Catalyzing Afghan Agricultural Innovation (CAAI) · The report is organized by the project...

Catalyzing Afghan Agricultural Innovation Program

Annual Performance Report 2019 (Oct 2018 – Sep 2019) i

Catalyzing Afghan Agricultural Innovation (CAAI)

Agreement No. AID-OAA-L-12-00002

Center for International Research, Education and Development (CIRED) 526 Prices Fork Road Blacksburg, VA 24061

FY 2019 Annual Performance Report – IV (Oct 2018 – September 2019)

Date of Submission: October 30, 2019 Date of Resubmission: November 04, 2019

This publication was produced for review by the United States Agency for International Development. It was prepared by CAAI project staff. The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States.


Annual Performance Report 2019 (Oct 2018 – Sep 2019) ii

Table of Contents

TABLE OF CONTENTS ............................................................................................................................... II

LIST OF ACRONYMS .................................................................................................................................. III

PROGRAM DETAIL AND OVERVIEW .......................................................................................................V

EXECUTIVE SUMMARY .............................................................................................................................. 1

PROPOSED WORK PLAN ACTIVITIES .................................................................................................... 3

COMPONENT 1: STRENGTHEN AFGHAN AGRICULTURAL EDUCATION INSTITUTIONS TO

PARTICIPATE IN VALUE CHAINS ............................................................................................................. 3

ACTIVITY 1.1: IMPROVE TEACHING .................................................................................................................... 3 A. General training ................................................................................................................................. 4 B and C. Trainings to AVI and AHS ......................................................................................................... 7 University Trainings ..................................................................................................................................... 12

ACTIVITY 1.2: INCREASE WOMEN’S PARTICIPATION IN RURAL AGRICULTURE EDUCATION ............................. 13 ACTIVITY 1.4: ESTABLISH STUDENT GROUPS BASED ON THE POSITIVE YOUTH DEVELOPMENT (PYD)

APPROACH ....................................................................................................................................................... 13 GENDER INTEGRATION .................................................................................................................................... 14 GENDER AND PYD ASSESSMENT ................................................................................................................... 14 CAAI TRAININGS CONDUCTED........................................................................................................................ 16

COMPONENT 3: COORDINATE EFFECTIVE INFORMATION SHARING AMONG AGRICULTURAL

MARKET SYSTEMS ACTORS TO SET AGRICULTURAL RESEARCH PRIORITIES ....................... 18

ACTIVITY 3.1: ASSIST LOCAL PROFESSIONALS IN DEVELOPING RELATIONSHIPS WITH VALUE CHAIN

STAKEHOLDER GROUPS ................................................................................................................................... 18

CAAI CHALLENGES AND RECOMMENDATIONS ................................................................................ 25

CAAI MAJOR ACTIVITIES PLANNED FOR THE YEAR 3 – QUARTER 1........................................... 26

MONITORING, EVALUATION AND LEARNING ..................................................................................... 29

BUDGET AND EXPENDITURES SUMMARY .......................................................................................... 37

ANNEXES .................................................................................................................................................... 38

Cover photo: The winning team at the provincial level of the Young Innovators in Agriculture Competition (YIAC) is pictured with the Balkh Provincial Site Team.


Annual Performance Report 2019 (Oct 2018 – Sep 2019) iii

List of Acronyms ADS Automated Directives System AET Agricultural Education and Training AET, Global LLC Agricultural Education and Training, Global Company AHS Agricultural High School (under TVET-A) AIB Afghanistan International Bank AKDN Agha Khan Development Network AKF Agha Khan Foundation AOR Agreement Officer’s Representative ARIA Agricultural Research Institute of Afghanistan ASDPII Second Afghanistan Secondary Skills Development Project ATVET Agricultural technical/vocational education and training AUAF American University of Afghanitan AVC – HVC Afghanistan Value Chain – High Value Crops AVI Agricultural and Veterinary Institute (under TVET-A) C1 Cohort One (first cohort of Afghan university faculty participants) CAAI Catalyzing Afghan Agricultural Innovation CASE Cooperation Agricultural Schools (and) Extension project CHAMP Commercial Horticulture and Agricultural Marketing Program CIRED Center for International Research, Education and Development CLA Collaborative Learning and Adaptation COP Chief of Party CV Curriculum Vitae DAI Development Alternatives Inc. DAIL Directorate of Agriculture, Irrigation, and Livestock DCOP Deputy Chief of Party DG Director General DMTVET Deputy Minister of Technical Vocational Education

and Training ERF/ERR Environmental Review Form and Review Report EEMP Environmental Examination and Monitoring Plan EM Environmental Manual GD General Directorate GIRoA Government of the Islamic Republic of Afghanistan GRAIN Grain Research and Innovation HAU Haryana Agriculture University – Haryana, India InnovATE Innovation for Agricultural Training and Education project IRB Institutional Review Board LLC Limited Liability Corporation LMIA Labor and Market Information Analysis MAIL Ministry of Agriculture, Irrigation, and Livestock MoE Ministry of Education

MoHE Ministry of Higher Education

MoWA Ministry of Women’s Affairs

MEO Mission Environmental Officer (USAID)

NAEC National Agriculture Education College

NGO non-governmental organization

NTVETS National Technical and Vocational Education and Training

Strategy

PERSUAP Pesticide Evaluation Report and Safer Use Action Plan

PMU Project Management Unit PST Provincial Site Team R&E Research and Extension STTA Short-term Technical Assistance


Annual Performance Report 2019 (Oct 2018 – Sep 2019) iv

SWIM Strengthening Watershed and Irrigation Management

TBD To Be Determined

TIN Tax Identification Number

TOR Terms of Reference

TVET-A Technical & Vocational Education Training - Authority USAID United States Agency for International Development USG United States Government

VT Virginia Tech

VTC Vocational Training Centers

VTIC Virginia Tech Innovation Corporation

WGD Women and Gender in International Development YIAC Young Innovators in Agriculture Competition


Annual Performance Report 2019 (Oct 2018 – Sep 2019) v

Program Detail and Overview Cooperative Agreement No.: AID-OAA-L-12-00002 Funding Agency: U.S. Agency for International Development USAID Funding: $ 8,000,000 Period of Performance: May 28, 2018 – May 27, 2023 Prime Implementer: Virginia Tech Partner: National Agriculture Education College Counterpart Institutions: Technical and Vocational Education and Training

Authority (TVET-A), Ministry of Higher Education (MoHE), and Ministry of Agriculture, Irrigation and Livestock (MAIL).

The essence of Catalyzing Afghan Agricultural Innovation (CAAI) is to enhance the capacity of agricultural education institutions to serve their clientele groups. CAAI will improve relevance and capacity in agricultural education and promote new roles for educators and researchers by building relationships among them and with the private sector. The project’s operational approach tests a model for relationship building in five provinces: Balkh, Herat, Kabul, Kandahar, and Nangarhar. By linking agricultural education institutions to locally important value chains in these provinces, CAAI will stimulate and sustain mutually beneficial collaborations among members of the agricultural education and training (AET) system and private sector actors. These relationships will improve the value of agricultural education while at the same time creating opportunities for value chain actors to perceive benefits of improved skillsets of graduating students. CAAI will measure program success in terms of increased performance of universities, agricultural institutes and high schools under the Technical and Vocational Education Training-Authority (TVET-A), and extension agents of the Ministry of Agriculture, Irrigation and Livestock (MAIL), with respect to improved generation and dissemination of value-chain innovations, pedagogy, workforce development, and quality of relationships between agricultural professionals and value-chain stakeholders. CAAI activities are designed and implemented by Virginia Tech and its partner institution, the National Agriculture Education College (NAEC). Public Afghan agricultural education institutions that engage in and benefit from the project’s activities in the selected provinces (Kabul, Kandahar, Balkh, Nangarhar and Herat) include:

1. Agriculture Faculty of each university 2. Agriculture and Veterinary Institutes (AVIs) and Agriculture High Schools (AHSs)

of TVET-A

In addition to the above, CAAI has begun activities under the pilot Edu2Fem (Education to Female) initiative at Agriculture High Schools in Bamyan and Parwan Provinces through sub-agreement with NAEC.


