Self sufficiency and self reliance have been the main objectives of development strategy throughout Africa. If these objectives are to promote agricultural development and feed growing populations, however, their chances of succeeding could be significantly increased by the preparation of well-designed marketing programmes and plans. These would help to integrate small farmers into the market economy, expand food production and encourage the growth of export crops.
The severe shortage of trained and experienced manpower in marketing has been identified as a major factor inhibiting the development of efficient marketing programmes in Africa. Two FAO workshops on training in Agricultural and Food Marketing held in Nairobi, Kenya in 1975 and 1983, and a Sub Regional Workshop on Strengthening Training in Agricultural Marketing in Eastern and Southern Africa held in Kenya in 1984, identified inadequate training as the major constraint in introducing improvement programmes, particularly at postgraduate levels.
Improved training in marketing and agribusiness was singled out as a basic need in many development programmes at all levels. The pooling of efforts into a network of close technical cooperation between countries was considered a cost effective way of strengthening national capacity in these fields. In addition, it was felt that a sub-regional agricultural marketing network would provide a better alternative to sending students overseas for training, which may not be suited to local conditions. The proposed institutional network would also advance agricultural marketing science and introduce practices suitable to local conditions through the promotion and exchange of knowledge, the development of research in the application of appropriate marketing technology and practices and the production of textbooks and teaching materials suitable to local conditions. Finally, it would act as a forum for agricultural research workers and practitioners. The FAO Sub-Regional Workshop of November 1984 recommended, therefore, the urgent establishment of a regional network in applied agricultural marketing and the strengthening of institutions to teach agricultural marketing and agribusiness.
During the annual FAO/Government of Japan Cooperative Programme meeting in April 1987, the draft project proposal "Establishment of a Centre and Network in Agricultural Marketing Training in Eastern and Southern Africa", project GCP/RAF/238/JPN, was presented and discussed. A formulation mission visited Eastern and Southern Africa in October 1987 to finalize the proposal. A Regional Trust Fund was then established, with Japan as the donor Government and Kenya, Tanzania, Malawi, Zambia and Zimbabwe as the participating countries. The total project budget was $US 3 million over its projected five years duration.
The Project Document was signed by the Ministry of Finance, Economic Planning and Development, Zimbabwe, as the host country, on 14 June 1989 and the project became operational in November 1989. Project activities were completed in September 1995.
The overall objective of the project was to strengthen agricultural marketing training and advisory services in Kenya, Malawi, Tanzania, Zambia and Zimbabwe, through the establishment of the Centre for Agricultural Marketing Training in Eastern and Southern Africa. This would organize a sub-regional network of institutions and personnel willing to provide teaching, research and consultancy services in the field of agricultural marketing.
The specific objectives of the Centre and Network were to encourage the development of curricula for the integrated study of agricultural marketing, embracing technical, economic and business skills applied to policy and operational issues, and to prepare appropriate teaching materials and aids. The Centre and Network would facilitate the provision of lecture modules in teaching institutions undergoing staff development in order to strengthen their agricultural marketing programmes. They would conduct short-term in-service training courses and workshops at regional and national levels for those engaged in agricultural marketing teaching and training activities in educational, governmental, parastatal, cooperative and private organizations, enabling them to increase their understanding of agricultural and food marketing issues and to develop their training skills. They would also conduct and facilitate problem-oriented research to obtain a better understanding of sub-regional agricultural and food marketing activities, to diagnose marketing inefficiencies, to devise policies and to promote the development of low-cost technologies appropriate to improving marketing performance. Finally, they would assist the exchange and dissemination of marketing knowledge and information through the publication of a journal or newsletter.
After a tripartite review (donor, FAO and recipients) in May 1993, certain recommendations were made to strengthen the project's output. These included a review of the proposed curriculum development for a Master's in Agribusiness Management, the strengthening of the information dissemination element by enlarging Newsletter contributions, the recruitment of an agribusiness expert and a call for bi-annual meetings of the project's Advisory Board. These recommendations were all subsequently implemented.
Three curriculum outlines were developed, one at undergraduate level and two at postgraduate level, beginning in 1990 and 1991 respectively, as a result of discussions with universities and the first Regional Workshop on Maize Marketing in August 1990, which identified the lack of a coherent course of study in Agricultural Marketing. The teaching modules for these outlines were developed from 1990 to 1992 by participating university staff and project and international consultants, when local expertise was unavailable.
