CIEA Seminar August 2004
Dorji Dhradhul, MoA and O. Hartmann-Fässler, Helvetas
Some key figures
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Official name: Druk Yul (Land of the Thunder Dragon)
Monarchy (with democratization and decentralization)
Area 47‘000 km2, mountainous terrain, difficult access
to many areas, only 16% arable land
from 200 masl to >7000 masl (Himalayas); extremes of
agroclimatic zones (sub-tropical to alpine)
Population 600 000 - 800 000 (various ethnic groups)
Language: Dzongkha (Nepali, English)
Religions: Bhuddism, Hinduism
GDP: ca. 700$ per capita
CIEA Seminar August 2004
O. Hartmann-Fässler, Helvetas
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Natural Resources & Agriculture in Bhutan
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Ca. 70% under forest cover
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NRM Sector 34% , Hydropower ca. 10% of GNP
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Agricultural workforce ca. 75% of population
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Mostly small farm structures (82% of people <
4ha); subsistence farming, hill agriculture, mixed
farming system, almost no mechanization
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Main crops: rice, maize, potato (wheat, millet,
buckwheat, barley) and citrus fruit. For export:
cardamom and various fruit
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Livestock: cattle, yak, goats/sheep, pigs, poultry
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Overuse (close to settlements) vs. fallow in remote
areas
CIEA Seminar August 2004
O. Hartmann-Fässler, Helvetas
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Situation in Education in Bhutan
 Formal
schooling since 35 years
 Schooling
language: English and Dzongkag
 School
enrolment-rate 72% (primary), 46%
(overall)
 Almost
no opportunities of further education for
early school leavers
 Limited
opportunities for further education after
10/12th class (RGoB)
 Youth
unemployment developing fast
 Private
CIEA Seminar August 2004
sector no prominent employer
O. Hartmann-Fässler, Helvetas
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Rural Learning - on the move....
Before 2000 - very limited options
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farmers and early school leavers
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Extension service only/mayor direct source
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rare trainings, also at Research Centres, not evenly distributed
for 10/12 class graduates
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NRM Sector - NRTI: one standard career, all to join civil service
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BSc in Natural Science Sherubtse, Curriculum imported from India
Since 2000 slowly increasing offers
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2000 First technical courses targeted at farmers (Farm Business Training)
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2002 Food Inspector Training at NRTI
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2003 Royal University of Bhutan => + BSc and MSc NRM
At present - new offers being developed!
CIEA Seminar August 2004
O. Hartmann-Fässler, Helvetas
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Rural Learning and Education: Stakeholders and Offers
= planned
= existing
Research
4 Regional Centres
Formal Tertiary Education
e.g. Natural Resources
Training Institute (NRTI)
Non-Formal Education
Rural Development
Extension
Training Centre
Ministry (national)
Refresher/
updating
District RNR Centres
Apprenticeship
Rural Household
Farm Business
Courses
Block RNR Centres
Community and
Association
Leaders
CIEA Seminar August 2004
O. Hartmann-Fässler, Helvetas
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Characteristics of Existing and New Offers
Offer
Status
Mode
Farm Business
Courses
Existing, (De)central
review
(RDTC)
Targeted
Employers
Min. 8th class
pass
private
Diploma Extension Existing
Central (NRTI)
12th class pass RGoB (?)
Food Inspectors
existing
Central (NRTI)
12th class pass RGoB
Refresher Courses Existing
Central (NRTI)
in-service staff
BSc Nat. Sciences existing
Central (Sherubtse)
12th class pass RGoB
Private (?)
Apprenticeship
(agric)
In work
Decentr. (RDTC)
8/10th class
pass
Community, Coop.
& Assoc. Leaders
In work
Decentr. (RDTC)
(read and write) Private
Coop‘s
BSc/MSc NRM
In work
Central (RUB-NRTI) 12th class
pass/ BSc
CIEA Seminar August 2004
RGoB (?)
private
?
O. Hartmann-Fässler
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Educational Offers NRM Sector
Rural Household
Private
MSc NRM
In-service
Training
Dipl. Food
Inspectors
BSc Nat. Sci.
BSc NRM
Life-long Learning
Rural Change
Agents
(Government)
Community,
Coop. &
Association
Leaders
Diploma
Extension
School
Ariculture
Programme
CIEA Seminar August 2004
Basic Education
Farm Business
Training
Taining by
Extensionists
Research C.s
Non-farm
Income source
training
Apprenticeship
School
Ariculture
Programme
Non-formal
Adult
Education
O. Hartmann-Fässler
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Offers for Change Agents
• Diploma in Extension
• Food Inspectors
• In-service Training
• BSc/MSc
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O. Hartmann-Fässler, Helvetas
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Diploma in Extension
(existing)
Description
 Target group: XII class pass (Science), good communication skills
 2 years; three specialisations
 classroom teaching, practicals, block days, blockweeks and field
attachment
 Job prospects: Government extension agents
Goal
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applied technical knowledge and skills in one subject area
AND integrated approach (mixed farming system!)
high social competences
CIEA Seminar August 2004
O. Hartmann-Fässler, Helvetas
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Diploma in Extension
(existing) contd.
