Figure 1. Top five constraints to dairy production, as perceived by farmers
| Livestock Research for Rural Development 28 (9) 2016 | Guide for preparation of papers | LRRD Newsletter | Citation of this paper |
The dairy value chain (DVC) in Malawi has been identified by the USAID as a high potential area to develop markets and improve nutritional options, and smallholder dairying has received governmental priority within the livestock sector since 1979. Improvements in education, from the farmer to the academic researcher, are critical as part of capacity building to support the dairy industry in Malawi. Institutions of higher education, such as the Lilongwe University of Agriculture and Natural Resources (LUANAR), are in unique positions to build intellectual capital, address educational needs along the DVC, and sustainably develop the capacity to address development challenges.
A tri-lateral partnership with universities from Malawi (LUANAR), the United States (Michigan State University) and India (Tamil Nadu Veterinary and Animal Sciences University) was formed, to utilize collective strengths and experiences, to build educational capacity at LUANAR and provide graduates with needed knowledge and skills to support the DVC in Malawi. The central aim of the project was to enhance higher education capacities at LUANAR for curriculum development, applied technical instruction, and agricultural community engagement in Malawi, using evidence-based strategies for economic development and enhancement of the dairy livestock value chain.
Needs assessments of the DVC and its stakeholders were completed to identify needs, challenges and opportunities. Stakeholders (extension workers, farmers, processors, marketers/retailers) identified specific needs, skills, and services to support the DVC, and farmers identified specific constraints to dairy production and marketing. Strategies to improve LUANAR’s capacity to address DVC stakeholder needs were implemented. Institutional capacity building efforts, using a process-oriented framework emphasizing long-term sustained impact, focused on developing training and outreach focused on drivers of rural economic growth and poverty reduction, mainstreaming outreach into the local dairy sector, and promoting innovative outreach and teaching approaches. Communication between stakeholders and LUANAR improved, faculty received research and educational training, interdisciplinary teaching and research increased, and new curricula for DVC certificate programs were created. The learning experiences for LUANAR faculty and students resulted in significant scholarship pursuits, generation of a comprehensive and multidisciplinary DVC curriculum, field level-case studies and practical interventions to address stakeholder needs. The project enhanced interdisciplinary collaboration among researchers, and provided faculty with valuable training and skills to support training the next generation of educators, researchers, and workers that will serve the DVC in the future.
Key Words: curriculum development, dairy cattle, dairy production, evidence based development, faculty training, needs assessment
Significant efforts have been directed at capacity building to address many of the challenges facing Malawi, and progress has been made in several areas, including hunger and poverty (Saltzman et al 2014; UNDP 2014). The agricultural sector contributed approximately 30% of the GDP of Malawi (MFEPD 2014; USAID FTF 2011), and both the United States Agency for International Development (USAID) and the FAO have recognized that growth in the agricultural sector is key for poverty reduction and economic growth (FAO 2012). Economic capacity building in Malawi has focused on agricultural growth and productivity gains for economic mobility. The FAO focus areas for agricultural development include strengthening agriculture in the livestock sector, and commercial agriculture, processing, and market development (FAO 2012). These approaches seek to increase the productive capacity of vulnerable households, through a combination of asset accumulation and increasing productivity of available land, labor and livestock, and to improve market access, which permits household specialization as well as movement to high-value and value-added products. In the 2014 economic report for Malawi, increases in the manufacturing sector were primarily driven by growth in agricultural processing, including dairy product processing (MFEPD 2014). However, it has been recognized that productivity gains without assured markets may lead to temporary production surges and price collapses, and that market access without productivity gains limits farm households’ ability to generate a surplus, and stifles cost reductions which are only possible when greater volumes move through available marketing infrastructure.
The dairy value chain (DVC) in Malawi has been identified by the USAID as a high potential area to develop markets and improve nutritional options (USAID FTF 2011). The dairy cow is one of the most important investments a farmer can make to improve his or her standing (ILRI 2007) for its inherent value, the nutritious milk it can produce, and its utilitarian value in diverse farming activities. Dairy farming households have higher levels of income, and both milk consumption (Akaichi and Revoredo-Giha 2014) and household nutritional status improve as income increases (Ecker and Qaim 2008). Recent studies have found income from dairy farming in Malawi was significantly higher than other livestock products (Banda et al 2011).