Between 1990 and 1992 an undergraduate Agribusiness Management programme consisting of 120 hours was developed for the B.Sc. Agricultural Economics degree at the University of Zimbabwe, in conjunction with department staff, the project staff and international experts. All materials were delivered in 1992.
The programme and materials have only partially been used in the university to date, due to their generic nature, the lack of qualified teaching staff and further curriculum developments within the department.
Between 1990 and 1992 two postgraduate programmes were developed.
A 40-hour option programme on "Distribution and Storage Management" was developed for the MA Economics degree in the Department of Economics at the University of Dar-es-Salaam, Tanzania. This involved project staff developing module content to University of Dar-es-Salaam lecturer specifications. The materials were delivered in 1992 and are being fully utilized in the Department.
Between 1991 and 1992, as a result of an Advisory Board decision in Zambia in May 1991, the project also developed an outline for a Master's degree in Agribusiness Management, which was to be regionally oriented. The pilot institution for the degree was the Department of Agricultural Economics at the University of Zimbabwe.
The course and modules were developed (after consultation with relevant user sections of Zimbabwe industry and commerce) by project and university staff and international consultants, when expertise was not available locally. On departmental advice the programme was to be developed by the project in cooperation with a United Kingdom university. The development had full approval of the Advisory Board but, prior to its launch in May 1992, a regional consultative meeting of heads of department from cooperating universities within the region was held at the University of Zimbabwe on 1-3 March 1993, where it was decided to delay its original start date. It was finally decided not to run the course at the Zimbabwe Board Meeting of June 1993. However, the modules developed for it have been distributed to all participating Universities and are being widely used, in their entirety or in a modified version, at both postgraduate and undergraduate levels.
The project has been relatively successful in developing curricula and teaching materials. Since only two initiatives on curriculum development were successfully concluded, cooperating university institutions have availed themselves of the facility in a limited way. This is partly because individual universities have their own course development plans and pace of development with validating procedures, which in most cases take a number of years to complete, making it difficult to synchronize a regional initiative. However, it is also due to the lack of resources, internal management problems and instability at many universities, brought about by high staff turnover, development and other priorities.
The region's universities displayed wide variations in terms of resources, qualifications and responsiveness to change. These variations, coupled with differences in incomes, earning capacity, staff morale and turnover, meant that teaching institutions absorbed curriculum developments at differing levels and speeds. Master's degrees in Economics and Agribusiness emerged as being too resource-demanding for all institutions to be involved. Instability within many departments also made it difficult to absorb new initiatives. Although some institutions are taking on initiatives despite this, many departments within the region cannot resource or maintain them without donor help. Until all departments become more stable and obtain more resources, it may be better to concentrate on undergraduate degrees and concomitant teaching material development.
Although it had consistently expressed a desire to host the proposed Master's degree, the University of Zimbabwe failed to support it immediately prior to its launch. This was because the institution, which had already experienced severe delays in launching its Master's in Economics, did not have sufficient resources to carry two Master's degrees. The host institution requires a critical mass of staff of quality, quantity and experience with a planned and developed programme before any future Master's degree negotiations.
Project staff produced six generic teaching texts during 1994/5. The purpose of these texts was to provide teaching resource materials for the cooperating universities and for undergraduate and postgraduate courses and short courses and to provide library materials for students of Agriculture and Business. The texts were left for more widespread distribution.
Lecture course modules were developed from eight sources: workshops, short course development requests from participating universities, generic materials developed by consultants/resource persons, case study development, localization of teaching materials, study visits, in-country research and student dissertations. Output from the last two will be described in section 2.4. In order for staff to develop their own capacity and materials, books to the value of $US 2 000 per teaching institution were purchased, as well as appropriate software when required.
As a result of the workshops, five lecture course modules were developed for use by university lecturers at undergraduate level. These were developed by two international consultants. The materials have also been used throughout the region by trainers in parastatals, as input for other FAO or non-FAO sponsored workshops and for short courses.
After specific requests from Sokoine (Tanzania) and Egerton (Kenya) Universities, the project staff, working with teaching staff, developed three short courses dealing with computer applications and software under a Contractual Services Agreement (CSA). The purpose of these were to develop lecturer skills in short course development and to offer these courses to other trainers, students, lecturers, government and non-government personnel as an educational and income earning activity in order to finance developments of further courses and thus, in some way, to ensure project sustainability in this feature.
The first course was successfully run with students and staff in the Department of Agricultural Economics and Business Management, Egerton University, while the other two courses have each been run three times for government staff and other participants in the Department of Agricultural Economics and Agribusiness at Sokoine University.
