursuing M.Sc. studies in Agricultural Economics at Harmaya University whereas
one respondent was registered for his M.Sc. studies in Co-operative Marketing at Mekelle
University. The survey results also highlight that the proportion of female respondents
(36.7 %) who reported to have obtained (to have pursued) postgraduate qualifications at
the time of the survey was higher than that of the male respondents (24.5%).
Table 24: Distribution of Respondents who Pursued Further Training at
M.Sc. Level by Field of Study and Status
Field of Specialization
Enrolled
Rural Development & Agricultural Extension
Training and Rural Extension
Agricultural Economics
Agricultural Education & Extension
Co-operative Marketing
Gender Studies
Land Management & Built Environment
Management of Agro ecological knowledge &
Social change
Management of Development
Rural Development
Tropical Agricultural Development
Total
M: Male
F: Female
Number of respondents
Completed
Total
M
F
T
M
F
T
M
F
T
13
0
1
1
1
0
0
3
0
0
0
0
0
0
16
0
1
1
1
0
0
8
0
0
0
0
0
0
3
2
0
0
0
1
1
11
2
0
0
0
1
1
21
0
1
1
1
0
0
6
2
0
0
0
1
1
27
2
1
1
1
1
1
1
0
0
0
0
0
0
0
17
3
T: Total
1
0
0
0
20
0
0
1
1
10
0
1
0
0
8
0
1
1
1
18
1
0
1
1
27
0
1
0
0
11
1
1
1
1
38
The 102 respondents who indicated that they had not pursued further training at M.Sc.
level were asked whether or not they had a plan to undertake further studies at M.Sc.
level in the future and all of them responded positively. In a response to a further
question regarding their preferred area of specialization at M.Sc. level, 89.2 %, 4.9 %, 3.9
% and 2 % of the respondents indicated that they would opt for Rural Development,
Gender & Development, Agricultural Economics, and Agricultural Marketing,
respectively.
Another interesting outcome of this study is the respondents’ view on the strength of the
mid-career program in terms of preparing the graduate to pursue advanced studies. In this
respect, almost all (139 of the 140) respondents pointed out that they felt that the midcarrier training had given them adequate background to pursue graduate studies. As 18
respondents had completed their M.Sc. studies and 20 have been pursuing their studies
(are enrolled) at the time of the survey, this response could be taken as one of the
indicators of the quality of the training.
34
2.4.15. Suggestions for improvement of the Mid-career program
Table 25 summarizes the responses to an open-ended question on the most important
elements that must be taken into consideration to further improve the mid-career
program. The table shows that 50 respondents (35 males and 15 females) identified
different factors related to admission policy, courses offered and off-campus SEP that
must be considered to further improve the program. More precisely, the respondents’
suggestions include, in order of importance, introducing more courses in the areas of
statistics and experimental design, strengthening the supervision of all aspects of offcampus SEP, introducing additional rural development related courses, putting in place
an official affirmative policy to increase the number of female candidates joining the
program, redesigning/reviewing some non-departmental courses so as to make them more
suitable to the candidates’ background and increasing intake (number of candidates) per
year 11.
Table 25: Proposed Changes to the Mid-career Program
Suggestions
Males
N
%
More courses need to be introduced in the areas of
statistics and experimental design
Strengthen the supervision of all aspects of offcampus SEP*
Initiating similar programs in other departments and
institutions of higher learning that offer agriculture
and agriculture related training programs
Introducing additional rural development related
courses
Putting in place an official affirmative policy to
increase the number of female candidates joining
the program
Some courses that are highly technical and less
relevant to the profession need to be reviewed to
suit the candidates’ background**
Respondents
Females
N
%
Total
N
%
9
25.7
4
26.7
13
26.0
8
22.9
3
20.0
11
22.0
7
20.0
1
6.7
8
16.0
5
14.3
1
6.7
6
12.0
2
5.7
3
20.0
5
10.0
2
5.7
2
13.3
4
8.0
Increasing intake (number of candidates) per year
2
1
3
5.7
6.7
6.0
Total
35
100
15
100
50
100
*This is understood to include allocating more time and properly guiding students throughout the whole
process of problem identification, proposal writing, implementation of the project, and final write up.
** The courses in question listed by the respondents are Crop Production & Management and Animal
Production & Management.
11
The specific suggestion concerning the initiation of similar programs in other departments of Haramaya
University and other institutions of higher learning that offer agriculture and agriculture related training
programs was cited by 8 respondents (7 males and 1 female). Though the suggestion would help make the
program more accessible to a large number of extension professionals, it does not have anything to do with
the improvement of the existing program.
35
2.5. Conclusion
The mid-career B.Sc. program at Haramaya University has been offering practicaloriented undergraduate training to agricultural extension professionals since its inception
in 1997. As on the 8th of July 2007, a total of 246 mid-career agricultural extension
professionals graduated with B.Sc. degrees from the program. These graduates represent
all the regions of the country. This tracer study considered all the 246 mid-career B.Sc.
graduates as the population frame and 140 respondent mid-career B.Sc. graduates were
taken as a fairly good representative of the graduates from the program for an overview
of the professional and academic standing of these graduates. Even though the tracer
survey covered only 140 of the 246 mid-career B.Sc. graduates, given the fact that the
sample is a fairly good representation of the graduates from the program (57%), the
overall findings of this tracer study would help draw plausible conclusions about the midcareer B.Sc. program.
The results of this tracer survey indicate that the mid-career program was generally
viewed as a practical-oriented and highly focused program since it equips its graduates
with the right skills and prepares them for working life. This is evidenced by almost all
the respondents who responded positively to questions pertaining to job satisfaction,
relevance of academic qualification, appropriateness of position and work to level of
education and utilization of knowledge and skills gained during training. More over, the
majority of the respondents reported that their careers had advanced after obtaining their
B.Sc. degrees either in the form of promotions upon returning to their organizations or
higher positions in a different organization.
The findings of this tracer study reveal that the respondents’ gross monthly income level
had improved as a result of their participation in the mid-career B.Sc. training program. A
great majority of the participants in the program came from governmental agencies and
only very few came from non-governmental organizations. In terms of professional
occupation, the study showed that the vast majority of respondents were engaged in
various rural development activities at the time of the survey. The survey data also
indicate that about 27 percent of the respondents obtained or were pursuing post-graduate
qualification at the time of the survey.
2.6. Recommendations
The following recommendations are made based on the findings of the tracer study:
•
•
The survey data reveal that an increasing number of respondents have landed jobs
in non-governmental organizations that offer better pay and working facilities. It
is therefore important that corrective measures be taken in time to curb this trend
precisely because, in the long run, the migration of highly qualified and
experienced extension professionals to non-governmental organizations will impact
on the quality and effectiveness of service delivered by public organizations.
As already noted, some of the suggestions made with respect to the courses
offered in the mid-career B.Sc. program include introducing more courses in the
36
•
•
areas of statistics, experimental design and rural development as well as
redesigning/reviewing some non-departmental courses so as to make them more
suitable to the candidates’ background. This specific suggestion could be taken as
a sign of the need for revising the existing mid-career B.Sc. curriculum in view of
producing graduates with knowledge and skills required to staff agricultural
agencies. As the current curriculum has been in use since almost ten year during
which it has been slightly modified, it is high time that the University gives a
serious thought to the revision of the curriculum with the active participation of
key stakeholders.
Strengthening the supervision of all aspects of off-campus SEP was one of the
strong suggestions made by the respondents. As SEPs are important components
of the program that impart more knowledge and technical skills, this suggestion
must be taken seriously and mechanisms should be put in place to see to it that
students get proper guidance and supervision at all stages of their off-campus
SEP.
Another important suggestion put forth by the respondents was increasing the
number of female extension workers joining the mid-career program. In this
respect, putting in place admission policies that ensure at least a certain
proportion of students admitted into the mid-career B.Sc. program (preferably 25
%) are female extension agents from across the country could be a move in the
right direction. In fact, as a large number of female extension agents (5287) have
graduated from the Agricultural Technical and Vocational Education and Training
Centres over the past four years, reducing the service year requirement from five
years to three years for young female extension agents with outstanding
performance could help lure many of them to join the mid-career B.Sc. program.
37
3. Technology Village
3.1. Concept and Rationale
Despite the importance of agriculture in the national economy and potential of the
country for agricultural development, productivity in crop as well as livestock production
in Ethiopia remains among the lowest in the world. Limited availability of appropriate
technologies and low rate of adoption of the available ones are considered among the top
factors contributing to low productivity and accelerated natural resource degradation. In
the present information age, generation of appropriate agricultural technologies and its
quick dissemination to farmer’s community is important. There is a need to ensure that
the technology is need-based, location specific and advantageous to stakeholders.
Ethiopia is committed to improving the productivity of smallholder agriculture in a
sustainable manner and for this purpose the government has launched a national
development strategy known as Agricultural Development-Led Industrialization (ADLI).
The generation and adoption of productivity enhancing and natural resource conserving
technologies are the primary focus of this strategy. There is a huge potential of increasing
agricultural production in the country provided that improved technologies in the form of
improved varieties of crops and fruits, improved breeds of animals, poultry, fisheries etc.
are made available to the farming community. Normally the farmers are not aware as to
whom and where to approach for the solution of problems related to agriculture. In
addition, people working in the various sectors of agriculture development do not have
full information on the types of available technologies. It has been widely realized that
the initiative to adopt the technology comes from the exposure and accessibility of the
technology to the farmers. To meet this challenge, there is a need to establish a strong
linkage mechanism between the farmers and extension system of the country.
The task of delivering the technology to farmers mainly falls on extension professionals.
The Rural Development and Agricultural Extension (RDAE) Department is responsible
for producing extension professionals with competence and technical knowledge needed
for revamping Ethiopian farming sector. At present, the RDAE Department runs five
B.Sc. level training programs: 1) Regular, 2) Mid-career, (3) CEP, (4) Distance and (5)
Summer-in Service. The regular undergraduate RDAE curriculum consists of courses in
rural development and agricultural extension along with courses in technology inputs in
crop and livestock production, soil and water conservation, crop protection and the like.
The Mid-Career and summer-in-service undergraduate program awards B.Sc. degree in
Rural Development and Agricultural Extension. The department has also started Master’s
degree in Agricultural Extension in 2003-04 which was later modified as RDAE in 2006.
The M.Sc. program has three sub-specializations: rural development, agricultural
communication and innovation, and gender development, among which the third sub
specialization is yet to. The department actively collaborates with Farming System
Research and Extension Unit and uses appropriate technology development and
dissemination as part of student practical training.
On the other hand, the research wing of HU has been successful in generating useful
38
technologies over years such as improved varieties of crops for human and livestock
consumption, improved animal breeds, natural resource conservation and post-harvest
technologies. These technologies are released through the national system and promoting
large-scale adoption of the technologies is usually left to the extension system that has the
mandate and resources to do so. However, the College of Agriculture’s desire to
demonstrate its impact on small farmers’ livelihood at its doorstep is constrained because
of resource deficiency. The regular plea on annual farmers’ day from the close-by
farmers for access to the available promising technologies testifies to the need for such
endeavor. Haramaya University used to hold annual farmers’ days and demonstration at
its various experimental fields. It used to exhibit modern technologies in any opportune
place and time. One of the notable examples in early days of the college of agriculture is
the exhibitions of modern agricultural tools, products and practices by students at St
Gabriel’s day at Kulubi, Eastern Ethiopia, where worshippers in hundreds of thousands
gather from all corners of the country.
Practical training in the real-life settings is critical for students of RDAE. Sound
instruction of most courses requires teaching to be complemented with practicum under
farmers’ field conditions and in close liaison with the field level development
functionaries. Without continuous interaction with the community, students cannot
appreciate the indigenous knowledge systems, different rural livelihood systems and the
complex, diverse and risk prone decision making environment of small-scale farmers.
For the students to develop problem-solving skills and to gain requisite confidence in
their jobs upon graduation, constant contact with farmers and their problems is essential.
Without extensive field training the education of extension students remains incomplete.
Stakeholders are demanding that the students graduating from universities in fields of
agriculture must be job-ready. This requires that students receive training in practical,
hands-on laboratories and problem-focused courses and have field-based experiential
learning. To solve the agricultural problems of Ethiopia, thus, agricultural graduates must
be able to a) initiate, organize and implement effective technological change and,
monitor and evaluate its impact on rural livelihoods; b) facilitate linkages between
farmers, researchers, input suppliers, agribusinesses, and other participants in agricultural
development; c) foster participatory and decentralized agricultural and rural
development; and d) facilitate the identification, validation and dissemination of useful
indigenous technologies.
One means of addressing the challenges stated above is through establishment of model
villages in the university and its proximity to create ‘learning-by-doing’ opportunities for
students, promote adoption of appropriate technologies to the neighborhood farmers, and
to test decentralized, participatory and demand-driven agricultural and rural development
approaches using action research methodologies. The technology village is a concept
based on a ‘Single Window Approach’ where all types of information and technology
support including farm advisory services; input delivery, extension literature etc will be
made available to the potential users under single roof.
39
3.2. Objectives of Technology Village
The major objective of the Technology Village is to supply all the information on
improved agricultural technologies, techniques, knowledge and materials including
planting materials, seed, advisory services, diagnostic services, animal nutrition and
available feed resource utilization for sustainable animal production and animal product
technology etc from one node. The technology village assists the university in achieving
its academic and development objectives. Some of the academic objectives that will be
met through the technology villages include exposure of students to real-life situations of
the farmers and develop their social and communication skills as well as self-confidence
in dealing with farmers, provision of hands-on practical training on participatory rural
appraisal tools for baseline survey, planning of intervention and monitoring and
evaluation, help students appreciate farmers’ wisdom and rational behind their decisionmaking behavior, and to conduct participatory and demand driven agricultural and rural
development researches. Creating linkages between the research centers and farmers for
participatory technology development, provision of mechanism for feedback from the
users of technology to the institution for further improvement, ensuring that farmers have
access to and utilize effectively preferred technologies, and documenting farmers’
indigenous technical knowledge for improvement and better use are some of the main
development objectives.
3.3. Functions of Technology Village
The main function of the Technology Village is demonstration of the latest appropriate
and relevant technologies related to agriculture and allied fields to the farmers and other
interest groups so that they can increase their farm production and productivity. The
village will be used to provide short-term trainings to the farmers, unemployed youth,
development agents and other functionaries including NGOs, etc. The technology village
will also be used as an instructional laboratory for the students of College of Agriculture
so that the standard of practical classes can be improved by experiential modes. In
addition, the technology villages complement the off campus SEPs.
3.4. Types of Technology Villages
Two broad categories of technology villages could be recognized.
3.4.1. Technology Village in the University
The university technology village is a basic and simple building complex and tract of
land dedicated for practical training and demonstration purposes. The villages will be
open to the university community, farmers, visitors and others interested. The village will
have scheduled and well communicated tasks to users. In addition, it will organize special
annual events and exhibitions. Annual events of the university like opening of the
40
academic year, welcome to first year students, graduations, research and curriculum
reviews, graduate theses defenses, etc. will be exploited to demonstrate and exhibit the
universities accomplishments and appropriate technologies by the national agriculture
research systems. Certain products could be produced and made available for sale.
Major Functional Components of Technology Village in the University
Vast arrays of technologies could be included in the technology village. However, those
which are relevant, appropriate, and affordable by the farmers will be periodically
selected and demonstrated. The major functional components include the followings.
a. Structures
• Technology park (Display/Exhibition Room)
• Demonstration shade
• Model rural houses, small backyard/plot, compound with fencing
• Biogas plant
• Cafeteria
• Improved grain storage bins
b. Products / Technology inputs
o
Improved varieties and planting materials
o
Improved farm tools, implements and equipments
o
Animal feed production technology, livestock breeds
o
Apiculture technology, modern bee hives, honey extractor
o
Sericulture Technology and products
o
Mushroom technology and products
o
Earthworm (vermiculture)
o
Farm product processing tools and food preservation equipments
o
Grain & food storage technologies, vegetable storage technology
o
Processed products (Honey, meat, fish, vegetable, mushroom, fruits, vegetables)
o
Value added products, formulations of balanced diet
o
Irrigation & water harvesting technology
o
Energy saving technology, fuel saving stoves
o
Renewable energy generating & utilizing technology
o
Small scale animal production technology
o
Organic fertilizer preparation & utilization
o
Solid waste management technology
o
Hand craft production technology
c. Services
•
Plant clinic, veterinary clinic, bull service, artificial insemination,
•
Testing and calibration of small equipments
•
Technology park (Display/Exhibition)
•
Cafeteria
d. Information
a)
Exhibits [Models, specimens etc.]
b)
Visual Aids, including video and slide shows
c)
Farm literature, leaflets
41
e. Mobile exhibition van
Well setup and occasionally updated display of new technologies in a vehicle,
which move to different villages and attend field days or other occasions.
3.4.2. Technology Villages outside the University
These are selected farmers’ villages in various districts representing representative agro
ecological zones and production systems. They will be used as “field laboratories” for
overall development of the villages by transferring integrated technologies which address
the livelihood of the farmers.
Eight villages in the vicinity of Haramaya Research Station representing the highland,
and seven villages near Babile Research Station covering the lowland will be selected in
clusters. These 15 villages can adequately accommodate students of RDAE
undergraduate program. Students will be divided into small groups of about eight
members each and assigned to a village to work with a group of households for three
consecutive semesters as routine community-based practical training under the guidance
and supervision of a faculty member. Each group will make a weekly visit to their
respective villages though the frequency of visit can be increased during implementation
phases as deemed necessary.
The junior and senior students will be involved in three phases: 1) planning intervention;
2) implementation; and 3) evaluation. These three phases will be recognized in the
curriculum as three courses with two, one and two credit hours, respectively.
The descriptions of the phases are as follows:
Planning intervention (first semester): Baseline survey, need assessment and action
planning. The phase culminates by submission and defense of technically sound and
practical action plan at the end of the semester, which will improve livelihood of selected
farmers.
Implementation (second semester): Implementation planning, actual implementation and
monitoring. This phase lasts from Mid March to end of June.
Evaluation (first semester of final year): Follow–up, identification of success indicators
and evaluation culminating with presentation of results (written as well as oral). This
phase lasts during the first semester of the final year.
3.5. Intended Beneficiaries of Technology Village
The project will result in increased productivity of crop and livestock production systems
thereby raising farmers’ income and food security situation in the country. The farmers of
model villages will receive individualized advice in better farming methods resulting in
greater return from their agricultural activities. The project will particularly benefit
female-headed households, rural youths, landless and near landless households as special
attention will be given to these groups under the project. The student graduating from
Rural Development and agricultural extension programs will be better trained to serve the
42
farmers.
