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technical training is one of the ways to improve a country’s agriculture level. Ethiopia has been seeking to do that with Chinese cooperation and knowhow. In 2001， the Chinese Agricultural Technical and Vocational Education and Training （ATVET） program was launched in Ethiopia. Since then， China has been sending agricultural experts regularly to train and produce quality agricultural professionals in Ethiopia.
li Ronggang， Coordinator of the 15th session of the program， talked to ChinAfrica reporter liu Jian about the team’s work and how ATVET could be scaled up in Ethiopia.
ChinAfrica： how is the chinese AtVet program in ethiopia progressing？
li Ronggang： In April 2001， the Ministry of Agriculture sent a group of over 20 agricultural university teachers to train their Ethiopian counterparts， marking the beginning of Sino-Ethiopian cooperation in vocational education in agriculture. So far， 15 groups of Chinese experts from agricultural colleges， universities and research institutes have worked on the ATVET program. In 15 years， they have trained 1，800 local teachers， 500 agricultural technicians， and 35，000 students in 13 vocational colleges. They have taught 56 courses in botany and zoology， natural resources， and veterinary and China’s experience in operating agricultural cooperatives. Knowledge of over 70 practical advanced technologies has been imparted.
In November last year， 18 agricultural experts from eight Chinese provinces went to Ethiopia to participate in the [current] program. We are mainly working to train local teachers， help them make experiments and demonstrations in the field and laboratory， compile textbooks and set up standards. We will complete our work in July.
how have you taught locals “how to fish”？
Our team is working with local teachers to compile and edit two textbooks on poultry production and animal disease diagnosis and prevention for students. There are not enough updated textbooks for students in Ethiopia. Most of the teaching materials in colleges with ATVET program were compiled unprofessionally. According to the UNESCO， a good textbook can increase learning and teaching efficiency by more than 30 percent. I think if high-quality textbooks are compiled， they can put Ethiopia’s ATVET program on a fast track as more Chinese technologies will be covered in these books. Editing a series of ATVET textbooks is of great significance. With our experience， we can edit and publish two textbooks in each session. And it’s a good approach for Chinese and Ethiopian teachers to work together. What are the problems facing ethiopia’s AtVet program？
Based on my teaching experiences in Ethiopia’s Alage ATVET College， the biggest problem is the serious shortage of practical training， including lack of training for local teachers. That’s the reason I think Chinese teachers are important. We plan to use the Ethio-China Agriculture Technology Demonstration Center [built with funding from the Chinese Government in 2012] in Ginchi Town as a practical site for Holeta ATVET College students this year， as the two are very close in distance. We also plan to use the center to train teachers in the Alage ATVET College and the Agarfa ATVET College.
With regard to training local teachers， the content should be more extensive. Well-trained Ethiopian instructors will produce well-trained ATVET students and put the ATVET program on the fastest track. The students in the ATVET colleges are the future of Ethiopia’s agriculture development. Students urgently need good instructors and high-quality textbooks.
how can the chinese AtVet program in ethiopia be improved in the next phase？
Setting standards is crucial for the ATVET program. To my knowledge， Ethiopian occupational standards are not being implemented as they should be， due to problems related to the quality of teaching materials and teachers[not adapting fully] to its technical and vocational education and training system. In China， different crops have different cultivation methods， and different animals have different raising standards. But I don’t see that kind of standardization in Ethiopia so far.
Since 2001， the Chinese teachers [coming to Ethiopia] have been experimenting with countless crops and animals， in the area of animal diseases prevention and other fields， playing a very positive role.
To make better use of the Chinese teachers’ knowledge， step-by-step manuals instructing how to perform each experiment are necessary. Moreover， it’s good for the local teachers to get more involved in the whole process of the experiments. That is the best way for them to learn from their Chinese colleagues. CA
li Ronggang， Coordinator of the 15th session of the program， talked to ChinAfrica reporter liu Jian about the team’s work and how ATVET could be scaled up in Ethiopia.
ChinAfrica： how is the chinese AtVet program in ethiopia progressing？
li Ronggang： In April 2001， the Ministry of Agriculture sent a group of over 20 agricultural university teachers to train their Ethiopian counterparts， marking the beginning of Sino-Ethiopian cooperation in vocational education in agriculture. So far， 15 groups of Chinese experts from agricultural colleges， universities and research institutes have worked on the ATVET program. In 15 years， they have trained 1，800 local teachers， 500 agricultural technicians， and 35，000 students in 13 vocational colleges. They have taught 56 courses in botany and zoology， natural resources， and veterinary and China’s experience in operating agricultural cooperatives. Knowledge of over 70 practical advanced technologies has been imparted.
In November last year， 18 agricultural experts from eight Chinese provinces went to Ethiopia to participate in the [current] program. We are mainly working to train local teachers， help them make experiments and demonstrations in the field and laboratory， compile textbooks and set up standards. We will complete our work in July.
how have you taught locals “how to fish”？
Our team is working with local teachers to compile and edit two textbooks on poultry production and animal disease diagnosis and prevention for students. There are not enough updated textbooks for students in Ethiopia. Most of the teaching materials in colleges with ATVET program were compiled unprofessionally. According to the UNESCO， a good textbook can increase learning and teaching efficiency by more than 30 percent. I think if high-quality textbooks are compiled， they can put Ethiopia’s ATVET program on a fast track as more Chinese technologies will be covered in these books. Editing a series of ATVET textbooks is of great significance. With our experience， we can edit and publish two textbooks in each session. And it’s a good approach for Chinese and Ethiopian teachers to work together. What are the problems facing ethiopia’s AtVet program？
Based on my teaching experiences in Ethiopia’s Alage ATVET College， the biggest problem is the serious shortage of practical training， including lack of training for local teachers. That’s the reason I think Chinese teachers are important. We plan to use the Ethio-China Agriculture Technology Demonstration Center [built with funding from the Chinese Government in 2012] in Ginchi Town as a practical site for Holeta ATVET College students this year， as the two are very close in distance. We also plan to use the center to train teachers in the Alage ATVET College and the Agarfa ATVET College.
With regard to training local teachers， the content should be more extensive. Well-trained Ethiopian instructors will produce well-trained ATVET students and put the ATVET program on the fastest track. The students in the ATVET colleges are the future of Ethiopia’s agriculture development. Students urgently need good instructors and high-quality textbooks.
how can the chinese AtVet program in ethiopia be improved in the next phase？
Setting standards is crucial for the ATVET program. To my knowledge， Ethiopian occupational standards are not being implemented as they should be， due to problems related to the quality of teaching materials and teachers[not adapting fully] to its technical and vocational education and training system. In China， different crops have different cultivation methods， and different animals have different raising standards. But I don’t see that kind of standardization in Ethiopia so far.
Since 2001， the Chinese teachers [coming to Ethiopia] have been experimenting with countless crops and animals， in the area of animal diseases prevention and other fields， playing a very positive role.
To make better use of the Chinese teachers’ knowledge， step-by-step manuals instructing how to perform each experiment are necessary. Moreover， it’s good for the local teachers to get more involved in the whole process of the experiments. That is the best way for them to learn from their Chinese colleagues. CA