Project staff also developed three course outlines on Strategic Marketing, Finance for Marketers and Basic Marketing for Bunda College, Malawi and the University of Zambia.
Between 1993 and 1995, four local resource persons in Zimbabwe, were contracted to produce five case studies on the Zimbabwean coffee, tea, sugar, cotton and tobacco industries. The purpose of this development was to provide case materials for illustrative purposes for lecturers/trainers, to train personnel in research and case-writing techniques and to provide a model for other network personnel. In the localization process described below, other teaching institution personnel developed similar case studies.
Between November 1993 and May 1995, four workshops on Embedding University Teaching Materials were held. The materials covered were eighteen teaching modules, ten workshop proceedings and five case studies.
The purpose of the workshops was to introduce generic teaching materials to university lecturers, trainers, government and parastatal personnel and the private sector for use on undergraduate and postgraduate courses and short courses for executives. Contractual Services Agreements (CSAs) were signed with the appropriate university personnel and/or trainers for their respective organizations in order to localize the generic modules. This mainly involved writing local illustrative case material, adjusting texts to meet local conditions and providing extra student exercises. Writing the materials also served to embed the materials and trained lecturers in the design and writing of materials. Local personnel involved in the process across the region numbered 56 in total.
All the CSAs were completed and the materials are being extensively used throughout the region. A notable absentee in the process was the University of Zimbabwe, which failed, despite numerous attempts, to hold a workshop.
Six study visits were arranged for Network participants, in order for them to obtain materials for either teaching module development, input at workshops or case study development, mainly in the livestock industry.
With the exception of the host institution, the University of Zimbabwe, this facility of the project has been fully utilized. Its objectives have been met throughout the region, benefiting staff development particularly at university level. In all, some 80 university, government and parastatal personnel took part in facilitating lecture course materials development in the region. As a result, writing and materials development capacity has been strengthened as well as the provision of materials to strengthen agricultural marketing and agribusiness teaching programmes.
This activity was heavily dependent on project resources (funding and manpower) and its continuation will depend on the availability of adequate, external financial resources.
A total of 28 workshops were held at regional, sub-regional, national and specialist level, with different objectives and participants, between August 1990 and December 1994. The project was intended to train at least 500 personnel.
Malawi had no regional workshop, since the tripartite review of 1993 recommended that the second half of the project emphasize the dissemination and use of materials already produced rather than the running of additional workshops. Zimbabwe's high incidence of specialist workshops is due to project staff's running of workshops for the private sector to test teaching materials, also after recommendation by the tripartite review.
In all countries, the in-country Board members, along with the Project Director, prepared and ran workshops.
The target number of personnel to receive training was largely achieved and extensive local and regional use has been made of the Network personnel. Each workshop produced teaching materials and recommendations, which were sent out in each project report to participating institutions. The workshops were followed up to check on the use of materials developed and the participants' dissemination of these materials to colleagues. University lecturers were found to be using the materials as teaching aids, while government and parastatal officers used them in a limited way through running in-service training workshops, such as the Finance for Marketers workshop held by the Grain Marketing Board of Zimbabwe after the March 1990 national workshop.
The objective of the project to run in-service workshops has been extensively achieved. Not only have these served the purpose for which they were intended, but they have been successful in network-building by bringing university, government and parastatal personnel together. The development of a common, regional approach to policy and problems in Agricultural Marketing has thus been encouraged. The target number of 500 trained personnel has been achieved and the output of the workshops is being regularly used as training and teaching materials.
Limited follow-on has been achieved by workshop participants on a self financing basis, project funds being required to facilitate the process. This is not a good indication for the sustainability of this activity after project funding ceases.
Each country was allocated the following amount of funding, on a CSA basis, between August 1990 and April 1995: a) $US 4 000 per annum, rotating between the university and government sector, for research into pressing agricultural marketing problems with the aim of incorporating the results obtained into policy documents and/or case study teaching materials for regional distribution; b) $US 2 000 per annum for each participating university in order to fund undergraduate and postgraduate dissertations with the aim of making the dissertations suitable as case materials for input into workshops and as teaching resources. Allocated funds that were not used in countries with more than one teaching institution reverted to the other institutions utilizing funds within that country. This was the case in Malawi, Tanzania and Kenya from 1993 onwards.
As a secondary objective, while carrying out both activities, researchers and students were trained in conducting research. The assessed student dissertation numbers are as accurate as possible, since staff movements after the project began have resulted in incomplete records.
On in-country research, the government sector has been more active (64%) than the university sector (36%), with Zimbabwe making the greatest use of this facility.
