Description
During in this such a description clarify a step by step framework for enhancing agri entrepreneurial skills of rural out of school youth.
“This presentation is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents are the responsibility of the University of
Hawaii and Southern Christian College and do not necessarily reflect the views of USAID, the United States Government, or Higher Education for Development (HED).”
A Step-by-Step Framework for Enhancing
Agri-Entrepreneurial Skills of Rural
Out-of-School Youth:
The case of Central Mindanao
Mary Pleasant, UPLOAD JOBS Project Coordinator (UH)
Natural Resources and Environmental Management
College of Tropical Agriculture and Human Resources
University of Hawai‘i at M?noa
Background: Three Major Issues for Rural
Youth in Developing Countries
Food Security
• Over 800 million people in the world are undernourished (FAO
2006).
– In all developing regions, children in rural areas are more likely to be
underweight than urban children (UN 2010).
• Rural youth tend to be less educated than urban youth in
developing countries (van der Geest 2010)
• In many developing countries youth lack employment
opportunities (Education Development Center 2010)
Education
Employment
POVERTY CYCLE
Background: Potential Solutions
Identifying the Talent
• Youth are the future leaders, workers, and citizens of their
nations.
• FAO 2010 findings suggest that special agricultural extension
services targeting rural youth can:
– (1) improve the quality of rural youth employment
– (2) raise agricultural productivity in general
• Agri-entrepreneurship training is a potential solution
to provide the workforce skills necessary to create
employment opportunities, decrease malnourishment
and increase applied education for rural youth.
BREAK the POVERTY CYCLE
Goal & Objective
Goal
• Enhance the wellbeing of rural out-of-school youth (OSY) through the
UPLOAD JOBS for Mindanao project by creating opportunities to realize
agri-entrepreneurial potential and attain sustainable income. This entails:
1. Building on existing programs and syllabi for agri-entrepreneurship
2. Teaching OSY how to become successful agricultural entrepreneurs
3. Coaching extension faculty to teach agri-entrepreneurial material to
the larger community
4. Assessing the training effectiveness and adapting as needed
Objective
• Create a framework for developing training syllabi content that is relevant,
comprehensible, and effective for improving OSY workforce skills in agri-
entrepreneurship.
1. Syllabi Development Framework
Set Goal
Develop indicators of
success
Assess Baseline Data
- OSY Skills & Needs
- Business Demand
- Faculty &
Institutional skills
& capacity
Review Standard
Curriculum of successful
entrepreneurial programs
Courses &
Content
Certificate
Curriculum
Evaluate & Adapt
Teaching
Sustainability Model
• The Autonomous Region in Muslim Mindanao (ARMM)
registered the highest number of OSY at 23.6 percent
(Camero 2012).
• Mindanao’s underemployment rate is 25%, one of the
highest in the country (USAID 2011).
• Traditional livelihood opportunities for OSY are largely
agricultural-based enterprises dominated by unpaid family
labor (Briones 2009).
Case Study Area: Central Mindanao
Case Study Area: Central Mindanao
• In the conflict-affected areas in Mindanao, there are as many out-of-
school children and youth as there are in-school children and youth.
• Without appropriate skills, OSY, as unemployed drop-outs, become
easy targets for recruitment into counterproductive activities
(USAID 2011).
Syllabi Development Framework
Set Goal
Develop indicators of
success
Assess Baseline Data
- OSY Skills & Needs
- Business Demand
- Faculty &
Institutional skills
& capacity
Review Standard
Curriculum of successful
entrepreneurial programs
Courses &
Content
Certificate
Curriculum
Evaluate & Adapt
Teaching
Sustainability Model
Step 1: Set Project Goal
What: Enhance the agri-entrepreneurial skills of OSY in central
Mindanao with equal opportunity
How: Provide capacity building of SCC faculty to sustainably
teach agri-entrepreneurial courses particularly to OSY
Syllabi Development Framework
Set Goal
Develop indicators of
success
Assess Baseline Data
- OSY Skills & Needs
- Business Demand
- Faculty &
Institutional skills
& capacity
Review Standard
Curriculum of successful
entrepreneurial programs
Courses &
Content
Certificate
Curriculum
Evaluate & Adapt
Teaching
Sustainability Model
Step 2: Develop Indicators of Success
What: Indicators of success of programs, faculty, student and
client training developed through literature review
• # of business plans developed
• # of business plans supported or funded
• Degree of satisfaction with the training
• # of new businesses established
How: Stakeholder collaboration – focus group discussions,
evaluation surveys to OSY, interviews with businesses and