Annual Performance Report 2019 (Oct 2018 – Sep 2019) 1

Executive Summary This annual performance report summarizes major CAAI activities for the fourth quarter period of July – September 2019 and some important highlights for the entire work plan period of October 2018 through September 2019. The report is organized by the project components and activities. In the 4th quarter, the CAAI teams in Kabul PMU and provincial PSTs continued to implement the activities planned under the approved annual work plan to achieve program objectives. This quarter, CAAI, in collaboration with TVET-A institutes, MoHE agriculture universities and MAIL research and extension directorates general, hosted a three-day (July 15 – 17, 2019) National Agricultural Education, Research, Extension and Economics Conference (NAEREE) in Kabul. The two main objectives were to establish a forum to discuss the creation of a National Council

for agricultural education, research and extension and to create consensus on pathways for

collaboration within the AET system, including roles, responsibilities, and contributions of

various development programs and partners. Please see Annex 1.

This year, CAAI conducted two joint VT and Afghanistan trainings in India for CAAI program staff and representatives from agricultural universities and institutes. In the 4th quarter, CAAI brought faculties, scientists and researchers from Kabul, Kandahar, Herat, Balkh and Nangarhar universities, Virginia Tech university, and Haryana Agricultural university of India together in Hisar. CAAI’s agreement officer’s representative from USAID participated in the team’s discussions regarding research topics and methodologies and took a detailed tour of the HAU campus including basic and applied sciences and technologies departments. HAU and Kabul University signed an MOU of cooperation and collaboration for applied research and support from HAU, facilitated under CAAI’s year three planned activities. Please see Annex 2.

In the 4th quarter, CAAI facilitated a joint Virginia Tech and ICARE Armenia Agribusiness Teaching Center seminar and study tour for 12 representatives of Afghanistan’s agriculture education and industry sectors. Participants were introduced to ICARE’s successful model of public-private sector partnerships for curriculum and private sector student placement. Activities included facility tours and in-depth discussions with leadership and key stakeholders at the ICARE Agribusiness Teaching Center. Please see Annex3

The annual work plan activities of building the human and institutional capacities of AHSs, AVIs and Agriculture Faculties has continued this quarter. This year, the CAAI PMU and PST teams, in coordination with local partners, have conducted technical and practical trainings using local expertise. The teams also provided soft-skill training in communication and office management. The teams conducted multiple trainings in post-harvest topics to support collaborative work with the AVC-HVC program in support of the Young Innovators in Agriculture Competition activity which held provincial competitions leading to national competition. Small investments were made to support practical work in AHSs and AVIs and these hands-on trainings were highly effective in students’ skill building. English language skill development and basic computer classes conducted by certified English language professionals to students and educators in AVIs and AHSs continued and the results are welcomed by AVIs, AHSs students and educators. Working together with TVET-A deputy for academic affairs and his team, CAAI and TVET-A have decided to teach the American English File series throughout the country. Working with the USAID-funded GRAIN and AVC-HVC projects, CAAI developed great collaborative and joint working relationships. In the spirit of collaboration, CAAI also reached out to other non-USAID projects working in education and agriculture sectors from GIZ, World Bank, Agha Khan Education Foundation and AUAF. Bringing these programs together to work in close



coordination with local institutional partners, universities, institutes and high schools will allow for the management of funds and activities in more effective and efficient ways and will assist in avoiding duplication of efforts. We had the opportunity to communicate with the TVET-A Deputy Director for academic affairs regarding the Edu2Fem pilot activities that are to be implemented by NAEC, a CAAI sub-awardee, to increase women’s participation in agriculture education. During this conversation, the suggestion was made to have a committee further explore the legal framework of the activity. We believe that we will accomplish the planned activities in the year 3 work plan after recommendations from TVET-A. The CAAI program is supported by Virginia Tech’s Center for International Research, Education, and Development (CIRED) and faculty members from various departments who continue to provide training and learning support to PST and PMU teams in the field via distance learning. During Year 2, Virginia Tech faculty members also prepared multiple training modules for field office teams to deliver in-country. With MOUs signed between Haryana Agricultural University (HAU) and Virginia Tech as well as between HAU and Kabul University, the CAAI PMU and PST teams and university faculty members in Afghanistan now have access to HAU support. Finally, the CAAI work plan for the period of October 2019 to September 2020 was prepared, submitted to the USAID Office of Agriculture and approved by CAAI’s AOR.



Proposed Work Plan Activities

The purpose of CAAI is to catalyze Afghan-led innovation in agriculture by empowering and

training a highly-skilled Afghan agricultural workforce, strengthening the capacity of applied

research and extension actors to identify, deploy, and facilitate the use of innovative solutions

to practical challenges identified by Afghan farmers and agribusiness, and institutionalizing

coordination and effective information sharing among agricultural value chain stakeholders.

CAAI is divided into three distinct but cross-cutting components to work with the local

agricultural and educational institutions, private sector actors and various other national and

international stakeholders. In year 2, CAAI mainly implemented activities under components 1

and 3, working with AHSs and AVIs, while also incorporating some cross-cutting activities

involving university agriculture faculties. In the following sections, component 1 and 3

activities implemented in the 4th quarter are described in detail. Main activities and

cumulative data collected during year 2 are also included.

Component 1: Strengthen Afghan agricultural education institutions to participate in value chains Under component 1, CAAI developed a detailed work plan for implementation in Kabul, Kandahar, Herat, Balkh, and Nangarhar. These activities address the needs of AVIs and AHSs and include some cross-cutting activities with Ag Faculties. The main objectives of the component are:

1. Improve relevance and impact of an AET education by improving instructor knowledge of contemporary and new agricultural practices and technologies associated with key

provincial value chains

2. Improve the capacity of the AET system by improving instructor mastery of a variety of effective teaching techniques.

3. Increase the participation and success of young women in agricultural high schools

4. Enhance student awareness of agricultural value chains and access to meaningful employment opportunities

The following section explains all CAAI implemented activities under component 1 in

detail by each activity.

Activity 1.1: Improve teaching

CAAI Virginia Tech mentors developed the project’s training modules designed to be delivered in country and initiated the first ToT on the modules through in-person and online trainings. CAAI implemented some of these modules in Kabul and provincial site offices. The trainings were designed to improve the teaching in Afghanistan directly targeting institutional practitioners of agriculture education for enrichment with the skills and knowledge to further enhance the agricultural education system and methodologies. CAAI provided training in Pedagogy, Positive Youth Development, and Value Chain Assessment. Below are the details on trainings conducted at the provincial and central levels:

S/N Training Name Location Participants

Type Dates

Total

Participants

Female

representation

01 Pedagogy Herat Instructor May 2019 33 15%

02 Positive Youth Development (PYD)

Nangarhar Instructor Sep 2019 32 0%



A. General training

The first project training, “Capacity Development for Agricultural Innovation Systems: Creating a Community of Practice,” was held in New Delhi, India, January 18-24. Members of the CAAI Project Management Unit (PMU), staff of Provincial Site Teams (PSTs), heads of Herat AVI, Balkh AVI and Kandahar AVI, and mentors and faculty members from Virginia Tech participated in the training. Additional participants from NAEC and TVET-A were targeted to attend the training, but due to some visa issues, were unable to participate. The training workshop was designed to initiate a process of contextualized and on-going experiential learning for the promotion of Agricultural Innovation Systems (AIS) through the

creation of an experiential learning community of practice that will catalyze agricultural innovation in Afghanistan. This community of practice is characterized by an exchange of knowledge, information, ideas and practices among the CAAI PMU and PSTs, Virginia Tech mentors, and collaborating partners. The overall purpose and objectives of this joint event were: 1. Relationship building 2. Developing mentorship program and conducting training needs assessment