The university sector in Tanzania (38%) has availed itself more of the student dissertation facility than that in other countries, with Zambia (2%) availing itself the least. The inability of countries to fully avail themselves of this facility is due to the lack of opportunities within their courses and the variable number of students in the universities.
Overall, the research facility has been well utilized by the region and this objective has been largely attained, benefiting researchers, students, lecturers and materials development. Governments have been more active in the in-country research facility because economic dynamics brought about by Economic Structural Adjustment Programmes (ESAPs) raised practical agricultural marketing problems that were more pressing for the government sector than that of the university.
Without continued funding, this activity is likely to become unsustainable when project funding ceases.
Initially, the project intended to produce a journal but the lack of contributions led to the production of a Newsletter instead. The first issue, edited and produced by the Centre, appeared in September 1991 and the seventh and final issue appeared in March 1995. The purpose of the Newsletter was to disseminate and exchange information regionally on policy issues, events, network personnel movements, research, conferences and other marketing and network information. Its circulation covered all network members, FAO offices, cooperating institutions and consultants and organizations beyond the region who had cooperated in any way with the project.
While the Newsletter was a useful organ for dissemination and exchange of Network information and other news items, its publication and content rested heavily on project staff, entailing an inordinate amount of time in follow up and preparation. This was primarily due to the lack of contributions from Network personnel, who, despite monetary incentives, did not contribute regularly. It would not have been cost effective to employ personnel to do the job. The overall conclusion, therefore, is that the Newsletter was of limited value.
Although the preparation of the Newsletter is not particularly demanding, providing the task is shared among several willing personnel, the cost of publication and dissemination may make its continued publication impractical after project funding ceases, unless other donors can be found.
The Board met eight times between June 1990 and July 1995, with an average attendance rate of 70%, mainly from university sector members. Its members changed over the five years until, at the last meeting, only one original member remained. The last meeting considered a review document, commissioned by the Board. Due to its changing composition and the fact that CSAs signed by previous members (for dissertations, in country research etc.) were taken on by new members, the Board's delivery of CSA activities was not as good as it could have been. The Board members had limited monetary consideration for attendance and differing degrees of commitment, mainly due to other legitimate activities. Finally, the Board's powers were advisory only and had little sanction over unsatisfactory members, although some effort was made to rectify this by making new CSAs conditional on previously completed ones, even among different institutions within the country, and (on the recommendation of the tripartite review) by meeting bi-annually rather than annually.
Although the Board's advisory role, coupled with varying attendance and constant personnel changes, made it an endorsing rather than a decision-making body, it generally functioned well.
The effect of training is difficult to assess unless there is some tangible product or management outcome. Its sustainability is also difficult to measure unless this is translated into surrogates such as training activities. The project has directly trained some 500 personnel through workshops and has indirectly trained many others, through its research, curriculum development activities etc. This effect, like that of the Network contacts, should be lasting. However, without further funding from external sources, the project's training activities may be difficult to sustain. Effort has been made by some, but not by all, cooperating institutions to develop resource-generating activities such as short courses.
The effectiveness of the project Advisory Board has been hampered by its purely advisory role, lack of continuity of membership, inability to sanction errant members or organizations and, at the outset, infrequent meetings. The development of a Coordinating Committee went some way to rectifying these problems.
The project's yearly cycle of activities was well designed and executed, as can be seen from the number of workshops held, the teaching and training materials developed from the workshops and the regional dissemination of these materials.
The project was most successful in facilitating problem-oriented research and the provision of lecture course modules and in conducting short-term in-service training courses and workshops. Overall, Tanzania and Kenya, with the largest number of cooperating institutions, have been the principal beneficiaries and Zimbabwe, the host institution, the least.
If the project activities are to be sustained after the project itself comes to an end, initiatives from personnel in cooperating institutions are required to follow up and utilize its output. Although the training and networking activities should be a lasting legacy, they are difficult to sustain. Workshops, in-country research, funds for dissertations and the publication of the Newsletter all demand resources and depend on the ability to generate funds in order to survive. The continued use, updating and development of curricula, teaching materials and modules depend less on financing, and more on personal initiative and skill. However, with severe financial constraints facing Governments and universities, coupled with the fact that lecturers can find more remunerative activities, such as consulting, these activities are likely to receive low priority unless actions to sustain them are undertaken.
Some institutions, like Sokoine and Egerton Universities, have used the project to develop viable short courses, the revenues from which can be used to develop further courses and so sustain some project activities, e.g., materials development.