Identification of Need and Curriculum Development (CD)
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Need: existing structure of extension service, departmentalization
CD: ILO approach: participatory based on job analysis
M& E: Tracer Studies (1995, 1998, 2003)
Planning and Implementation
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Sequence of CD (1 y), teaching methodology (3 m) and production of
teaching materials (3 m)
First batch 1992
Continuous upgrading of teachers
Major adjustments: entry criteria (X to XII class pass), integration of new
contents based on tracer studies (computer science...)
CIEA Seminar August 2004
O. Hartmann-Fässler, Helvetas
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Diploma Extension (existing) contd.
Lessons learnt
 Participatory CD - long, intensive, but pays back!
 Integrated approach dependent on structure at central level!
 Tracer Studies - methodology; act on findings and publish actions!
 Curriculum constant need for adaptation and review –institutionalize!
 Student follow-up crucial, but difficult
Issues / Upcoming Challenges
 Saturation of market
 Functions of extensionists in light of decentralized planning
 12 class pass–motivation to work with farmers?
 Need for flexible careers – credits?
 NRTI – member college of Royal University of Bhutan
CIEA Seminar August 2004
O. Hartmann-Fässler, Helvetas
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In-service Trainings (existing)
Description
 Target group: selected in-service staff
 7-30d; classroom teaching, practicals, often ToT approach
 collaboration with external experts
Goal
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(in)directly refresh & update knowledge and skills of extension staff
Opportunities for NRTI teaching staff
Identification of Need and Curriculum Development (CD)
 Needs Refresher: jointly by NRTI and MoA - from field
 Need Updating: = f (new technologies, new policies and acts)
 CD: NRTI i. collaboration with clients
CIEA Seminar August 2004
O. Hartmann-Fässler, Helvetas
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In-service Trainings (existing)
Planning and Implementation
 Yearly plan of action, (often) adhoc
Issues/Challenges
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Donor driven?!
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Participant selection: criteria? Motivation?
Lessons learnt
 Formalize/institutionalize integration of new topics!
CIEA Seminar August 2004
O. Hartmann-Fässler, Helvetas
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BSc and MSc (planned)
Goal
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In-country higher education
Prepare students for higher level jobs in government
service and private sector (industry, and ?)
Proposed Structure
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Duration as per international standards
12th class pass, science background (diploma?)
Flexible structures, various career prospects (core
subjects, specific subjects and subjects of choice)
CIEA Seminar August 2004
O. Hartmann-Fässler, Helvetas
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BSc and MSc (planned)
Identification Need & Curriculum Development (CD)
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Need: stakeholders from Government and private sector
(profiles, numbers needed)
CD: participatory, similar diploma course NRTI
Planning and implementation
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BSc to start in July 2006
Additional infrastructure and HRD needs
Challenges/Issues and open Questions
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Clarification on future functions of graduates as base!
Streamline qualifications with TORs
CIEA Seminar August 2004
O. Hartmann-Fässler, Helvetas
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Offers for Rural Households
• Non-farm activity courses
• Extension Offers by
Extensionists
• Farm Business Courses
• Agricultural Apprenticeship
• Cooperative & Assoc. Leaders
CIEA Seminar August 2004
O. Hartmann-Fässler, Helvetas
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Extension Offers by Extensionists
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Infrastructure:
 Block Extension agents (agriculture, livestock,
forestry)
 Block Extension Centers (RNR, agriculture, livestock)
 Research Centers/sub centers
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Methods/Avenues:
 Farm visits by extension agents
 Meetings
 Trainings
 Demonstration (on farm trials)
 Study visits/exchange visits
 Exhibitions & shows
CIEA Seminar August 2004
Dorji Dhradhul, MoA
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Extension Offers by Extensionists
Goal
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To give the farmers the opportunity to learn about
new technologies (knowledge and skills) prymarily for
enhancing their income through increase in farm
productivity and indrectly to enhance their overall
knowledge and skills level
Identification of Need and Curriculum Development
(CD)
 Geog Planning Process (participatory),
 Based on Plan document ( 9 FYP)
 adhoc offers from different projects /agencies
CIEA Seminar August 2004
Dorji Dhradhul, MoA
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Extension Offers by Extensionists
Planning and implementation:
 RNR extension agents (supported by District , regional &
central staff), central agencies
 Participation by nomination (not based on needs and
interest)
 Sometimes voluntary (need based)
Challenges /Issues
 Needs identification more participatory
 Feedback mechanism in curriculum development
 Participatant selction/identificatiopn
 Incentives for participation (DSA)
 Target oriented
 Guidelines on standards to be developed
CIEA Seminar August 2004
Dorji Dhradhul, MoA
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Farm Business Courses
(existing, review needed)
Description
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Target Group: min. 18y, min. Class VI, land resources,
farming experiences, project concept
2 weeks - 3 month; various subjects; emphasis on
practical skills, including farm management and
economics
Goal
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Enable interested farmers to gain technical and
entrepreneurial knowledge and skills for income
generating activities (farm businesses)
CIEA Seminar August 2004
O. Hartmann-Fässler, Helvetas
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Farm Business Courses
(existing, review needed)
Modules of Farm Business Courses
• Vegetable production
• Mushroom production
• Nursery farming
• Piggery
• Poultry Production
• Dairy Husbandry
• Bee Keeping
• Fishery
• Forest Harvesting (Chain saw)
•Cultivation of Medicinal Plants
•Essential Oil Production
CIEA Seminar August 2004
O. Hartmann-Fässler, Helvetas
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Farm Business Courses
(existing, review needed)
Identification of Need, Curriculum Development (CD)
 Need: brainstorming (NRTI, MoA)
 CD: NRTI teaching staff, external experts
Planning and implementation
 Start-up at NRTI, handing over to RDT (Rural
Development Training Centre )
CIEA Seminar August 2004
O. Hartmann-Fässler, Helvetas
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Farm Business Courses
(existing, review needed)
Challenges /Issues
 Effective (and cost efficient) distribution of information
 An-alphabets – excluded? If include? Teaching material!