Smallholder dairying has received governmental priority within the livestock sector since 1979, including a dairy development project with the Canadian International Development Agency (CIDA), and work with corporations and NGOs (e.g., Land O’Lakes, Plan International, World Vision) in supporting heifer exchange programs, and dairy production and marketing (Banda et al 2011). One example of these activities include the Land O’Lakes Malawi Dairy Development Alliance (MDDA), which successfully assisted participating smallholder dairy farmers by increasing the domestic dairy cattle population, improving access to essential services and resources for farmers and milk bulking groups (MBGs), and increasing profitability of the DVC (Agar and Donaldson 2012). Despite these efforts, dairy cattle still comprise less than 5% of all cattle in Malawi, but their numbers have been modestly increasing (MFEPD 2014).
In addition to economic benefits, increasing dairy farming can improve nutrition and health in Malawi. At the household level, dairy farming households have better access to dairy foods, which has been associated with decreasing malnutrition and reducing stunting in girls under the age of five (Chilima and Matiya 2005). For good nutrition, the WHO has recommended a dairy intake of 200 kg milk/capita/year (Akaichi and Revoredo-Giha 2014), but dairy consumption in Malawi was reported at approximately four to six kg/capita/yr (Tebug, Chikagwa-Malunga, and Wiedemann 2012a, Akaichi and Revoredo-Giha 2014), which closely matched the estimated quantity of whole milk available for consumption by the FAO (2013). This finding suggests that one key to increasing milk consumption in Malawi is to increase milk production.
Improvements in education are critical as part of capacity building to support the dairy industry in Malawi. There is recognition that knowledge and skills are needed by all DVC stakeholders, including farmers, researchers, educators, extension workers, private sector stakeholders, government agencies, and NGOs (Banda and Kazembe 2008). Higher levels of farmer education have been associated with better milk yields, and future programs to improve dairy industry should include improving farmer education (Tebug et al 2011 2012b).
Institutions of higher education, such as the Lilongwe University of Agriculture and Natural Resources (LUANAR), are in unique positions to build intellectual capital, address educational needs along the DVC, and sustainably develop the capacity to address development challenges. Animal health is critical to livestock industries, and skills in disease diagnosis and surveillance, integrated systems modeling, mapping climate change, vulnerability assessment, and developing adaptation measures are critical for integrated agricultural research for development, and the development of mixed crop-livestock systems to address the issues of emerging diseases and adaptation to climate change (Banda and Kazembe 2008). Improvements in livestock entrepreneurship skills, product quality control, value chain analysis, value addition, and market impact orientation are needed to improve the economic performance of the industry (Banda and Kazembe 2008). A multidisciplinary approach, engaging multiple departments (e.g., extension, agri-business, animal, crop and food sciences and veterinary medicine), will be needed to build the capacity of the universities to provide practical knowledge to graduates that allows them to engage with all areas along agricultural value chains.
In addition to the long history of international development based on support from developed countries and international agencies (e.g., USAID, the World Bank Group), there has been an emerging movement in international development that partners countries in need with other countries that have positive gains in development, including India, China, and Brazil. The classic example of this approach is South-South cooperation – the exchange of resources, technology and knowledge from developing countries, traditionally in the global south (Karanach, Léautier, and Luhanga 2013; Tilak 2014). Many developing countries share common goals (e.g. economic development, educational capacity building), agro-ecology, disease challenges, and often a common history of relationships with the developed world (Chicava et al 2013; Tilak 2014). These relationships allow more developed countries to share their experiences with less developed partners and promote economic and political ties between the partners (Karanach et al 2013), and are becoming more important as assistance from the developed “North” countries has not kept pace with assistance from “South” countries (UN ECOSOC 2008).