3. Transferring fundamental and inclusive principles for value chain assessment and pedagogical methods and learning approaches to CAAI technical team and heads of AVIs. 4. Providing tools for collaborative experiential learning, stakeholder analysis, and sustained relationships with stakeholders. 5. Introducing Positive Youth Development framework and approaches

The second phase of the training, “Capacity Development for Agricultural Innovation Systems: Partnerships and Program Planning,” was held in August in New Delhi, India

Training Participants group photo

VT mentor introducing the Pedagogy modules



In August, VT and CAAI hosted the second phase of the agricultural innovation systems training in New Delhi, India. The training workshop was designed to provide the next step in an ongoing process of contextualized and experiential learning for the promotion of Agricultural Innovation Systems (AIS), focusing on key areas targeted by the CAAI project: positive youth development, pedagogy, distance learning, value chain development and stakeholder relationship-building, research, and extension. Participants in CAAI’s experiential learning Community of Practice (in their various roles: PMU, PSTs, VT-Mentors, and institutional stakeholders and collaborators) discussed good principles and practices and how to adapt them for application in the specific context of CAAI’s work in each project province. The development of tools to convey AIS good practices in project topic areas listed above for use by project partners and stakeholders in Afghanistan was a major workshop output. The goal of this workshop and its follow-up activities was to further develop the CAAI experiential learning Community of Practice (COP) that will catalyze agricultural innovation in the targeted provinces.

The workshop was organized as work sessions around themes selected for their relevance to the promotion of AIS. Each work session involved an exchange of knowledge, information, ideas, and practices among the PSTs, PMU, VT-Mentors, and collaborating partners. Each had learning objectives, was facilitated by two VT mentors and featured experiential learning approaches for contextualized learning. A lesson plan to allow workshop participants to convey knowledge and skills covered by the session was the output for each work session.

The second India training also included an exchange visit to Haryana Agriculture University and signing of MoU between HAU and Kabul Agriculture University.

A small group comprised of CAAI project core staff and agriculture faculty at CAAI partner universities traveled to Hisar, India, to participate in a site visit at Haryana Agriculture University. The objectives of the site visit were to: 1. Understand the resources available to the project through Haryana Agriculture University

2. Identify practical initiatives for supporting the CAAI project’s education, research and extension activities through HAU faculty and resources

3. Identify initial research areas for the CAAI Program under component 2, Year 3 grants and university applied research initiatives

“the training provided me with the tools to further enhance and develop the curriculums that

we teach at the Agricultural Institutes” Rahyab – Curriculum Dept of TVET-A

Trainer training participants on Distance learning tools

Participants at the Pedagogy session

Participants visiting the HAU herb farms and its products



An MOU signing ceremony was held to mark the signing of an MOU between Kabul University and Haryana Agriculture University. Signees included Mr. Ghulam Rasul Faizi, Dean of Agriculture Faculty at Kabul University, and Dr. K. P. Singh, Vice Chancellor of CCS Haryana Agriculture University. While on campus at HAU, participants attended a guided tour of the university’s agricultural research demonstration fields and basic and applied science departments and spoke with researchers working in millet, cotton, horticultural and aromatic crops regarding research practices and products. Participants also had opportunity to tour the campus academic buildings and meet with a delegation of Afghan university graduate students studying under a grant from the USAID-funded GRAIN project. To advance the newly-established partnership between the CAAI project, VT, Kabul University and Haryana Agriculture University, a meeting took place to discuss the CAAI program Year 3 work plan, Afghan university research initiatives, and capacity-building needs, and to identify key areas for collaboration.

Communications training to AVI teachers and students in Kandahar: During the 4th quarter, CAAI’s Kandahar team designed and conducted a 2-day Communication Training for 30 Participants from Arghandab AHS and Daman and Maiwand Agriculture Institutes. The main focus of the training was to familiarize participants with communications approaches and to equip them with tools to use to overcome day-to-day communication challenges. The training targeted AHS and AVI students, who benefit from communication skill development within and outside their educational environment.

Afghan Delegates Study Tour to the ICARE Armenia Agribusiness Teaching Center to Yerevan, Armenia Virginia Tech and the ICARE Armenia Agribusiness Teaching Center jointly held a study tour for 12 representatives of Afghanistan’s agriculture education and industry sectors from September 7 – 14, 2019. The purpose of the study tour was to introduce the delegates from Afghanistan to ICARE’s successful model of public-private sector partnerships for curriculum and private sector student placement. Activities included facility tours and in-depth discussions with leadership and key stakeholders at the ICARE Agribusiness Teaching Center; visits to Agribusiness facilities associated with the Armenian National Agrarian University (ANAU) and the Center for Agribusiness and Rural Development (CARD), as well as visits to selected factories that partner with the Agribusiness Teaching Center.

Kabul Ag Faculty Dean and Haryana Principle USAID representative, CAAI CoP and TVET-A representatives meeting HAU senior management

Group work by participants at the training



Basic to Advanced Communications Training for AHS and AVI teachers and Students at the central

and provincial levels:

During the year, the CAAI PMU and PST conducted a variety of trainings on the topic of communications for the target groups. Details follow below:


Type Dates

Total Participants

Female representation

01 Communication Kabul Student June 2019 30 53%

02 Communication ToT

Kabul Instructor April 2019 17 12%

03

Communication training to Agriculture and Veterinary Institute (AVI) students

Balkh Student June 2019 52 12%

04 Communications Herat Student May 2019 42 50%

05 Communications Kabul Student June 2019 30 53%

B and C. Trainings to AVI and AHS The CAAI team in Kandahar designed and delivered Forestry training to 16 AVI students, teachers and DAIL researchers at the AVI. The two-day training builds upon participants’ existing knowledge of forestry, its types, and mechanisms to ensure sustainable forestry practices.

Students participate in a field visit during the training

Afghan Delegates visit to Dairy farms Afghan Delegates visit to research sites and introduction to new technologies

Communications training in Herat Communications training to Students in Kabul

Communications Training in Balkh



Inauguration of Computer and English Labs During the reporting period, CAAI provided support to the Qarabagh-based Agricultural High School by inaugurating an equipped computer Lab with 10 desktop computers and proper furniture for AVI teachers and AHS Students. CAAI also

inaugurated computer labs and English labs in Kabul, Herat and Balkh. Hundreds of AVI students and teachers have already benefited from computer and English courses offered through the CAAI project. In July 2019, CAAI requested that TVET-A conduct an evaluation of the project-sponsored English language courses both at the AVI in Kabul city and at the AHS in Qarabagh district, in order to know more about the challenges, issues, and potential

recommendations to improve the courses. CAAI received the evaluation report with some recommendations for further improvement.

Based on the evaluation report produced by a five member-evaluation committee of TVET-A and verified by the Deputy Director of academic affairs, CAAI has extended the contract of instructor stationed at the AVI in Kabul but terminated the contracts of instructors at Qarabagh due to poor performances of both teachers and AHS administration. TVET-A curricula calls for teaching English language to students, but does have a uniform set of English language system of learning in place. One of the recommendations was to select a universally adopted English Language Learning Series. In consultation with TVET-A, the American English File Series was selected to be taught in all TVET-A AHSs and AVIs. CAAI will provide English Instructors with Teacher’s Guides and each student with sets of books. The English language instructor for the AVI in Kabul city now teaches students this newly introduced curriculum. The same curriculum will be taught in all of CAAI’s target provinces under the Year 3 workplan. With leadership from a computer instructor contracted to administer CAAI project-sponsored computer training in Kabul, the CAAI project undertook renovation of an existing unused computer lab at Kabul AVI. Computers were in disrepair, and the computer lab was in dilapidated conditions prior to the CAAI project’s intervention. The CAAI-employed teacher has fixed all the computers that had gone unused for the last ten years. The initial feedback from the students who participate in computer classes at Kabul AVI has been very positive. These students reported learning many basic computer skills during the first two weeks of the course and have described their new skills as helpful in the preparation of monographs and other project presentations.