The project will provide specific benefits to the following groups:
• The capacity of HU to teach rural extension at the Bachelor and Master degree levels
will be strengthened
• Ethiopia will have a pool of agricultural professionals well grounded in the realities
of rural life and agriculture production
• The ability of agricultural extension professionals in problem analysis, clientorientation and linkages will be enhanced because of better trained professionals
• The villages selected for the project will experience accelerated adoption rate for
technologies
• Academic staff and researchers will get the opportunity to test and disseminate their
research outputs as well as learn from the farmers.
• Governmental and non governmental organizations, donors, credit co-operatives,
rural community based enterprises; etc can emulate successful projects in to other
areas.
3.6. Establishment Cost
Full fledged and complete establishment of the Technology Village at Haramaya
University requires about Birr 3,598,350 (USD 374,828.1) (Table 26). Some of the
materials and equipments required for the village are already obtained from SAFE
(Annex IV). However, a portion of the required budget (about birr 789600=USD 82,250)
which covers the cost of the most important items may be required within a couple of
years to further develop the technology villages (Table 27).
43
Table 26: Budget Requirement for Full Establishment of Technology Village
Budget Items
I. Personnel
Coordinator allowance
Contribution from
external sources (Birr)
HU contribution
(Birr)
12,000
2 staff (25% of their time)
12,000
3 graduate assistants (50%)
18,000
1 technical assistant (50%)
2 drivers
Per diems for travel
Total
7,200
20,000
II Infrastructure and durables
Building at least 8 rooms, one training hall with a
capacity of 50 trainees, Cafeteria, toilet facilities
Farmers hostel sufficient to accommodate 50
farmers
Model house, shade and rooms for demonstration
units (mushroom, sericulture, stoves, biogas, crop
varieties etc)
Mobile exhibition van
50 seats capacity bus and annual servicing charge
camping equipment at Babile
AU allocate a used pick
Total
200000
212000
57200
400,000
350,000
800,000
300000
1,000,000
100,000
2950000
150, 000
150,000
III Supplies and Materials
Purchase of exhibits, specimens, models
Laptop
LCD Projector
Video camera
Digital Camera
Office furniture
Office supplies & stationery
Input costs
Fuel and lubricant
Total
100000
25,000
25,000
10,000
5000
30000
20,000
30,000
245000
V. Others
Audio-visual lab and camping space
10000
40, 000
50,000
5000
Farmers’ days
Total
20, 000
20000
5000
VI. Contingency (5%)
161350
-
Grand Total
3,598,350
(USD 374,828.1)
262, 200
(USD 27,312.5)
44
Table 27: Budget Required to Develop the Technology Village
Budget Item
Contribution from
external sources
(Birr)
Infrastructure and durables
Model house, stores, shade and rooms for demonstration
HU contribution
(Birr)
460, 000
400,000
units (mushroom, sericulture, stoves, biogas, crop varieties
etc),
Purchase of exhibits, specimens, models
60 000
329600
Running Cost
Personnel
212, 000
57,500
Supplies and materials
60,000
20,000
Farmers’ days
Contingency (5%)
20,000
37,600
Total
789 600 (USD 82,250)
77, 500 (USD 8072.92)
3.7. Management System
The technology village will be lead by a manager or a senior faculty member who is
answerable to the dean of college of agriculture. Steering committee comprising senior
faculty members from different departments of the college of agriculture will be
established. The committee will appoint the Manager. The initial task of the steering
committee will be to oversee the establishment of the village, develop the terms of
references of the committee, and develop guidelines and criteria for selection of
technologies. The committee prepares annual plans, budget required, select technologies,
review and take appropriate measures on the activities of the village. The manager is
responsible for the day to day activities.
3.8. Challenges and Constraints
One of the biggest constraints to establish the village is securing adequate amount fund.
The university has to tap various sources, external and its own, for the establishment. The
village can start small by pulling technologies which are already available in the
university and with those that can be acquired easily. The infrastructure could be limited
to shades and display areas for start.
The University has little experiences in management of technology villages and
development of its the functional systems will not be easy at the start. There is critical
45
shortage of trained human resource with this respect and it will be very helpful to expose
the steering committee, the manager and others involved to exemplary institutions in the
country, if there are any, or abroad.
The technology village sustainability depends on the full collaboration, enthusiasm and
contribution of faculty members of the college of agriculture and others interested. The
challenge is expected to remain until faculties realize the importance of the village and its
contribution towards achieving the academic and development objectives of the
university. On the other hand, taking on board governmental and non-governmental
Stakeholders, especially in establishing off campus technology villages, will be a difficult
challenge. The university is expected to engage the stakeholders in series of discussions,
workshops, etc to create awareness.
4. SEPs and Mid-Career Program
In Mid-career Agriculture Extension BSc program workers with diploma level training in
agriculture and related fields are admitted and trained for two and half years during which
they take professional courses and receive hands-on practical training designed to
upgrade their skills, knowledge and qualification. The programme is believed to prepare
adequately the trainees to deal with complex agricultural problems of the country. The
distinguishing features of this programme include:
demand-driven curriculum
development process (consensus among key stakeholders about the structure and the
content’s balance between theory and practice); dynamic interplay between theoretical
and practical components; partnerships among institutions and agencies involved in the
mid-career agricultural extension programme (these partnerships are important for
resource mobilization, monitoring and supervision of students’ projects and ensuring the
sustainability of the programme); and emphasis on helping learners to be reflective
practioners and to view learning as a process not limited only to outside experts.
One of the innovative aspects of the Mid-career Agriculture Extension BSc Program at
Haramaya University is the component that students plan, execute independent fieldbased projects called the Supervised Enterprise Projects (SEPs) as a requirement for the
completion of their study. The principal objective of the SEPs is to narrow the gap
between theory and practice. According to Zinnah (1997), SEPs are also meant to:
immerse students in valuable farmer-focused, experience-based learning activities;
reduce the discrepancy between training and the tasks the extension staff perform in their
real work environment; and avoid the traditional tendency of making the training too
theoretical. The essence of SEPs is to develop the students’ ability to identify problems
and explore practical ways to correct them.
At Haramaya University, SEPs are organized in two phases. Preparation for SEPs begins
by the offering the course “Introduction to SEPs (RDAE 302)” at the second semester of
the first year. During the first phase, which takes place at the end of the first year, each
student goes back to their work areas to conduct an assessment of farmers’ extension
46
needs from which each student develops an extension project proposal to address those
needs. Each project includes an extension research component. The second phase takes
place after the completion of three semesters of study on campus. During the second
phase, students return to their respective work areas to implement their projects
independently over a period of eight months.
The mid-career training programme is believed to have contributed to the enhancement of
indigenous research (applied and adaptive) capability. As already noted, the programme
focuses on equipping the candidate with knowledge and experience in participatory
diagnostic tools and methodologies. These include: formulation of project ideas; design
of sound and well-thought projects; selection of appropriate techniques and methods in
the execution of projects; and presentation of results in the form of scholarly reports.
Through their off-campus SEPs, graduates from the programme have addressed different
problems related to Ethiopian agriculture. The off-campus SEP reports are believed to be
valuable sources of information for national and international organizations involved in
agricultural development work in the country. This experiential learning component has
been very much commended by the graduates, instructors and employers and being
reflected in the graduates performance, confidence and professionalism (Mwangi et al.,
2005).
Other desirable qualities of the program are summarized as follows:
•
•
•
•
•
•
The curriculum emphasizes deep understanding of important concepts,
development of essential skills, and the ability to apply what one has learned to
real-world problems. By making connections across the disciplines (through
SEPs) the curriculum helps reinforce important concepts;
The special nature of the programme enables students to engage in extended
projects, hands-on experiences, and inquiry-based learning. Moreover, students
have regular opportunities to work with their colleagues to deepen their
knowledge and improve their team work skills;
Students are required to use various forms of media to present their project
proposals and reports. This is believed to help improve students’ presentation
skills and communication styles, two crucial skills important in the workplace;
Regular contacts with key stakeholders (in the form of annual SEP review
workshops and the periodic alumni conferences) serve as a conduit for exchange
of ideas, personal experiences, and emerging trends in rural development and
agricultural extension. It is also believed that these regular contacts help identify
the weaknesses of the programme and improve its quality and relevance;
The programme has given the University experience and confidence in running
tailor-made, flexible, and practically oriented programmes; and
The programme has given the University staff the opportunity to interact with
adult students and to handle courses in a participatory and experiential manner ;
However, SEPs are constrained by problems related to supervision and funding. Instead
of the initial plan to have two supervisions only one is conducted currently. The main
reason for this reduction is shortage of staff and vehicles. The staffing situation has been
47
improving, although, there is severe competition as a result of expanding and opening of
new programs run by the department. On the other hand, the participation of other
stakeholders has not improved much. Most of the traveling costs have been covered by
SAFE. However, starting the year 2007 the university has to bear costs of the monitoring
and evaluation of SEPs. Thus, the participation of the stakeholders in monitoring SEPs
has become a necessity more than ever. The monitoring and evaluation cost also has to be
some how shared by the employer otherwise public universities cannot cover such costs
from their regular budget. SEPs has been the most important component of the Midcareer program and infringing this practice undoubtedly will compromise the quality of
the training.
The level of support that students receive from their respective employers to conduct
SEPs has been a point of discontent at least for some of the graduates. Mwangi et al.
(2005) indicated that most of the students, except those sponsored by donors other than
the government, faced problems of financial support. It was observed also support varied
between regions and Woredas (Districts). While some students were fairly supported
others had to resort to other means. The students somehow complete their projects
because they are working in an area where they have been working before and able to
mobilize resources easily.
The final year students of 2007 who just completed their SEPs indicated that about 72%
of them got budget support from their respective Woredas (N=25). The support they
received varied very much and ranged from 820 to birr 11500 with average of birr 5900.
However, 60 % of the trainees indicated that the total support they received was not
sufficiently enough to conduct SEPS. Therefore they tapped various sources. About 40
% of them contributed from own savings ranging from 60 to 3000 birr and average of birr
1440. On the other hand, 20% of them got support amounting 160 to 4900 in kind and
cash from various sources. Some students cleverly selected projects which do not require
financial support. The budget proposals of the same students indicate that the students
requested about 7300 birr on the average which was divided in to 48% for per diem and
travel, 34 % for inputs and 28 % other expenses.
Several discussions have been made with the stakeholders to resolve the issue of SEPs
support so that a fixed budget is allotted by employers of students. The university signs
memorandum of understanding with the employers that commits them to support SEPs.
In addition, the university writes a formal letter to the respective employers notifying a
student will start SEPs the next year and need to allot budget for conducting SEPs. It is
clear that the support is not uniformly the same for all students. Fixing of flat rate for
SEPs budget, for example birr 10000 person that is included in the memorandum of
understanding could have solved the problem. However, such a mechanical approach will
deter employers, which are budget constrained themselves, from sending trainees.
The university has to relentlessly work very hard to involve employing organisations in
the Mid-career program to solicit for strong support to SEPs. Some of the approaches
include the following:
48
•
•
•
•
•
•
•
Always invite heads of stakeholders or their delegates when students present
SEPs proposal and final reports.
Invite employers to forward broad areas of development projects relevant to the
specific Woredas so that students work on issues which interest employers and
farmers.
Make it a requirement that students present their findings to employers and coworkers in their Woredas.
Involve employers in evaluation of SEPs and include as one of the grading criteria
of students.
Negotiate with employers to assign coordinators and evaluators of former Midcareer graduates.
Share good experiences of SEPs support from exemplary regions and Woredas to
the others.
Edit and publish summary of SEPs reports for wide circulation to create
awareness among academia, researchers and development workers involved in the
agriculture sector.
In addition, faculty members of RDAE should mobilize efforts and try to solicit funds
from various external sources. There is a need to create awareness and popularize that
the mid-career students are capable extension workers with diligence, devotion who can
deliver appropriate technologies if they get the necessary support. It is important to
engage NGOs involved in the development of the agriculture sector.
5. Alumni Association
5.1. Function
The BSc program for Mid-career extension professionals at Haramaya University
graduated 61 students until 2001. In 2002 the former graduates initiated to form an
association and the first meeting was held on December, 2002 at Haramaya University
and the Mid-career Alumni Association officially established with the objectives of:
•
•
•
To strengthen and assist the development of agriculture in the country and to facilitate
the communication between agricultural extension professionals, researchers,
academic staff, managers, policy-makers, agricultural investors, and farmers.
To popularize agricultural extension profession and to bring the professionals under
one umbrella to make significant contribution towards the country's agricultural
development extension synergistically.
Publishing Alumni Newsletter, workshop proceedings, and in the long run to publish
journal that will help to share experience and agricultural information among
members and other agricultural professionals. It would create also an opportunity to
popularize the profession.
49
5.2. Number of the Members
From 1999 to 2007 246 mid-career students have graduated and of these, 96 of them are
members of the alumni association. The association is distributing membership forms in
different part of the country to the graduates through the regional representatives.
5.3. Running Costs of the Association
The cost of running the association is estimated to about birr 165,000 (USD 17187.5) per
annum (Table28).
Table 28: Estimated running cost of the Alumni Association of the midcareer extension graduates of Haramaya University
No
Items
Estimated cost (Birr)
1
Travel and per diems of the executive officers
30,000
(participate in other forums representing the alumni,
routine Alumni work, Alumni committee meeting etc)
2
Travel and per diems cost of invited guests (speakers,
20,000
selected stakeholders, sister university representatives
with similar programs),
3
Cost of the Alumni meeting (stationery, other inputs,
30,000
entertainment, etc)
4
Purchase of office materials
30,000
5
Office supplies
20,000
6
Publication of annual Alumni Newsletter, proceedings
15,000
7
Communication
10,000
(telephone,
post,
e-mail,
announcements of annual events)
8
Awards
to
best
SEPs
projects,
on
job
best
10,000
accomplishments by members
Total
165,000 (USD 17187.5)
50
5.6. Sustainability of the Association
The legalization of the association is under the process. Due to the delay in legalization of
the association, it was not possible to collect registration and annual contribution fees
from the members. As a result, the association does not have its own capital and still it is
fully supported by SAFE. Therefore, one of the first steps for the sustainability of the
association is for the committee to expedite the legalization of the association.
Currently, <50% of the graduates from the mid-career program are members of the
association. The sustainability of the association depends on the number of members of
the graduates and their active participation. One of the strategies of increasing the
membership is registration of the new graduates before they leave the university campus.
The association could also invite and register members of the department of RDAE,
SAFE, MOARD, and Bureaus of Agriculture who have been engaged in and linked to
this program as affiliated members. On the other hand, members will be active and
committed to the organization if only they get some benefit in return. The association
needs to conduct regular annual meetings and conferences with topics of high interest to
the members. Members should be encouraged to present papers about their current
activities, views, etc which will help to disseminate new ideas. Selected SEPs projects
could be one source of paper materials for the annual conferences. Alumni members who
completed their graduate studies could present part of their theses. In addition, the
association could invite known professionals, policy makers, donors, development
workers, NGOs, etc. to contribute to the annual conference presentations. In general, the
association has clearly to show being a member of the association helps in advancing
one’s career.
The Alumni association has published a proceeding of the Alumni Congress and two
newsletters containing very useful information. The newsletters had chapters dealing with
up to date statistics of graduates, addresses, titles of SEPs, list of graduates with excellent
academic record, new members of the alumni, regional representatives’ addresses. The
list of MSc graduates and students who upgraded from mid-career level is a very
important information as it motivates other members of the association to pursue further
studies and it is possible. Currently, the association has made all the necessary
preparations to publish the third Alumni Newsletter to distribute to the members. It is
expected that the publishing cost will be covered by SAFE.
Members of the association have been very committed and have done commendable jobs.
However, the association cannot stand by its own this time without the strong support
from Haramya University and SAFE. Thus it needs financial and material support for
some years.
5.7. Management of the Association
After the formation of the Association in 2002, a committee of seven persons was
51
established by the participants to pursue the formalization of the Association. Hence the
current structure of the committee includes Chairman, Vice chairman, Secretary, Cashier
/ accountant, Auditor and two members from the mid-career graduates. The association
can be reached by telephone (0256 61 07 91 ext 266, 0915 74 70 82) post (Post Box 64,
Haramaya, Ethiopia) and e-mail (almunialemaya2005@yahoo.com).
For facilitating and ease communication with members of the Association in different
parts of the country, ten regional representatives were assigned i.e. from Ormoia,
Amhara, Benishangul Gumz, SNNPRS, Tigray, Gambella, Afar, Somali, Dire Dawa and
Harari regions. Therefore, the Alumni committee in collaboration with the concerned
bodies (Haramaya University and SAFE) calls for a general meeting once in a year and
twice in a year with regional representatives. Currently, Haramaya University is hosting
the Alumni Association.
The Alumni can make great contribution to the Mid-career program. Members can be
involved in monitoring and evaluations of SEPs projects in their respective Woredas. In
addition, they can contribute in formulating relevant and appropriate development
projects for SEPs. The Alumni association should recognize contributions and advances
made by members to motivate members. SEPs projects with great impacts on the
livelihood of farmers and other commendable activities by members after graduation
should be recognized and awarded by the association based on set criteria.
The alumni association has set a great example to other graduates of the university. The
relatively newly established department with small number of graduates has embarked on
a great endeavor. Graduates of the college of agriculture with a history of more than 50
years and tens of thousands of potential members failed to establish alumni association.
Strengthening the mid-career alumni association will help to rally and work with other
graduates working on agriculture extension profession. Therefore, this association has to
be supported in any way possible until it stands by its own as it is unique, exemplary and
positively contribute towards the betterment of agriculture extension in particular and
agriculture development in general.
6. Staffing Situation
The Department of Rural Development and Agricultural Extension currently has 390
regular undergraduate and 42 regular postgraduate students 12. There are a total of 19 staff
members who are teaching undergraduate and/or postgraduate courses. Five of the
departmental staff members are Ph.D. holders, nine have M.Sc./MA degrees and the
remaining 5 hold B.Sc. degrees 13. The present staffing situation at the Department of Rural
12
These figures do not include students of the Continuing Education M.Sc. Program, the Summer B.Sc.
and M.Sc. Programs and the Distance B.Sc. Program. For a detailed presentation of student population by
program of study, see Tables 31 and 32.
13
The Head of the University Library who holds M.Sc. degree in Rural Development and Agricultural
Extension (Agricultural Communication stream) is affiliated to the Department and works 25 percent of his
time for the Department where he teaches Communication & Group Dynamics and Agricultural Journalism
& Media to undergraduate students.