experts, and literature reviews
Syllabi Development Framework
Set Goal
Develop indicators of
success
Assess Baseline Data
- OSY Skills & Needs
- Business Demand
- Faculty &
Institutional skills
& capacity
Review Standard
Curriculum of successful
entrepreneurial programs
Courses &
Content
Certificate
Curriculum
Evaluate & Adapt
Teaching
Sustainability Model
Step 3: Baseline Assessments of OSY,
Faculty and Businesses
OSY (n = 30)
• Crop Management
• Pest Management
• Post-harvest
processes
• Supply/Value Chain
Faculty (n = 42)
• Entrepreneurship
training
• Food processing
• Market research
• Operations and
strategy
Business (n = 16)
• Skilled workers
needed
• Most would offer
OSY on-the-job
training
• Certification of
course completion
recommended
Syllabi Development Framework
Set Goal
Develop indicators of
success
Assess Baseline Data
- OSY Skills & Needs
- Business Demand
- Faculty &
Institutional skills
& capacity
Review Standard
Curriculum of successful
entrepreneurial programs
Courses &
Content
Certificate
Curriculum
Evaluate & Adapt
Teaching
Sustainability Model
Step 4: Review Entrepreneurial Credits
and Courses
Entrepreneurship Certificate Programs in U.S. (n=32)
Requirements by Certificate Programs Mean
Number of Courses 5
Credit Hours 15
Total Number Course Hours 217
Most Frequent Course Topics and Syllabi
Introduction to Entrepreneurship
Entrepreneurial Marketing
Entrepreneurial Finance
Business Plan and Model Development
Entrepreneurial Venture Creation
Syllabi Development Framework
Set Goal
Develop indicators of
success
Assess Baseline Data
- OSY Skills & Needs
- Business Demand
- Faculty &
Institutional skills
& capacity
Review Standard
Curriculum of successful
entrepreneurial programs
Courses &
Content
Certificate
Curriculum
Evaluate & Adapt
Teaching
Sustainability Model
Step 5: Align Baseline Assessments and
Curricula Review
• Introduction to Entrepreneurship
• Entrepreneurial Marketing
• New Venture Creation (Starting a
New Business)
• Entrepreneurial Finance
• Business Model and Plan
Development
Entrepreneurial
• Crop Management
• Postharvest
• Integrated Pest Management
Agricultural
Syllabi Development Framework
Set Goal
Develop indicators of
success
Assess Baseline Data
- OSY Skills & Needs
- Business Demand
- Faculty &
Institutional skills
& capacity
Review Standard
Curriculum of successful
entrepreneurial programs
Courses &
Content
Certificate
Curriculum
Teaching
Sustainability Model
Evaluate & Adapt
Step 6: Teaching Sustainability Model
(Train, Coach and Mentor)
1. Co-Teach first cohort (FC) of faculty &
OSY
SCC
Faculty
and Staff
Out-of-
school
youth
2. SCC Faculty teach and UH Coach
3. Selected FC become trainers
Train second
cohort (SC)
of OSY
Train other
stakeholders
based on
needs
Selected FC become trainers and select SC
coached
Original trainers are
observers and continue to
coach
Expansion of the capacity
building programs to
wider communities
Syllabi Development Framework
Set Goal
Develop indicators of
success
Assess Baseline Data
- OSY Skills & Needs
- Business Demand
- Faculty &
Institutional skills
& capacity
Review Standard
Curriculum of successful
entrepreneurial programs
Courses &
Content
Certificate
Curriculum
Evaluate & Adapt
Teaching
Sustainability Model
Step 7: Evaluate and Adapt – Indicator
Progress
• # of business plans developed - 10
• # of business plans supported or funded - 10
• # of new businesses established – 8 started
• Degree of satisfaction with the training – Evaluations –
average 87.5% among OSY
Conclusions
• There is often unrealized agri-entrepreneurial talent among
OSY in the Philippines and elsewhere.
• Providing agri-entrepreneurship training to OSY that is
relevant, comprehensible and effective could improve their
livelihood and provide food security in tandem.
• The provided framework may be used in other developing
countries where there is untapped potential for agricultural
and rural OSY development and employment needs.
Next Steps
• Continue to mentor OSY as they establish businesses.
• Continue the sustainable model with the second year cohort
of OSY.
“This presentation is made possible by the generous support of the American people through the United States Agency for International Development (USAID).
The contents are the responsibility of the University of Hawaii and Southern Christian College and do not necessarily reflect the views of USAID, the United
States Government, or Higher Education for Development (HED).”
Thank you!
Any Questions?
Mary Pleasant, UPLOADS Project Coordinator (UH)
Natural Resources and Environmental Management
College of Tropical Agriculture and Human Resources
University of Hawai‘i at M?noa
Phone: 503-332-2877
Email: [email protected]
doc_851539338.pdf
During in this such a description clarify a step by step framework for enhancing agri entrepreneurial skills of rural out of school youth.