The principle objective of the project was to strengthen the capabilities of national institutions and universities to provide training in agricultural marketing and agribusiness. This has been largely achieved through the training imparted and the teaching materials produced. Whether this capability will be utilized in the future depends on the Governments and universities taking positive steps to ensure that sufficient resources are available to maintain the training capability and production of teaching materials.
Whilst the project was primarily educational, focusing on the participating universities, the output (university students) is often employed by Ministries of Agriculture. Throughout the life of the project, government attendance at Board Meetings and at Teaching Materials Embedding Workshops was less representative than that of the university sector, resulting in a bias towards education. Governments should hold regular meetings to improve dialogue with universities in the discussion of curriculum development, research and consultancy, thus ensuring that university output is relevant to the country's manpower needs. This would also maintain the networking element.
Although the papers and contributions at workshops by government and parastatal personnel were of a high quality, there is little evidence that the recommendations were disseminated to colleagues when participants returned home. It is recommended, therefore, that Governments should encourage workshop participants to organize in-service seminars for relevant staff as soon as possible after their return from future workshops.
Governments have produced the greatest number of in-country research documents. However, evidence suggests that implementation of the findings either in-country or across the region have been limited. It is recommended therefore, that Governments seek the resources and mechanisms needed to implement in-country research results.
Papers for workshops, in-country research and discussion within the government sector still show a tendency to concentrate, at the policy level, on food security and production issues. However, evidence from a number of workshops over the period of the project has shown that, depending on the crop or commodity, post-harvest issues are of increasing importance. It is recommended, therefore, that Governments increase the priority attached to marketing and post-production issues by setting up specific marketing departments within the Ministries of Agriculture, with a view to developing national marketing policy, training schemes and their implementation, fully integrated with other policy areas such as production and food security.
It was evident from workshop papers and the background of participants that many Ministry of Agriculture economists are more oriented towards production and planning than commercial or marketing issues. Given the economic environment changes within the region it is recommended that a series of training programmes, based on materials generated by the project, be designed and implemented by universities for government agricultural employees in the following areas: marketing orientation and its long and short-term implications for government policy and options; strategic marketing, including international opportunities; specific marketing functions, including options trading, hedging, post-harvest operations and micro-marketing projects; and marketing policy formulation.
Recruitment for Agriculture Ministry employees needs to be expanded to include graduates in Business and Management. Economic reform requires fewer technicians and more commercially-oriented personnel.
Given the rapidly changing environment brought about by economic reform programmes it is recommended that universities examine current courses in Agricultural Economics and Business Management to make sure that they are relevant to the changing environment. More agribusiness, business, marketing and management knowledge and skills are required in both undergraduate and postgraduate courses.
Using the materials produced by the project, updated if necessary, universities should begin by consolidating undergraduate, rather than postgraduate, programmes in Agribusiness Management. Evidence suggests that postgraduate courses demand considerable resources.
University institutions have received a great deal of teaching materials from the project. In order to capitalize on this, and to provide funds to update teaching materials and develop further short courses, it is recommended that universities set up income-generating short courses for government, parastatal, ex-parastatal, cooperative, and private organization staff. The courses which urgently need developing for the government sector are recommended in 3.1.2.
Although conditions of service have improved in teaching institutions since the project began, there is evidence that they are still inadequate to motivate incumbent staff and attract new high-quality staff. This has had a deleterious effect on project activities. There is evidence that unavailability for workshops, consultancies, etc., was due to staff preferring more lucrative consulting work. It is recommended, therefore, that university authorities, along with the relevant government authority, look at current conditions of service with a view to rectifying the situation.
Universities have received a large quantity of generic teaching texts, workshop proceedings and case studies, all of which have been localized in order to make the materials country-relevant. It is recommended that short in-service courses be mounted by experienced staff to show the use of these materials to new university staff.