52
Development and Agricultural Extension reveals the fact that it suffers from a critical
shortage of highly qualified and experienced national staff. It must, however, be noted that
this problem is not specific to the Department of Rural Development and Agricultural
Extension. Rather, it is a common feature of all public institutions of higher learning in the
country. A closer look at the manpower situation of the public institutions of higher learning
shows that highly qualified and experienced teachers and researchers leave the higher
education system to work for the private sector, NGOs, international organizations, or
foreign universities/research centers. This problem is believed to have diverse causes,
which include, among others, low salaries of staff compared to private and nongovernmental organizations, non-competitive terms of service, poor social services, and
lack of rewards for outstanding research and teaching. Because of the high turn over of
experienced teaching and research staff, the transfer of experience and knowledge to
junior faculty members, which has given institutions of higher learning their character
and values, has broken down. Moreover, at present, there are different signs that point to
the fact that most of those remaining in the higher education system have been involved
in informal activities in view of supplementing their inadequate basic income. The
involvement of teaching and research staff in informal activities is believed to impact on
the quality of teaching and research output, the time available for consultations with
students and outreach activities.
In recent years, high turn over of experienced teaching staff coupled with a sharp rise in
the student population forced the Department to rely heavily on recruiting young
Ethiopians (with little or no teaching and research experience) and foreign nationals.
Table 29: Full time Ethiopian & Expatriate Teaching Staff of the
Department of Rural Development and Agricultural Extension by Academic
Rank (2007/08 Academic Year, 1st Semester)
Level of training
M
Professors
Associate Professors
Assistant Professors
Lecturers*
Assistant Lecturers
Graduate Assistant II
Graduate Assistant I
Technical Assistant
Total
M: Male
2
8
3
1
1
15
Ethiopians
F
Tot
1
1
2
2
9
3
2
1
17
M
2
1
3
F: Female
Expatriates
F
Tot
-
2
1
3
M
Total
F
Tot
2
3
8
3
1
1
18
1
1
2
2
3
9
3
2
1
20
Tot: Total
* This includes the Head of the University Library who works 25 percent of his time for the Department.
Source: Office of the Vice President for Academic and Research, Haramaya University
53
A closer look at Table 29 reveals that in the 2007/08 academic year 15 % of the
instructors working in the Department of Rural Development and Agricultural Extension
are non-Ethiopians. More precisely, expatriate staff members make up 100 % of the
professors and 33 % of the assistant professors working in the Department in the 2007/08
academic year. It is also interesting to note that of the 17 Ethiopian staff members
teaching in the Department in the same academic year, 5.9 %, 29.4 %, 52.9 %, and 11.8
%, are technical assistants, graduate assistants, lecturers, and assistant professors,
respectively. As noted earlier, the shortage of senior and experienced staff has been the
most burning problem of the Department since its establishment in 1994. In this respect, the
shortage of highly qualified and experienced staff coupled with the inadequate range of
specialization of those on duty has frequently engendered the undesirable step of assigning
instructors to teach courses which are outside the area of their main interest and competence.
This situation has also a direct effect on the moral and efficiency of the staff.
In fact, upgrading the academic qualifications of the Department staff has been placed high
on the agenda of the University since the launching of the undergraduate program in
agricultural extension in 1994. Especially, since the second half of the 1990s efforts have
been made to train the Departmental staff at M.Sc. and Ph.D. levels. However, these efforts
have not come to fruition because three of the seven staff members and two of the five
senior staff members who were sent abroad for their M.Sc. and Ph.D. degrees, respectively
in the last ten years failed to report back to duty after the completion of their studies 14.
It is to be noted that during the first three years after its establishment, the Department of
Rural Development and Agricultural Extension was conducting only one training
program i.e. the B.Sc. degree program in Agricultural Extension and in the 1995/96
academic year there were 12 faculty members (2 Ph.D., 8 M.Sc. and 2 B.Sc. holders)..
Over the years, training activities have increased and currently the Department runs eight
different training programs which include the regular B.Sc. degree program in Rural
Development and Agricultural Extension, the mid-career B.Sc. degree program in
Agricultural Extension, the Summer B.Sc. program in Rural Development and
Agricultural Extension, the B.Sc. degree program in Rural Development offered in
distance mode, the Continuing Education Program in Rural Development & Agricultural
Extension, the regular M.Sc. degree program in Rural Development and Agricultural
Extension, the Summer M.Sc. program in Rural Development and Agricultural Extension
and the evening M.Sc. program in Rural Development and Agricultural Economics
(Table 30). The smooth running of all these programs has always been a daunting task to
the department staff particularly in the face of a steady increment in the undergraduate
regular student population.
14
Among those five senior staff members who were sent abroad for further training, Fekadu Beyene and
Kedir Bati are expected to complete their Ph.D. studies in the current academic year.
54
Table 30: The Different Programs of Study Run by the Department of Rural
Development and Agricultural Extension by Level of Training
Name of the program
Level of
Training
Launching period
(Academic Year)
Regular Program in Rural Development & Agricultural
Extension
Mid-career Program in Agricultural Extension
Summer Program in Rural Development & Agricultural
Extension
Distance Program in Rural Development
Continuing Education Program in Rural Development &
Agricultural Extension
Regular Program in Rural Development & Agricultural
Extension
Summer Program in Rural Development & Agricultural
Extension
Continuing Education Program in Rural Development &
Agricultural Economics
B.Sc.
1994/1995
B.Sc.
1996/1997
B.Sc.
B.Sc.
2001/2002
2006/2007
B.Sc
2007/2008
M.Sc.
2003/2004
M.Sc.
2004/2005
M.Sc.
2006/2007
The continuing, distance and summer education programs are designed to serve adult
students who could not join the regular programs of the University. The continuing
education program is offered after regular working hours and the distance education is
based on a combination of face-to-face periodic tutorials and self-study type modules.
The summer programs are mainly aimed to enable full-time employed government and
non-government employees to upgrade their qualification and are conducted from July to
September when the participants are given a leave of absence from their assignments by
their employers. These programs have multiple advantages to the participants and the
University. While the participants benefit from the knowledge and skills they gain during
and after the completion of their studies, the University generates internal revenue, which
it partly uses to supplement staff members’ basic salaries. While these different programs
do in fact help supplement staff income, the current situation in the Department of Rural
Development and Agricultural Extension reveals that the instructional demands across
the programs overstretch the capacity of the department staff members, who have serious
difficulties to discharge their teaching responsibilities up to standard.
Like all other programs of the Department, the shortage of senior staff to teach midcareer B.Sc. program students and eventually guide them in their SEP research work has
been one of the major problems the department has to live with from the inception of the
mid-career B.Sc. program. This has been particularly true in the last five years mainly
due to the rapid increment in the undergraduate enrolments and the launching of
additional programs of study, which have put lots of pressure on the department staff who
have been often overstretched and left with less time for preparation, continuous
assessment of students, supervision of post-graduate students and other scholarly
activities. In fact, the student population in the Department of Rural Development and
Agricultural Extension has been growing steadily in the last five years (Tables 31 and
32).
55
Table 31: Total Post-graduate Student Enrolment Statistics of the
Department of Rural Development and Agricultural Extension, by Type of
Program (2003/04-2007/08)
Academic
Year
Regular
Summer
Continuing Education
Graduate Program
Graduate Program Graduate
Program
(M.Sc.)
(M.Sc.)
(M.Sc.)*
Male Female Total Male Female Total Male Female Total
2003/04
10
2
12
2004/05
30
4
34
12
0
12
2005/06
45
6
51
30
0
30
2006/07
43
7
50
36
1
37
2007/08
35
7
42
*The M.Sc. Program is in Rural Development and Agricultural Economics
27
42
0
0
27
42
It must be noted that the postgraduate program in Rural Development and Agricultural
Extension is being used by the University to mitigate the serious shortage of experienced
and highly qualified resident national instructors facing the Department of Rural
Development and Agricultural Extension. More precisely, as the undergraduate and the
postgraduate programs of the Department exist in symbiotic relationship, the
postgraduate program has been contributing to the different undergraduate programs of
the department principally by creating an excellent opportunity whereby outstanding
postgraduate students could be employed on part-time basis to teach in the undergraduate
programs and by upgrading the professional skills and knowledge of junior staff
members of the Department with B.Sc. degree at M.Sc. level. In this respect, it is
interesting to note that in the current academic year three junior staff members of the
Department are enrolled in the M.Sc. program in Rural Development and Agricultural
Extension.
56
Table 32: Total undergraduate Student Enrolment Statistics of the Department of Rural Development and
Agricultural Extension, by Type of Program (2000/01-2007/08)
Academic Year
2000/01
2001/02
2002/03
2003/04
2004/05
2005/06
2006/07
2007/08
Regular B.Sc. program
Mid-career B.Sc. Program
Summer B.Sc. program
Distance B.Sc. program
Male
Female
Total
548
1317
36
113
584
1340
Male
Female
Total
Male
Female
Total
Male
Female
Total
108
123
97
233
238
273
196
204
11
14
19
79
87
70
85
90
119
137
116
312
325
343
281
294
65
67
65
70
78
81
92
89
27
28
26
12
7
6
4
7
92
94
91
82
85
87
96
96
65
121
188
241
288
309
4
4
2
11
12
19
69
125
190
252
300
328
57
With respect to the human resource requirement for running the mid-career B.Sc.
program independently, it was found important to take into account the different courses
offered and the time required to supervision and guide students in their off-campus SEP
work. The mid-career program leading to the award of B. Sc degree in Agricultural
Extension at Haramaya University has department-wise course distribution as shown in
Table 33 below.
Table 33: Number of Courses Offered to Mid-career B.Sc. Program
Students, by Discipline and Semester
Discipline
Agricultural Economics
Agricultural Engineering
Animal Sciences
Rural Development & Agricultural Extension
Plant Sciences
I
II
1
4
2
1
1
4
1
Semester
III
IV*
V
2
5
-
3
4
-
Total
7
7
7
SEP
7
* The off-campus SEP is an intensive program in terms of staff time requirement for the supervision of
individual student projects. Students are required to go back to their respective work places to implement
their proposed projects activities. Experience over the past nine years shows that SEP activities are
implemented in different parts of the country and most of the time the sites are located in areas which are
hardly accessible in winter season.
In estimating the human resource requirement of it is assumed that the institution in
which the mid-career program is to be initiated must already have agriculture and
agriculture related programs of study. Consequently, in situations where the institution in
question has the relevant supportive departments already functioning, a department of
Rural Development and Agricultural Extension would need the following staff members
to initiate and run a mid-career program independently (Table 34).
Table 34: Full-time Staff Requirement to Run the Mid-career B.Sc. Program
in Agricultural Extension Independently, by Level of Training
Area of specialization
Rural Development/Agricultural Extension
Rural Development /Agricultural Extension
Agricultural Economics
Sociology
Rural Development & Agricultural Extension
Journalism/Audio visual
Level of
training
Number
PhD.
M.Sc.
M.Sc.
M.Sc.
B.Sc.
B.Sc.
2
2
1
1
1
1
58
As already noted, this staff requirement is prepared by taking into consideration the
courses offered and the need for proper guidance of students and supervision of SEP in
the field. More precisely, the following assumptions were made while estimating the fulltime human resource requirement.
•
•
•
•
The estimation is made with the assumption that the staff of the department of
Rural Development and Agricultural Extension would be exclusively engaged in
teaching and supervising the students of the mid-career program, without any
other course offering to other departments.
Since courses in Agricultural Economics are offered in every semester except the
first, one staff member in that discipline is proposed.
The presence of the senior faculty members with PhD is desirable to cater to the
cognitive needs of the students, who already have field experience with
considerable service in the sponsoring organizations. Moreover, senior faculty
members are also expected to coach and guide junior faculty members.
It is also assumed that support courses in the areas of Agricultural Engineering,
Animal Sciences and Plant Sciences would be offered by the respective
departments. As a result, the human resource requirement presented in Table 34
did not consider the need to employ instructors in these fields. However, if the
supportive departments are not in existence, the staff requirement would increase
to offer non-departmental courses
The financial implications of the proposed full-time staff requirement to initiate and run a
mid-career program independently are presented in Table 35. It must be noted that the
estimation of the financial requirements is based on the current salary levels and the only
benefit package (in the form of housing allowance) to which university instructors are
entitled.
59
Table 35: Annual Salaries and Benefit Packages for the Proposed Full-time
Staff
Item
Salaries
• 2 Ph.D. holders
(Associate Professors)
• 4 M.Sc. holders
(Lecturers)
• 2 B.Sc. holders
(Graduate Assistants)
Housing allowance
• 2 Ph.D. holders
(Associate Professors)
• 4 M.Sc. holders
(Lecturers)
• 2 B.Sc. holders
(Graduate Assistants)
Total
Total
monthly
requirement
financial Annual
financial
requirement (12 X total
monthly
financial
requirements)
4662 Birr/person X 2 persons =
9324 Birr
3384 Birr/person X 4 persons =
13536 Birr
1982 Birr/person X 2 persons =
3964 Birr
111,888 Birr
700 Birr/person X 2 persons = 1400
Birr
500 Birr/person X 4 persons = 2000
Birr
300 Birr/person X 2 persons = 600
Birr
Birr 30,824 (USD 3,210.833)
16,800 Birr
162,432 Birr
47,568 Birr
24,000 Birr
7,200 Birr
Birr 369, 888 (USD 38,530)
Finally, it must be noted that the demand for competent and experienced staff members
with a solid academic training has always been huge in the Department of Rural
Development and Agricultural Extension. However, supply has continuously fallen short
of the demand. In a move aimed at overcoming the shortage of faculty members in
institutions of higher learning, the Ethiopian government decided to increase the salary
level of university instructors by an average of 80 percent as of July 2007. It is believed
that this long awaited decision will help attract and retain highly qualified and
experienced professionals in the higher education system.
60
7. Low Female Enrolment in the Mid-career Program
Trained and qualified women extensionists are important, as any other field, for the
envisaged fast development of the agriculture sector. The small number of women
extension graduates and their under representation in the key decision positions is a great
concern and a handicap in Ethiopian agriculture development. Their expertise could have
been used to address several rural development issues including the rural women.
Enrolment and graduation statistics over the 1997-2007 period reveal the existence of
gender imbalance in the mid-career program (Table 36). The percentage of female
graduates from the mid-career program varied from year to year, from the lowest of 3.3
% in 2007 to the highest of 48.5 % in 2003. However, the average annual percentage over
the 1999-2007 period was 16.3 %. This clearly indicates the fact that women have been
poorly represented in the mid-career program. It is clear that mid-career training is reliant
on the rest of the education system and the distribution of enrolments at high school and
diploma levels is the major determinant of representation in mid-career program. In this
respect, as female students account only for a small proportion of the overall student
population in high schools and diploma programs, they are more likely to be
underrepresented in the mid-career program.
Table 36: Mid-career B.Sc. Degree Graduates from Haramaya University,
1999-2007.
Year of graduation
1999
2000
2001
2002
2003
2004
2005
2006
2007
Total
Male
25
17
21
25
17
23
24
22
29
203
Number of graduates
Female
% Female
3
1
4
7
16
5
4
2
1
43
10.7
5.6
16
21.9
48.5
17.9
14.3
8.3
3.3
17.5
Total
28
18
25
32
33
28
28
24
30
246
A closer look at the graduation statistics reveals that of the 43 females who graduated
from the mid-career B.Sc. program over the 1999-2007 period, 34 (79 % of the total
female graduates) had joined the program through a special scholarship scheme financed
by Winrock International. The scholarship in question included full medical insurance of
the beneficiaries, an out of pocket allowance of 15,000 Birr per student per year and
covering all expenses related to the off-campus Supervised Enterprise Project. Another
positive contribution of the Winrock International’s scholarship scheme was that it
created opportunity for Home Economics (Home Science & Technology) diploma
holders to join the mid-career program. More precisely, as the scholarship was limited to
female diploma holders who had been working in rural areas, whenever officials of the
61
beneficiary regions failed to second as many female candidates, with diplomas in
agriculture and related fields, as the number of scholarships offered, they opted for giving
the chance to Home Economics (Home Science & Technology) diploma graduates so that
the scholarship would not be totally lost to the regions in question. In this respect a total
of 10 Home Economics (Home Science & Technology) diploma holders (2 from the
Amahara National Regional State, 2 from the Federal Ministry of Agriculture & Rural
Development, 5 from the Southern Nations, Nationalities & Peoples Regional State and 1
from the Tigray National Regional State) had joined the mid-career program and
graduated with a B.Sc. degree in Agricultural Extension.
Table 36 below presents the regional distribution of the 34 mid-career female graduates
who had benefited from the financial support provided by Winrok International.
Table 36: Distribution of Female Mid-career Graduates Supported by
Winrock International by Region and Year of Entry into the Program
Entry
Number of scholarship beneficiaries by region
Amhara
Federal
SNNPRS* Tigray
Government
Total
1999
2000
2001
2002
2003
Total
0
1
8
3
0
12
4
5
16
6
3
34
0
0
2
0
0
2
3
4
6
3
3
19
1
0
0
0
0
1
* Southern Nations, Nationalities & Peoples Regional State
Even though it is very difficult to quantify, in monetary terms, the real contribution of the
Winrock International’s scholarship program, one can safely say that it has been
instrumental in supporting a significant proportion of the female graduates from the midcareer program. This is precisely because in its absence there wouldn’t have been the
progress achieved so far.
Available evidence shows that as the result of concerted efforts made by the Federal
Government and the Regional Governments in terms of increasing the number of schools
and teachers and raising the budget allocated to the education sector, the gross enrolment
ratio (GER) has significantly increased for boys and girls over the last 15 years. The
gender gap however is still enormous that the percentage of female students in the
primary, secondary and tertiary levels is still less than that of their male counterparts.
According to UNESCO (2007), the primary GER which was just 36% for boys and 24%
for girls in 1991 has risen to 101% for boys and 86% for girls in 2005. Similarly, the
secondary GER has increased from 15% for males and 11% for females in 1991 to 38%
for males and 24% for females in 2005. The reasons for the low female enrolment ratio at
the primary and secondary level were found to include: the attitude of parents towards
62
girls' education; inaccessibility of schools (long distances of schools from the homes)
particularly in rural areas; the daily household chores assigned to girls, which leave little
room for studying; early marriage, pregnancies and raising children which prevent girls
from attending school regularly (Rose, 2003; Yelfign, 2003; United Nations, 2002).