“This presentation is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents are the responsibility of the University of
Hawaii and Southern Christian College and do not necessarily reflect the views of USAID, the United States Government, or Higher Education for Development (HED).”
A Step-by-Step Framework for Enhancing
Agri-Entrepreneurial Skills of Rural
Out-of-School Youth:
The case of Central Mindanao
Mary Pleasant, UPLOAD JOBS Project Coordinator (UH)
Natural Resources and Environmental Management
College of Tropical Agriculture and Human Resources
University of Hawai‘i at M?noa
Background: Three Major Issues for Rural
Youth in Developing Countries
Food Security
• Over 800 million people in the world are undernourished (FAO
2006).
– In all developing regions, children in rural areas are more likely to be
underweight than urban children (UN 2010).
• Rural youth tend to be less educated than urban youth in
developing countries (van der Geest 2010)
• In many developing countries youth lack employment
opportunities (Education Development Center 2010)
Education
Employment
POVERTY CYCLE
Background: Potential Solutions
Identifying the Talent
• Youth are the future leaders, workers, and citizens of their
nations.
• FAO 2010 findings suggest that special agricultural extension
services targeting rural youth can:
– (1) improve the quality of rural youth employment
– (2) raise agricultural productivity in general
• Agri-entrepreneurship training is a potential solution
to provide the workforce skills necessary to create
employment opportunities, decrease malnourishment
and increase applied education for rural youth.
BREAK the POVERTY CYCLE
Goal & Objective
Goal
• Enhance the wellbeing of rural out-of-school youth (OSY) through the
UPLOAD JOBS for Mindanao project by creating opportunities to realize
agri-entrepreneurial potential and attain sustainable income. This entails:
1. Building on existing programs and syllabi for agri-entrepreneurship
2. Teaching OSY how to become successful agricultural entrepreneurs
3. Coaching extension faculty to teach agri-entrepreneurial material to
the larger community
4. Assessing the training effectiveness and adapting as needed
Objective
• Create a framework for developing training syllabi content that is relevant,
comprehensible, and effective for improving OSY workforce skills in agri-
entrepreneurship.
1. Syllabi Development Framework
Set Goal
Develop indicators of
success
Assess Baseline Data
- OSY Skills & Needs
- Business Demand
- Faculty &
Institutional skills
& capacity
Review Standard
Curriculum of successful
entrepreneurial programs
Courses &
Content
Certificate
Curriculum
Evaluate & Adapt
Teaching
Sustainability Model
• The Autonomous Region in Muslim Mindanao (ARMM)
registered the highest number of OSY at 23.6 percent
(Camero 2012).
• Mindanao’s underemployment rate is 25%, one of the
highest in the country (USAID 2011).
• Traditional livelihood opportunities for OSY are largely
agricultural-based enterprises dominated by unpaid family
labor (Briones 2009).
Case Study Area: Central Mindanao
Case Study Area: Central Mindanao
• In the conflict-affected areas in Mindanao, there are as many out-of-
school children and youth as there are in-school children and youth.
• Without appropriate skills, OSY, as unemployed drop-outs, become
easy targets for recruitment into counterproductive activities
(USAID 2011).
Syllabi Development Framework
Set Goal
Develop indicators of
success
Assess Baseline Data
- OSY Skills & Needs
- Business Demand
- Faculty &
Institutional skills
& capacity
Review Standard
Curriculum of successful
entrepreneurial programs
Courses &
Content
Certificate
Curriculum
Evaluate & Adapt
Teaching
Sustainability Model
Step 1: Set Project Goal
What: Enhance the agri-entrepreneurial skills of OSY in central
Mindanao with equal opportunity
How: Provide capacity building of SCC faculty to sustainably
teach agri-entrepreneurial courses particularly to OSY
Syllabi Development Framework
Set Goal
Develop indicators of
success
Assess Baseline Data
- OSY Skills & Needs
- Business Demand
- Faculty &
Institutional skills
& capacity
Review Standard
Curriculum of successful
entrepreneurial programs
Courses &
Content
Certificate
Curriculum
Evaluate & Adapt
Teaching
Sustainability Model
Step 2: Develop Indicators of Success
What: Indicators of success of programs, faculty, student and
client training developed through literature review
• # of business plans developed
• # of business plans supported or funded
• Degree of satisfaction with the training
• # of new businesses established
How: Stakeholder collaboration – focus group discussions,
evaluation surveys to OSY, interviews with businesses and