CAAI is also providing English and computer courses in Herat and Balkh. Using the same approach that was used for the courses delivered in Kabul, each instructor assessed the enrolled students’ computer skills to place them in the right category:

• Elementary

• Intermediate

• Advanced The curriculum is a 6-month plan that would equip the students with necessary skills and competencies for using computer and relevant software programs. Below are the enrollment numbers for English and computer courses disaggregated by location and gender across all locations

Computer lab supported and inaugurated by CAAI

Kabul AVI Students attending computer class

Herat AVI English class

Students attending entry test for the English courses at Kabul AVI



Province Class Institute

No of graduates No of existing students

Total Female

% Male Female Total

Kabul English classes

Kabul AVI 96 24% 77 30 107

Kabul Computer

Class Kabul AVI 0 0% 42 18 60

Herat English classes

Herat AVI 0 0% 131 58 189

Balkh English Classes

Balkh AVI 0 0% 104 10 114

Grand Total 96 24% 354 116 470

Technical training to AVI, AHS teachers and Students:

The CAAI PMU and PST teams designed, facilitated and organized a set of technical trainings for

teachers and students at AVIs, AHSs and university Ag faculties:


Type Dates

Total

Participants

Female

representation

01 Pruning and Grafting

Herat Instructor March 2019

8 13

02 Pruning & Grafting Herat Student March 2019

44 52%

03 Pruning & Grafting Kandahar Instructor March 2019

11 0%

04 Pruning & Grafting Kandahar Student March 2019

23 0%

05 Pruning & Grafting Second Round

Herat Student March 2019

49 39%

06 Soil Test and Analysis

Herat Instructor March 2019

13 0%


Herat Student March 2019

33 58%


Kabul Instructor March 2019

11 27%


Kandahar Instructor March 2019

33 0%


Nangarhar Instructor May 2019 33 0%


Nangarhar Student May 2019 3 33%


Balkh Instructor + DAIL Staff

April 2019 20 15%

13 Animal Laboratory Diagnostic Test

Kabul Instructor March 2019

10 0%

14 Poultry Farm Management and Bio-Security

Nangarhar Instructor May 2019 25 0%

15

Practical Training to instructors to measure and identify various types of forest trees


May 2019 20 15%

16 Horticulture (Pruning & Grafting)


March 2019

29 14%



Saffron Orientation to Balkh AVI Students: The CAAI Balkh team, jointly with the AVI and agricultural faculty of Balkh University, conducted a one-day field visit for AVI students from grades 13 and 14. The field visit was an orientation training on saffron and was attended by 11 students (six female and five male) including the head of the AVI and teachers. They were educated on the planting and harvesting of saffron and post-harvest practices.

Training and Establishment of High-Density Orchards for

Fruit crops The CAAI Kabul team undertook an on-the-job training for the establishment of high-density orchards for different fruit crops. It was a day-long training for the students and instructors at Kabul AVI. More than 150 students, including both boys and girls, and 15 AVI teachers participated in this training. They learned principles of orchard design and were shown how to prepare the layout for a high-density fruit orchard. The entire process of orchard establishment was demonstrated to the students. In order to ensure a sustainable and well-equipped learning environment, CAAI also organized and funded a 1500-square meter demonstration plot covered with a high density of apple and stone fruit trees and grape vines. These demo-plots will be used for future training and instruction.

Soil test and analysis training in Herat

Animal Laboratory Diagnostic test training in Kabul

Students at the field site

Soil test and Analysis training Nangarhar

CAAI-established Orchard farm at Kabul AVI for practical site work

“We have been telling the students about the orchard and that they will spend practical

time here. They are very excited about it.” – AVI Horticulture department teacher



Practical training for instructors to measure and identify various types of forest trees: In May 2019, the CAAI Balkh team organized a four-day practical training for AVI and AHS teachers and DAIL technical staff at Balkh AVI. The training took place at two forests in the Khulm district and consisted of practical skills development in the measurement and identification of various types of forest trees. Participants included 3 females and 17 males for a total of 20. During the training, participants were introduced to different forest tree types and learned how to identify them by various characteristics. The on-site practical skills training was an excellent experience for the participants. At the end of the training, the participants completed a training evaluation form and the majority of the participants stated that it was the first ever practical training that they have attended in recent years, and it was very useful and comprehensive for them. The participants also mentioned that they would now feel comfortable taking their students to the forest for practical skills work in the future.

Certified Seed Awareness training: The CAAI Herat team arranged for 5 students from agricultural education institutions (three from Herat AVI and two from the Herat University Agriculture Faculty) to attend a training on “Certified Seed Awareness” delivered by ICARDA. In April, with the support of CAAI, this training was replicated by two female AVI students who transferred the knowledge to their classmates at Herat AVI. Participants in the second training included sixty-three female and seven male students.

CAAI’s initiation for connecting Kabul AVI with other USAID projects: In the reporting quarter, CAAI initiated a process of connecting Kabul AVI with USAID-funded projects. CAAI staff arranged a meeting between the head of Kabul AVI and technical staff of the SERVIR project. The meeting was followed by a presentation on remote sensing and GIS by SERVIR for the teachers of AVI to educate them on the different uses of this technology in agriculture education and research. CAAI also supported Kabul AVI by providing soil testing and other small tools and related learning material to the students at the AVI. By making these mutually-beneficial connections, CAAI supports innovation in agriculture among the agricultural institutes and USAID-funded programs.

Connecting the Library of Virginia Tech with Agriculture Faculty, Kabul University During the initial scoping visit of CAAI staff to Kabul University Agriculture Faculty, the Dean of the Agriculture Faculty requested access to Virginia Tech’s on-line digital libraries for agriculture resources. The PMU team worked with Virginia Tech’s agriculture librarian in the College of Agriculture and Life Sciences (CALS) to explore the possibilities of providing Agriculture Faculty professors as

Presentation to AVI teachers by SERVIR Project

Farmers and Training participants at the practical site work

AVI Student presenting on the event



well as students with access to Virginia Tech’s online digital libraries. The CAAI project staff also visited Kabul University’s central library and Agriculture Faculty library to assess the current situation and arrange support from VT as needed. Kabul University’s central physical library has been in operation from the university’s inception, but its electronic library is still in the infancy of its development. Kabul University’s Agriculture library consists of a few outdated books, as well as desktop computers that are not connected to the internet. There is currently no access to online digital library resources in the existing library. The benefits and importance of digital library resources are enormous for higher education and research activities. They are available 24/7, can be accessed from anywhere, facilitate fast research and retrieval of information, and enable the same document to be accessed by many individuals simultaneously. In addition, there are no space limitations for storage, as is the case with physical libraries, and they facilitate the preservation and conservation of documents in an orderly fashion for a long time. Working with VT libraries, CAAI created a solution to provide full access to all Kabul Ag Faulty professors to explore VT on-line digital libraries. CAAI provided a short session to Ag Faculty professors on how to use the VT online digital libraries through a customized research guide specifically created for them via the CAAI project.

The link to the VT libraries is: https://guides.lib.vt.edu/c.php?g=923588 and the professors can use this guide to access citations and full-text resources such as e-books, lectures, research journals and articles, Ag related magazines and other digital materials, reports, student theses and thousands of self-study and enrichment links.

CAAI plans to provide further detailed information sessions to faculty members and students in Agriculture Faculties in all five of the CAAI project’s target provinces. CAAI also plans to assist these Ag Faculties with internet access.

University Trainings The CAAI Herat Provincial Site team conducted the first ‘Pre-Employment” training in Herat for new graduates of the Agriculture Faculty. The objective of the training was to improve participants’ familiarity with preparing resumes and cover letters, applying for jobs using the internet and online systems, searching for and identifying relevant jobs and interviewing with good self-representation skills. Participants were also introduced to CAAI and its areas of focus. The training was conducted in two batches, with a first round in December 2018 and a second in January 2019. A total of 149 students, 19% female, attended the trainings.

CAAI CoP demonstrates the use of the digital library to professors.