The dairy industry in India has experienced challenges similar to those of Malawi approximately three decades ago: small herd sizes, hot tropical climate, difficulty of finding a reliable cold chain for product storage and transportation, livestock diseases affecting dairy production, and availability of land for dairy farming. In the 1970s, India experienced a ‘white revolution’ – national efforts to improve performance of the DVC – through Operation Flood (Kurien 2004). A network of dairy cooperatives was developed, which focused on decentralized milk production by small dairy farmers, milk bulking by dairy cooperatives at the village level, and marketing of milk and dairy products at the state and federal level. The program has been very successful, with milk production increasing by 400% from 1969 to 2004, and per capita dairy product consumption doubling over the same time period (Kurien 2004). As a result, India is now ranked as the top country in total milk production (including cow and buffalo milk) and the second highest country in cow milk production since 1993 (FAO 2015). Future projections of challenges to the dairy industry in India include lack of concentrate feeds for dairy cows, lack of veterinary support services, lack of research and development support, and impacts of global climate change on dairy production (Gautam, Dalal, and Pathak 2009).
To support the development of the DVC in Malawi, the USAID supported the development of a tri-lateral partnership with LUANAR, Michigan State University (MSU), and Tamil Nadu University of Veterinary and Animal Sciences (TANUVAS). The goal of this tri-lateral approach was to utilize the strengths and experiences of partner institutions (MSU, TANUVAS) to support development of programs that addressed the needs for agricultural development in general and improved institutional capacity at LUANAR to support dairy development. Both MSU and TANUVAS have extensive experiences in training of professionals to serve the DVC, and both have curricular models that could be adapted for use by LUANAR faculty members in the development of new course materials and training programs.
Addressing the needs of the DVC “from field to fork” requires the participation and interaction of multiple disciplines and institutions, and long-term planning that provides the industry with needed human capital and technologies, and the capacity to independently provide these resources in the future. Training professionals working along the different segments of the DVC (farmers/farmer groups, buyers and processors, university, government) requires collaborations between different disciplines, and the tri-lateral partnership assisted LUANAR in moving towards establishing an interdepartmental, interdisciplinary approach to education and research at the university. In addition to the development of academic partnerships within LUANAR, university educators and researchers needed to develop skills and capacities to support increases in milk production efficiency, milk quality and safety, milk price, and value added milk products. These newly acquired knowledge and skills needed to be utilized for developing training materials for students within the university, and for other stakeholders along the DVC. By establishing interdisciplinary relationships, which are supplemented by faculty education and training to support the DVC curriculum development, LUANAR would have the capacity to meet current and future training and research needs of the dairy industry.
The objective of the tri-lateral project was to develop a program to improve production and economic performance of smallholder dairy farms along the DVC in Malawi, using the resources of the tri-lateral partnership to build capacity at LUANAR to provide practical knowledge to graduates that allows them to engage with all areas along the DVC. The specific aims of this project were to: 1) establish contacts and open lines of communication between LUANAR and other stakeholders; 2) conduct a desk review and needs assessments to understand the current status and determine the major needs of the different stakeholders of the DVC; 3) assess needs and capacity for a DVC certificate program at LUANAR; 4) build educational capacity at LUANAR to provide practical knowledge to graduates that allows them to engage with all areas along the DVC; and 5) develop and implement targeted interventions on individual smallholder dairy farms to improve performance of the DVC.
The LUANAR was established in 2011 from different constituent institutions from the University of Malawi (UNIMA). The Bunda College of Agriculture (BCA) was integrated with the National Resources College, Chitedze Research Station, and Agricultural Research and Extension Trust by an Act of Parliament, and delinked from UNIMA. The LUANAR consists of four faculties (Agriculture, Development Studies, Environmental Studies, Food Human Science and Faculty of Veterinary Medicine, among new programmes), and offers undergraduate diplomas, BSc, MSc, PhD, and postgraduate diploma programs.
To address the overall goal of improving the DVC in Malawi, the trilateral partnership focused on working with the departments of Animal Science and Home Economics and Human Nutrition from the Faculty of Agriculture, and the Departments of Agribusiness Management and Extension and Rural Sociology from the Faculty of Development Studies. Successful cross-department collaborations will set a strong precedent for future collaborative efforts within the university, as well as for collaborations with the government and private stakeholders. Communication and partnerships with stakeholders will also aid LUANAR in developing educational programs and materials relevant and responsive to the needs of the farmers and other stakeholders in the DVC.
