the Curriculum Joseph Nkandu Executive Director NUCAFE P.O.BOX - - PowerPoint PPT Presentation

Vertical and Horizontal Integration of the Curriculum

Joseph Nkandu Executive Director NUCAFE P.O.BOX 34967, Kampala Uganda +256772595030 joseph.nkandu@nucafe.org

Sheraton Hotel, Kampala July 19 2016

Presentation outline

• Definition of Vertical and Horizontal curriculum (VHIC).
• What macro-policies/plans are supposed to drive the curriculum or

vice versa?

• Relevance of the Curriculum to new Trends; Figures and Facts.
• Analysis of changing skills set in Value Chains.
• Work done so far by NUCAFE, CURAD, Makerere University &

NARO.

• The evolving Generations X,Y, Z vis-à-vis the required curriculum
• Conclusion and Recommendations.

What is a VHIC?

• VHIC is a balanced

curriculum that is relevant to own situation.

• It is a curriculum that covers

all areas of the Standard Course of Study for a particular geographical area where there is either a comparative or competitive advantage or both.

(Source: North Carolina General Assembly and the State Board of Education, 2003).

• “A Transformed Ugandan Society from a

Peasant to a Modern and Prosperous Country within 30 years”.

Reach a per capita income of USD 9,500 by 2040

Macro-Policies and Plans

National Development Plan (NDPII) 2015/2016-2019/2020

• Growth rate of

6.3% per year.

• Per capita

income of US$ 1,039 by 2020.

Source: World Bank

Strategic Direction of NDPII

• Attain middle income status

by 2020.

• Sustainable wealth creation.
• Employment and inclusive

growth.

(i) increasing sustainable production, productivity and value addition;

(iii) enhancing human capital development;

and

(iv) strengthening mechanisms for quality,

effective and efficient service delivery.

NDPII

• Emphasizes commercialization of agriculture to

increase production and productivity along the value chains.

• It emphasizes agro-processing and marketing as

a launch path to industrialization.

• Investment in value addition to agricultural

products can expand the GDP size, while improving the Country’s Balance of Payments Position (BOP).

NDPII

• Agric employs about 72% of the total labour

force (formal and informal), 77% of whom are women, and 63% are youth, mostly residing in the rural areas.

• Farming is still dominated by smallholder

farmers engaged in food and cash crops, horticulture, fishing and livestock farming.

• Delivery of agricultural services.

NDPII

• The Agric sector accounted for 25.3% in 2012/13 of the country’s

GDP from 24.7% in 2010/11.

• The proportion of the labour force that is self-employed rose from

70.9% in 2009/10 to 81.5% in 2012/13.

• The proportion of the labour force in paid employment fell from

21.5% in 2009/10 to 18.5% in 2012/13.

• There is a projected job gap of 13 million people between the formal

labour market size and the total employable labour force.

NDPII Expected Results

NDPII Expected Results 2015 2020 (i) Increasing per capita income (US$) 788 1,039 (ii) Reducing the poverty rate (%) 19.70 14.20 (iii) Reducing inequality co-efficient 0.452 0.443 (v) Increasing manufactured exports as a percentage of total exports (%) 5.8 19

Trends of Economic Growth by sector

Source: UBOS, 2013

Composition of Imports

Source: Bank of Uganda

Composition of Exports

Source: Bank of Uganda

Private Sector Credit Growth, 2010/11 – 2012/13

Data Source: Bank of Uganda, 2013

Relevance of the Curriculum to new Trends; Figures and Facts.