The low GER at the primary and secondary levels indicates that from the start there are
very small numbers of women who have the basic educational prerequisites to enter
higher education. In fact, the female GER at the tertiary level which was negligible in
1991 has risen to one percent in 2005 whereas that of males has increased form one
percent to four percent during the same period (UNESCO, 2007). It should be noted that
the female enrolment at the tertiary level which comprised a very small proportion of
total enrolment (less than 10%) in 1991 had increased to about 25% in 2006. The
improvement in female enrolment rates in the Ethiopian institutions of higher learning is
partly due to the official affirmative policy of the public institutions which gives some
preference to females meeting the minimum admission requirement. With respect to the
proportion of female students specializing in agriculture and related fields in the
Ethiopian institutions of higher learning, available statistics consistently indicate that the
agricultural higher education is characterized by under-representation of eligible female
populations (Belay, 2000, 2004). The reasons that only few of the female university
students specialize in agriculture or agriculture related fields of study include:
•
•
•
Low remuneration in the field of agriculture in comparison to other fields of
specialization;
Prejudices with regard to the ability of females to make a career as agricultural
professionals; and
Agricultural studies are too often viewed as a last resort for those who did not
make it into other programs of study. In fact, many girls seek admission into nonagricultural fields of study with the belief that agriculture as a profession does not
allow to combine a career with family life.
On a workshop entitled “Impact of Women Graduates of the BSc Agricultural Extension
Program for Mid-career Professionals-Haramaya University, Ethiopia” several reasons
were forwarded for the low level of women enrollment in the program (SAFE, 2007).
The main reasons are
a) Limited opportunities that specify target women. This explains the drop in
numbers enrolling for the BSc program after the phasing out of the WinrockSupported EMPOWER Program.
b) Women are not able to compete with men since their GPA is often lower than that
of men
c) Communities have low perception of women’s talent and potential. Women
therefore lack confidence and courage to push for such opportunities.
d) Men heading institutions do not value women’s abilities
e) Family problems also make it difficult for women to take up training
opportunities
f) Women have limited access to information on opportunities for further education
63
g) The Ethiopian Government Affirmative Action, requiring a minimum of 30%
opportunities to directly benefit women, has not been adhered to by those in
leadership positions
h) The competing roles for women in family and work place make it difficult for
women to take up opportunities even when available
In order to improve women’s access to higher agricultural education and their
opportunities to use and benefit from this education, there is a need to popularize
agriculture as an appropriate profession for women. More precisely, career counseling
and guidance at the secondary level could help to motivate females to take up higher
agricultural education.
As already noted, women are under-represented in the mid-career program. Even though
information concerning the gender distribution extension agents in the country is difficult
to find, one can safely say that their representation in the mid-career program is not
proportional to their overall number. This is precisely because once women get married
and have children they have relatively less access to higher education than their male
counterparts.
Given the current state of affairs, the University and Regional Bureaus of Agriculture and
Rural Development must make concerted efforts to increase female extension agents’
enrolment in the mid-career program. One of the possible strategies could be to target the
graduates of the Agricultural Technical and Vocational Education and Training (ATVET)
Centres 15.
Currently, there are 25 ATVET centres, under the Federal Ministry of Agriculture and
Rural Development, which train middle level agricultural manpower in the areas of
Animal Health, Animal Sciences, Cooperatives, Natural Resources Management and
Plant Sciences. The total duration of study in ATVET centres is three years, two years of
study on campus and a ten-month apprenticeship with close supervision in the final year.
The training programmes of ATVET centres are designed in such a way that 30 % of the
programme would focus on theoretical aspects and the remaining 70 % on hands-on
practical training, which includes the ten-month apprenticeship in the final year. In the
2004-2007 period a total of 49, 450 trainees (44, 163 males and 5, 287 females) have
graduated with a diploma from the 25 ATVET centers and have been assigned at the
level of peasant associations to work as development agents (Tamirat, 2007).
15
The ATVET centres in their current form are of recent origin in this country. The great majority of the
ATVET centres were opened in 2001. The Education and Training Policy of 1994 underlines that technical
training would be provided for those who completed grade ten (the first cycle of two years of secondary
education) for the development of middle level manpower (TGE, 1994). Consistent with this policy, the
first group of students who completed general secondary education joined the Technical and Vocational
Education and Training centres in 2001.
64
Table 37: Number of Graduates from Agricultural Technical and Vocational
Education and Training Centres
Year of graduation
Number of respondents
Males
Females
Total
2004
8312
1134
9446
2005
12717
1208
13925
2006
9794
1296
11090
2007
13340
1649
14989
Total
44163
5287
49450
As can be seen from Table 37, the number of female graduates constitutes 10.7 percent of
the total graduates.
Other strategies that could provide opportunities for more female extension agents to join
the mid-career program include:
•
•
•
•
Putting in place admission policies that ensure at least 25 % of the places for female
extension agents from across the country;
Instituting a scholarship scheme through donor support and providing female midcareer students with a stipend (in addition to their full salary) so that they could
support their family members in the course of their studies;
Reducing the service year requirement from five years to three years for young
female extension agents with outstanding performance; and
Setting up of policies and mechanisms to train and employ more female agricultural
extension workers.
Even though these suggestions could help increase female enrolment in the mid-career
program in the short run, they will not have a lasting effect in terms of achieving gender
parity. For gender parity to be attained in the long run, however, appropriate interventions
strategies need to be designed and implemented starting from the lowest levels of the
education system, because gender disparities in education begin at the primary level and
cumulate as one goes higher up the education ladder.
It is also interesting to note that empirical studies from other parts of the world have
documented that women farmers preferred to work with female extension workers mainly
because they understand their problems and needs better than their male counterparts and
due to cultural limitations on male-female interaction, women farmers feel uncomfortable
around male extension agents (Budak, et al., 2005; Due, et al., 1997; Odurukwe, et al.,
2006). In Ethiopia, to the best of our knowledge, there has been no study aimed at
assessing women farmers’ preference for male or female extension agents. However, one
65
can safely say that increasing the number of female extension agents will enhance women
farmers’ access to agricultural extension services.
8. Government Participation
The government participation in this program is mainly through the university and
employing organizations, primarily the Regional Bureaus of Agriculture and Ministry of
Agriculture and Rural Development.
8.1. Government Contribution through the University
The University provides instructors who are involved in lecturing, tutoring academic
advising of the courses while the students are in the university. In addition, they prepare
students for the supervised project program by advising, reviewing and shaping the
projects into executable form. Finally they are involved in the laying out the project in the
field, monitoring and evaluation by traveling to the actual project sites. The various
activities of the program including recruitment, class and field trainings are coordinated
by the department and the administration cost is covered by the university. All the
instructors’ salary is from the university regular budget.
The mid-career students pay only for their meal unlike the regular students who pay also
for their lodging and share the cost of teaching. The university infrastructure including
class rooms, offices, audiovisual rooms, library, have been availed for this program. The
university got support of vehicles from SAFE mainly to facilitate monitoring and
evaluation of SEPs. On the other hand, the running and maintenance costs of vehicles,
and salary and per diem of drivers have been covered by the university.
8.2. Government
Organizations
Contribution
through
the
Employing
Employing organizations pay the students of the mid-career Agriculture Extension
Program full salary while they are on study leave. Employers cover also the cost to
conduct SEPs. In addition, employers actively engage in recruitment of candidates,
annual meetings and review of the program and final presentation of the students’
projects.
8.3. Estimated Cost of Training a Mid-career Program Student
The estimation of the cost of tuition and lodging for the mid carrier Agricultural
Extension students is based on the amount of training expenses for RDAE Continuing
Education Program (Birr 5160). Due to the experiential nature of the training and the use
of extra facilities, staff time, etc. unlike the CEP RDAE students, 20% addition over the
Continuing Education Program was made to make the estimation more realistic. The mid66
carrier students pay only for their meal unlike the regular students. Thus, the cost of
lodging was included.
The cost for conducting SEPs per student is estimated to birr 10000. Until the current
year SAFE covered most of the costs for monitoring and evaluation of the SEPs. The cost
of supervision of SEPs amounts about birr 3500.
Inquiries made on the year 2007 graduating class showed that, the monthly salary of the
students at the time of enrolment ranged from Birr 530 to 2000, with an average of birr
1247. Currently, the Government of Ethiopia has made salary adjustment amounting to
about 30% increase. The monthly salary of the students was estimated at birr 1600 for
two and half years.
Therefore the total amount money needed to train a student in the Mid-career Agriculture
Extension amounts to birr 74892 (USD 7801.25) (Table 38).
Table 38: Estimated cost of training a Mid-career Agricultural Extension
Student at Haramaya University
Items
Description of Estimation
Amount
(birr)
Tuition fee
100% of Tuition fee for RDAE
Continuing Education Program
(Birr5160) plus 20%
6192
University administration cost
(recruitment, annual conferences,
meeting with stakeholders,
maintenance of vehicles, resource
centre, etc.)
Employing organization
administration costs (recruitment
participation of conferences,
visits, other supports to the
student)
Lodging for two years
SEPs Support
Monitoring and evaluation of
SEPs
Salary for 2.5 years
Total
4000
2000
Birr 60 per month for twenty
months
1200
10000
3500
Monthly salary of birr1600 for 30
months
48000
74892
(USD 7801.25)
67
9. Conclusion
This study has revealed that the mid-career B.Sc. program in Agricultural Extension at
Haramaya University has contributed to the training of 246 agricultural extension
professionals who are working in different parts of the country assisting government and
non-government institutions that are involved in agricultural/rural development activities.
The program caters exclusively to diploma holders in agriculture and related fields who
work as extension agents. A great majority of the participants in the program came from
governmental agencies and only very few came from non-governmental organizations.
The program has proven to be a ground-breaking example of a new form of cooperation
between institutions of higher education and their key stakeholders (employing
organizations) in that it aligned itself better to the needs of the Regional Bureaus of
Agriculture and Rural Development; and the Federal Ministry of Agriculture and Rural
Development. The program has a more practical bias and it offers the opportunity to
discuss topics with fellow students. The SEP and the practical bias in the program enable
the transfer of newly acquired skills into practice. A fundamental element of the training
is that the employing organizations are involved in the planning, financing and
implementing the SEP. Moreover, experts from Regional Bureaus of Agriculture and
Rural Development take part in the supervision of the SEP. In a nutshell, the experience
of the past ten years in running the mid-career agricultural extension program at the
University has shown that higher education could be geared to the demand for specific
skills and locally relevant expertise.
The graduate tracer survey proves that the mid-career program is a model of success.
Almost all the respondents indicated that they applied the knowledge they have gained in
their work. They also reported that they occupied positions in the public sector, with
regional and federal institutions, and non-governmental organizations. Most of the
respondents to the tracer survey believed that their education has given them significant
professional growth reflected in increase in knowledge, skills, confidence and motivation.
This has resulted in career advancement that got expressed through promotions, higher
pay and benefit packages and increased acceptance and recognition.
This study has also identified critical problems facing the mid-career B.Sc. program in
Agricultural Extension at Haramaya University, which need to be properly addressed if the
program is to contribute positively to the agricultural development endeavour of the nation.
These include, among others, shortage of highly qualified and experienced national staff,
low stakeholders’ participation, proliferation of the training programs offered by the
Department of Rural Development and Agricultural Extension which made the planning
and co-ordination of the various programs very difficult, and financial constraint to cover
expenses related to supervision of SEPs, recruitment of candidates and organization of
annual SEP review workshops.
Both the tracer survey and review of relevant literature reveal that the mid-career B.Sc.
program in Agricultural Extension has gone beyond the traditional ways of imparting too
much theoretical knowledge and produced competent and confident graduates with
technical skills and abilities to deal with the wider problems of rural development. Even
68
though the mid-career B.Sc. agricultural extension program at Haramaya University has
been very successful in terms of producing graduates equipped with the knowledge,
skills, values and attitudes for the national agricultural extension system, its sustainability
and contribution to the economic development of the country would depend on its ability
to adapt in response to changing needs and realities in the external environment as well as
the level of interaction with all relevant stakeholders. Some important aspects that need to
be considered to ensure the success and sustainability of the program include:
•
ƒ
ƒ
ƒ
ƒ
ƒ
Keeping the curriculum up to date and improving the quality and relevance of the
program through, among others, maintaining strong linkages with key
stakeholders and undertaking periodic tracer studies.
Securing reliable financial resources needed to cover the high expenses of the
candidate-recruiting process and supervision of off-campus SEPs (possibly
through cost-sharing by sponsoring organizations);
Luring young and outstanding professionals into the higher education system and
retaining experienced teaching staff by providing, among others, better pay,
working facilities, adequate incentives and competitive terms of employment.
Maintaining strong and firm linkages with key stakeholders should be pursued as
a strategy to deal with core problems (shortage of staff, budget, vehicles, and
facilities).
Designing and implementing appropriate interventions strategies to increase
female extension agents’ enrolment in the mid-career program which could take
the form of: putting in place admission policies that ensure at least 25 % of the
places for female extension agents from across the country; and instituting a
scholarship scheme through donor support and providing female mid-career
students with a stipend (in addition to their full salary) so that they could support
their family members in the course of their studies.
Experiences of sister institutions from other parts of Africa show that the
technology centre could be used as a resource centre for rural communities where
relevant and appropriate technologies could be displayed and a visit to the centre
leaves a life-long impression on visitors. Towards this end, it is essential to
upgrade the existing technology centre and involve mid-career students in
identifying and collecting relevant technologies from different parts of the
country.
Available evidence shows that the demand for graduates from the mid-career program
has been high. However, supply has continuously fallen short of demand. It is therefore
imperative to open similar programs in other institutions of higher education. In this
respect, it is encouraging to note that a similar program was launched at Awassa College
of Agriculture of the Hawassa University in the 2006/07 academic year.
69
10. References
Belay, Kassa (2000), Empowering Agricultural Labour in Ethiopia: The Challenges to
Training and Development, Africa Development, 25 (1&2): 161-190.
Belay, Kassa (2004), Postgraduate Training in Agricultural Sciences in Ethiopia:
Achievements and Challenges, Higher Education Policy, 17 (1): 49-70.
Belay, Kassa (2005) Linkage of Higher Education with Agricultural Research, Extension
and Development in Ethiopia, paper presented at the National Conference on “Where
Should Ethiopia’s Higher Education be Going and How Might It Change to Meet the
Country’s Development Needs?”, organized by the Higher Education Strategy Centre
of the Ministry of Education and the Institute of Educational Research of the Addis
Ababa University, held in Addis Ababa, October 21-22.
Budak, D.B., Darcan, N. and Kantar, M. (2005) Women Farmers and Extension Services
in Small Ruminant Production in Mountain Areas of Turkey, Journal of Arid
Environments, 62 (3): 507–515.
Due, J.M., Magayane, F. and Temu, A.A. (1997) Gender Again-Views of Female
Agricultural Extension Officers by Smallholder Farmers in Tanzania, World
Development, 25(5): 713–724.
Odurukwe, S.N., Matthews-Njoku, E. C. and Ejiogu-Okereke, N. (2006) Impacts of the
Women-in-agriculture (WIA) Extension Programme on Women's Lives; Implications
for Subsistence Agricultural Production of Women in Imo State, Nigeria, Livestock
Research for Rural Development. Volume 18 (2) (Accessed on
December 03, 2007,
from http://www.cipav.org.co/lrrd/lrrd18/2/odur18018.htm).
Rose, Pauline (2003), Can Gender Equality in Education be Attained? Evidence from
Ethiopia, Background paper prepared for the 2003 UNESCO Global Monitoring
Report, Centre for International Education, University of Sussex, UK.
Mid-Career Alumni Association. 2002. Proceedings of the Alumni Congress for
graduates of the B.Sc. Program for Mid-Career Extension professionals of Alamaya
University. Haramaya University
Mid-Career Alumni Association (2005) Mid-Career Alumni Association News Letter.
Haramaya University
Mid-Career Alumni Association (2006) Mid-Career Alumni Association News Letter.
Haramaya University
Mwangi, J.G., Chibwana, C. and Ferdu, A. (2005) Report of an External Evaluation of
the B.Sc. Programme for Mid-Career Extension Professionals at Alamaya University,
Ethiopia.
SAFE (2007) Impact of Women Graduates of the BSc Agricultural Extension Program
for Mid-Career Professionals-Haramaya University, Ethiopia. Addis Ababa, Ethiopia.
April 25, 2007.
Tamirat, A. (2007) Personal Communication on the Number of ATVET Graduates over
the past four Years, Ministry of Agriculture and Rural Development, Addis Ababa.
TGE (Transitional Government of Ethiopia) (1994) Education and Training Policy,
Addis Ababa.
Yelfign, Worku (2003), Ethiopia Report. Background paper for A Fair Chance: Attaining
Gender Equality in Basic Education by 2005, Global Campaign for Education.
UNESCO (United Nations Educational, Scientific and Cultural Organization) (2007),
70
Education in Ethiopia (Accessed on November 19, 2007, from
http://stats.uis.unesco.org/unesco/TableViewer/
document.aspx?ReportId=121&IF_Language=eng&BR_Country=2300 .
United Nations (2002) The Combined Fourth and Fifth Periodic Reports of
Ethiopia, Committee on the Elimination of Discrimination against Women, United
Nations, New York.
Zinnah, M. (1997) Agricultural Extension Staff Need Innovative Training Programmes,
Spore, No. 72, P.P. 11.
71
10. Annexes
Annex 1.
University
Mid-Career
Graduates
Tracer
Name of the
graduates
Sex
1.
Abdella
Beker
M
Year
of
Gradu
ation
1999
2.
Adane Geda
M
1999
3.
Addisu
Likassa
Alemayehu
Shishigu
M
1999
2008
Oromia Region
M
1999
2008
Tanz
ania
Extension Team
Leader, Oromia Region
Adama Woreda
Alemu
Foche
Amsalu
Andarge
M
1999
M
1999
_
7.
Asrat
Tsegaye
M
1999
_
8.
Beker
Abdilahi
M
1999
-
9.
Belete
Bedada
Bethlehem
Zewdu
M
1999
F
1999
4.
5.
6.
10.
11.
Birhanu
Deyasso
M
1999
12.
13.
Daniel Taye
Elias Endale
M
M
1999
1999
14.
Etalemahu
Demissie
F
1999
15.