There is a strong background of collaboration between LUANAR and international partners aimed at education, research, and capacity building. LUANAR has formal collaborative arrangements with over 50 universities, and has worked with several non-governmental organizations (NGOs) and governmental agencies, including the Scottish Agricultural College (SAC), the Flanders International Cooperation Agency (FICA), the Department for International Development of the UK (DFID), and the USAID. The university’s willingness to work with international partners has led to successes in the past, and has attracted other institutions interested in developing collaborations with LUANAR, such as the Research Institute for Work and Society of the University of Leuven, Belgium.
For more than 50 years, MSU has been active in global research to find solutions to the most challenging problems in education, environment and sustainability, food and health, and nutrition. The MSU model for global research functions by building networks which connect faculty, students, and industry partners across countries to forming mutually beneficial strategic partnerships that are based on collaboration. A defining characteristic of the involvement of its world area studies centers focusing on Africa, Asia, Canada, Eurasia, Europe, Russia, Latin America and the Caribbean, along with thematic units focusing on agriculture, business, development, education, engineering, gender, health and languages. As a result, more than 1,400 MSU faculty members have facilitated research in approximately 176 countries around the world. This has made MSU a recognized center of excellence in global agrifood systems development, value chains for food and agriculture exports, international food safety, biotechnology and biosafety, sustainable management systems, and international extension programs.
MSU has a long-standing relationship with the UNIMA, involving numerous faculty members from many disciplines at both institutions, over more than twenty-five years. In 2008, UNIMA was formally selected as an MSU international strategic partnership and a memorandum of understanding was signed between the two institutions. The BCA, as a constituent college of the UNIMA played a major role in the relationship between MSU and UNIMA, through initiatives such as activities through the Bean/Cowpea Collaborative Research Support Program (CRSP), the African Biosafety Network of Expertise (ABNE) of the New Partnership for Africa’s Development (NEPAD), and with USAID-funded higher education capacity-building projects at MSU. In 2014, LUANAR through a competitive grant was established as a hub of MSU research work with other universities in the region.
The TANUVAS was established in 1989 as the first veterinary university in Asia, developed from the Madras Veterinary College (established in 1903), which was affiliated with the University of Madras in 1936, and became a constituent unit of the Tamil Nadu Agricultural University in 1976. The university has made significant achievements in education, research, and extension in agricultural sciences, and was the first veterinary university to receive the Sardar Patel Outstanding Institution Award by the Indian Council of Agricultural Research (ICAR) in 2011. In addition to work within India, TANUVAS has also worked with several international partners, including the USAID (USA), the International Development Research Center (IDRC, Canada), and the Biotechnology and Biological Sciences Research Council (BBSR, UK).
Within the Faculty of Veterinary Sciences at TANUVAS, there are several departments with expertise and resources to support DVC development projects. In particular, the Department of Livestock Products Technology (Dairy Science) conducts research in dairy processing and value addition, and houses a pilot dairy plant for milk processing and producing different value-added products, including ghee, butter, ice cream, and flavored milk. The Department of Veterinary Public Health and Epidemiology provides training in veterinary public health, including veterinary epidemiology and zoonotic diseases, environmental health, and milk and meat hygiene. The Departments of Animal Nutrition, Animal Genetics and Breeding, Veterinary Obstetrics and Gynecology offer training in the areas of animal nutrition, breeding and genetics and reproduction respectively to veterinary and animal science students and offer opportunities for research for postgraduate students. Further, TANUVAS has a wide variety of training programs that benefit interested stakeholder through on- and off-campus training. Added assets at TANUVAS are its Directorates of Distance Education, Extension Education and Center for Animal Production Studies, which provide outreach for access to training materials by veterinary professionals, livestock farmers and para-veterinarians, and provides skills development courses for farmers. These Directorates also support postgraduate diploma courses in veterinary sciences, and certificate courses for stakeholders in a variety of animal agriculture topics.
The project was designed to be implemented in five phases: 1) conduct in-country reconnaissance; 2) conduct a desk review and needs assessments to determine the major needs of the different stakeholders, and assess needs and capacity for a DVC program for dairy value chain at LUANAR; 3) build DVC educational capacity at LUANAR by developing educational modules; 4) build educational capacity at LUANAR through experiential learning and 5) develop and implement targeted interventions improve the performance of the DVC in select locations in Central Malawi.