Virginia Tech Library Web Page

https://guides.lib.vt.edu/c.php?g=923588



Pre-employment training: first batch

Activity 1.2: Increase women’s participation in rural agriculture education During the reporting period, CAAI conducted a visit to the National Agricultural Educational College (NAEC) to observe the overall teaching environment and discuss teaching approaches. NAEC has a sub-agreement with VT to support CAAI through the Edu2Fem pilot activity. NAEC will also support other CAAI activities including the in-service training of AHS teachers. Regular weekly coordination meetings are being held between both parties to discuss the Edu2Fem activities. NAEC has been in the process of developing their activity team in the two target provinces. NAEC’s workplan was approved by CAAI in April. NAEC and CAAI began initial discussions on possibilities and existing opportunities for distance and distributed learning approaches and tools. The team continues to explore the best mechanisms for reaching target audiences. Trainings on distance and distributed learning was also conducted under the second phase of India-based training held in August.

Activity 1.4: Establish student groups based on the Positive Youth Development (PYD) approach

CAAI has a special focus on the development and involvement of youth groups, which will continue throughout the life of the project. The Positive Youth Development (PYD) approach has been identified as a way to engage youth with their communities, schools, organizations, peer groups, and families. During the reporting period, CAAI developed a PYD training module with technical support from VT faculty members. VT faculty members conducted a one-day online training for CAAI PST and PMU teams to reinforce the basic ideas that were shared during the face-to-face training held in India.The main purpose and objective of the module was to:

• Define the principles of PYD

• Describe the components of the PYD framework

• Discuss examples of Developmental Systems, the 5 C’s of PYD development and 4-H programming

• Identify adaptations and partners to support PYD programming in Afghanistan.

PYD is a completely new concept within the AET system and steps are being taken by CAAI to ensure its consideration and implementation throughout the project life.

Pre-employment training: second batch

CAAI - NAEC Weekly Meeting



Gender Integration In 2019, CAAI conducted 48 trainings and trained 1,454 individuals including 25% women. These participants included representatives, students, teachers, and administrators from the Agricultural Education Institutions (AHS, AVI and Ag Faculty) as well as DAIL employees.

Gender and PYD Assessment CAAI designed and conducted an assessment to provide information that will support the design and approaches for gender mainstreaming and PYD activities. The assessment was conducted in Kabul, Kandahar, Herat, Nangarhar and Balkh provinces, and provided facts and data on how CAAI staff can shape the project’s gender approach. The assessment was conducted using focus group discussions, roundtable discussions, conversations, and individual interviews with Departments of Youth Affairs in all provinces, the Director of National Youth Council, the Head of the AVI in all provinces, male and female students of University agriculture faculties, agriculture institutes and high schools, and members of youth associations / councils / groups that included AVI teachers. Local NGOs and Councils working with youth were also consulted. The assessment was carried out during the 4th quarter in Kabul and within the provinces. Total number of participants included 152 men and 80 women. Counts have been tabulated according to province location in the following graph.

21

42

14

37 38

19

40

19

2

0

10

20

30

40

50

Kabul Balkh Nangarhar Herat Kandahar

Assessment Data conducted sex wise

Male Female

Focused group discussion with Balkh AVI Students

CAAI field team and VT faculty members discussing PYD concept

Female, 25 %

Male, 75 %

CAAI Training participants in %



The assessment results revealed potential ways the project can support the inclusion of women in PYD programing, including:

- Improve the current situation of women’s roles in Pre and Post-harvest Handling - Increase awareness of PYD and gender programing among students and their families

- Educate women and provide education and tools in agriculture topics using the available resources

- Ensure representation by women in all project-sponsored agricultural events, conferences and national / international forums

Assessment Recommendations: ✓ Before starting the program, provide training to students to improve awareness of PYD

and gender

✓ Ensure availability of funding for PYD programming, as there is no funding available right

now

✓ Through PYD and women’s social inclusion activities, encourage female students to

continue their education and pursue careers within agriculture fields

✓ PYD programing should be first implemented in a Pilot phase in Kabul and then rolled out

to Provinces

During the reporting period, CAAI’s Gender and Communications Specialist worked closely with VT mentors on the development of a Gender in Pedagogy module that was presented in India during the January training event and also integrated into the final Pedagogy module for project trainings in-country.

Positive Youth Development (PYD) Training: During the reporting period, the CAAI team in Nangarhar arranged and delivered PYD training to the teachers of AVI and DAIL staff in the AVI training hall. The two-day training provided participants with the understanding of PYD, designing PYD programing and an orientation to existing PYD practices and how they can be applied to the Afghan context. The training followed recommendations from the recently conducted gender and PYD assessment. A total of 32 male AVI teachers and department representatives of Agriculture attended the training. Please see Annex IV.

PYD programing can bring all youth under one umbrella, where they will discuss their current

challenges and constraints and find proper solutions – Kabul Head of AVI

Teachers attending PYD training

Group work on gender inclusion - New Delhi CAAI presentation on Gender inclusive Pedagogy



CAAI Trainings Conducted During this reporting period, CAAI conducted 8 trainings and trained 288 individuals including AHS and AVI teachers, students and administrators, and DAIL employees on various topics. The tables below represent trainings provided to instructors and students: Students participation in quarter 4:

S/N

Training Name Location

Participant Type

Start Date

End Date

Female

Male

Total

1 Post-harvest Training on Almond and Grape Balkh

Student 3-Aug-19

4-Aug-19

14 19 33

2 Crop Specific Post-Harvest Herat

Student 28-Jul-19

29-Jul-19

18 12 30

3 Forestry Training Herat Student 24-Sep-19

25-Sep-19

8 14 22

4 Post-Harvest Kandahar

Student 29-Jul-19

30-Jul-19

0 22 22

5 Walnuts' Post-harvest handling Nangarhar

Student 10-Jul-19

11-Jul-19

0 21 21

6 English Language Kabul Student

16-Feb-19 17-Apr-19

16-Aug-19

20 62 82

Total 60 150 210 Instructors participation in quarter 4:

S/N

Training Name Location Participant Type

Start Date

End Date

Female Male Total

1 Post-harvest Training on Almond and Grape

Balkh Instructor

3-Aug-19

4-Aug-19

0 4 4

2 Forestry training Kandahar Instructor 30-Jun-19

3-Jul-19

0 16 16

3 Positive Youth Development (PYD)

Nangarhar Instructor 22-Sep-19

23-Sep-19

0 32 32

4 Walnuts' Post-harvest handling

Nangarhar Instructor 10-Jul-19

11-Jul-19

0 4 4

5 Forestry Training Herat Instructor 24-Sep-19

25-Sep-19

1 7 8

6 English Language Kabul Instructor

16-Feb-19 17-Apr-19

16-Aug-19

3 11 14

Total 4 74 78 During this reporting period, CAAI trained 19% female and 81% male participants in different topics, including forestry, walnuts post-harvest, positive youth development, and English language.



CAAI’s Communication In this quarter, extensive work has been undertaken to create awareness of the CAAI project through promotional materials such as CAAI stationery, notebooks, wall clocks and calendars for the new fiscal year 1398 / 2019. These were distributed to promote USAID’s CAAI program at central and provincial levels. During the reporting period, CAAI’s Communication Specialist held regular skype calls with the provincial site teams to provide awareness on communications and public relations to CAAI staff and also to build upon the newly-introduced procedures. Regular skype calls are also taking place with the VT communications department for updates, plans and progress of the project’s communication-related activities. In January, VT’s Communication Director provided a training session to project staff.

In order to ensure the quality of reports, the CAAI communications unit introduced the internal reporting format to the CAAI PSTs. This enables the management team to better track the progress of activities at field level. According to USAID requirements, CAAI has also contextualized the consideration of success stories throughout the project cycle. In year 2, CAAI Herat and Balkh teams submitted two success stories that will be shared with USAID. In the last quarter of the year, CAAI’s communications

specialist developed program activities to further strengthen the project’s communications approach and provided support for the production of videos of the YIAC 2019 competition that were posted by national media outlets. A success story that was developed using USAID’s standard formats is attached to this report.

