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Africa Knows! It is time to decolonise minds

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Accepted Paper: D16a-07. To panel D16a.

Title of paper:

Author:

Hafida Zeddour Mohamed Brahim (Tlemcen University).

Long abstract paper:
Algeria has been constantly introducing reforms in the agricultural sector and this since its independence in 1962. Reforms that have affected all areas related to the agricultural sector; namely land (2010), veterinary medicine (1988), phytosanitary products (1989), seeds and plants, consumer protection (1989) and finally, a law on agricultural orientation in 2008 with the main objectives 'to contribute to the sustainable development of agriculture which in turn will improve food security, and contribute to the development of the rural world and in general to contribute to the overall economic development effort'.

The ambition to establish a modern, efficient and effective agriculture is clear, but to do this special attention is needed to training and research (Articles 73 to 79). Reading and analyzing these articles allows us to say that the milestones of agricultural training in its broad sense have been laid out clearly where the farmer is put as the cornerstone of this approach. However, it is clear that the existing systems do not allow today to say that there is a match between training and employment (FAR, 2015).

To get a better understanding of the issue of matching supply (school) and demand (farmers and agro-food companies), several questions will have to be addressed and answered. The proposed presentation will focus on the following questions which when and if correctly addressed will offer the perspective for a better employability of young people in the agricultural and agro-food sectors.

• Is agricultural education in Algeria in line with the demand? Are the programs taught relevant enough to allow graduates to enter the world of work, particularly in the agricultural and agri-food sector?

• Are agricultural teaching methods sufficiently focused on the practical side to minimize the gap between the theoretical aspect of teaching and the purely practical aspect of agricultural and agro-food activity, with a capacity to develop solutions to problems encountered in the field during the exercise of his profession?

• Is there a relationship between higher agricultural education and vocational training which would favor the emergence and the constitution of homogeneous teams and speaking the same language in the field?

• Is the solution to be found on the side of programs or methods or both at the same time?