Agricultural training post land reform in Zimbabwe: implications and issues.

Abstract

This paper explores the implications of the land reform programme on agricultural training and education in Zimbabwe. A critical evaluation of agricultural training post land reform is important given the collaboration and interdependence of human capital and institutions in agricultural growth and development in Zimbabwe. A desk study approach was employed using relevant theoretical and empirical literature. Key informants were interviewed in agricultural training institutions, agriculture and education ministries, and manpower development authorities in Zimbabwe. The first draft of this paper was presented at a National Manpower Advisory Council workshop and comments were obtained on the subject. The study revealed that the land reform programme resulted in increased smallholder agriculture (92%) versus large scale agriculture (8%), expanded area under settlement, changes in typology of farmers, labour shortages, limited partnerships with internal and external institutions, decreased production in agriculture, and gender mainstreaming in land allocation, all of which had implications on agricultural training. For agricultural education, these changes implied; increased demand for human resources to provide supportive services (extension, training and research), a need for curriculum review to integrate emerging issues such as environmental management, business development skills and gender relations, a need for more resources, and a need for strengthening of Private Public Partnerships to enable successful delivery of agriculture education for economic development. An agricultural education policy is essential to provide a harmonized framework in which adjustment measures ensure educational relevance in the new era of land reform.