Fikire Enku
M
1999
MSc
Year
Position/Employer
before HU
Oromia Region
Oromia Region
Information-Haramaya
Position/Current
Employer
Address
Gender &
Communication Officer,
Oromia Region
Project Officer, World
Vision
Lecturer, Oromia Region
Oromiya DPPC
0114330074/
0913247070
biretualo@yahoo.c
om
USA
Office Head, Meta
Woreda, Oromia
Region
Deputy Head, President
Office, Oromia Region
Cooperative Expert &
Supervisor, Bako
Gazer Woreda,
SNNPRS
Cooperative Expert,
Harari Region
Gender & small scale
enterprise officer,
Southern Regional PCDP
0911427800/
0116525963
amsaluamsalaaa@
yahoo.com
0916833095/
0462210375
asrat_tsegaye@ya
hoo.com
0911039235/
0256661794
Oromia Region
2007
Hara
2004
Neth
eland
Asela ATVET
Extension Team Leader
Federal MOA
SNNPRS
_
Wolayta
Animal & Animal
Products Team Leader,
Harari Region
SNNPRS
Extension Promotion
Team Leader, Harari
Region
Late after graduation
Plan & Program Expert,
Harari Region
0915765437/
0256661794
Addis Ababa
Tel: 0911- 66-3298
Oromia Region
SNNPRS
General Manager,
Yirgacheffe Coffee
Cooperative
Late after graduation
SNNPRS
Agronomist, Berhatltu
Woreda, Oromia
Region
Gender Specialist, Federal
MOA (Rural Capacity
building office )
Trial Site Manager,
Melkana-Marko
Woreda, SNNPRS
EC/ Africa Supervisor
Trainer, Addis Ababa
09 11 74 16 48
091186313701164
50393
etalemahud@yaho
o.com
0911435533,
0114165727
baradon_2007@ya
hoo.com or
pepo_meda@yaho
o.com
72
16.
Ganfure
Woyesa
M
1999
Oromia Region
Oromia Region
17.
Gebriel
Bakansa
Germame
Garuma
Girma
Getachew
M
1999
SNNPRS
SNNPRS
M
1999
SNNPRS
Expert, SNNPRS
M
1999
Community Forestry
Expert, Dire Dawa
Administrative Council
Safetinate Coordinator,
Food Security, Disaster &
Prevention Office, Dire
Dawa Administrative
Council
Marishet
Endeshaw
Mulatu
Sendabo
Olika
Belachew
F
1999
Oromia Region
UK
M
1999
SNNPRS
-
M
1999
Head, Dembi Woreda,
Oromia Region
23.
Tadesse
Wegi
M
1999
24.
Tesfaye
Kumbit
M
1999
Irrigation Agronomist,
Weliso Woreda,
Oromia Region
Oromia Region
25.
Tofik
Abdulahi
Tsegaye
Ayele
Tsegaye
W/Meskel
M
1999
M
18.
19.
20.
21.
22.
Abote Wereda,
P.O. Box 59,
Fiche, 011 118 00
33
Awassa,
Tel: 046-2210042
Gurage Zone
09 11 73 37 25/
025 112 80 73/025
112 69 93
0911894720
belachewolika@ya
hoo.com
Oromia Region
Program Manager, Self
Help Association, West
Shoa Zone, Oromia
Region
Irrigation & Water Use
Expert, West Shoa Zone
Oromia Region
Senior Training
Consultant, Federal
Government
Oromiya Region
1999
Oromiya Region
Lecturer, Federal MoA
Alage ATVET
M
1999
M
1999
M
M
2000
2000
31.
Amanu
Gudina
M
2000
_
Rural Development
Advisor to the Mayor,
Dire Dawa Administrative
Council
Expert, SNNPR Regional
Council
USA
Pastoralist Community
Development Project
Head, Dubit Woreda,
Afar Region
Team Leader, ZOA
Refuge Care, Benishangul
Gumz Region
0915745201
/0251115413
Zewge
Lemma
Abdo Watta
Abdu
Sulayman
Extension Expert, Dire
Dawa`Agr. office, Dire
Dawa Administrative
Council
SNNPRS
32.
Ataklti
Tesfaye
M
2000
2009
33.
Aydahis
Afkea
M
2000
34.
Berhanu
M
2000
26.
27.
28.
29.
30.
Somali Region
Input Service Expert,
Asayta Woreda, Afar
Region
_
Vegetable & Fruit
Production Expert,
Benishangul Gumz
Region
Tigray Region
Vice-President for
Administration, Axum
University
Zona1 A&RDO Head
Afar Region
Project Coordinator, Save
the Children, Dubit
Woreda, Afar.
Agronomist.
Extension Expert, Federal
0911318694/
0113410391
Management
Training Institute,
Addis Ababa
Awassa
0911800247/
0336660184
0911910600/
0577750799
amanugudinaa@ya
hoo.com
Axum University,
Tigray
0914 74 39 18/
034 440 95 38
0912106236/
0336660529
aydafkea@yahoo.c
om
0911437451
73
Gezahegn
Benishangul Gumz
Region
Somali Region
MOA, Addis Ababa
35.
Dereje
Mokennen
M
2000
36.
Esayas
Negatu
M
2000
37.
Fithanegest
Assefa
Hayelom
Berhe
M
2000
Community Forestry &
Soil/water conservation
Expert, Shinile Zone,
Somali Region
Tigray Region
M
2000
Tigray Region
39.
Kefyalew
Worku
M
2000
2006
Hara
Field Assistant, Mensh
fur Menshen, Harar
Agro-ecology Department
Head, Menshen fur
Menshen, Harar
40.
Melisew
Ayenew
M
2000
2008
US
Benshangul-Gumuz
Region
Head, NGO
41.
Mesfin
Woldu
M
2000
Tigray Region
Agricultural & Rural
Dev’t Head, LayMaichew
Woreda, Tigray Region
42.
Solomon
Abraha
M
2000
Tigray Region
Vice Dean, Shire
ATVET, Tigray Region
43.
Tega-Ab
Teka
M
2000
2006
Hara
44.
Tsige
Fesseha
F
2000
2007
Meke
lle
45.
Wubishet
Adugna
Yemanu
Yilema
Abebayehu
Abebe
Abebe
Berhanu
M
2000
Forest Agronomy &
Protection Expert,
Eastern Zone, Tigary
Region
Soil & Water
Conservation Expert,
Tselemti Woreda,
Tigray Region
Oromia Region
Forestry & Agro-forestry
Team Leader, Tigray
Regional Agr. & Rural
Development Bureau
Integrated water shade
management Team
Leader, Tigray Regional
Bureau
In private agribusiness
M
2000
Harari Region
Late after graduation
M
2001
SNNPRS
SNNPRS
M
2001
Addis
Alemayehu
M
2001
Agronomy Team
Leader Gambella
Region
Crop Production
Expert, Sheko Woreda
SNNPRS
Agric Marketing Team
Leader Gambella
Regional Bureau,
Extension Expert, Bench
Maji Zone, SNNPRS
38.
46.
47.
48.
49.
2007
Hara
may
2007
Hara
maya
Head of Agri. Desk,
Somali Region
Filed Monitor, WFP, Dire
Dawa
Head of Agricultural Dev.
Office, Tigray Region
Academic Vice Dean,
Tigray Region
bgezahegh@yahoo
.com
Jijiga Woreda
Agri. Office
Tel: 025 775 43
72/
025 775 22 43
0915731407
Welkayte Woreda
Agri. Office
Mychew Woreda
Tel: 0344370231
0r 0914728605
Fax: 0347770264
0915756588/
0256663067
rdkefyalew@yaho
o.com
P.O. Box 39,
Assosa.
Tel: (H)
0577750535/
0577750910/
P.O. Box 86
Tel: 034 7753256
0344405346/
0914743344
Endeslase Woreda,
P.O. Box 07
Tel: 034 444-31
81
0914733495/
0344400930
0914721788/
0344400846
Bonga,
0911 40 73 60
Dilla District
Office
0911820340
0475511568
0911351793/
0473350069
a.alemayehu.@yah
74
50.
Ayana
Mirkena
M
2001
51.
Bizuayehu
Zewde
Daniel
Kelbessa
Deribe
Kaske
M
2001
Oromiya Region
M
2001
Oromiya Region
M
2001
Desalegne
Tassew
Feleckech
Basazinew
M
2001
F
2001
2003
Neth
Rural Women Affairs
Expert, Sidama Zone,
SNNPRS
56.
Fikreselassie
Bekele
M
2001
_
Input Distribution
Team Leader, Chena
Woreda, SNNPRS
57.
Getu
Shiferaw
Gobena
Feyisa
M
2001
M
2001
Gorfe
Tessema
Gutema
Itana
F
2001
M
2001
_
61.
Korra
Yayisto
M
2001
2009
Hara
62.
Melese
Lapiso
Mitiku
Tesfaye
Oman Agwa
M
2001
Oromiya Region
Women Mobilization &
Training Department
Head, Oromia Regional
Women's Affair Bureau
Marketing Expert, Federal
MOA
Coffee Quality Inspection
Team Leader, Oromia
Regional Bureau
Non Agricultural Sectors
Deputy Head, Konso
Special Woreda,
SNNPRS
Oromiya Region
M
2001
Oromiya Region
Oromiya Region
M
2001
2009
Hara
65.
Seble
Shimelis
F
2001
2003
Neth
Extension Team
Leader, Gambella
Region
Rural Women Affairs
Expert, Sidama Zone,
SNNPRS
Deputy Head, Gambella
Regional Agric & Rural
Development Bureau
Senior Training Expert,
Federal. MOA
66.
Tekle
Tibesso
Tesfaye
Oljira
M
2001
Oromiya Region
M
2001
Oromiya Region
Food Security Expert,
Oromia Region
Expert, Oromiya Region
52.
53.
54.
55.
58.
59.
60.
63.
64.
67.
_
2007
Hara
Deputy Head, Gimbi
Woreda, Oromia
Region
Technical Team
Leader, Della Woreda,
SNNPRS
SNNPRS
SNNPRS
_
Office Head, Ada
Berga Woreda, Oromia
Region
Horticulture Expert,
Sodo Woreda SNNPRS
Office Head, Mana
Woreda, Oromia
Region
Office Head, Konso
Special Woreda,
SNNPRS
Crop Production & Input
Team Leader, Oromia
Regional Bureau of Agric
& Rural Development
Oromiya Region
Water Office Head,
Oromiya Region
Extension Team Leader,
Southern Regional Bureau
Head of Bureau, Amaro
Woreda, SNNPRS
Adolescent Development
& Protection & HIV
AIDS Project Officer,
Southern Region Unicef
Training & Agri. Input
Multiplication Division
Head, Gunchera Woreda,
SNNPRS
Vice Dean, SNNPRS
oo.com
0911552792
Jima Zone
0911936200/
0462206023
deribe_kk@yahoo.
com
0916824660/0462
206023
0916823752
0113320119/
0113320023
Soddo ATVET
0912009257
gobasay@yahoo.c
om
0112554050/
0911152411
0115522209
09 13 21 66 19
0911118621
agwagam@yahoo.
com
P.O. Box 25143,
Addis Ababa
Tel: 0911 461 902.
e-mail:
sebles2002@yaho
o.com
Zuwai Zonal
Office
Regional Bureau,
Addis Ababa
75
68.
Tsehaynesh
Kidane
F
2001
Rural Women Affairs
Senior Expert, North
Omo Zone, SNNPRS
Women Affairs Senior
Expert, Federal MOA
69.
Wondwossen
Chanyalew
Yohannes
Mare
M
2001
Oromiya Region
NGO
M
2001
2009
Hara
71.
Zenebe
Worku
M
2001
2008
Neth
72.
Abadi
Haileselassie
M
2002
2006
Hara
73.
Abraham
Tsegaye
M
2002
2009
Hara
74.
Alemnesh
Lemma
F
2002
Input Supply Team
Leader, Burgi Special
Woreda, SNNPRS
Marketing & Credit
Expert, Regional
Bureau, SNNPRS
Supervisor, Mederai
Zana Woreda, Tigray
Region
Soil & Water
Conservation Expert,
Tehuledreie Woreda,
Amhara Region
SNNPRS
75.
Alemtsehay
Kiros
F
2002
Agronomy Team
Leader, Bega-Tembien
Woreda, Tigray Region
Deputy Head, Burji
Special Woreda Agric &
RDO, SNNPRS
Cooperative Department
Head, Southern Regional
Cooperative Agency
Economics Advisor to the
Zonal Council, South East
Zone, Tigray Region
Office Head, ,
Cooperative Promotion
Agency, Dessie Town
Woreda, Amhara Region
Extension Training
Expert, Pastoralist Food
Security, SNNPRS
Social Sector Head,
Tigray Region Womens'
Affairs Bureau
76.
Aster
Tadesse
Ayalew
Hagos
F
2002
SNNPRS
SNNPRS
M
2002
78.
Bayeh
Tiruneh
M
2002
Extension Supervisor, ,
Gulomekeda Woreda,
Tigray Region
Amhara Region
Socio-economic Senior
Expert, Regional A&RD
Bureau, Tigray Region
Land Administration
Expert, Land
Administration Authority,
Amhara Region
80.
Belachew
Teshome
M
2002
Extension Supervisor,
Dire Dawa A&RDO
81.
Dereje
Hamza
Endris
Hussein
Esayas
Kebede
Eyasu
Mijena
Fessah
Dibissa
Gashawtenna
Belay
M
2002
A&RD Advisor to the
Deputy Mayor, Dire
Dawa Administrative
Council
Amhara region
M
2002
Amhara Region
M
2002
Amhara Region
M
2002
Amhara Region
M
2002
Oromiya Region
M
2002
_
Agro-forestry Expert,
Bechena Woreda,
Amhara Region
Gebeyehu
M
2002
_
Amhara Region
70.
77.
82.
83.
84.
85.
86.
87.
2007
Kek
elle
2009
Meke
lle
79.
2006
Hara
Amhara Region
0911883730/
0115514240
enatkid@yahoo.co
m
Borena
0913283055/
0464720125
0916823421
zenebewld@yahoo
.com
Tel: 0914 735466
0914716538/0331
114037
abrtse2000@yaho
o.com
P.O. Box 1619,
Awassa.
Tel: 046-2204692
0914722960/
0344403662
alemenehom@yah
oo.com
Dilla Agric &
Rural Dev’t
0914707620
Bahirdar. Tel: 0582220920, 058207234
or0582182172/723
4
0915736671/
0251115600
Head, Debrebrihan
Woreda, Amhara Region
Coffee Expert, Federal
MoA
C/O P.O.Box 14,
Debrebirhan
Addis Ababa, 011
515 70 18/ 36
Expert, Federal
Cooperative Bureau
Marketing Improvement
program Training
Coordinator, Amhara
Regional A&R D
Land Administration
Addis Ababa
0918782347/0582
202867
gashawtna_belay
@yahoo.com
P.O.Box 145,
76
Belay
Team Leader, ANRS,
EPLAUA, Amhara
Region
88.
Gebrehiwet
Smur
M
2002
_
Tigray Region
Head, Erob Woreda A&R
DO, Tigray region
89.
Habtu
Shmuye
M
2002
_
Extension Supervisor,
DireDawa A&RDO
90.
Hassen
Hinika
M
2002
_
Amhara Region
Team Leader, Disaster
Prevention &
Preparedness Office,
Dire Dawa Administrative
Council
Head, District
Agricultural Office,
Amhara Region
91.
Kasech
Milky
Kassu
Kubayo
F
2002
_
SNNPRS
M
2002
2009
Hara
Credit Service Expert,
Zuria Woreda,
SNNPRS
93.
Mahdi Ege
M
2002
2005
Hara
94.
Mesele
Kelkay
M
2002
_
95.
Mestefakir
Alebachew
F
2002
_
96.
Mohammed
Gulye
M
2002
2007
Hara
Senior Animal Health
Assistant, Regional
A&RDO, Somali
Region
Extension Supervisor,
Ofla Woreda, Tigray
Region
Rural Women Affairs
Team Leader,
Shebedino Woreda,
SNNPRS
Rangeland &
Pastoralist Dev’t
Expert, Liben Zone,
Somali Region
97.
Mulugeta
Worku
M
2002
_
98.
Nega
W/gerima
M
2002
Tigray Region
Head of Agricultural Dev.
Office
99.
Selamawit
Getaneh
F
2002
Amhara Region
Ag. Extension Team
Leader, Weldia Woreda
Amhara Region
92.
Extension Supervisor,
Guangua Woreda,
Amhara Region
Deputy Dean, Soddo
ATVETC
Extension Method Expert,
Regional A&RDO,
SNNPRS
Deputy Director General,
Pastoral &Agro-Pastoral
Research Institute, Somali
Region
Senior Extension Expert,
Regional A&RDO,
Tigray Region
Gender Expert, Women
Affairs Department,
Federal MOA
Training &
Communication Officer,
Pastoralist Community
Development Project,
Somali Region
Amhara Region, CRDA
Bahirdar. Tel: 058
220 13
66/0582200670 email:
gebeyehubelay1@
yahoo.com
Erob woreda Agri.
Office
0915753182
North Gondar
Zone Agri. &
Rural Dev’t Desk,
P.O.Box 180,
Gondar
Soddo ATVETC
0916866490/
0462206218
kassu_kubayo@ya
hoo.com
0915742074
maheg120@yahoo
.com
0344407389
0914755903
0911885047
mestesakir@yahoo
.com
0915744501/
0257754901/
0257757440
0911858239/0918
708655
b.mulugeta@yaho
o.com or
crda_amhara@
et.net_et
Sheraro Agri
office
P.O. Box 67
Tel:0914 75-3640/034 444 14 88
P.O.Box45,
Weldia
77
100.
Tadesse
Adgo
M
2002
2009
Hara
Farm Management
Junior Expert, S. Wollo
Zone, Amhara Region
101.
Terfu Hedeto
M
2002
_
Head, N.Shoa Zonal
A&RDO, Oromia
Region
102.
Tesfaye
Alemu
M
2002
2008
Hara
103.
Teshale
Tesfaye
M
2002
_
Trial Expert, Estia
Woreda, Amhara
Region
Head, Regional
A&RDO, Benishangul
Gumz Region
104.
Wudie Ayele
F
2002
105.
Abdu
Mekonen
M
2003
106.
Alemu
Woyessa
Almaz
Membere
M
2003
F
2003
_
108.
Amsalu
Bedasso
M
2003
2008
Hara
109.
Anesa
Meeko
M
2003
2008
Neth
110.
Azeb Negash
F
2003
_
Plan & Program
Expert, Guraghe Zone,
SNNPRS
111.
Belaynesh
Kumsa
F
2003
2008
Hara
112.
Derje Zewdu
M
2003
2008
Hara
Development Agent,
Minigar Woreda,
Amhara Region
HCS Budget Manager
Dire Dawa
Administrative Council
113.