Female 19%

Male 81%

Quarter 4 Training Participants Percentage by Female and Male

Female Male

VT member presenting the USAID communications policy

CAAI communications specialist presenting projects communication approaches and tools



Component 3: Coordinate effective information sharing among agricultural market systems actors to set agricultural research priorities

Activities under component 3 are designed to manage knowledge and disseminate relevant findings and information to the right people in time and to share the knowledge with all stakeholders in and among the educational institutions in all stages, ensuring that the knowledge relevant to the private sector reaches them and the information and knowledge that is crucial for farmers is shared with them. The work plan activities are designed to involve educational institutions at all levels and to engage relevant government institutions and the private sector in Kabul, Kandahar, Herat, Balkh and Nangarhar. The main objective of Component 3, which is directly linked to and depends on Components 1 and 2, is:

1. To institutionalize coordination of effective information sharing among agricultural

market system actors, including MAIL, MoHE, MoE TVET-A, farmers, extension

workers, university applied researchers, AHSs, and relevant private sector actors to

set agricultural research priorities and communicate and deploy solutions to practical

agricultural challenges.

The following section explains all CAAI implemented activities under component 3 in

detail by each activity.

Activity 3.1: Assist local professionals in developing relationships with value chain stakeholder groups

Young Innovators in Agriculture Competition – YIAC 2019:

CAAI initiated a joint activity with DAI, launching the first Young Innovators in Agriculture Competition (YIAC 2019). It is a six-month competition process in which young male and female students of Afghan agriculture institutes will focus their ingenuity to develop innovative solutions and innovative technologies to reduce post-harvest losses in key crops. The challenge will meet its goals through recruitment and selection of postharvest technology prototypes, pre-acceleration sessions, a boot camp, innovation challenge and the innovation showcase. The main objectives of this competition are:

• To stimulate innovation in agriculture, engage young men and women in the scientific

discovery process and link local Agricultural education professionals to value chain

stakeholder groups

• To identify viable and scalable early-stage and market-ready postharvest innovations and

technologies across agricultural value chains

• To provide a platform for private entrepreneurs to be exposed to and put in practice innovative

ways to reduce postharvest losses.

Regular coordination meetings between CAAI and DAI have taken place and both parties have agreed on a clear timeline for implementation of the YIAC 2019. The initial work of the competition started in April 2019. In this regard, CAAI Provincial Site Teams also organized coordination and introductory meetings with DAI provincial directors in Balkh, Herat and Kandahar.

TVET-A Deputy Academic Affairs inaugurating the Launch of YIAC 2019



Student registration and orientation to YIAC 2019

The CAAI Provincial Site Teams in Kandahar, Kabul, Herat, Balkh, and Nangarhar, with the support of DAI Provincial Gender Focal Points, conducted orientation meetings with students on YIAC 2019. Initial meetings were conducted with relevant implementing partners, such as AVI heads and teachers, to introduce them to the competition. During these meetings, CAAI staff requested the support required by the AVIs for implementation of YIAC 2019. Student group formation and registration for the Young Innovators in Agriculture Competition / YIAC 2019 event took place during the month of June. Regular coordination among the parties was maintained for successful implementation of the competition. Hundreds of students registered for the competitions entry test. A group of 30–40 graduate students of AVI from each province were selected to participate in the competition. These groups were then split into sub-groups of 5-6 members, with 4-5 groups per province. Each group selected a crop based on exisiting challenges in the specified crop value chain. Technical support from AVC-HVC agricultural specialists and provincial staff and CAAI provincial and Kabul-based staff were provided to these students alongside the relevant expertise from their AVI’s. Each group was led by a teacher and identified challenges within the relevant value chain and potential solutions to overcome them. Students designed prototypes to address the challenges faced by the private sector, farmers and distributors transporting and delivering fruit products to the market in a better condition and at the right season. Below are details on the number of participants and registered groups:

No Province No of Groups

Value Chain Data on Registered Students

Female Male Total 01 Kabul 5 Grapes 16 14 30

02 Herat 5 Saffron and Grapes

15 10 25

03 Nangarhar 4 Pomegranate and Walnuts

0 21 21

04 Balkh 5 Grapes and Almond

15 20 35

05 Kandahar 4 Pomegranate and Grapes

0 20 20

Grand Total 23 46 85 131

YIAC 2019 orientation by Head of Balkh AVI to students

AVC/HVC and CAAI orienting students on YIAC 2019

Students orientation on YIAC 2019 in Balkh



Focused Post-Harvest Training conducted for AVI Students in support of YIAC 2019

Students registered for YIAC 2019 received two batches of training, one in general post harvest

topics and the second in focused post harvest losses and solutions based on selected Value

Chains. The table below shows sets of trainings conducted in CAAI project locations:


Type Dates

Total

Participants

Female

representation

01 Pomegranate Post Harvest Handling

Nangarhar Student June 2019 20 0%

02 Pomegranate Post Harvest Handling

Nangarhar Instructor June 2019 4 0%

03 Crop Specific Post-Harvest Herat Student

July 2019 30 60

04 Post -harvest handling of fruit/vegetable Balkh

Student May 2019

51 33%

05 Post-Harvest Kandahar Student May 2019 52 0% 06 Post-Harvest Kandahar Student July 2019 22 0%

07 Post-Harvest Nangarhar Student May 2019 43 0%

08 Post-Harvest Nangarhar Instructor May 2019 3 0%

09 Post-Harvest Kabul Student May 2019 63 44%

10 Post-Harvest second round Herat Instructor June 2019 5 20%

11 Post-Harvest second round Herat Student June 2019 50 62%

12

Post-harvest Training on Almond and Grape Balkh

Student August

2019 33

42%

13

Post-harvest Training on Almond and Grape Balkh

Instructor August

2019 4

0%

14 Post-harvest Herat Student May 2019 83 67%


Nangarhar Instructor July 2019 4 0%


Nangarhar Student July 2019 21 0%

Post-Harvest Handling training in Herat Post Harvest handling training in Balkh



Post Harvest training to Kandahar AVI Students

Groups within the Kandahar Province chose

pomegranate and grapes as their selected value chains.

CAAI conducted the second phase of a two-day post

harvest training for Maiwand and Daman AVI students

who were registered for the competition on the 29th and

30th of July. A total of 20 students from the

aforementioned AVIs attended the training that

equipped the participants with skills to identify the

existing challenges and possible solutitions within the Afghan context and the day-to-day

practices of producers and consumers.

Walnut Post Harvest Handling training to Nangarhar AVI Students

The CAAI team in Nangarhar organized and conducted

walnut post-harvest handling training for 21 students

and 4 teachers of the AVI. The two-day training

commenced on July 10, 2019, and was completed on

July 11, 2019. These students will identify viable

innovations and technologies for the reduction of post-

harvest losses in walnuts.

Grape and Saffron Post-Harvest handling training to Herat AVI

Students

During the reporting period, the CAAI team in Herat conducted post-

harvest training in grape and saffron value chains for a group of 30

participants (12 male and 18 female students of AVIs). The two-day

training was conducted in the month of July.

Almond and Grape Post-Harvest training to Balkh AVI

students:

Post-harvest training for Almond and Grape value chains was

conducted for 37 (14 female/ 23 male) participants from August

3-4, 2019 at Balkh AVI. The participants included AVI teachers

and grade 14 students at the Agriculture and Veterinary Institute

(AVI).

YIAC 2019 Competition held in Balkh, Kandahar and Nangarhar Provinces:

CAAI and DAI together designed and delivered the YIAC 2019 Competition at the provincial level.

During the 4th quarter, the teams jointly announced the winners in Kandahar and Nangarhar

Provinces. A total of 70 students, teachers, department heads and DAIL representatives attended

the competition in Kandahar. A second competition conducted in

Nangarhar at the AVI was attended by 50 students, teachers and

TVET–A representaitves. Under the competition, groups

registered for innovation were for reduction of post-harvet losses

in the pomegranate, grape, and walnut value chains. The third

competition, conducted in Balkh, was attended by 113

representatives from national and international agricutlural

Trainer providing information on Value chains

Value chain introduction to students

Participants attending Post harvest training

Balkh AVI Students visiting almond farms during training

CAAI representative inaugurating the competition in Kandahar



organizations, the private sector, Ag. Faculty, youth council, TVET–A, DAIL and AVI teachers and

representatives. One winning group was selected from the aforementioned provinces; the team

members will come to Kabul to participate in the National Competition.

