Once the curriculum review has been undertaken, the institutions can conduct regular refresher training - on- the-job training, particularly for the government extension services. These should ensure that the personnel have continuous access to new developments in technology and disease control systems and mechanisms. Development of awareness creation materials and programmes on the application of GAP and Good Hygienic Practices and Standards along the value chain should also be part of the new curriculum. In addition to technical skills, it is also important to equip the graduates with managerial and business skills. In view of the high prevalence of digital illiteracy among the general public and also among youth farmers, there is also a need for the review of training curricula to include digital agriculture in the training institutions.
provide a combination of classroom education with workplace training, and impart soft skills such as communication, problem-solving and entrepreneurship awareness. The skills acquired from the TVET institutions and the skills required by the labour market must match to allow the effective application of the skills acquired from training to the workplace. [91]
The capacity of the TVET system can be enhanced through:
Promoting collaboration and coordination between industry and the education and research institutions. Accountability and responsiveness to the needs of the industry. Addressing any gaps in the National Qualification Frameworks, especially with respect to wider certification, quality assurance, and standardization. Creating flexibility in enforcing the capabilities of the mandated institutions.
3.8.2. Invest in technical and vocational education and training
PSSA should explore the scope for working with the government in improving the technical and vocational education and training (TVET) system. In view of the youth unemployment challenge, many governments are investing considerably in Technical and vocational education and training. TVETs can make an important contribution to skills as well as to human resource development policies and strategies that are designed to meet the various local, national, regional and global labour market needs. The existence of quality TVET programs can form the basis for more sophisticated and specialized skills required as countries develop. Links have to be established between TVET institutions and the industry for securing employment. [89] TVET’s orientation towards the world of work and the acquisition of employable skills means that it is well placed to overcome the skills mismatch issues that have impeded smooth education to employment transitions for many young people. Recent evidence suggests that TVET yields higher returns than either general secondary education or higher education, mainly because its focus is on providing work ‐ relevant skills. Products and services rendered by TVET graduates must be of high quality to survive competition from other sources. For this reason, TVET needs to develop the knowledge and skills that will help the workforce become more flexible and responsive to the needs of local labour markets while competing in the global economy. There is an urgent need to transform TVET systems in Tanzania so that more youth have opportunities to develop the skills they need for work and life. Programs to equip youth with the hard skills for the world of work must [90]
3.8.3. Develop strategic linkages with the private sector
PSSA should work with the government to promote youth-led entrepreneurship and innovation activities focused on agriculture through direct linkages to the private sector. These may include, for example: industrial attachments; internship programmes; youth incubation schemes; technology-based incubation centers, and apprenticeship schemes.
3.8.4. Invest in proven models of technology transfer and skills development
This intervention should target equipping the lower level cadre (e.g. undergraduate, higher diploma) with a practical skills base. Based on the design of this model, the impact can reach the entire supply chain of companies, impact the education institution’s curricula, including the generation of research papers for academics, enhance the sponsorship opportunities for the graduates, establish technology transfer infrastructure between industry, academia, and research and industrial training institutions, which becomes the basis for further collaboration. [92]
3.8.5. Invest in selected higher-level specialized skills
This area covers high-level analysts and researchers who can provide “thought leadership” to the industry. These will require a high-level academic degree (PhD and MSc) in specialized areas relevant to the agriculture industry, such as food biotechnology, industrial and process engineering, microbiology, waste management, and computer-aided design and manufacture.
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Youth Enterprise Policy Analysis Report
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