Africa’s Urbanization

Trend of $2 Working Poverty 1980-2015, Sub-Saharan Africa YEA R Total Employme nt ('000s) $2 Working Poor ILO Estimate ('000s) Share of $2 Working poor in Employment 1980 129108 110405 85.5% 1990 169021 150531 89.1% 1995 194867 173836 89.2% 1996 201166 179390 89.2% 1997 206600 184005 89.1% 1998 212646 188916 88.8% 1999 218748 194171 88.8% 2000 224295 199447 88.9% 2001 230657 204574 88.7% 2002 236178 209834 88.8% 2003 241938 215443 89.0% 2004 249061 220985 88.7% 2005 254460 225495 88.6% 2015 328335 287597 87.6%

Trend of $2 Working Poverty 1980-2015, Middle East and North Africa YEAR Total Employ ment ('000s) $2 Working Poor ILO Estimate ('000s) Share of $2 Working poor Employment. 1980 55846 22496 40.3% 1990 74328 25193 33.9% 1995 86310 28159 32.6% 1996 90373 29230 32.3% 1997 93359 30379 32.5% 1998 96520 31293 32.4% 1999 101156 32657 32.3% 2000 103460 33026 31.9% 2001 106916 33360 31.2% 2002 109906 33778 30.7% 2003 112994 34300 30.4% 2004 116520 34981 30.0% 2005 120045 35561 29.6% 2015 155361 38632 24.9% Trend of $2 Working Poverty 1980-2015, Latin America and the Caribbean YEAR Total Employm ent ('000s) $2 Working in Poor ILO Estimate ('000s) Share of $2 Working poor in Employment. 1980 114690 47297 41.2% 1990 158404 62285 39.3% 1995 187131 60968 32.6% 1996 189185 60402 31.9% 1997 196366 64889 33.0% 1998 200276 65611 32.8% 1999 204186 66778 32.7% 2000 207513 68617 33.1% 2001 212468 69791 32.8% 2002 216228 72458 33.5% 2003 223020 73723 33.1% 2004 229317 73991 32.3% 2005 233287 74453 31.9% 2015 275811 79549 28.8%

Source: ILO

Trend in Ugandan Population Growth

Ugandan population is the youngest in Africa

• 78% of Ugandan population

(27 million) is below 30 years.

• 64% of those are unemployed

(17 million) between 18-30 years. Projected population of 61.3 million in 2040

Source: UBOS

Total Fertility Rates of some Eastern and Southern Africa Countries

Climate change is real

Climate change is indeed real

Uganda Most entrepreneurial country in the world

0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00%

• 1. Uganda
• 2. Thailand
• 3. Brazil
• 4. Cameroon
• 5. Vietnam
• 6. Angola
• 7. Jamaica
• 8. Botswana
• 9. Chile
• 10. Philippines

Source: Global Entrepreneurship Monitor, 2015

Easy of doing business - Environment

Source: World Bank 2015

150

• Analysis of changing skills set in Value Chains

Agri-food Value Chain dynamics

Growth multiple:* 2050 value/2010 value

Farming Distribution Processing Marketing Consumption

6 X 3 X

Source: (http://www.mafs-africa.org/)

Skill requirements: past 40 years

Distribution Packaging Processing

Farming Consumption Public sector Private sector

Skills requirements: next 40 years

Distribution Packaging Processing

Farming Consumption Public sector Private sector

Who keeps doing the same thing

• ver and over, expecting a

different result? (Einstein’s definition of insanity)

Is it time for VHIC to address the ever Changing Skills Requirements?

How interconnected is our curricula?

Tracer studies

How integrated is our curriculum in the Academic Value Chain?

F.A.Q (ungraded) Graded AA coffee Roasted beans

Roast and ground

Consumer

……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… …………………………………………………………………………………………………….. …………………………………………………………………………………………………….. ……………………………………………………………………………………………………. ……………………………………………………………………………………………………. …………………………………………………………………………………………………….. …………………………………………………………………………………………………….. ……………………………………………………………………………………………………. Farming (with no value addition) Farming Low margins Low margins Current ……………………………………………………………............................................. ……………………………………………………………............................................. ……………………………………………………………............................................

How integrated practically?