Embete
Bizuayehu
Endalew
Giwon
F
2003
M
2003
Fanaye
F
2003
107.
114.
115.
Plan & Project Expert,
Alaba Special Woreda,
SNNPRS
_
Extension Supervisor,
Enemay Woreda,
Amhara Region
Oromia Region
Animal & Animal
Products Expert,
Tarmaber Woreda
Amhara Region
Animal Husbandry
Expert, Wabi Aweras
Woreda, Oromia
Region
SNNPRS
SNNPRS
_
Input & Credit Service
Expert, Anetsha
Woreda, Amhara
Region
Extension Supervisor,
Extension &Training
Dep’t Head, Regional
A&RD Bureau, Amhara
Region
Head, Extension
Department, Regional
A&RD Bureau, Oromiya
Region
Senior Extension Expert,
South Gonder Zone,
Amhara Region
Food Security Team
Leader, Food Security,
Disaster & Prevention
Office, BenshangulGumuz
Extension Methodology
Study & Training Expert,
Federal MOA
Instructor, Mersa
ATVET, Amhara Region
0918781939/
0582201508
tadesseadgo@yaho
o.com
0911349529/
0115510815
091871443205824
40025
0911813768/
0577750755
tmsr1976@yahoo.
com
0911487089/
0115157006
wudntt@yahoo.co
m
0911799133
abdumekonen@ya
hoo.com
Oromia Region
Input & Credit Team
Leader, Tarmaber
Woreda, Amhara Region
0116800096/24/45
Academic Vice Dean
Alage ATVET
0911353949/
0461165009
amsalubedaso@ya
hoo.com
Awassa
Tel: 046-220-2014 or 220-25-48/
046 220 20 13
0911733607
azebnegas@
yahoo.com
Cooperative Officer,
SNNPRS
Senior Cooperative
Expert, Cooperative
Development Office
Addis Ababa
Extension Team Leader,
Minigar Woreda, Amhara
Region
Head, HCS Capacity
Building Division, Dire
Dawa Administrative
Council
Expert, SNNPRS
0912059738
belayneshkumsa@
yahoo.com
0915735611
derjezewdu@yaho
o.com
Investment Office
Senior Training Expert
Region A&RD Bureau,
Amhara Region
0918769835
Deputy Head, Youth &
01166811287/091
78
Yilma
116.
Minijar Shenkora
Woreda, Amhara
Region
Oromiya Region
Sports Affairs, North
Shoa Zone, Amhara
Region
VOCA Program Head
1777548
Fax, 011681 18 14
/011681 18 57 87
Borena
Seed Multiplication &
Dissemination Expert,
Arbamich Zuria
Woreda, SNNPRS
Oromiya Region
Training Expert, Regional
ARD Bureau, SNNPRS
0462206023
betifire@yahoo.co
m
Extension
Communication Expert,
Federal MoA
Late after graduation
0912076826/0115
510190
Training Needs
Assessment Expert
Federal MOA
0911959440/
0115510190
brmamuy@yahoo.
com
0918 72 60 61
Fekadu
Terefe
Firehiwot
Tefera
M
2003
F
2003
_
118.
Fisseha
Teshome
M
2003
2009
Hara
119.
Galgelo
Wariyo
Getenesh
Asfaw
M
2003
F
2003
_
Girma
Zewde
Hirut Geleta
M
2003
_
F
2003
_
123.
Huluagersh
Hailu
F
2003
-
124.
Kaba Merga
M
2003
2009
Hara
Head, Merti woreda,
Oromia Region
125.
Kebede
Tasisa
M
2003
_
126.
Mohammed
Adem
M
2003
_
Extension Division
Vice Head, Adama
Woreda, Oromia
Region
Office Head, Dewa
Chefa Woreda, Amhara
Region
127.
Mohammed
Bedada
Rahmet
Yimer
M
2003
Amhara Region
F
2003
Sisay
Yehuala
M
2003
Input Supply &
Distribution Expert,
Kallu woreda, Amhara
Region
Plan & Program Expert
North Gonder Zone,
Amhara region,
A&RDO,
117.
120.
121.
122.
128.
129.
Oromiya Region
2008
Hara
Monitoring &
Evaluation Expert,
Aleta Wondo Woreda,
SNNPRS
Amhara Region
Senior Home
Economics Expert,
Regional ARD Bureau,
SNNPRS
Rural Women Affairs
Expert, East Gojam
Zone, Amhara Region
Food Security Expert,
Amhara Region
Field Monitor, Southern
Region, UN World Food
Programe
Head, Environmental
Protection Land
Administrative & Use
Authority Office, East
Gojam Zone, Amhara
Region
Dean, Ardayta ATVTE,
Oromia Region
Head, Irrigation
Development Office,
Adama Woreda, Oromia
Region
Project Coordinator,
Amhara Region,
Organization for
Rehabilitation &
Development in Amhara,
Oromia Zone, Amhara
Region
Late after graduation
0911741473/
0462202101
mbhaeleta@yahoo.
com
0912172912/
0587712830
0911215479/
0226661005
Fax, 0226661004
0911366843/
0221128425
0911792274/
0335530467
ordabpoof@ethio.
net.com or
mmaida2000@yah
oo.com
Water Harvest
Technology Expert, Kallu
Woreda, Amhara Region
0914739452/0335
512830/03355173
9392
Expert, Environmental
Protection, Land Use &
Administration, North
Gonder Zone, Amhara
Region
0918778886/
0581113916
sisaygon@yahoo.c
om
79
130.
Tajuden
Abdurehman
M
2003
_
Head, Eastern
Hararghe Zone,
Oromia Region
Head, Adaba Woreda
Oromia Region
131.
Tamiru
Molla
M
2003
_
132.
Tenagne
Kebede
F
2003
2007
Swid
en
Plan & Program Team
Leader, Bahir Dar
Zuria Woreda,
Amhara Region,
133.
Tenagne
Yizegnaw
F
2003
_
134.
Wubit
Shiferaw
F
2003
_
135.
Wude
Bekalu
F
2003
2006
Hara
maya
Vegtable & Fruit
Production Team
Leader, Assosa zone,
Benishangul Gumz
Region
Senoir Home
Economics Expert
Amhara Region
Technical Assistance 3,
Cotebe College.
136.
Yalemzewde
Teshome
F
2003
137.
Yenenesh
Tadesse
F
2003
2007
Hara
138.
Abate
Bekele
M
2004
_
139.
Abdulahi
Mohammed
M
2004
2007
Hara
140.
Adugna
Legesse
M
2004
141.
Ali Nuru
Dawed
M
2004
142.
Amin
Abdulkair
M
2004
143.
Asefa
Gemechu
M
2004
Animal Husbandry
Expert, Angolela Ena
Tera Woreda, Amhara
Region
Coffee Quality
Inspector, Gimbo
Woreda, SNNPRS
Amhara Region
Cooperative
Development Expert
Jijga Zone, Somali
Region
Plan & Program
Expert, Benishangul
Gumz Region
Afar Region
2006
Lond
on
Marketing & Credit
Service Expert,
Regional A&RDO,
Afar Region
Oromiya Region
Administrator, Eastern
Hararghe Zone, Oromia
Region
Head, Input supply
Division, Regional
Cooperative Promotion
Commission, Oromia
Region
Senior Land
Administration Expert,
Environmental Protection
Land Administrative &
Use Authority, Amhara
Region
Expert, Regional Bureau
of A&RD, Benishangul
Gumz
0915330489/0256
667880
Senior Gender Officer,
World Vision Ethiopia,
Addis Ababa
Lecturer, Hawassa
University
0918701021,
wfhiferaw_nat@ya
hoo.com
0911 13 91 80
Home Science Expert,
Urban Agri. Department,
Amhara Region
0911 81 01 09,
yalemteshome_@y
ahoo.com
Awaiting placement
0915 74 70 82
yeneneshtadesse@
yahoo.com
Dep’t, P.O.Box 14,
Debrebirhan, Tel:
0118812604,
0912163456/
0118812604
0912163456/
0915749463
khadar25@hot.mai
l
Ag. Extension Team
Leader, North Shewa
Zone, Amhara Region
Postural Early Warning
System & Management
Coordinator, Postural
Community Development
Project, Somali Region
Expert, Regional A&RD
Bureau, Benishangul
Gumz Region
Project Team Leader,
Afar Region
Deputy Bureau Head,
Semera Zone Pastoral
A&RD, Afar Region
Cooperative Promotion
Expert, Kemmise Woreda
0911977020
0911726441/0582
1172
tenagne_ke.@yaho
o.com
0577752373/0577
750150
0577752854/
0577751037
0912168595
Pastoral
Community Dev’t
Project, Semera.
Tel: 033 666 0184
0911461927/
0336660107
amin_abdulkadir@
yahoo.com
P.O.Box 09,
Kemmise
80
144.
Asferaw
Asasa
M
2004
Amhara Region
145.
Debebe
Asfaw
M
2004
Amhara Region
146.
Demisew
Abate
M
2004
Amhara Region
147.
148.
Ebrie Seid
Gebrewahid
Mekanen
M
M
2004
2004
Amhara Region
Input & Credit Service
Expert, Southern Zone,
Tigary Region
149.
Genet Tafu
F
2004
2009
Neth
SNNPRS
150.
Gosaye Asfa
M
2004
2008
Hara
maya
151.
Guled
Abdullahi
M
2004
2006
Hara
152.
Hailu Kiros
M
2004
153.
Hassen
Nurhussien
M
2004
154.
Lulu
Gessesse
Mekonnen
Bekru
M
2004
Extension Team
Leader, Bugena
Woreda, Amhara
Region
Crop Production
Expert, Dembel
Woreda, Somali
Region
Crop Production &
Protection Team
Leader, South-eastern
Zone, Tigray Region
Junior Agronomy
Expert, Adi Gudem
Woreda, Tigary Region
Amhara Region
M
2004
Agronomist, Assosa
woreda, Benishangul
Gumz Region
156.
Metewabe
Belay
F
2004
Trial & Demonstration
Expert, Adate Woreda,
Amhara Region
157.
Meseret
Abera
Mohammed
Abdurahman
F
2004
Amhara Region
M
2004
Harari Region
159.
Mulu Gebru
M
2004
Extension Supervisor
Shera Woreda, Tigray
Region
160.
Sayeh
M
2004
Amhara Region
155.
158.
Oromiya Region
Ag. Extension Expert,
Awi Zone A&RDO,
Amhara Region
Ag. Extension Expert,
Debrebrihan Woreda
Amhara Region
Ag. Extension Expert,
South Wollo Zone,
Amhara Region
Amhara Region
Head, Youth & Sport
Affairs Planning
Department, Regional
Bureau, Tigray Region
Cooperative Dev’t Head,
Meskan Woreda,
SNNPRS
Agric Input & Marketing
Team Leader, Weldia
A&RD, Amhara Region
P.O.Box 22,
Enjibara
Tel: 03322 54 261
P.O.Box 14,
Debrebirhn
Tel: 022112 77 19
P.O.Box 80,
Dessie
0914729202/0344
409973
g.meaone@yahoo.
com
Butajira. Tel:
0461151177
/0461150225
0911065360/
033360013
Acting Head, Food
Security, Disaster &
Prevention Office, Somali
Region
Head, Dega-Tembien
Woreda, Tigray Region
0915741574
Agronomy Team Leader
Hintallo Wejerat Woreda,
Tigray Region,
Ag. Extension Expert,
Habru Woreda
Saving & Credit Team
Leader, Regional
Cooperative Development
Bureau, Benishangul
Gumz Region
Gender & Development
Expert, Organization for
Rehabilitation &
Development in Amhara,
Amhara Region
Instructor, Mertolemariam
ATVETC
Woreda Agri.& Rural
Dev’t. Coordinator,
Harari Region
Expert Water Supply,
Sanitation & Hygiene
(WASH), Trigray
Regional Office
Ag. Extension Expert,
0344730231/ 67
0914753013/
0343390014
P.O.Box 18, Mersa
09 11 93 96 51
0911025794/
0577750118
0918705166/
0582221283
P.O.Box 01,
Mertolemariam
Harar Agricultural
Office
0914746123/
0344405346
P.O.Box 101,
81
Kassaw
161.
Sileshi Telila
M
2004
162.
163.
Tesfa Chali
Zekarias
Sheferaw
M
M
2004
2004
164.
Zeritu Desta
F
2004
165.
Zufan Nezir
F
2004
Amhara Region
166.
Abdo Adem
M
2005
SNNPRS
167.
Abebe
Berhanu
Belhu
Adel
Abubeker
M
2005
Oromiya Region
M
2005
Bee Keeping Expert,
Bureau of A&RD,
Harari Region
169.
Aman
Enyew
M
2005
170.
Asrat Abebe
Deyas
M
2005
Animal Production
Expert, Derashe
Speical Woreda,
SNNPRS
Coffee Processing
Expert, Yergachefe
woreda, SNNPRS
171.
Asrat
Mekuria
Belaynesh
Gelay
M
2005
F
Dagne
Yesufe Ali
Dessaleng
W/Giorgis
Dinkun
Gurara
168.
172.
173.
174.
175.
Plan & Program
Expert, Assosa Zone,
Benishangul Gumz
Region
Oromiya Region
Tigray Region
2006
Neth
Rural Women Affairs
Team Teader, Limu
Woreda, SNNPRS
Gozamin Woreda,
Amhara Region
Benishangul GumzRegional Agr. & Rural
Development Bureau
Oromiya Region
Extension Com. Expert,
Asged-simbela Woreda,
Tigray Region
Head, Housing Transfer
Division, Housing
Development Project,
Adia Zone, SNNPRS
Ag. Extension Expert,
South Wollo Zone
Amhara Region
Member of Parliament &
Vice Chairperson of the
Parliament’s Rural
Development Sector
Standing Committee
Oromiya Region
Debremarkos
0911831450/0577
751002
034 47536 48
091202131104655
52075
P.O.Box 80,
Dessie
Tel: 0331116556
114236
0911727378
North Shoa,
057 770 00 07
2005
Head, Decha Woreda,
SNNPRS
Rural Women Affairs
Team Leader, Regional
Bureau, SNNPRS
Head, Disaster Prevention
Department, Food
Security, Disaster &
Prevention Office, Harari
Region
Head, Private
Development Cooperative
Office, Derashe Special
Woreda, SNNPRS
Head, Crop Production &
Protection Division,
Yergachefe Woreda,
SNNPR
Coffee & Spice Expert,
Kafa Zone, SNNPRS
Rural Women Extension
Team Leader, Regional
Bureau, SNNPRS
M
2005
SNNPRS
District Agric Head
M
2005
Head, Training & Agric
Technology Division,
Isia Woreda, SNNPRS
0911802874/
0113290199
M
2005
Animal & Fish
Production Team
Leader, Lalo Asabi
Woreda, Oromia
Region
Crop Protection Team
Leader, West Shoa
Zone, Oromia region,
Head, Irrigation Dev.
Office, South West Shoa
Zone, Oromia Region
0913238978/0113
411357
0256661770
0911013645/
0467740042
amdtda08@yahoo.
com
0913187337/
0463320907
0917825265
0911708391/
0462206023
82
176.
Fekadu
Tadesse
M
2005
Rural Women Affairs
Expert, Konso Special
Woreda, SNNPRS
Extension Team
Leader, East Wellega
Zone, Oromia Region
Head, Sululta Woreda,
Oromia region
177.
Jigi Kitessa
Muleta
M
2005
178.
Ketema Jida
Tirfessa
M
2005
179.
Mathewos
Aniyo
Shishoro
Mekonnen
Gemechu
M
2005
SNNPRS
M
2005
181.
Negussie
Abebe
M
2005
182.
Okogn Abela
Akway
Omod
Nyigow Gilo
Sara Shikur
Muzein
M
185.
Rural Women Extension
Expert, Regional Bureau,
SNNPRS
Bureau Head, East
Wellega Zone, Oromia
Region
Senior Training
Coordinator, Regional
Housing Development
Project, Oromiya Region
District Agric. Head
0916837831/
0462206023
Deputy Head, Sokoru
Woreda, Oromia Region
0917807052/
0471170227/0327
Facilitation & After Care
Foreign Agric Expert,
Ethiopian Investment
Agency, Addis Ababa
Gambella region
0911383418
nemey_26@yahoo
.com
2005
Extension Team
Leader, Sokoru
Woreda, Oromia
Region
Extension Department
Vice Head, Fitche
Woreda, Oromia
Region
Gambella Region
M
2005
Gambella Region
Gambella Region
F
2005
Seyum Etana
M
2005
Development Agent,
Bench Woreda
SNNPRS
Head, Sokuru Woreda
Oromia Region
186.
Tamen
Balcha
M
2005
Vice Office Head,
Dalocha Woreda,
SNNPRS
Head, Zonal Office,
Jomma Zone, Oromia
Region
Bureau Head, Illubabor
Zone, Oromia Region
187.
Temesgen
Tolessa
M
2005
188.
Teshal Jemal
M
2005
189.
Teshome
Sahilu
M
2005
190.
Tirame
Godebo
Tirore
F
2005
191.
Tolessa
Jebessa
M
2005
180.
183.
184.
2009
Hara
2008
Hara
Extension Supervisor
Illubabor Zone,
Oromia Region
Head, Input & Credit
Department, East
Wellega Zone, Oromia
Region
Development
Supervisor, Self Help
Office, Meskan
Woreda, SNNPRS
Multiplication &
Distribution
Coordinator, ATEVT,
Bench Maji zone,
SNNPRS
SNNPRS
Head, Ale-Gidu
Woreda, Oromia
Region
Vice Head, Labour
Mobilization Affairs
Office, East Wellega
Zone, Oromia Region
Program Officer, Self
Help Organization, Addis
Ababa
0917812722/
0118800117
0911774252/0115
545606/
0111880117
0465 552 799
0475511474/
0911918767
0911004915
sarashikur@yahoo.
com
0917801404
0917805949
tamenebalcha@ya
hoo.com
0917813962/
0576614748
0911315683
Income & Development
Coordinator, ATEVT,
Bench Maji zone,
SNNPRS
0917826621
teshomesahilu@ya
hoo.com
Extension
Communication Expert,
Kedida Gamela Woreda
SNNPRS
P.O. Box 95
Tel: 0475 54 01
97 (home) 047554
00 22 (office),
0911 94 90 37
0917841880
Team Leader, Wollega,
Horuguduru Zone,
Oromia Region
83
192.
Yenenesh
Egu
F
2005
193.
Zenebe Zaba
Bahilu
M
2005
194.