 Decentralization of training
 Interest in content vs. income from training!
 Need/possibilities to combine with other non-NRM offers
(handicraft, vocational trg?)
Lessons Learnt
 Need for access to investment credit
 Need for technical support after course (who? How?)
 Entrepreneurship, Economics, Market orientation mainstreaming in teaching staff and extensionists for
decentralised provision of courses
CIEA Seminar August 2004
O. Hartmann-Fässler, Helvetas
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Agricultural Apprenticeship
(in work)
Goal
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To provide farmers with knowledge and skills on
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sustainable and viable production
farm managmeent
To improve income and living conditions of farmers
To make life in rural areas more attractive
Suggested Structure
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2 years; practical work on progressive farm,
theoretical and practical inputs in blocks, tailored to needs,
flexible
Target Group: min. Class VIII, reading and writing
CIEA Seminar August 2004
O. Hartmann-Fässler, Helvetas
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Agricultural Apprenticeship
(in work)
Identification of Need and Curriculum Development (CD)
 Need = f (rural-urban migration, subsistence farming)
 CD: skill-based, with stakeholders, tailor to regional differences
Planning and implementation
 Pilot batch with progressive farmers and first group of students
 On the job training of „Master-farmers“
Challenges/ Issues/Open Questions
 Inhomogeneous groups (level of schooling)
 Multitude of needs - different agro-climatic zones
 Selection of Masterfarmers
 Small structures vs. Idea of „Masterfarmer“ (work-load)
 Financial incentives for „Masterfarmers“?
 Distances vs. timing of practical/theoretical inputs
 Combine with other non-NRM offers (handicraft, vocational trg)?
CIEA Seminar August 2004
O. Hartmann-Fässler, Helvetas
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Major Issues and Possible Solutions
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Training DSA as income source and main motivation for participation
=> no DSA, training/lodging and travel free of cost
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Neglecting of trans-sectoral issues
=> coordinating body; proactive inclusion of trans-sectoral issues in all trainings
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Variety of agro-climatic zones => varying farming systems/practices
=> self-contained course modules; core modules plus optional/choice modules
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Decentralized training vs. Difficult logistics and quality insurance
=> M&E group to constantly evaluate quality of trainings
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Need for conducive framework for use/implementation of course content
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follow-up of students for provision of technical support
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facilitate access to funds
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careful selection of candidates and/or strict adherence to entry criteria
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Provide links with non-agri offers (e.g. Taxi driving) with potential for income generation.
CIEA Seminar August 2004
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Conclusions – for discussion
Rural Learning
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can benefit rural population indirectly (through change agents) or
directly
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has to provide life-long learning opportunities for both change
agents and rural households (not same offers BUT interlinked and
interdependent) = need for coordination
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for change agents can be centrally offered, long-term and
throughout the year.
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for private households, most training must be locally/decentrally
offered, as short-term/evening courses and during less busy times
of year.
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Participatory need analysis and curriculum develpment is best for
all trainings, however, can be difficult due to lack of time,
interest/knowledge of farmers/rural communities or due to logistic
problems.
CIEA Seminar August 2004
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**** The END ****
Thank you for your attention!
Tashi Delek!
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Questions for Group Work
1.
2.
3.
4.
5.
Look at the overview of learning offers in the rural area
in Bhutan. What (kind of) offers are missing?
Do you agree on the distinction between offers for
learning agents (indirect) and rural households
(direct)? Why?
How do the recommendations and conclusions given
coincide with your experience? Where do you
disagree? Why?
What additional recommendations/conclusions would
you draw?
Do a SWOT analysis for both the apprenticeship and
the degree level courses (BSc/MSc) and add any
recommendation to improve the suggested structure
etc.
CIEA Seminar August 2004
O. Hartmann-Fässler
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