Coffee flowers 1 tree = US$ 0.11

Red cherries

1kg =US$ 0.40

Kiboko 1kg = US$ 0.60 F.A.Q (ungraded) 1kg = US$ 1.00 Green Berries

1kg = US$ 0.17

Graded AA coffee 1kg =US$ 2.00 Roasted beans 1kg =US$ 10.00

Roast and ground

1kg= US$ 30.00

1 cup =US$ 2.00 (80 cups =US$ 160.00) Source: Joseph Nkandu

Consumer

1 tree= US$ 0.15 1kg= US$ 0.20 1kg= US$ 0.35 1kg= US$ 0.50 1kg= US$ 0.10 1kg= US$ 0.15 1kg= US$ 4.00 1kg= US$ 8.00

1 cup=$ 0.63

Value alue Cha hain in Ana nalys ysis is, , In Inte tegration tion & & Div iver ersi sifica fication tion

New Context: Changing skills 1

Source: Joseph Nkandu

Changing skills 2: marketing

Changing skills 3: food processing

Changing skills 4: packaging and branding

Changing skills 4: food safety, nutrition, regulation

Work done so far by NUCAFE, CURAD, Makerere University & NARO.

Branding

The end of value chain (Coffee Shop)

Cultivate the passion and team-work

Incubation

• F. Agribusiness Incubation

Why Incubate?

• Inspires human entrepreneurial spirit
• Create Businesses
• Create jobs
• Improves institutional entrepreneurial culture
• Accelerate growth

Are Incubators worthy of public subsidies ?

• Logic of market failure
• In the USA, an investment of US$1 has led to an

addition tax collection of US$ 30 (Agrawal, 2011).

Incubation Centre - CURAD

Incubatees

CURAD progress

• Over 50 start-ups and SMEs agribusinesses created and

strengthened with over 1950 jobs

• Facilitated curriculum reforms of BSc and MSc Agric students
• Over 198 interns incubated with business skills
• Have developed Earn As You Learn Programme, which has attracted

a lot of interest from students.

• Strengthened partnership with University, research and business.

The evolving Generations X,Y, Z vis-à- vis the required curriculum

Generation X Generation Y Generation Z 1966 1976 1994 1977 1995 2015 Generation X Generation Y Generation Z

The Changing Generation Factor

Their DNA is digital

Characteristics of Generation Z

 Cynical - more realistic not idealistic  Private – do not want to be tracked  Entrepreneurial - 72% of current high school students want to start a business – want to be pioneers  Multi-tasking - They prefer to be on 5 screens at once.

 Hyper-aware - 4D Thinking. Their minds are streaming in so many directions.

 Technology-reliant - They put technology in the same category as air and water. They cannot imagine living without being connected all the time.

* SALE US$ 500

Embracing Technology or innovation as an ongoing concern

Source: P&A

IRRIGATION

Family Business Management & Succession planning

Conclusion and Recommendations

Africa has it all that there is in the world and Uganda is the Pearl of Africa. Uganda can be the best African hub of a transformational education system.

The new curriculum should strengthen the Ugandan family business as the foundation for corporate entrepreneurship

A balanced curriculum should cultivate passion

Lead by example and passion

We have to evolve our curriculum with the times

€2.5m project envisages 40 cows on a floating platform producing 1,000 litres of milk a day at Rottadam, Netherlands.

Effective coordination, M & E (Tracer Studies)

The Balanced Curriculum

• A balanced curriculum which guide policy or move in tandem.
• It has relevance with the real life situation of a particular

geographical location. Link curriculum to micro & macro- economic development.

• It prioritizes a country’s comparative advantage while

strengthening the competitive advantage.

• It helps students to develop love for learning and become

lifelong learners.

• Learners are able to acquire more impactful skills to contribute

to Uganda’s economic development.

• The value chain approach is the best framework to developing

a vertical and horizontal integrated curriculum.

Finally,

• The Gen Z is an increasingly important group of

customers who will help to shape the future, it requires a dynamic curriculum and entrepreneurship policy.

• As Gen Zs enter the workforce and their purchasing

power increases, companies can’t afford to act within conventional curriculum.

• A deeper understanding of Gen Z customers—one that

is rooted in continuous, two-way dialogue—is required to deliver products, services and experiences that this elusive and evolving generation is looking for.

Thank you very much Buy NUCAFE coffee, it is Ugandan.