The first phase of the project was to conduct in-country reconnaissance to establish contacts and open lines of communication between LUANAR and other stakeholders, to understand the current status of the DVC in Malawi by the project partners, and support the development and implementation of capacity building programs designed to improve the ability of LUANAR and its graduates to support positive change in the DVC.
To initiate contact and establish lines of communication, a series of launch meetings were planned for teams from MSU, LUANAR and TANUVAS in Malawi. The goals of these meetings were for project planning, implementation, monitoring and evaluation. Initial meetings provided face-to-face contact between team members from each institution, and allowed open discussion of project goals and approaches. Meetings were held with LUANAR faculty and other agencies and NGOs that provide aid to the dairy sector of Malawi, to improve linkages between these institutions, which have been historically weaker than the strong linkages between government and NGO agencies in providing agricultural extension services in Malawi (Masangano and Mthinda 2012).
Focus group meetings were held to inform stakeholders regarding project goals and approaches, collect stakeholder feedback regarding the project and its goals, and to provide background information about the current status of the DVC in Malawi. The focus group meetings included members from government agencies, extension, and other stakeholders, and were held by LUANAR with support from MSU and TANUVAS. Reviews of existing reports from governmental agencies, NGOs, and other stakeholders were also used to provide additional information regarding the status of the DVC.
Two rounds of needs assessments were conducted during the second phase of the project. The first round of need assessments were to identify the major needs of the different stakeholders from the various sectors of the dairy value chain, and determine the main skills that may be needed to serve these sectors. These stakeholders included university faculty members at LUANAR; agricultural education and extension agents; Ministry of Agriculture government officials; dairy farmer groups; dairy processors, milk shippers/distributors, marketers and retailers; and individual farmers. A desk review was conducted, to describe the history and current status of the dairy sector in Malawi. Next, pre-tested questionnaires for quantitative data, and checklists for qualitative data, were tailored to each stakeholder group, and administered by project faculty through workshops hosted by LUANAR. Survey responses were entered into a Microsoft Access 2007 database for management and storage. Simple descriptive statistics were generated for results from these surveys using SAS version 9.3 (SAS Institute Inc., Cary, NC, USA).
The second round of needs assessments were an extensive survey administered to 25% of dairy farmers belonging to milk bulking groups (MBGs) from the three agricultural regions related to milk shed areas in Malawi. In Malawi, dairy farmers that produce milk for sale to processors and retail markets belong to MBGs, which serve as a single point where milk is delivered by farmers, stored in cooled tanks, and transported to processors. The country has the Mzuzu Milk Producers Association in the northern region, Central Region Milk Producers Association in the center, and Shire Highlands Milk Producers Association in the South. Within each region, two MBGs were purposefully sampled, based on membership and willingness to participate in the project.
A proportional random sample of farmers, stratified by village and gender of head of household, was selected from the selected MBGs in the three regions. A list of farmers, alphabetized by the name of the head of household, assigned a random number from a random number list, and farms were selected by random number. The numbers of farms selected were proportional to the size of MBGs. In MBGs where there were more than 20 households to be interviewed, an alphabetical list of the villages or sections was generated, the number of villages to visit was determined to ensure a sample proportional to the size of the MBG, villages were randomly selected from the list, and households within each village were selected as previously described. The target number of farms to select from the Southern (200), Central (150), and Northern (100) regions were increased by 5-10 farms in each region to account for possible drop-outs or incomplete surveys.
After farms were identified, pre-tested surveys were completed using in-person interviews. Farmers were contacted, the purpose of the project was explained to farmers in the local language, and their written consent was received in IRB-approved forms in the local language. Faculty members from LUANAR, MSU, and TANUVAS administered the surveys. The survey collected information describing household membership and education, income sources, farm facilities and equipment, other agricultural activities on the farm (e.g. raising forage crops for livestock), livestock inventory, cow history, dairy cow housing and management, cattle feeding and nutrition, reproductive health and management, milk production, value addition and household consumption of dairy products. Survey responses were de-identified in the field, and data entered into a computer for data management and storage. Descriptive statistics were generated for survey results, stratified by region, farm size, and other factors of interest.
