Country Presentation of. Findings from Training Needs Assessment (TNA)

Transcription

1 Country Presentation of Findings from Training Needs Assessment (TNA)

2 Country; Nepal Members of the Group 1. Ram Bhakta Shrestha Nepal Administrative Staff College 2. Shyam Prasad Paudyal Ministry of Agriculture and Cooperatives 3. Ganesh Kumar Shrestha Directorate of Agricultural Training

3 Methodologies How the TNA was carried out? Individual interview using TNA questionnaires (TNA forms I to IV); Training center chiefs, Trainers, Policy level officials, SMS and DADOs, field technicians Mobilizing country team What Tools were used? Questionnaires availed by APAN Focused Group Discussions with officers attending training, regional level review workshops and interaction programs Desk Review On the spot observation of training facilities

4 Desk Review of; Methodologies NAPA, 2010 Climate Change Adaptation Policy, 2010 National Agriculture Policy, 2004 Civil Service Act and Regulation Human Resources Development Report, 2007 Training Curriculum of DAT, 2009 Annual Progress Report of DAT, 2010 Climate Change related publications from ICIMOD and Helvetas

5 Methodologies Who participated in TNA process? Policy level officials Implementation level officers working at district level (DADOs and SMS) Frontline extension workers working at village level (working with farmers)

6 Institutional and Policy Set up Ministry of Agriculture and Cooperatives DFTQC DLS DoA DoC Boards Councils DAT Program Directorates 11 Regional Directorates 5 RATC Eastern RATC Central RATC Western RATC Midwest RATC Farwest District Agriculture Development Offices - 75 Agriculture Service Centers 378

7 Institutional and Policy Set up... Civil Service Act and Regulation Civil Service Employee's Training Policy Agriculture Services Regulations Human Resources Development Policy National Agricultural Policy Three Year Plan

8 Civil Service Employee's Training Policy Mandatory Training Provisions; SEDP Basic Induction Training Basic In-service Training (linked with career development) Institutional Training; ToT, Laboratory Techniques Subject Specific Training; Vegetable production, IPM, IPNMS, Organic farming etc. Qualifications of Trainers

9 TNA Results 1. Evaluation of existing training programs Officer level training Induction In-service Technician level training In-service There are possibilities of integrating CCA contents into existing training curriculum For officers; both in induction training and in-service trainings For non officers; in in-service trainings

10 TNA Results 2. Evaluation of training facilities Training halls, dormitories are reasonably adequate in central and regional levels. Audio-visual aids, multimedia, OHP, Flip charts are reasonably in working conditions. Teaching aids and training materials related to CCA needs strengthening. Reliable power back up is needed as there is electric power cutoff to shed peak demand. Training facilities/ demonstration sites in farms/ stations in hills and mountains should be strengthened as CC impact is more severe.

11 TNA Results 3. Evaluation of trainers and trainees Three categories of potential trainees; Policy level officers; mostly in the policy level such as PD, RD, DG, DDG, JS. Officers; generally officers engaged in implementation such as chief of the DADO (senior officers) and SMS (junior officers). Frontline extension workers; they are junior technician and junior technical assistants, either they work at the service centers in the villages or they work in the District Agriculture Development Offices, agriculture farms/ stations.

12 Evaluation of trainers and trainees... a. Education and training More than 90 percent of the policy level officers have master level or above qualification. Implementation level officers have two categories; Among the junior officers, 60 percent have bachelor level education, 20 percent have master level qualification and 10 percent have intermediate level education. In case of senior officers (implementation level), 80 percent have masters level qualification and 20 percent have bachelor level education. In case of field level technicians, 100 percent of the interviewees have intermediate level qualification.

13 Evaluation of trainers and trainees... b. Evaluation of skill and knowledge areas 40 % officers have climate change related contents in their academic course (both bachelor level and master level). 10 % policy level officers reported that they have climate change related curriculum in their academic course. Field level technicians reported that none of them have any course on climate change in their academic course. Only 10 % senior officers and 20 % junior officers have handled project on climate change.

14 Evaluation of trainers and trainees... Only 10 % senior officers and 20 % junior officers received training in climate change and there was no evaluation conducted regarding the usefulness of the course. Policy level officers; have average range of knowledge and skill. Senior level officers; 35 % poor, 55 % average and 10 % had good knowledge on climate change adaptation. Level of skill however was of average level for 55 %, 35 % poor skill level. Junior level officers; level of climate change knowledge among 40 % average, 50 % good and 10 % have poor level knowledge.

15 Evaluation of skill and knowledge areas... It is very much striking that the level of knowledge and skills of the grassroots level extension workers in agriculture is very poor which shows that whatever training (orientation type) are conducted has not reached at the grassroots level. Summary of form IV

16 Ideal Scenario Basic Knowledge/ Skills Concepts of CCA National and international commitments/ obligations Effects/impacts of CC on agriculture sector and its adaptation/ mitigation measures Policies and strategies of the government on CCA NAPA priorities of actions in agriculture Climate change impacts on different disciplines of agriculture sector

17 Ideal Scenario... Special knowledge/ Skills Vulnerability assessment Community adaptation measures Forecasting Technologies for climate change adaptation/ mitigation on different disciplines of agriculture such as drought tolerant, water stagnant resistant, disease/pest resistant varieties, reclamations of flood affected areas Conservation agriculture

18 Ideal Scenario... Needed institutional facilities computer laboratories with software for modeling, forecasting and analytical tools Training facilities such as demonstration sites in different eco-zones mainly in high hills and mountains Training materials; manuals, audio-visual aids Climate change units in the department to act as focal point Required Competency for Different Levels of Professionals

19 Priority Training Needs Knowledge areas; Climate change sensitive program planning and management Effects and impacts of climate change in agriculture Package of practices of various crops from climate change perspectives Drought tolerant varieties of cereals, cash crops and vegetables Varieties suitable for water stagnation Crops suitable for flooded area reclamation Water saving technologies such as SRI, zero tillage

20 Priority Training Needs... Integrated Plants Nutrient Management Emerging pest and diseases on CC context and application of IPM Community adaptation practices Skill areas; Setting up demonstration on soil and water management (such as rain water harvesting in plastic ponds) Demonstrate community adaptation practices on CCA Select suitable varieties for flooded area reclamation, drought and water lodging conditions Setting up demonstration; drought conditions, water stagnation resistant varieties, conservation agriculture

21 Challenges Assessment of training needs in other disciplines within agriculture; livestock, fisheries, forestry, irrigation~ unable to accommodate due to time and resource limitations. Develop master trainers and their retention in training centers. Train large number of frontline extension workers (nearly 2000 technicians) who have very limited knowledge and skills on CCA within few years. Balance between stand alone courses and integration into existing curriculum. Preparation of training materials or resource package for different target groups of trainees.

22 Conclusion Capability building of professionals on CCA is very urgent as agriculture sector is very vulnerable to CC in Nepal. Existing capabilities not adequate compared to ideal scenario that job demands. Priority training needs for three categories of trainees should receive immediate attention. Development of master trainers for the institutionalization CCA in the departmental training. Two prong strategies of integrating into existing training curriculum and the specific stand alone courses should be designed for the wider and quicker impacts on CCA.

23 Thank You for Your Kind Attention