Employer expectations for graduates from Haiti’s agricultural universities
Human capacity building in Haiti’s agricultural sector can be utilized to reduce the country’s food insecurity. Haitian agricultural university and technical schools are responsible for supplying workforce ready graduates and therefore play a role in poverty reduction. Previous research has been conducted to assess these institutions from the perspective of faculty, students, and farmers. However, the employer perspective has not been considered, which could lead to a disconnect between what employers and the university believe are essential skills for graduates to obtain. This study focused on identifying the perceptions of the Haitian agricultural workforce regarding the ability of technical schools to produce graduates. This study used a basic qualitative design involving interviews of Haitian agricultural employers. The interviews revealed employers perceptive of curriculum strengths and weaknesses as well as desired employer skills for graduates. Employers also provided insight into the current job opportunities for graduates as well as what makes an “ideal” employee. We found a disconnect between jobs available and the skills being taught to graduates to fill these jobs. While employers desire employees with strong soft skills, there is a need for more technical skills to be taught at the agricultural schools.
Anaeto, F.C., Asiabaka, C.C., NnadiF., N., AjaeroJ., O., Ajao, O., & UgwokeF., O. (2012). The role of extension officers and extension services in the development of agriculture in Nigeria. Wudpecker Journal of Agricultural Research, 1(6), 180-185.
Albert, B., Roberts, T. G., & Harder, A. (2017). Career development influences of employees working in Haiti’s agricultural extension and advisory services. Journal of International Agricultural and Extension Education, 24(2), 107–121. https://doi.org/10.5191/jiaee.2017.24208
Banson, K. E., Nguyen, N. C., & Bosch, O. J. H. (2016). A Systems Thinking Approach to the Structure, Conduct and Performance of the Agricultural Sector in Ghana. Systems Research and Behavioral Science, 35(1), 39–57. https://doi.org/10.1002/sres.2437
Baser, H., & Morgan, P. (2008). Capacity, change and performance (Discussion Paper No. 59B). European Centre for Development Policy Management.
Bolman, L. G., & Deal, T. E. (2013). Reframing organizations: Artistry, choice, and leadership. John Wiley & Sons.
Calixte, M. C. (2018). Understanding Haitian agricultural technical and vocational education and training: Review of four schools [Unpublished master’s thesis]. University of Florida.
Calixte, M. C., Roberts, T. G., & Bunch, J. C. (2019a). Exploring the purpose of agricultural technical schools in Haiti. Journal of International Agricultural and Extension Education, 26(2), 121–137. https://doi.org/10.5191/jiaee.2019.26209
Calixte, M. C., Roberts, T. G., & Bunch, J. C. (2019b). Employment opportunities for graduates of agricultural TVET schools in Haiti. Journal of International Agricultural and Extension Education, 26(3), 43–57. https://doi.org/10.5191/jiaee.2019.26303
Calixte, M. C., Roberts, T. G., & Bunch, J. C. (2019c) The balance of theoretical and practical skills in agricultural technical schools in Haiti: An exploration of the curriculum. Journal of International Agricultural and Extension Education, 26(2), 14-28. https://doi.org/10.5191/jiaee.2019.26202
David, M., & Samuel, H. (2014). The role of agriculture extension in the 21st century: Reflections from Africa. International Journal of Agricultural Extension, 2(1), 89-93. https://journals.esciencepress.net/index.php/IJAE/article/view/658/324
Elliot, A. C. (1989). A framework for the evaluation of the capacity-building components in rural development projects: implications to program development and agricultural extension education. Retrospective Theses and Dissertations. https://doi.org/10.31274/rtd-180813-8970
Food and Agricultural Organization of the United Nations. (2019). Haiti | humanitarian response plan 2019-2020. http://www.fao.org/3/CA3258EN/ca3258en.pdf
Food and Agricultural Organization of the United Nations & World Food Programme. (2020). Monitoring food security in countries with conflict situations. A joint FAO/WFP update for the members of the United Nations Security Council. https://www.wfp.org/publications/monitoring-food-security-countries-conflict-situations
Hall, A., Janssen, W.G., Pehu, E., Rajalahti, R. (2006). Enhancing agricultural innovation: how to go beyond the strengthening of research systems (English). World Bank Group. http://documents.worldbank.org/curated/en/492901468197385434/Enhancing-agricultural-innovation-how-to-go-beyond-the-strengthening-of-research-systems
Gibbs, G. (2007). The Sage qualitative research kit, vol. 8: Analyzing qualitative data. Sage.