Results from the needs assessments, lessons for an experiential learning tour to TANUVAS by LUANAR faculty, and assessment of current DVC educational capacity were used to direct capacity building at LUANAR. Capacity building activities were focused at faculty training, development of new educational materials, creating new DVC certificate (DVCC) and training programs. In the past, technical and vocational education for smallholder farmers was focused strictly on production, and other topics, such as business skills, animal nutrition and reproductive management, were less emphasized. Increasing the numbers and quality of faculty and extension workers skilled and knowledgeable in DVCs will be critical to provide assistance to dairy farmers.
Supporting the development of an effective educational workforce will be necessary to facilitate capacity building. Training for faculty at LUANAR was focused upon improving skills necessary for academic success in dairy related areas, and specific training directed at the DVC. A “training of trainers” model for learning was used to train faculty, which would help these faculty members to further train students and different DVC stakeholders in Malawi. To ensure future academic success, training was provided on best practices in developing and implementing online and blended teaching and learning methods. Topics for training were identified based on results of the earlier needs assessments, and materials using existing training modules from TANUVAS were developed. As part of this process, a review of existing curricula was conducted to select and adapt relevant curricula to fit the online learning to LUANAR. This approach was used to develop educational materials tailored for specific audiences (e.g., students at LUANAR, extension agents).
Other topics for training included conducting needs assessments, content development, and designing interventions based on findings from needs assessments. Finally, LUANAR faculty and staff received training and advice from TANUVAS faculty for the development of a knowledge portal linked to both learning modules and data repositories.
Faculty training directed at the DVC was conducted through experiential learning. Seven LUANAR faculty members spent six weeks at TANUVAS for training in different aspects of the DVC. To facilitate experiential learning, each faculty member from LUANAR was paired with faculty from TANUVAS within their area specialization. During that period, the faculty visited the different segments of the DVC (farms, milk collection facilities, quality and safety testing, processing, and marketing) and reviewed educational modules about different aspects of the DVC in different campuses of TANUVAS and research outreach centres. The use and development of new educational materials, particularly e-learning materials, was conducted by LUANAR faculty with guidance from faculty at MSU and TANUVAS.
The key goal of this project, supported by LUANAR and the government of Malawi, was to support development of new multi-disciplinary educational programs focusing on all aspects of the DVC for LUANAR students and other stakeholders in the DVC. These programs included the DVCC program and a potential diploma program for students at LUANAR, and short courses with certifications for stakeholders. The structure of the DVCC program was defined in terms of its administration, courses, technical content areas, intended audience and the role of graduates in DVC.
In the final phase of the project, interventions targeted at improving the performance of the DVC were developed and implemented. Based on findings from the needs assessments of different aspects of DVC, specific targets for interventions were identified, including nutrition, breeding and reproduction, animal health care, milk production and milk value addition. Faculty at LUANAR engaged in the process of designing interventions, including study design, definition of outcomes, monitoring and evaluating intervention outcomes, and the feasibility and affordability of the intervention to stakeholders. Six interventions were implemented on a pilot basis, and assessments of the performance of the interventions were made after a six-month period. The interventions were 1) mineral supplementation to improve dairy production; 2) improving milk quality and safety through farmer education; 3) introducing milk value addition; 4) optimizing the price of milk for individual farmers; 5) development of a short message system (SMS) dairy record-keeping system; and 6) improving the management performance of MBGs through leadership and group dynamics training. In addition to these farm-focused interventions, an intervention for use at the university was implemented: this intervention was to conduct both qualitative and quantitative assessment of the impacts of the whole project. The experiences of intervention design, implementation, monitoring, assessment, and improvement will be critical to building the capacity of LUANAR and other stakeholders to develop a system of continuous monitoring and intervention to improve the performance of the DVC.