Abebe
Alemneh
M
2006
Agro-forestry Expert,
Bahir Daw Special
Woreda, Amhara
Region
195.
Abera Abebe
M
2006
Rural Women Affairs
Team Leader, Regional
Bureau, Benishangul
Gumz Region
196.
Amha Hailu
M
2006
Natural Resource Team
Leader, Buri Woreda,
Amhara Region
197.
Amsalu
Beyene
M
2006
198.
Assefa
Abelieneh
M
2006
Extension Team
Leader, Dewa Chefa
Woreda, Amhara
Region
Amhara Region
199.
Atnafu
Dagnachew
M
2006
Post-harvest
Technology Expert,
Benishangul Gumz
Region
200.
Ayalew
Asgedom
M
2006
Benishangul Gumz
Region
201.
Dawit
Tekaye
M
2006
Somali Region
202.
Endris
Hussien
M
2006
Amhara Region
Head, Debrebrihan
Woreda, Amhara Region
203.
Habtamu
Ambachew
M
2006
Food-for-work
Coordinator, Kobo
woreda, Amhara
Region
204.
Hassen Ali
M
2006
Extension Supervisor,
Assosa Woreda,
Benishangul Gumz
Region
Capacity Building
Officer, Organization for
Rehabilitation &
Development in Amhara
Office, North Wollo
Zone, Amhara Region
Crop Production Team
Leader, Assosa Woreda,
Benishangul Gumz
Region
Coffee Agronomist,
Tombaro Woreda,
SNNPRS
SNNPRS
Regional Bureau,
SNNPRS
0462206023
Extension Team Leader,
Chincha Woreda,
SNNPRS
Community Participation
Senior Expert,
Organization for
Rehabilitation &
Development in Amhara,
Bahir Dar Special Zone,
Amhara Region
Acting Head, Planning,
Monitoring & Information
Department, Regional
Administrative Council,
Benishangul Gumz
Region
Gender Planning &
Mentoring Expert, Quga
Irrigation & Water-shade
Management Project,
Amhara Region,
Head, Food security,
Disaster & Prevention
Office, Oromia Zone,
Amhara Region
Graduate Assistant, Dept
of Agric Extension,
Hawassa University
Indigenous People
Extension System Expert,
Regional Bureau,
Benishangul Gumz
Region
Expert, Assosa Woreda,
Benshangul-Gumuz
Region
Expert, Jijiga, Somali
Region
P.O. Box 26
Tel: 0468 81 22 42
0918717293/
0582264107
0577750005
abend2006@yaho
o.com
0911798414/
0587741020
0911549044/0335
540286
Tel: 0912 117 931
0912111387/0577
752853
P.O. Box 72. Tel:
0577751002,
0911539213
P.O. Box 206/857
Tel: 0257752264,
0911386476_
P.O.Box 14,
Debrebirhan
0335550622/0550
0912182649
0913069681
84
205.
Kassahun
Ayehu
M
2006
Amhara Region
Team Leader, Zekual
Woreda, Amhara Region
206.
Meselech
G/Mariam
F
2006
Wild Life Expert,
Regional Bureau,
Benishangul Gumz
Region
207.
Mestawot
Abebe
Mohammed
Hassen
F
2006
Somali Region
Input Multiplication &
Dissemination Senior
Expert, Regional Bureau,
Benisahngul Gumz
Region
Expert, Somali Region
M
2006
Somali Region
209.
Nigussie
Kebede
M
2006
210.
Omar Abdi
M
2006
Forage Development
Expert, Gursum
Woreda, Somali
Region
Somali Region
211.
Redae
Berhane
M
2006
212.
T/ Yohannes
H/Kiros
Tesfaye
Mesele
M
2006
Animal & Animal
Production Expert,
Alamata Woreda,
Tigray Region
Tigray Region
M
2006
Tigray Region
214.
Tsegaye
Feyissa
M
2006
215.
Wondimageg
nehu Girma
M
2006
2009
Hara
216.
Worekalem
Assefa
M
2006
_
217.
Yonas Gebru
M
2006
Technical Assistant,
Self-help Association,
Alemaya Woreda,
Oromia Region
Head, A&RDO
Coordination &
Follow-up Department
Gambella Region
Aminal Skin & Hides
Production Expert,
Alamata Woreda,
Tigray Region
Tigray Region
218.
Abdu Effa
M
2007
219.
Aschalew
Aweke
Ayalew
Merid
Belay
Heriso
M
Brhanu
Gemeda
208.
213.
220.
221.
222.
Manager, District
Research Centre, Jijga
Somali Region
Forage Development
Expert, Gursum Woreda,
Somali Region
Tel: 0332220628
or 0334400200,
0912100574,
0912182649
0577750111/0577
750150
meselech2007@ya
hoo.com
Jijga
Tel: 0257754683
Tel: 0915744922/
0911085668
0915739723
Head, Shenila Woreda
Somali Region
Head, Cooperative
Development Department,
Alamata Woreda, Tigray
Region
District Cooperatives
Head, Tigray Region
Agri.Extension Head,
Enderta Woreda, Tigray
Region
Program Head, ERSHA,
Doba Woreda , Oromia
Region
Tel: 0915738694
Head, A&RD
Coordination Department
Gambella Region
0911861725
wonditgirma@yah
oo.com
Extension Coordinator,
Alamata Woreda, Tigray
Region
0911065451
0347740296
Tel: 0344410285
2007
Head, Wellega One,
Oromia Region
SNNPRS
Extension Expert, A.
Woberta Woreda,
Tigray Region
Deputy Head, Sibu-Sire
Woreda, Oromia Region
Amaro Woreda, SNNPRS
M
2007
Harari Region
Harari Region
M
2007
M
2007
Extension Supervisor,
Dela Woreda,
SNNPRS
Head, Eteya Woreda
Oromia Region
Deputy Head, Aleta
Wondo Woreda,
SNNPRS
Plant Production &
Protection Team Leader,
_
0347740002
0344407085/
0344408713
P.O. Box 10. Tel:
0911799861/
0347740296
0915745641
tsegayedoba@yah
oo.com
0911836904/
0576680045
Tel: 0463312092
0911567899/
0462240071
0911070693/0223
350027
85
223.
Elias
Shewaga
M
2007
224.
Emiru
Nagassa
M
2007
225.
Getahun
Mulu
M
2007
226.
Kelbessa
Tesso
M
2007
Benishangul-Gumuz
Region
227.
Kore Chala
M
2007
Head, Becho Woreda,
Oromia Region
228.
Lulseged
Asefa
M
2007
SNNPRS
229.
Mamo Abdi
M
2007
Head, Bako Woreda,
Oromia Region
230.
Matewos
Bundo
M
2007
231.
Melaku
Bedada
M
2007
Head, Crop production
& Agric Technology
Distribution Division,
Bonke Woreda,
SNNPRS
Oromiya Region
232.
Mulisa
Mirkana
Nezif
Abachebsa
M
2007
Oromiya Region
M
2007
234.
Samuel
Shifeta
M
2007
235.
Shitaye
Hailu
Sisay Fetene
F
2007
Plan & Program Team
Leader, Seka Chekorsa,
Oromia Region
Development Agent,
A&RD Bureau, Harari
Region
SNNPRS
M
2007
Extension Supervisor,
A&RD Bureau, Harari
Region
233.
236.
Laboratory Technician,
A&RDO, Dire Dawa
Administrative Council
Expert, Gida Kiramu
Woreda, Oromiya
Region
Head, Munisa Woreda,
Oromia Region
237.
Solomon
Dejase
M
2007
Farm Management
Expert, South Omo
Zone, SNNPRS
238.
Tefera
Teshome
M
2007
Benishangul-Gumuz
Region
Eteya Woreda, Oromia
Region
Laboratory Technician,
A&RDO, Dire Dawa
Administrative Council
Expert, Gida Kiramu
Woreda, Oromiya Region
Head, Cooperative
Develepment Office,
Munisa Woreda, Oromia
Region
Team Leader, Assosa
Wobera , BenishangulGumuz Region
Extension Team Leader,
Becho Woreda, Oromia
Region
Expert, Soro Woreda
SNNPRS
Head, Irrigation
Development Office, East
Shoa Zone, Oromia
Region
Head, Marketing Office,
Bonke Woreda, Southern
Region
0912020386
East Wollega
Zone,
Tel: 0577730135
0223370384/
0223370067
,P.O. Box 69
Tel: 09122017759
0113420091
P.O. Box 201,
Hosahena
Tel: 0465552799/
0911556049
0917812505
0468812059/
0916834736
District Agric Head,
Abicho Gnea Woreda,
Oromiya Region
Team Leader, Wenchi,
Oromiya Region
Vice Head, Jimma Zone,
Oromia Region
Tel: 0911771868
or 0116210142
Natural Resource Expert,
A&RD Bureau, Harari
Region
Basketo Woreda,
SNNPRS
Input Supply &
Distribution Expert,
A&RD Bureau, Harari
Region
Plant Protection &
Multiplication Expert,
South Omo Zone,
SNNPRS
Team Leader, Belo
Jeganfo Woreda,
Benishangul-Gumuz
0911564657
0917807745/
0471111724
Tel: 0912032934
0256663449
0916855761/
0467750518
P.O. Box 424
Tel: 0917817817
or 0918190327
86
239.
Tegene
Tilahun
Tesfaye
Gadissa
M
2007
SNNPRS
M
2007
241.
Tolera
Megersa
M
2007
Natural Resource &
Environmental
Authority, Gobu Seyo
Woreda, Oromia
Region
Head, Sore Woreda,
SNNPRS
242.
Woldemdhen
Fite
M
2007
243.
Worku
Mekuria
M
2007
244.
Worku
Zeleke
Yared
Awgichew
M
246.
247.
240.
245.
Region
Credit & Savings Expert,
Menjo Woreda, SNNPRS
Head, Irrigation Office,
Gobu Seyo Woreda,
Oromia
Head, Jima Arjo Woreda,
Oromia Region
P.O. Box 9. Tel:
0473311172
0917812707/
0576612800
0911771871
/0576613275
toleramegresa@ya
hoo.com
0474640129
0911805663
Crop Production &
Protection Team
Leader, Yem Special
Woreda, SNNPRS
Extension Expert,
Toke-Kutaye Woreda,
Oromia Region
Head, Marketing Office,
Yem Special Woreda,
SNNPRS
Marketing Team Leader,
Toke-Kutaye Woreda,
Oromia Region
0112820388/87/
0112820335
2007
SNNPRS
0463330019
M
2007
Ytibark
Ambaye
M
2007
Water Harvesting
Expert, Assosa
Woreda, Benishangul
Gumz Region
SNNPRS
Expert, Wonago Woreda,
SNNPRS
Animal Production Team
Leader, Assosa Woreda,
Benishangul Gumz
Region
Eze Woreda,
SNNPRS
Zerihun
Bekele
M
2007
SNNPRS
Burji Special Woreda
SNNPRS
0917813751/
0577750455
yadawgichew@ya
hoo.com
el: 0113290199 or
0912045903
Email:
yitamb@yahoo.co
m
Tel: 0464720188
NB: From the 246 who have graduated so far:
1. Five have passed away.
2. 48 have proceeded to MSc and in different universities abroad and in the country. Twenty two of them
have since completed.
87
Annex II: Questionnaire for Tracer Study of Mid-career B.Sc.
Graduates
I. General Information
1. Respondent’s Name: _______________________________________________________
2. Zone: ___________________________________________________________________
3. Woreda: _________________________________________________________________
4. City: ____________________________________________________________________
5. Address: Telephone Number: __________________ E-mail: _______________________
II. Personal Data
6. Sex of the respondent:
Male
Female
7. Age of the respondent: __________ years
8. Are you from a farming family?
Yes
No.
9. In which institution of higher learning did you complete your diploma studies?
Alemaya College of Agriculture
Ambo College of Agriculture
Awassa College of Agriculture
Debre Zeit Junior College of Agriculture
Debre Zeit Institute of Animal Health
Jimma College of Agriculture
Wondo Genet College of Forestry
Other (specify) __________________________
10. What was your area of specialization at diploma level? _______________________________
11. When did you graduate with a diploma? _______________GC _____________________EC
12. Who was your first employer? _____________________________________________
13. Who was your employer when you joined the mid-career program?_____________________
Region _______________ Zone __________________ Woreda ______________________
14. How much was your gross monthly earning when you joined the mid-career program?
___________Birr
15. What kinds of fringe benefits did you receive? (multiple responses are possible)
Free housing/ housing allowance of ________ Birr per month.
Office allowance of _______ Birr per month.
Vehicle under your supervision (provided with a vehicle by the institution).
Fuel allowance of _______ Birr per month.
Transportation (car service to and from the work place).
Education/training (subsidy for own or family members)
Other (specify) __________________________
16. What was your position/job title when you joined the mid-career program? _______________
17. How many people worked under your supervision before joining the mid-career program?
__________People.
18. How much was the estimated annual budget managed under your supervision?_______ Birr.
19. How long did you serve before joining the mid-career program? ______ years.
20. When did you join the mid-career program: ____________GC ___________________EC
21. Why did you join the mid-career program?________________________________________
88
______________________________________________________________________________
22. Year of graduation from the program: ________________GC ______________________EC
III. Employment Record
23. What is your present employment status?
Employed
Unemployed
24. If the answer is “unemployed”, please provide the reasons____________________________.
25. What is the full name of your present employer and its address? ________________________
Region ________________ Zone _______________ Woreda _______________________
26. How long have you been working with the present employer? __________________ years.
27. Please state the kind of your current employer:
Government agency/civil service
Educational institution
International organization
Non-governmental organization
Self-employed
Private organization
Other (specify) __________________________
28. What is your current job position?
Rank and file (professional staff)
Supervisory level
Senior managerial level (Bureau head, Administrator, etc.). Specify _________________
Middle level managerial level (Department/Division head/ team leader). Underline
Expert
Other (specify) __________________________
29. If the answer is “supervisory level or senior managerial level or middle level managerial
level”, how many people work under your supervision? __________People.
30. How much is the estimated annual budget managed under your supervision? ________Birr.
31. What is your specific job title/specific designation? _____________________________
32. How long have you been working in your present position? __________________ years.
33. How much is your monthly gross salary? ______________ Birr.
Yes
No.
34. Are you still working for the organization that sponsored your studies?
35. If the answer is “YES”, what are your reasons for staying on the job? (multiple responses are
possible)
Reasons
My current work ensures a higher income/benefits
To honor my service commitment with the organization
Possibility of using knowledge and skills acquired during my studies
Chances of doing something useful for society
Opportunity of pursuing continuous learning
Job security
High income
Good career prospects
Good promotion prospects
Social status and respect
My current job provides the opportunity to work in a locality I prefer
My current job allows me to take into account family needs/family influence
Other responses (specify)
Yes (X)
89
36. What are the changes that took place in your professional status after the completion of the
mid-career program?
Transferred to another employer
Assumed new responsibilities
Promoted to a better position
Became self-employed
Paid higher salary
Received fringe benefits such as housing (rent), transportation facilities, and better
opportunities for short term training programs and experience sharing visits.
Transferred to an area with better infrastructure and social services (urban centre)
Other (specify) __________________________
37. What kinds of fringe benefits do you receive now? (multiple responses are possible)
Free housing/ housing allowance of ________ Birr per month.
Office allowance of _______ Birr per month.
Vehicle under your supervision (provided with a vehicle by the institution).
Fuel allowance of _______ Birr per month.
Transportation (car service to and from the work place).
Education/training (subsidy for own or family members)
Other (specify) __________________________
38. What competence learned in the mid-career program did you find very useful in your present
position (multiple responses are possible)
Type of competence
Yes (X)
Communication skills
Human relations skills
Entrepreneurial skills
Problem-solving skills
Critical thinking skills
Internship program (SEP)
Other responses (specify)
39. List down suggestions to further improve the mid-career program:
___________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
40. Are you fully applying the knowledge and skills you gained from obtaining your degree in
your present work?
Yes
No.
41. If the answer is “NO”, what problems have you encountered/are encountering in carrying out
your duties and responsibilities?__________________________________________________
___________________________________________________________________________
42. How satisfied are you with your current employment considering the level of your
qualification?
Very satisfied
Satisfied
Not at all satisfied
43. To what extent is your position and status related to your level of education?
Highly related
Some what related
Not at all related
90
44. If you consider your employment and work hardly being linked to your knowledge and your
level of education , why did you take it up? (multiple responses are possible)
Reasons
Yes (X)
My current work ensures a higher income/benefits
In doing this job I have better career prospects
I prefer an occupation which is not closely connected to my studies
My current work is very satisfactory
I was promoted to a position less linked to my studies than my previous position
My current job provides the opportunity for part-time/flexible schedules etc.
My current job provides the opportunity to work in a locality I prefer
My current job allows me to take into account family needs/proximity to residence
Other responses (specify)
45. How many times did you change employer/employment since your graduation from the midcareer B.Sc. program? __________ times
Never.
46. What were your reasons for changing job? ________________________________________
___________________________________________________________________________
47. Did you pursue (are you enrolled for) further training at M.Sc. level?
Yes
No. If
“YES”, proceed to questions 48-52. If “NO”, proceed to questions 53-54.
48. What was/is your field of study? ________________________________
49. Why did you choose to do your M.Sc.? __________________________________________
___________________________________________________________________________
50. When did you complete your M.Sc. studies? ___________GC ____________EC (if the
respondent completed his/her M.Sc. studies).
51. When do you hope to complete your M.Sc. studies? ___________GC ____________EC (if the
respondent has not yet completed his/her M.Sc. studies).
52. Where did you complete/where do you pursue your M.Sc. studies?
_________________________ Country _______________________ Name of the Institution.
Yes
No.
53. Do you have a plan to pursue further training at M.Sc. level?
If “YES”, proceed to questions 54.
54. Which field/program would you like to specialize in? ______________________________ .
55. Do you think that the mid-career training has given you adequate background to pursue
graduate studies?
Yes
No.
