An Innovative Model of Agricultural Education and Training in Guinea: Trending Toward Self-Sustainability

Abstract

Exploring locally-designed Agricultural Education and Training (AET) programs provides opportunities for the entire system of AET to improve. Recognizing this potential, researchers conducted a case study of the Centre d’Apprentissage et de Formation Professionnelle Post-Primaire (i.e., Center for Post Primary Professional Training [CAFPPP]) located in Macenta, Guinea. The case study was completed in conjunction with a comprehensive program review and participant-engaged strategic planning process. Results illuminate CAFPPP faces significant challenges, including (a) limited funding, (b) insufficient teacher and administrator training, (c) limited curricular scope, and (d) systematic challenges. Additionally, three critical strengths were identified at CAFPPP, (a) utilization of an effective, practice-based educational model, (b) stakeholder support, and (c) access to fertile agricultural land. Considering both strengths and weaknesses, researchers and CAFPPP stakeholders co-created a model to propel CAFPPP toward its stated goal of becoming an “autonomous center of excellence.” The dynamic model envisions a school leveraging its strengths to systematically address identified weaknesses via intersecting approaches to funding, teacher and administrator development, and graduate support. Presentation of the model is supplemented with a discussion of, and recommendations for, application of the model at CAFPPP. Furthermore, opportunities for all AET programs to reflect upon, and evaluate, current strategies in light of the proposed model are discussed.