This Farmers' Agribusiness training course has been developed to help both farmers and farmer organisations. Its intention is to provide access to provide access to additional skills and knowledge that will allow farmers to move from a 'farm' to a 'firm'. This is a pdf of all the 5 modules in the course. (4MB)

The Agricultural Sector Development Strategy (ASDS) is the overall national policy document for the sector ministries and all stakeholders in Kenya. The document outlines the characteristics, challenges, opportunities, vision, mission, strategic thrusts and the various interventions that the ministries will undertake to propel the agricultural sector to the future.

The objectives of this paper are threefold: (1) to assess the direction and magnitude of changes in agricultural productivity in Kenya in the last 25 years for five of the most important agricultural provinces in Kenya, with particular focus on the period since the initiation of agricultural policy adjustment in the 1990s; (2) to identify the major factors affecting changes in crop productivity; and (3) to identify cost-effective strategies likely to promote future agricultural intensification and productivity growth in Kenya's crop sector in the post-reform period.

The objective of this study is to assess the range of alternative food crop and livestock extension services currently operating in Kenya. The study highlights five important findings: (1) private extension provision is generally skewed towards high agricultural potential regions and high-value crops. Remote areas and poor producers, especially those growing low-value crops with little marketable surplus, are poorly served. Non-profit private providers are targeting them, but their reach is limited. (2) Since public resources for extension are very constrained, it may make sense for public extension not to duplicate or overlap in the same areas that are being served more efficiently by commercial and non-profit systems. This would leave more public resources for concentrating extension services for farmers in areas that are remote and poorly served by the commercial systems. (3) However, the commercial and non-profit extension systems benefit from the presence of the public extension service- they rely on public extension workers for training and appropriate management advice. So even if the public extension system was to withdraw to the more remote areas where private extension is unprofitable, it may be appropriate to institute some type of commercial contracting of public extension system staff so that the latter can impart needed skills and capacity building to the non-public extension systems. (4) The government should consider contracting the private sector to offer extension services in the disadvantaged regions. Contracting out extension services makes it possible to take advantage of all of the talent and experience existing in the field but does not eliminate a government role which, in addition to funding, ensures quality assurance, oversight, and provision of training and information to contracted services providers. (5) The weight of evidence suggests, in most cases, that private extension is not a substitute for public extension and the public sector should fund extension significantly but in ways that do not duplicate services already being provided by sustainable alternative extension providers.

This study examines the evolving structure of the rural financial services in Kenya and the extent to which the current financial institutions have improved access to producers and traders in the rural areas. The study identifies successful cases of functioning financial services in the rural areas. It also identifies constraints that hinder increased access to rural financial services and proposes policy interventions that could make the services more accessible to the rural people.

This Farmers' Agribusiness training course has been developed to help both farmers and farmer organisations. Its intention is to provide access to additional skills and knowledge that will allow farmers to move from a 'farm' to a 'firm'. This lesson provides information on value factors for various agricultural products, describes methods of sustaining or improving yield, identifies the economic value change due to yield and the impact of value addition to agricultural products.

This Farmers' Agribusiness training course has been developed to help both farmers and farmer organisations. Its intention is to provide access to additional skills and knowledge that will allow farmers to move from a 'farm' to a 'firm'. This lesson discusses novel technologies for adoption by farmers in their production systems and explains various options in the drive for sustainable agriculture.

This Farmers' Agribusiness training course has been developed to help both farmers and farmer organisations. Its intention is to provide access to additional skills and knowledge that will allow farmers to move from a 'farm' to a 'firm'. The first lesson from Module 3 on entrepreneurship provides information on the role of entrepreneurship in economic development, how to identify sources of ideas for new agricultural ventures and methods for generating new ideas.

This Farmers' Agribusiness training course has been developed to help both farmers and farmer organisations. Its intention is to provide access to additional skills and knowledge that will allow farmers to move from a 'farm' to a 'firm'. This lesson explains the importance of a formal and informal organisation, the process for establishing an agricultural enterprise and the different legal requirements in setting up a new agricultural enterprise.

This Farmers' Agribusiness training course has been developed to help both farmers and farmer organisations. Its intention is to provide access to provide access to additional skills and knowledge that will allow farmers to move from a 'farm' to a 'firm'.

This Farmers' Agribusiness training course has been developed to help both farmers and farmer organisations. Its intention is to provide access to provide access to additional skills and knowledge that will allow farmers to move from a 'farm' to a 'firm'. This lesson describes funding possibilities, the process for sourcing funds, the measures that should be taken to ensure effective utilization of funds, repayment procedures.

This Farmers' Agribusiness training course has been developed to help both farmers and farmer organisations. Its intention is to provide access to provide access to additional skills and knowledge that will allow farmers to move from a 'farm' to a 'firm'. This lesson focuses on building skills and economic rationales for decision making under given farming scenarios that may have multiple options. We will spend some time looking specifically at Economic versus Accounting Costs & Relevant Cost Analysis.

This Farmers' Agribusiness training course has been developed to help both farmers and farmer organisations. Its intention is to provide access to provide access to additional skills and knowledge that will allow farmers to move from a 'farm' to a 'firm'. This lesson continues on from lesson 3 and should be seen as a continuation. You will need to review lesson 3 and the discussion on Economic versus Accounting Costs &Relevant Cost Analysis. In lesson 4, however, we will focus on Revenues & Measurement of Profitability and Risk &Uncertainty.

This course is based on the work of the MIT-African Internet Technology Initiative (MIT-AITI). MIT-AITI is an innovative approach by MIT students to integrate computers and internet technology into the education of students in African schools. The program focuses upon programming principles, cutting-edge internet technology, free open-source systems, and even an entrepreneurship seminar to introduce students in Africa to the power of information technology in today's world. MIT-AITI achieves this goal by sending MIT students to three African nations in order to teach both students and teachers through intensive classroom and lab sessions for six weeks. The AITI program is implemented with emphasis on classroom teaching, community-oriented projects, and independent learning. This course has two major components: Content from a spring 2005 preparatory seminar offered by the MIT-AITI leadership. The goal of this seminar is to adequately prepare the AITI student teachers for their upcoming summer experiences in Africa. A snapshot of the summer 2005 MIT-AITI program. This includes the Java®-based curriculum that MIT-AITI ambassadors teach in Africa each year, as well as content from an entrepreneurship seminar offered concurrently with the IT class.

This video from Wide Angle profiles Joab, a boy from Kibera, Kenya, who has returned to school after dropping out following his mother’s death. Joab is chosen class prefect by the other students.

This Wide Angle video segment provides a comparison of two classrooms in the state-supported free primary schools of Japan and Kenya.

College calendars that include a January intersession afford opportunities for extended field trips involving international travel. An ideal destination for a January field biology course is the East African savanna with its unique abundance of large mammals. This chapter provides essential details for planning and conducting a camping safari in the major game parks of Kenya and Tanzania.

This unit is designed to facilitate students' understanding of daily water use through reading stories from Peace Corps Volunteers who served in Kenya (East Africa) and Ghana (West Africa). As a product of this unit, each student will make a book comparing daily uses of water in America, Kenya, and Ghana. An overall goal is to develop students' understanding of the similarities and differences in water use among the people of Kenya, Ghana, and their own community. Grades 1-2 (Can be adapted to Intermediate Grades 3-5)