National Agriculture Education, Research, Extension and Economics (NAEREE) Conference – July 2019 The CAAI Program, in collaboration with Technical and Vocational Education and Training (TVET-A) institutes, Ministry of Higher Education (MoHE) and Ministry of Agriculture Irrigation and Livestock (MAIL), hosted a three day (July 15 – 17, 2019) National Agricultural Education, Research, Extension and Economics Conference (NAEREE) in Kabul. The conference brought together over 137 academics, practitioners, and representatives of national and international organizations to explore strategies and possible options for the creation of a National Agricultural Education, Research, and Extension Council (NAEREC), the establishment of a platform for Agricultural Education development and the generation of a roadmap for future collaborative work. The conference provided an opportunity for participants to share their diverse perspectives, experiences, lessons learned and insights regarding the connection of agriculture education with agricultural development, and they discussed new and creative approaches for short and long-term reforms in the agriculture education sector in Afghanistan. Objectives of the conference included

A. Establish a forum to discuss the creation of a

National Council for agricultural education,

research and extension where private and public

agriculture sector and agricultural education

actors can come together and coordinate their

challenges and opportunities, discuss policy

issues, make recommendations, and listen to

the concerns of private sector stakeholders,

keeping in mind the current needs of the market;

and

B. Create consensus on pathways for collaboration within the AET system, including roles,

responsibilities, and contributions of various development programs and partners.

In order to achieve these objectives, the CAAI year 3 workplan will include activities designed to establish NAEREC and its mandates.

Judges scoring the teams at Balkh AVI

Balkh AVI student presenting his concept for

reducing Grape losses

Nangarhar AVI students at the competition



This conference was the first of its kind to take place at the national level, with a core focus on discussing ways of strengthening agricultural education, research and extension in public universities and institutes. The ultimate objective of the conference was to recommend the possible establishment of a National Agriculture Education, Research and Extension Council involving national actors from education, research and extension institutions with the support of donor communities and private sector stakeholder.

The conference served as a platform for sharing experiences and lessons learned in agriculture education, research and extension at different levels, from grassroots involvement at the local community level to high-level policy actions. Government ministry representatives, members of academia and institutes, students, research and extension workers and NGO representatives presented examples of good practice and lessons learned relevant to agriculture education, research, extension, workforce development, marketing and other rural development practices. At the end of the conference, most of the participants agreed on the identified current weaknesses and opportunities and the establishment of NAEREC where the agriculture sector stakeholders and agriculture education actors can come together and coordinate their efforts and resources to take on challenges and discuss opportunities to develop new policies and make recommendations. CAAI plans to gather all findings from this conference and prepare an activity plan for the creation of the NAEREC and implement the approved activities in coordination with institutional partners throughout project Year 3. The main activities are listed below, but we will prepare an action plan with MOHE and TVET-A to make sure we cover all aspects of the NAEREC establishment.

1. Physical location – Establish Secretariat office of the NAEREC in MOHE 2. Members of the Council – Develop organizational structure of NAEREC and identify

members 3. Write policies and terms of references for NAEREC and its members, officers and

secretariat 4. Develop annual activities plan for office and schedule of coordination meetings for

NAEREC 5. Hold Annual NAEREE Conference

The CAAI PMU will work with MOHE and TVET-A to establish a working committee, members of which shall come from both institutions plus other partners and stakeholders as identified by the MOHE and TVET-A. The committee will have a defined term of reference and will be active until the NAEREC is in place but will dissolve once NAEREC is fully established and functional. During this quarter, CAAI conducted numerous meetings and consultation sessions with its stakeholders. These meetings are recorded and compiled in a table, which is included as Annex – III to this report.



CAAI Workplan consultation meeting with stakeholders CAAI conducted its third-year work plan consultation meeting with TVET–A, USAID projects such as GRAIN and DAI, and Kabul AVI and University Ag. Faculty. CAAI also participated in GRAIN’s workplan consultation meeting to identify ways to collaborate in the upcoming year.

Coordination with Stakeholders/other Programs

During the reporting period, CAAI coordinated with stakeholders in the following initiatives: The CAAI team in Balkh provided over 75 professional agricultural books to Balkh AVI in an official event on July 4, 2019. The leadership and teachers of the AVI expressed their appreciation for this contribution.

CAAI Coordination meetings at the provincial level: CAAI Provincial staff continues to ensure regular interaction and coordination with its stakeholders from AVIs, Ag Faculties, AHSs, DAIL and USAID partners and projects. Please see Annex V.

CAAI Offices and Staffing Hiring of CAAI Staff and Provincial Offices During the fourth quarter, CAAI hired project staff, interns and instructors and filled vacant positions at project offices in Kabul, Balkh, and Kandahar to support the smooth implementation of activities.

Such project contributions and support to the AVI are sustainable to which we are always

appreciative – Balkh AVI Head

CAAI DCOP introducing the Project’s Workplan GRAIN workplan consultation meeting at Badam Bagh

CAAI Kandahar PST and TVET-A coordination meeting

Balkh PST meeting DAIL Kandahar PST meeting with Dean of Ag. Faculty



The following is a list of new CAAI employees, including their names, titles, locations, and start dates:

CAAI new recruitments during this quarter

S/N Full Name Designation Duty Station Date of Hiring

1 Abdul Wali Tajzada Monitoring Evaluation and Learning Specialist

Kabul Sep 01, 2019

2 Khujesta Bahar Project Accounting Officer

Kabul Sep 01, 2019

3 Ayub Ayubi Provincial Site Coordinator

Kandahar July 03, 2019

4 Geeta Yousufi Intern Herat Aug 26, 2019

5 Wahid Ahmad Khajazada

Intern Herat Aug 26, 2019

6 Wahid Ahmad Nastuh Computer Teacher / Instructor

Herat Sep 01, 2019

7 Nasrin Ahmadi English Language Teacher / Instructor

Herat Sep 01, 2019

8 Sayed Ahmad Qassemi Computer Teacher / Instructor

Balkh Sep 01, 2019

9 Mohammad Tamim Labib

Intern Balkh Aug 26, 2019

CAAI Challenges and Recommendations Challenges

1. Low capacity of the relevant government institutions involved in program implementation

2. Low number of females within the targeted locations and groups 3. Start of the academic year makes it hard for the project staff to reach out to the teachers

of AVI and AHS 4. In most of the provinces, it is summer vacation for the students, making it tricky for the

project to organize its trainings and other capacity building events directly targeting students from AVI and Agriculture Faculties

Recommendations

1. Supporting TVET–A and relevant programs and stakeholders technically in order to build and improve upon their existing capacities

2. Gender awareness among targeted groups (AHS/AVI and TVET-A)



CAAI Major Activities Planned for the year 3 – quarter 1 Activity 1.1: Improve teaching General trainings:

- Design training modules in the following topics: AVIs, AHSs, Ag Faculties in administration, experiential learning, Inquiry-led learning, mentoring, good practices for facilitating collaborative learning – Continued

- Conduct in-service training workshops on modules developed in 1.1.1.1 for AVIs, NAEC and agriculture faculties educators

- Seminar and study tour for AVI, agriculture faculties researchers and selected private sector representatives to CCSHAU Research, Extension, Education and Agribusiness Incubator Center to see the successful model CCSHAU and private sector have developed

AHS and AVI trainings

- English Language Skills: Various levels of English language training for teachers & Students

- Computer Skills: Various level of computer proficiency training for teachers & students Activity 1.2: Increase women’s participation