91
Annex III: The Current Specific Job Titles of Respondents
Position
Number of respondents
Male
Female
Total
(Parliament) RDAE, Committee Vice Chair
Academic Vice Dean
Agricultural Development Team Leader
Agricultural Input Supply & Redistribution Expert
Agricultural Inputs & Marketing Team Leader
Agricultural Marketing & Product Quality team leader
Agronomy Team Leader
Animal Production Team Leader
ATVET Instructor
Coffee Quality Inspection Team Leader
Coffee, Tea & Spices Expert
College Dean
Community Participation Senior Expert
Cooperative Senior Expert
Crop Production Input Team Leader
Deputy Director Genera of the Regional Research Institute
Dire Dawa admin. Council RDAE, Advisor
Dire Dawa Disaster prevention & Preparedness Team leader
District head, Irrigation Development Office
District Office, vice Head
District Cooperative Dept. Head
District Cooperative Office Head
District Crop Production & Protection Division Head
District Head, office of Agriculture & Rural Development
District Housing Transfer Division Head
District Marketing Office Head
District Non Agricultural Sector Deputy Office Head
District Project Head
District Training & Agricultural Technology Multiplication d
Division Head Safety Net Coordinator
Environment Protection & Land Use Administration Expert
Extension Communication Rural Women Affairs Team leader
Extension Coordinator (Team Leader)
Extension Expert
Extension Methodology & Study and Training Expert
Extension Promotion Team Leader
Extension Senior Expert
Extension Team Leader
Facilitation after care foreign expert
Food Security Team Leader
Forage Development Expert
Forestry & Agro forestry Team Leader
1
1
1
1
1
1
1
1
0
1
1
1
1
0
1
1
1
1
3
3
1
1
1
4
0
2
1
1
2
1
1
1
1
3
0
1
2
2
1
1
1
1
0
0
0
0
0
0
0
0
1
0
0
0
0
1
0
0
0
0
0
1
0
0
0
0
1
0
0
0
0
0
0
0
0
0
1
0
0
1
0
0
0
0
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
3
4
1
1
1
4
1
2
1
1
2
1
1
1
1
3
1
1
2
3
1
1
1
1
Gender Specialist
0
1
1
92
Position
Head of the Zonal Bureau of Agriculture & Rural Development
Home Science Expert
Income & Development Expert
Indigenous People Agricultural Extension System Expert
Input & Marketing Team Leader
Input, Multiplication & Distribution Senior Expert
Integrated Water Shade Management Team Leader
Irrigation & Water use Expert
Laboratory Technician
Land Administration Senior Expert
Lecturer
Marketing Expert
Marketing Team Leader
Natural Resource Expert
NGO Adolescent Development Protection & HIV ADIS Project Office
NGO Agro-ecology-Department Head
NGO Capacity Building Officer
NGO Expert
NGO Field Monitor
NGO Gender & Development expert
NGO Gender Expert, Planning & Monitoring Expert
NGO Program Head
NGO Regional Liaison Officer
NGO Regional Rural Water Supply Sanitation & Hygiene Program Coordinator(
Division)
NGO Project Coordinator (Head)
NGO Senior Gender Officer
NGO Supervisory Trainer
NGO Team Leader
Plan & Program Expert
Planning Monitoring information dep't Team Leader
Plant Production & Protection Team Leader
Plant Protection & Multiplication Expert
Regional Department Head
Regional Acting Bureau Head
Regional Bureau, General Small Scale Enterprise officer
Regional Deputy office Head
Regional Extension Senior Expert
Regional Input Supply Division Head
Regional, Social Sector Head
Rural Development Advisor
Rural women Extension Expert
Rural Women Extension Team Leader
Saving & Credit Team Leader
Senior Training Expert
Socio-Economic Senior Expert
Number of respondents
Male
Female
Total
2
0
1
1
0
0
0
1
1
0
0
0
1
1
0
1
1
1
1
0
1
3
1
0
1
0
0
1
1
1
0
0
1
1
1
0
0
1
0
0
0
1
1
0
0
0
2
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
1
1
3
1
1
2
0
1
1
0
1
1
1
11
1
1
1
1
1
1
1
1
1
1
1
1
0
0
1
0
0
1
0
0
0
0
0
0
0
0
0
0
0
1
1
0
1
0
1
2
1
1
1
1
1
1
1
11
1
1
1
1
1
1
1
2
2
1
2
1
93
Position
Training Coordinator (Expert)
Training Coordinator (Team Leader)
Training Need Assessment Expert
Training Senior Expert
Water Harvest Technology Expert
Women Affairs Department Gender Expert
Women Affairs Senior Expert
Zonal Administrator
Zonal Agricultural Development Head
Zonal Agriculture & Rural Development Office Deputy Head
Zonal Head, Youth & Sport Deputy Head
Zonal Office Head
Total
Number of respondents
Male
Female
Total
1
1
0
0
0
0
0
1
3
4
0
0
109
0
0
1
1
1
1
1
0
0
0
1
1
29
1
1
1
1
1
1
1
1
3
4
1
1
138
94
Annex IV: Distribution of respondents by their job title at the time of
joining the mid-career B.Sc. program
Positions
Number of respondents
Male
Agricultural & Rural Development Coordinator & Supervisor
Agro Forestry Expert
Agronomist
Animal Husbandry expert
Animal Production Expert
Beekeeping Expert
Budget Manager
Coffee Processing Expert
Community Forestry & Soil & water Conservation Expert
Cooperative Development Expert
Credit Service Expert
Crop Production & Protection Team Leader
Crop Production Expert
Deputy Head of District Agricultural Office
Development Agent
Development Supervisor
District Extension Division Deputy Head
District Technical Team Leader
Extension Supervisor
Extension Team Leader
Farm Management Junior Expert
Field Assistant
Food for Work Coordinator
Forage Development Expert
Head of District Agricultural Office
Head of the Zonal Bureau of Agriculture & Rural Development
Horticulturist
Input & Credit Service Expert
Input Supply Distribution Expert
Irrigation Agronomy Expert
Laboratory Technician
Monitoring & Evaluation Expert
Natural Resource Team Leader
Planning & Programming Expert
Post Harvest Technology Expert
Range Land & Pastoralist Development Expert
Rural Women Affair Senior Expert
Rural Women’s Affairs Team Leader
Seed Multiplication & Dissemination Expert
Senior Animal Health Assistant
Senior Coordinator of Training & Medium & Small-scale Enterprises
Senior Home economics Expert
Soil & Water Conservation Expert
Technical Assistant
Trial & Development Expert
Vegetables & Fruits Production Expert
Water Harvesting Expert
Wild Life Expert
Zonal Forest Agronomy & Protection Expert
Total
1
2
5
1
4
1
1
1
2
3
2
4
2
5
1
1
1
1
11
9
2
1
1
1
12
6
0
7
0
1
1
0
2
4
1
1
2
0
0
1
1
0
1
1
2
2
1
0
1
110
Female
0
0
2
1
2
0
0
1
0
0
0
0
0
0
2
0
0
0
2
0
0
0
0
0
0
0
1
0
1
0
0
1
0
3
0
0
6
2
1
0
0
1
1
1
1
0
0
1
0
30
Total
1
2
7
2
6
1
1
2
2
3
2
4
2
5
3
1
1
1
13
9
2
1
1
1
12
6
1
7
1
1
1
1
2
7
1
1
8
2
1
1
1
1
2
2
3
2
1
1
1
140
95
Annex V: Equipments purchased by SAFE for the Technology Village
Items
Quantity
Hand mill V-300 mm(2 handles)
Treadle mechanical thresher
Multi crop mechanical thresher with wheels and
engine
Hydraulic ramp pump M2
Hydraulic ramp pump M4
Hydraulic ramp pump M8
Rope and washer pump riser pipe 1’’ for 7 m
including discharge channel
Rope and washer pump riser pipe 1.5’’ for 4 m
including discharge channel
Engine driven mill
Manual oil press (screw Type)
Mill V-300 model 2, mechanical feed, electro motor
driven
Solar food dryer
Solar food dryerSD5
Ground nut sheller made from wood,
270X750X1000mm, capacity 50kg/hr
Wet type grinding mill, 4HP electric motor
Bee hive, mainly made out of timber
Bee smoker
Honey extractor centrifugal 3-comb type mainly
made out of stainless still
Honey extractor centrifugal 4-comb type mainly
made out of stainless still
Butter churn, 10L made mainly of stainless steel
Butter churn, 20L made mainly of stainless steel
Table for butter churn
Chisel Plough
Moldboard plough
Twine-tine cultivator
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
3
1
1
1
1
1
1
1
1
1
96
Annex VI: Curriculum for Rural development and Agricultural
Extension (Mid- career - BSc Program)
RDAE Year 1: Semester I
Course code
Course Title
Credit Hr.
1
Pl. Sc 262
Introductory Soil and Management
2
2
Pl Sc 382
Crop production and management
4
3
RDAE 231
Rural Sociology
3
4
RDAE 222
Extension Methods and Approach
3
5
RDAE 331
Rural Development
3
6
An Sc381
Animal Production and Management
4
7
RDAE 442
Rural Social Development
2
TOTAL
21
RDAE Year 1: Semester II
Course code
Course Title
Credit Hr.
1
PlSc 362
Integrated pest management
3
2
RDAE 232
Interpersonal Communication and Group Dynamics
3
3
RDAE 342
Socio- Economics Research Methods
3
4
RDAE 352
Technical Report Writing
3
5
Ag. Ec 472
Farming System & Sustainable Livelihoods
3
6
AgEn
Soil Conservation and watershed management
2
7
RDAE 302
Introduction to SEP’s
3
TOTAL
20
RDAE Year 11: Semester I
Course code
Course Title
Credit Hr.
1
RDAE 412
Training for Development
3
2
RDAE 422
Organization and management
3
3
RDAE 432
Program Planning, Monitoring & Evaluation
3
4
RDAE 332
Rural Organizations
3
5
Ag Ec 432
Rural Finance
3
6
Ag. Ec 221
Farm Management
3
7
RDAE 341
Teaching methods and Audiovisual techniques
3
97
8
Introduction to computer applications (E)
Total
P/F
21
RDAE Year 11: Semester II
1
Course code
Course Title
Credit Hr.
RDAE 421
Off- Campus Sup- Extension Project
5
Total
5
RDAE Year III: Semester I
Course code
Course Title
Credit Hr.
1
RDAE 312
Gender and Youth in Rural Development
3
2
RDAE 311
Agricultural Statistics and Experimental Designs
3
3
AgEc
Agricultural project planning and Analysis
3
4
Ag Ec 411
Agricultural Journalism and Media
2
5
Ag Ec 331
Agricultural marketing
3
6
RDAE 431
Environment and Society
3
7
RDAE 461
Evaluation of SEP
2
Total
20
98
Annex VII. Sample Respondents and Year of Graduation
No
Name of the
graduates
Sex
Year of
Graduation
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
Abdo Adem
Abdu Effa
Abdu Mekonen
Abdu Sulayman
Abdulahi Mohammed
Abebe Alemneh
Abebe Berhanu
Abera Abebe
Abraham Tsegaye
Addis Alemayehu
Adel Abubeker
Adugna Legesse
Alemayehu Shishigu
Alemtsehay Kiros
Almaz Membere
Aman Enyew
Amanu Gudina
Amha Hailu
Amin Abdulkair
Amsalu Andarge
Amsalu Bedasso
Amsalu Beyene
Asrat Abebe Deyas
Asrat Mekuria
Asrat Tsegaye
Atnafu Dagnachew
Ayalew Hagos
Ayana Mirkena
Aydahis Afkea
Azeb Negash
Beker Abdilahi
Belachew Teshome
Belay Heriso
Belaynesh Gelay
Belaynesh Kumsa
Berhanu Gezahegn
Bethlehem Zewdu
Brhanu Gemeda
Deribe Kaske
Derje Zewdu
Dessaleng W/Giorgis
Dinkun Gurara
Elias Shewaga
Endalew Giwon
Esayas Negatu
Etalemahu Demissie
Fanaye Yilma
Fekadu Tadesse
Feleckech Basazinew
M
M
M
M
M
M
M
M
M
M
M
M
M
F
F
M
M
M
M
M
M
M
M
M
M
M
M
M
M
F
M
M
M
F
F
M
F
M
M
M
M
M
M
M
M
F
F
M
F
2005
2007
2003
2000
2004
2006
2001
2006
2002
2001
2005
2004
1999
2002
2003
2005
2000
2006
2004
1999
2003
2006
2005
2005
1999
2006
2002
2001
2000
2003
1999
2002
2007
2005
2003
2000
1999
2007
2001
2003
2005
2005
2007
2003
2000
1999
2003
2005
2001
99
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
Fikire Enku
Fikreselassie Bekele
Firehiwot Tefera
Gashawtenna Belay
Gebrewahid Mekanen
Getahun Mulu
Getenesh Asfaw
Girma Getachew
Gobena Feyisa
Gorfe Tessema
Gosaye Asfa
Guled Abdullahi
Gutema Itana
Habtamu Ambachew
Habtu Shmuye
Hailu Kiros
Hassen Ali
Hassen Nurhussien
Hirut Geleta
Huluagersh Hailu
Jigi Kitessa Muleta
Kaba Merga
Kassu Kubayo
Kebede Tasisa
Kefyalew Worku
Ketema Jida Tirfessa
Kore Chala
Korra Yayisto
Mahdi Ege
Mamo Abdi
Matewos Bundo
Mekonnen Bekru
Mekonnen Gemechu
Mesele Kelkay
Meselech G/Mariam
Mestefakir Alebachew
Metewabe Belay
Mohammed Adem
Mohammed Gulye
Mulu Gebru
Mulugeta Worku
Negussie Abebe
Nezif Abachebsa
Nigussie Kebede
Olika Belachew
Oman Agwa
Rahmet Yimer
Redae Berhane
Samuel Shifeta
Sara Shikur Muzein
Seble Shimelis
Seyum Etana
Sileshi Telila
M
M
F
M
M
M
F
M
M
F
M
M
M
M
M
M
M
M
F
F
M
M
M
M
M
M
M
M
M
M
M
M
M
M
F
F
F
M
M
M
M
M
M
M
M
M
F
M
M
F
F
M
M
1999
2001
2003
2002
2004
2007
2003
1999
2001
2001
2004
2004
2001
2006
2002
2004
2006
2004
2003
2003
2005
2003
2002
2003
2000
2005
2007
2001
2002
2007
2007
2004
2005
2002
2006
2002
2004
2003
2002
2004
2002
2005
2007
2006
1999
2001
2003
2006
2007
2005
2001
2005
2004
100
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
Sisay Fetene
Sisay Yehuala
Solomon Dejase
Tadesse Adgo
Tadesse Wegi
Tajuden Abdurehman
Tamen Balcha
Tamiru Molla
Tega-Ab Teka
Temesgen Tolessa
Tenagne Kebede
Tenagne Yizegnaw
Terfu Hedeto
Tesfaye Alemu
Tesfaye Gadissa
Teshal Jemal
Teshale Tesfaye
Teshome Sahilu
Tolera Megersa
Tolessa Jebessa
Tsegaye Feyissa
Tsegaye W/Meskel
Tsehaynesh Kidane
Tsige Fesseha
Woldemdhen Fite
Wondimagegnehu Girma
Worekalem Assefa
Worku Mekuria
Wubit Shiferaw
Wude Bekalu
Wudie Ayele
Yalemzewde Teshome
M
M
M
M
M
M
M
M
M
M
F
F
M
M
M
M
M
M
M
M
M
M
F
F
M
M
M
M
F
F
F
F
2007
2003
2007
2002
1999
2003
2005
2003
2000
2005
2003
2003
2002
2002
2007
2005
2002
2005
2007
2005
2006
1999
2001
2000
2007
2006
2006
2007
2003
2003
2002
2003
135
136
137
138
139
140
Yared Awgichew
Yenenesh Egu
Yenenesh Tadesse
Yohannes Mare
Zenebe Worku
Zeritu Desta
M
F
F
M
M
F
2007
2005
2003
2001
2001
2004
101
Annex VIII: Case Study on SAFE Program at Haramaya University,
Ethiopia Checklist
A. Tracer study (Hard data) on graduates
•
•
•
•
•
Statistics of graduates
Status of the graduates
o How are the graduates doing in terms of:ƒ Increased income?
ƒ Promotions?
ƒ Supervisory responsibilities?
ƒ Other?
How many have left government service and gone to NGOs, private sectors, etc?
How many have proceeded and/or completed higher education?
Other?
B. Profile of key components of the program
1. Technology Village
• Concept/Function
• Content (Technologies)
• Establishment cost
• Running cost
• Management system
• Challenges and constraints for smooth running and management
• Strategies for addressing challenges and constraints
• Strategies for ensuring sustainability
• Other? ….
•
2. SEPs
•
•
•
•
•
•
•
Concept/Function
Implementation cost: from the University and Employer (data)
Management system (including coordination, supervision by University &
employers)
Challenges and constraints for smooth implementation
Strategies for addressing challenges and constraints
Strategies for ensuring sustainability
Other? ….
3. Alumni Associations
•
•
•
•
•
Function
Number of members
Running cost (including office, committee meetings, congress and newsletter)
Sustainability of the associations
Other? ….
102
4. Shortage of teaching staff
•
•
•
•
Assessment (data) – Current strength of teaching staff; teaching staff actually
required.
Constraints to recruit and retain teaching staff
Strategies for improving recruitment and retention of staff
Other? ….
5. Low women intake in the program
•
•
•
•
Data on number
Reasons for low women enrollment
Strategies to improve intake of women
Other? ….
6. Government participation
•
•
•
•
•
Salaries and benefits of lecturers and support staff [data]
Salaries and benefits of students during training (study leave with pay) [data]
Administration and management cost [data]
Contribution to construction of facilities (class rooms, dormitories, etc) [data]
Other? ….
103
Annex IX: Case Study on Safe Program at Haramaya University in
Ethiopia-Terms of Reference for Consultancy
1. Purpose of the study
To generate data on key components of the SAFE programs at Haramaya University
(Ethiopia) and University of Cape Coast (Ghana) that can be used to establish strategies
for developing sustainable SAFE-type programs.
2. Duties of the Consultants (See Annex 1I for details)
a. Conduct tracer study of the graduates of the SAFE programs (Haramaya University
and University of Cape Coast).
b. Identify, analyze and elaborate key components of the program at the two
universities.
c. Provide recommendations for developing and implementing sustainable SAFE-type
programs.
3. Methodology of data collection
• Interview with key stakeholders (University management and staff, graduates and
employers).
• Review program documents.
4. Expected outputs of the study
• A report covering the above components.
5. Duration of the study
The consultancy will start on November 05, 2007 and will be effective for 20 man-days.
The report should be delivered on or before December 14, 2007.
6. Time table of consultancy
Activities
Consultation with SAFE Management
Review of SAFE documents
Interview with University management and staff
Review of program documents
• Technology Village
• SEPs
• Alumni Associations
Interview employers
Tracer study of graduates/Questionnaire
Oral presentation of the draft report
Writing up report
Total consultancy days
No of Days
1 day
1 day
2 days
3 days
5 days
5 days
1 day
2 days
20 days
104