PROJECT STAFF
Dates of Service
Name Function Starting Date Concluding Date
International Staff
S. Carter Project Director April 1990 Aug. 1995
I. Crawford Agribusiness Expert Feb. 1994 Aug. 1995
T.E. Banda Project Review Consultant June 1995 July 1995
T. Takavarasha Agribusiness Expert Sept. 1993 Sept. 1993
P. Higginbottom Curriculum Consultant Feb. 1993 Feb. 1993
A.M. Muthee Livestock Marketing
Consultant June 1993 June 1993
J.L. Airey Zimbabwe Livestock
Review March 1993 March 1993
B. Carrad Project Tripartite Review March 1993 April 1993
F. Mwape Curriculum Logistics
Consultant Feb. 1993 Feb. 1993
G.A. Aitken Curriculum MIS Consultant Jan. 1993 Jan. 1993
B.W. Berman Structural Adjustment
Consultant July 1992 Aug. 1992
P.S. Maro Economic Adjustment
Logistics Consultant June 1992 July 1992
L.D. Smith Agricultural Policy
Consultant June 1992 July 1992
T.E. Banda Economic Adjustment
Marketing Consultant June 1992 July 1992
S.L. Braund Curriculum Strategy
Management Consultant May 1992 June 1992
T. Akeroyd Curriculum Product
Consultant Sept. 1991 Oct. 1991
W.E. Collett Marketing/Logistic
Consultant May 1991 June 1991
G. Dixie Horticultural Marketing
Consultant July 1991 Aug. 1991
A.E. Ikpi Agribusiness Expert April 1990 July 1991
J. Harvey Curriculum Human
Resources Consultant June 1991 July 1991
I. Crawford Agriculture Marketing
Consultant Dec. 1990 Jan. 1991
J.J. Nyhoff Marketing/Data Analysis
Consultant Aug. 1990 March 1991
R.L. Dittrich Finance Consultant Aug. 1990 Sept. 1990
Dates of Service
Name Function Starting Date Concluding Date
F. Mwape Maize Marketing Logistics
Consultant Aug. 1990 Sept. 1990
L.M. Mlambo Marketing/Policy
Consultant Aug. 1990 Sept. 1990
L.D. Smith Maize Policy Consultant Aug. 1990 Sept. 1990
S. Carter Marketing Training
Consultant Nov. 1989 Jan. 1990
National Staff
R. Chidmedza Project Co-Director July 1994 Aug. 1995
O. Chimbewa Project Secretary Dec. 1994 Aug. 1995
T. Baidon Project Publications
Preparation Feb. 1995 Aug. 1995
S. Tsoka Project Publications
Preparation Oct. 1994 Aug. 1995
F. Masanzu Case-Study Writer Aug. 1994 Oct. 1994
N. Macdonald Co-Writer of "Basic Finance
for Marketers" Manual June 1994 Aug. 1994
F.M. Masanzu Case-Study Writer April 1994 June 1994
G. Mudimu Project Co-Director May 1991 July 1994
F.M. Masanzu Case-Study Writer May 1993 Sept 1993
Workshop Resources Staff
Finance for Marketers, 26 November-30 November 1990, Zimbabwe
G.A. Matindike
Maize Marketing, 20 August-7 September 1990, Zimbabwe
L.D. Smith
J.J. Nyhoff
D. Dittrich
L. Mlambo
F. Mwape
Subrahmanyan
Marketing Management In the Horticultural Industry, 11-15 November 1991, Kenya
B.K. Acquah
I.K. Rop
Post-Harvest Operations Workshop, 28 October-1 November 1991, Tanzania
T.E. Banda
F.A. Kihunrwa
J.K. Liso
I. Minde
Export Procedures, 7-13 April 1991, Malawi
M.S. Chalanda
A. Chilembwe
F.M. Chirwa
C.W. Guta
F.O. Hara
R. Kainja
S. Kwelepeta
T. Kaunda
A. Khoromana
G.M. Mkandawira
A. Kuthemba-Mwale
E. Silumbu
The Effect of Structural Adjustment and Trade Liberalization on Marketing Institutions and Social Life, 20-31 July 1992, Tanzania
D. Kajumulo
B. Berman
Horticultural Marketing, 29 July- 9 August 1991, Kenya
I.S. Cameron
F.M. Itulya
P. Kimweli
J.M. Kinyili
F.P. Mwema
M.A.S. Mulandi
J.J. Ondieki
I. Rop
C. Wangia