- Computer Skills: Various level of computer proficiency training for teachers & students - Induction training for female teachers to the Edu2Fem component activities - Recruit female students in two provinces - Parwan and Bamyan - Distribute TVET-A approved learning materials - Develop Distance learning materials & communication infrastructure - Deliver Distance learning materials to students - Organize on-site trainings - Set up M&E - Establish baseline

Activity 1.3: Link students to value chain platforms to create opportunities for experiential learning

- Design and develop training modules for value chain experiential learning - in coordination and with support from Agriculture faculties

- Link AVIs to Ag Faculties and ARIA and extension - CAAI to facilitate collaborative work in education, research and extension

- Link AVIs to USAID GRAIN project in coordination with agriculture faculties for experiential learning activities

- Link AVIs to USAID Value Chain Crops project in coordination with agriculture universities for experiential learning activities – Continued

- Link AVIs to USAID Value Chain Livestock project in coordination with MAIL Livestock directorate for experiential learning activities

- Coordinate and host school presentations from value chain actors and grower associations at AVIs and agriculture faculties in each province

- Provide training workshops on how to search, apply and submit applications and get internships - CAAI to continue supporting internship activities for AVI students in each province

- CAAI PMU and PST teams will continue to identify and work with projects, local institutions and private sector hosts for internships

- Design and deliver training for AVI and Ag Faculties on how to promote agriculture as an important profession for Afghan youth



Activity 1.4: Establish student groups based on the Positive Youth Development (PYD) approach

- Refine and further develop the Afghan Positive Youth Development (PYD) model - Design PYD awareness and promotion campaign materials for AVIs and AHSs - Design PYD related activities with GRAIN, AVC-HVC and other projects for AVIs and

AHSs students and educators

Activity 1.5: Grants and Scholarships

- Design and develop merit- and need- based scholarship programs - Introduce a grants model to AVIs in each province and provide a training workshop in

grant writing and submission Activity 1.6: Build an Afghan cadre for distance and distributed learning

- Prepare easy to follow instructions and training materials for distance and distributed learning

- Hold a series of trainings in distance learning approaches for NAEC and MAIL Home Economics Directorate for education and extension applications

- Provide technical support and needed equipment to conduct distance learning to female students in rural areas

- Pilot run one distance learning class from NAEC and/or MAIL's HED for female students in rural areas

Activity 2.1: Develop Essential Research Capabilities

- Conduct a stakeholders survey (e.g., farmers, consultants, extension agents, value chain actors, etc.) to identify preferences for receiving information from applied research results

- CAAI PMU/PST staff to develop an Industry/Stakeholder Advisory Board - AVI, faculty of agriculture, NGO, and agribusiness leaders for advice and support

- Conduct participatory exercises and topical workshops, including new technologies or applications in food processing hygiene

- Conduct participatory exercises and topical workshops to respond to identified needs from survey work, including new technologies or applications in integrated pest management

- Provide training in integrated pest management as it applies to Afghanistan. Provide grants to 2 participants to attend international IPM innovation conference, seminar, symposium

- Provide small grants to 2-4 participants to attend: Golden Jubilee International Conference on New Millennia Agriculture-Novel Trends & Future Scenarios at Haryana Agriculture University

Activity 2.2: conduct Collaborative applied research to address problems identified by stakeholder

- Design and deliver training and mentorship to researchers to identify problems along key commodity supply chain

- Researchers at each agriculture faculty to conduct study and survey to identify problems along the key commodity supply chain

- Perform a diagnostic survey on a commodity in order to understand the nature of the problem and its effects on the value chain

- Universities to conduct literature and desk review of existing knowledge of identified value chains in targeted provinces.

- PMU and PST to facilitate technical assistance to researchers at each university to design research around agricultural problems identified through participatory stakeholder process

- Design training module and teach university researchers on how to establish collaborations with the value chain actors and extension agents



- Design research initiatives around agricultural problems and needs identified through the participatory stakeholder process

- Design and develop collaboration grants for researchers and provide training on grants management and implementation

Activity 3.1: Assist local professionals in developing relationships with value chain stakeholder groups

- Assess human and institutional capacities of Kabul Ag Faculty and Kabul AVI for coordination and information sharing

- Design and develop training module on new collaborative roles and responsibilities - Design and develop training modules on mentorship, training, data collection,

implementation, and feedback relationships - Design and develop training module in participatory appraisal methodology for PST and

PMU technical staff Activity 3.2: Conduct Participatory Value Chain analysis

- Develop training materials on participatory value chain analyses as a collaborative learning exercise

Activity 3.3: Maintain engagement with stakeholder groups

- Hold meetings - to include reflective sessions to help the project learn about the satisfaction and effectiveness of the value chain activities and make adjustments when necessary

- Develop organizational structure of NAEREC and identify members Gender & Communication

- Support development of PYD concept and its communication material - Design and implement YIAC 2019 competition exhibition to be hosted at the US embassy - Support implementation of YIAC Kabul and the National Competition - Ensure gender inclusion into CAAI’s newly developed Workplan - Work closely with NAEC on implementation of Edu2Fem approach - Support all CAAI planned activities for the coming quarter such as integrating gender

within the value chains, conducting the communications training, ensuring gender consideration within all newly developed modules and trainings

- Ensure maximum level of women/ female participation on targets within all activities Graduate Tracer Study

- Conduct graduate tracer study with AVI and Ag. Faculty graduates who graduated in 2018.



Monitoring, Evaluation and Learning

Performance Indicators progress Of the 14 currently active performance indicators from the AMELP, the following 5 are reported on a quarterly basis, 5 when the events happen, 2 on an annual basis and 2 in FY2020 and a follow up on FY2023. For this quarter, nine indicators are “zero achieved” because there were no targets for this year (FY2019). For a complete table of performance indicators with targets for FY2019 and cumulative results to date, refer to Appendix 1 CAAI MEL plan. Goal: To catalyze Afghan-led agriculture innovation

Indicator Number

Definition FY2019 Target

FY2019 Q4 Actual

1 Number of individuals with new or better employment following completion of USG-assisted workforce development programs. (GFSS: EG 6-1)

0 0

2 Number of student/graduate-owned entrepreneurial enterprises founded in the agriculture sector

0 0

3 Number of innovations introduced to value chain actors 0 0

Nothing to report. Intermediate Result 1: Afghan agricultural education institutions strengthened to empower modern agricultural value chains

Indicator Number


FY2019 Actual

4 Number of individuals who have received USG-supported short-term agricultural sector productivity or food security training (GFSS: EG 3.2-1)

120 265

This indicator counts the number of agriculture institutions (AVIs, AHSs, Ag. Faculties), MAIL and DAIL educators, employees, researchers, specialists who received short-term or med-term trainings on post-harvest, pedagogy, animal laboratory diagnostic testing, horticulture (pruning & grafting), communications, soil tests, forestry, English language and computer skills. CAAI counts an individual only once regardless of the number of trainings received during the reporting period and even if the trainings covered different topics. CAAI exceeded the target for FY2019.

Indicator Number


FY2019 Actual

5 Number of short-term training modules developed and implemented based on IR-2 and IR-3 activities and pedagogic needs assessment

6 6

Four modules have been developed in this quarter and two more were developed in quarter 2 of FY2019 and implemented. 2 pedagogy modules, 2 Positive Youth Development (PYD) modules, 1 distance learning module and 1 value chain module were developed. CAAI met its target for this year.

Indicator Number


FY2019 Actual

6 Number of students/graduates of agricultural technical schools received USG scholarships to attend higher education

0 0

Nothing to report.

Indicator Number


FY2019 Actual

7 Number of individuals with improved skills following completion of USG assisted workforce development programs. (GFSS: EG 6-2)

1,500 797



Improved skills are measured by a pre/post-assessment test. Individuals with a higher score or better results (as defined by the program offered) on the skills post-test are counted. In this reporting period, 97 students from AVIs, AHSs and Ag. Faculties were trained and out of those, 95 students’ skills were improved and 3 either did not complete the trainings or did not get a higher score

Catalyzing Afghan Agricultural Innovation (CAAI) · The report is organized by the project...

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