experts, and literature reviews
Syllabi Development Framework
Set Goal
Develop indicators of
success
Assess Baseline Data
- OSY Skills & Needs
- Business Demand
- Faculty &
Institutional skills
& capacity
Review Standard
Curriculum of successful
entrepreneurial programs
Courses &
Content
Certificate
Curriculum
Evaluate & Adapt
Teaching
Sustainability Model
Step 3: Baseline Assessments of OSY,
Faculty and Businesses
OSY (n = 30)
• Crop Management
• Pest Management
• Post-harvest
processes
• Supply/Value Chain
Faculty (n = 42)
• Entrepreneurship
training
• Food processing
• Market research
• Operations and
strategy
Business (n = 16)
• Skilled workers
needed
• Most would offer
OSY on-the-job
training
• Certification of
course completion
recommended
Syllabi Development Framework
Set Goal
Develop indicators of
success
Assess Baseline Data
- OSY Skills & Needs
- Business Demand
- Faculty &
Institutional skills
& capacity
Review Standard
Curriculum of successful
entrepreneurial programs
Courses &
Content
Certificate
Curriculum
Evaluate & Adapt
Teaching
Sustainability Model
Step 4: Review Entrepreneurial Credits
and Courses
Entrepreneurship Certificate Programs in U.S. (n=32)
Requirements by Certificate Programs Mean
Number of Courses 5
Credit Hours 15
Total Number Course Hours 217
Most Frequent Course Topics and Syllabi
Introduction to Entrepreneurship
Entrepreneurial Marketing
Entrepreneurial Finance
Business Plan and Model Development
Entrepreneurial Venture Creation
Syllabi Development Framework
Set Goal
Develop indicators of
success
Assess Baseline Data
- OSY Skills & Needs
- Business Demand
- Faculty &
Institutional skills
& capacity
Review Standard
Curriculum of successful
entrepreneurial programs
Courses &
Content
Certificate
Curriculum
Evaluate & Adapt
Teaching
Sustainability Model
Step 5: Align Baseline Assessments and
Curricula Review
• Introduction to Entrepreneurship
• Entrepreneurial Marketing
• New Venture Creation (Starting a
New Business)
• Entrepreneurial Finance
• Business Model and Plan
Development
Entrepreneurial
• Crop Management
• Postharvest
• Integrated Pest Management
Agricultural
Syllabi Development Framework
Set Goal
Develop indicators of
success
Assess Baseline Data
- OSY Skills & Needs
- Business Demand
- Faculty &
Institutional skills
& capacity
Review Standard
Curriculum of successful
entrepreneurial programs
Courses &
Content
Certificate
Curriculum
Teaching
Sustainability Model
Evaluate & Adapt
Step 6: Teaching Sustainability Model
(Train, Coach and Mentor)
1. Co-Teach first cohort (FC) of faculty &
OSY
SCC
Faculty
and Staff
Out-of-
school
youth
2. SCC Faculty teach and UH Coach
3. Selected FC become trainers
Train second
cohort (SC)
of OSY
Train other
stakeholders
based on
needs
Selected FC become trainers and select SC
coached
Original trainers are
observers and continue to
coach
Expansion of the capacity
building programs to
wider communities
Syllabi Development Framework
Set Goal
Develop indicators of
success
Assess Baseline Data
- OSY Skills & Needs
- Business Demand
- Faculty &
Institutional skills
& capacity
Review Standard
Curriculum of successful
entrepreneurial programs
Courses &
Content
Certificate
Curriculum
Evaluate & Adapt
Teaching
Sustainability Model
Step 7: Evaluate and Adapt – Indicator
Progress
• # of business plans developed - 10
• # of business plans supported or funded - 10
• # of new businesses established – 8 started
• Degree of satisfaction with the training – Evaluations –
average 87.5% among OSY
Conclusions
• There is often unrealized agri-entrepreneurial talent among
OSY in the Philippines and elsewhere.
• Providing agri-entrepreneurship training to OSY that is
relevant, comprehensible and effective could improve their
livelihood and provide food security in tandem.
• The provided framework may be used in other developing
countries where there is untapped potential for agricultural
and rural OSY development and employment needs.
Next Steps
• Continue to mentor OSY as they establish businesses.
• Continue the sustainable model with the second year cohort
of OSY.
“This presentation is made possible by the generous support of the American people through the United States Agency for International Development (USAID).
The contents are the responsibility of the University of Hawaii and Southern Christian College and do not necessarily reflect the views of USAID, the United
States Government, or Higher Education for Development (HED).”
Thank you!
Any Questions?
Mary Pleasant, UPLOADS Project Coordinator (UH)
Natural Resources and Environmental Management
College of Tropical Agriculture and Human Resources
University of Hawai‘i at M?noa
Phone: 503-332-2877
Email: [email protected]
doc_851539338.pdf