Gill, T., Ricciardi, V., Bates, R., & James, D. (2017). Capacity development in agricultural education and training in Cambodia: A SWOT analysis. Journal of International Agricultural and Extension Education, 24(1), 34–50. https://doi.org/10.5191/jiaee.2017.24105
Goertz, H. (2016). Haiti: Landscape analysis. Global Forum for Rural Advisory Services. https://www.g-fras.org/en/component/phocadownload/category/93-reviews-and-assessments.html?download=810:haiti-landscape-analysis
Government of Haiti (GoH) (2010). Action plan for national recovery and development of Haiti. GoH. https://whc.unesco.org/document/106589
Hwang, A. S. (1996). Positivist and constructivist persuasions in instructional development. Instructional Science: An International Journal of Learning and Cognition, 24(5), 343-356. https://doi.org/10.1007/bf00118112
Ika, L. A., & Donnelly, J. (2017). Success conditions for international development capacity building projects. International Journal of Project Management, 35(1), 44–63. https://doi.org/10.1016/j.ijproman.2016.10.005
Kraak, A., Paterson, A., Boka, K., Papier, J., Needham, S., Prinsloo, N., & McBride, T. (2016). Preparing TVET college graduates for the workplace employer' views. In Change Management in TVET Colleges: Lessons Learnt From the Field of Practice (pp. 83–102). African Minds.
Leischow, S. J., & Milstein, B. (2006). Systems thinking and modeling for public health practice. American Journal of Public Health, 96(3), 403-405. https://doi.org/10.2105/AJPH.2005.082842
Lincoln, Y. G., & Guba, E. (1985). Naturalistic inquiry. Sage Publications.
Merriam, S. B. (1998). Qualitative research and case study applications in education. Jossey-Bass Publishers.
Mcquaid, R. W., & Lindsay, C. (2005). The concept of employability. Urban Studies, 42(2), 197–219. https://doi.org/10.1080/0042098042000316100
Mouzakitis, G. S. (2010). The role of vocational education and training curricula in economic development. Procedia Social and Behavioral Sciences, 2, 3914–3920. https://doi.org/10.1016/j.sbspro.2010.03.616
Organisation for Economic Co-operation and Development (OECD). (2012). Supporting partners to develop their capacity: Twelve lessons from DAC peer reviews. http://www.oecd.org/dac/peer-reviews/12lessonscapdev.pdf
Pierre, A., Calixte, M. C., Moore, K., Bunch, J. C., Koenig, R., Delva, L., & Roberts, T. G. (2018). Haitian agricultural faculty preparation for their academic roles. Journal of International Agricultural and Extension Education, 25(1), 24–38. https://doi.org/10.5191/jiaee.2018.25103
Pierre, A., Calixte, M. C., Moore, K., Bunch, J. C., & Roberts, T. G. (2018). Haitian faculty perceptions of students’ competence at graduation: An opportunity for curricula modification. Journal of International Agricultural and Extension Education, 25(3), 20–32. https://doi.org/10.5191/jiaee.2018.25302
Riebe, L., Girardi, A., & Whitsed, C. (2016). A systematic literature review of teamwork pedagogy in higher education. Small Group Research, 47(6), 619-664. https://doi.org/10.1177/1046496416665221
Rivera-Ferre, M., Ortega-Cerdà, M., & Baumgärtner, J. (2013). Rethinking study and management of agricultural systems for policy design. Sustainability, 5(9), 3858–3875. https://doi.org/10.3390/su5093858
Senge, P. (1990). The fifth discipline, the art and practice of the learning organization. Doubleday/Currency.
The United Nations Educational, Scientific and Cultural Organization. (2015). UNESCO TVET strategy 2016-2021: Report of the UNESCO-UNEVOC virtual conference. http://unesdoc.unesco.org/images/0024/002439/243932e.pdf
Yilmaz, K. (2008). Constructivism: Its theoretical underpinnings, variations, and implications for classroom instruction. Educational Horizons, 86(3), 161-172. www.jstor.org/stable/42923724
Copyright (c) 2020 Katrina Alford, James Bunch, Absalon Pierre, Boaz Anglade, Grady Roberts
This work is licensed under a Creative Commons Attribution 4.0 International License.