Livestock and Products Marketing, 5-12 July 1993, Zambia
R.P. Popopo
Transport Management, 3-13 March 1991, Zambia
C. Chabala
Mwali
R.C. Mukuma
D. Hankanga
F.D. Yamba
Marketing Management for Cooperatives, 16-20 March 1992, Zambia
F. Maimbo
P. R. Sakala
W. Mulenga
S.K. Battacharya
K.S. Nalishebo
N. Daka
G.J. Clemor
J.F.M. Chipili
F. Chilomo
Impact of Milk Price Liberalization on the Dairy Sector, 24-28 January 1994, Kenya
A.M. Muthee
I. Rop
F.L. Kiranga
D.S. Lenaronkoito
I. Kirimi
R. Langat
Marketing of Inputs, 5- 9 October 1992, Zimbabwe
Brien de Woronin
F. Eigenraam
J. Ndoro
G. Magadzire
T. Mutunhu
Management Information Systems, 8-10 February 1993, Malawi
G. Clemor
S. Chimponda
D.M. Harawa
G. D. Kapokose
F.W. Kisyombe
S.E. Thomas-Konyani
B.W. Mkomba
H. Ng'ong'ola
W.K. Sichinga
STUDY TOURS AND WORKSHOPS
A2.1 Study Tours
Participants Study Place Date
Mudimu To gather information on livestock Nov. 1992
industry in developing countries,
particularly Indonesia
Makado To examine the Management Malawi April-May 1993
Hakutangwi Information System of ADMARC
Masanzu To attend the International Agricultural Tokyo July/Aug. 1993
Economics Association Conference
Mbogori To familiarize with the Zimbabwe and Zimbabwe 9-16 April 1994
Malawi dairy industry and Malawi
A. Temu To study the structure, content and University 4-6 Oct. 1994
delivery of the short course "Micro of Zambia
Computer Applications for Agricultural
Marketing"
E.A. Attwood To study the implications of GATT New May-June 1995
on the dairy sector in New Zealand and Zealand
its effect on Zimbabwe
A2.2 Workshops
Regional Workshops
Maize Marketing, Harare, Zimbabwe, 20 August-7 September 1990
Horticultural Marketing, Nairobi, Kenya, 29 July-9 August 1991
Effect of Structural Adjustment and Trade Liberalisation on Marketing Institutions and Social Effect, Arusha, Tanzania, 20-31 July 1992
Livestocks and Product Marketing, Zambia, 5-12 July 1993
Sub-Regional Workshops
Marketing of Inputs, Harare, Zimbabwe, 5-9 October 1992
Management Information Systems, Malawi, 8-10 February 1993
National Workshops
Finance for Marketers, Mazvikadei, Zimbabwe, 26-30 November 1990
Transport Management, Siavonga, Zambia, 3-13 March 1991
Export Procedures, Lilongwe, Malawi, 7-13 April 1991
Marketing Management in the Horticultural Industry, Mombasa, Kenya, 11-15 November 1991
Post-Harvest Operations, Morogoro, Tanzania, 28 October-1 November 1991
Marketing Management for Cooperatives, Siavonga, Zambia, 16-20 March 1992
Impact of Milk Price Liberalization on the Dairy Sector, Kenya, 8-10 November 1993
Specialist Workshops
University Teaching Materials Embedding, Kenya, 8-10 November 1993
Marketing to Win, Zimbabwe, 7-8 April 1994
University Teaching Materials Embedding, Tanzania, 2-5 May 1994
Marketing to Win, Zimbabwe, 3-7 October 1994
University Teaching Materials Embedding, Zambia, 20-22 October 1994
University Teaching Materials Embedding, Malawi, 10-13 December 1994
Heads of Department Regional University Curriculum Consultation, Zimbabwe, 1-3 March 1993
Strategic Management for the Board, Zimbabwe, 15-16 June 1994
Strategic Management for the Board, Zimbabwe, 13-14 July 1994
Strategic Marketing for Directors and Planners, Zimbabwe, 10-12 October 1992
Marketing Management and Staffing for Marketing Executives, Zimbabwe, 4-6 April 1992
Customer Care, Zimbabwe, 4 June 1993
Marketing of Services, Zimbabwe, 8 May 1993
Basic Marketing, Zimbabwe, 10 October 1990
Marketing for the Future, Zimbabwe, 8 June 1990
MAJOR ITEMS OF EQUIPMENT PROVIDED
Quantity Item
1 Vehicle, Toyota Landcruiser 4WD
1 Vehicle, Toyota Coaster Bus 27 seater
1 Vehicle, Toyota Hilux 4x4 Double Cab
1 Vehicle, Toyota Corolla Estate 4WD
1 Copier, Canon CLC 300 Colour laser
1 Film Projector CLC/300
1 Interface System, Fiery 125
1 Scanner, Agfa Arcus
1 Copier, Nashua 5590/7150
1 Automatic Document Feeder
1 Sorter, 5570
1 Copier, Rank Xerox 5030
1 Automatic Document Feeder
1 Sorter
1 Computer, Mac 11CI 5/80 with Quadra 700 upgrade, scanner and tape drive
2 Printer, Mac LW II
1 Computer, Mac L C special
1 Computer, Mac Powerbook 520C
1 Computer, Toshiba T3100 X
1 Computer, Toshiba T4850 CT
1 Computer, IBM PS/2 555X-X61
1 Computer, IBM PS/2 30-F31 with 5 1/2 external drive
1 Printer, Epson FX1050 plus cut sheet feeder
1 Printer, Epson LQ1060 plus cut sheet feeder
1 Printer, HP Laserjet III
1 Plotter, Roland DXY-1300
1 Kodak Datashow
1 Movie Projector, Bauer P8TS 16mm
1 Slide Projector, 35mm, and Audio Cassette Recorder, Kodak S-AV2010
1 Colour TV, 29", National TC-AV29C x
1 Pocket Memo, Phillips LP M0896
2 Video Cassette Recorder, National NV-G500
1 Video Camera, JVC GRE-6O
1 Video Camera,JVC GR-M51E
1 Camera, Nikon F-3, plus lenses and flash
1 OHP Projector, Elmo HP-5500
1 Electric Typewriter, Olivetti 21
1 Fax Machine, Samsung SF1505
TEACHING MODULES AND TRAINING MATERIALS
Modules developed for MSc in Agribusiness Management
Decision Analysis
P. Higginbottom and F. Mwape, February 1993.
Strategic Management for Agribusiness
S. Braund, June 1992.
Agricultural Marketing Management
S. Carter and I. Crawford, June 1991.
Agribusiness Production Management
T. Akeroyd and M. Matanda, October 1991.
Human Resource Management for Agribusiness
J. Harvey, July 1993.
Agribusiness Management Exercises
T. Akeroyd and M. Matanda, October 1991.
Global Agricultural Marketing Management
S. Carter, June 1993.
Management Information Systems
G. Aitken, January 1993.
Agricultural and Food Marketing
I. Crawford, July 1992.
Agricultural Sector Performance and Policy and the National Economy
L.D. Smith, July 1992.
Facilities Planning, Purchasing, Raw Material Management
T. Akeroyd, October 1991.
Global Agricultural Marketing Management
S. Carter, August 1995.
Basic Finance for Marketers
S. Carter, August 1995.
Agricultural and Products Marketing in the Tropics
I. Crawford, August 1995.
Market Research and Information Systems
I. Crawford, August 1995.
Case Studies in Agricultural Marketing in Eastern and Southern Africa
S. Carter, August 1995.
All modules have been completed with teaching notes, student exercises, overhead transparencies and readings.
Lecture Course Modules
Grain Transport and Storage
J.J. Nyhoff, Silsoe College, UK, October 1990.
Forecasting and Linear Programming for Agribusiness Management
J.J. Nyhoff, Silsoe College, UK and S. Carter, FAO, December 1990.
Marketing Research
I.M. Crawford, Silsoe College, UK, and S. Carter, FAO, December 1990.
Univariate and Bivariate Analysis of Marketing Data
I.M. Crawford, Silsoe College, UK, and S. Carter, FAO, December 1990.
Multivariate Analysis of Marketing Data
I.M. Crawford, Silsoe College, UK, and S. Carter, FAO, December 1990.
The SPSS/PC and Data Entry System
I.M. Crawford, Silsoe College,UK, December 1990.
Finance for Marketers
S. Carter, FAO, April 1991.
Components of the Maize Marketing System
A. Ikpi, FAO, 1991.
Quality Control for Agribusiness
T. Akeroyd, Silsoe College, UK and M. Matanda, University of Zimbabwe, June 1992.
Strategic Marketing
S. Carter, August 1993.
Workshop Proceedings all edited by S. Carter, FAO
(N = National R = Regional SR = Sub Regional)
Finance for Marketers (N) April 1991
Transport Management (N) May 1991
Maize Marketing (R) 1990
Post-Harvest Procedures (N) August 1991
Post-Harvest Operations (N) August 1991.
Marketing Management in the Horticultural Industry (N) November 1991.
Horticultural Marketing (R) 1991
Marketing Management for Cooperatives (N) March 1992.
Effects of Structural Adjustment and Trade Liberalization on Marketing Institutions and Social Life (R) July 1992
Inputs Marketing (SR) October 1992
Management Information Systems (SR) February 1993
Livestock Marketing (R) July 1993
Case Studies
Grain Marketing Options Study F. Masanzu 1993
The Zimbabwe Tobacco Industry
The Zimbabwe Cotton Industry
The Zimbabwe Coffee Industry
The Zimbabwe Tea Industry
The Zimbabwe Sugar Industry
SADC and PTA F. Masanzu 1994