At initiation of the project, several meetings were held to establish working relationships. Meetings of key leaders from each university met at LUANAR to learn more about the expertise of project members, and develop lines of communication and discussion between the three institutions. In addition, communication was established with representatives from a USAID FTF project (Integrating Nutrition to Value Chains) working with the DVC in Malawi, to discuss project approaches, common interests, and work to address both projects’ mutual needs. An approach to implementing this trilateral project was finalized after discussions with key participating members, and specific time-lines for building the modules were set and responsibilities were assigned.
A team of faculty representatives from MSU and TANUVAS visited with individual faculty members from different departments and faculties of LUANAR regarding resources available, and to gather insights into their interest on developing education programs for the DVC. The team also visited with the Director of the Department of Animal Health and Livestock Production, and the Controller of Agriculture Extension and Technical Service of the Malawi Ministry of Agriculture, the Malawi Milk Producers Association (MMPA); and the One Village One Product (OVOP) sponsored by the Japan International Cooperation Agency (JICA) (http://www.ovop.org.mw/). The Departments of Extension, Animal Science, and Home Economics and Human Nutrition, with projects supported by the Flemish International Cooperation Agency (FICA), made staff available as local partners to the tri-lateral team, to facilitate linkages with local stakeholders, leverage the colleges’ experience in linking research and training, and facilitate collective action along the value chain to overcome institutional constraints.
A team of faculty representatives from LUANAR, MSU and TANUVAS held meetings with representatives from stakeholder groups to learn more about the DVC in Malawi, and gain better understanding of information that should be gathered from needs assessments. The teams visited a MBG and milk collection center, and had productive discussions with leaders of the MBG and 25 farmer members of the MBG. Team members interacted with the extension veterinary assistant who worked the MBG and the farmers of the MBG. The team members also had an opportunity to visit individual smallholder (two to three cows) farms and interact with the farmers and learn more about the needs.
The emergence of the dairy sector in Malawi began in the early 1950s, when dairy cattle were first imported for milk production (Chagunda et al 2010; Revoredo-Giha 2012). As awareness of the importance of dairy production increased, the smallholder dairy industry became a target for improvement by government of Malawi in 1969 and received intensive support by the government and the FAO. Since that time, several international aid agencies, corporations, and NGOs (e.g., USAID and Land O’Lakes, Canadian International Development agency (CIDA), JICA, FICA, the European Union (EU), Oxfam, Bothar (Ireland) and Heifer International) have partnered with the government of Malawi and other stakeholders to create programs to promote dairy production, exploit export markets, improve diet, and generate income for the industry. These programs have included the Malawi Milk Marketing Project, the Malawi Dairy Business Development Program, and the Small Scale Livestock Promotion Programme (SSLPP), among others (Chagunda et al 2010).
The majority of dairy farms in Malawi are smallholder farms characterized by small numbers of crossbred cattle using a low input production system, compared to large-scale farms of over 1,000 Holstein-Friesian cattle (Banda, Kamwanja, Chagunda, Ashworth and Roberts 2012). Most cattle Malawi are not kept for dairy purposes. Only 3.4 % of cattle in Malawi are in dairy herds, of which only 11 % comprise pure Holstein-Friesian and Jersey breeds and the rest include both native breeds and crossbred animals (MoAIWD 2011). The average smallholder dairy keeps 2.2 cattle (Banda et al 2011; Tebug et al 2012b). On average, the total daily milk output is six to seven liters/day, with relatively long calving intervals of 13 to 15 months (Tebug et al 2012b; Revoredo-Giha, Arakelyan, Chalmers, and Chitika 2013).
Dairy production in Malawi is low (provides only 60% of consumer demand for dairy products) and uncompetitive (Tchale and Keyser 2010). Milk production efficiency is region-specific, with the most efficient farms located in the Central region, but there is wide variability in technical efficiency even within the region (Barnes, Thomson, Arakelyan, and Revoredo-Giha 2013). However, inconsistencies between production numbers from official sources within government make it difficult to fully monitor dairy production in Malawi (Revoredo-Giha et al 2013).
Reported limitations to smallholder dairy productivity include improper feeding, housing, and health management (Banda et al 2011, 2012; Tebug et al 2012b). A market survey conducted by the Dairy Processors Association recommended that milk production could be improved by improving animal husbandry, access to feed, access to AI services, promoting hygiene on the farm and during transport, and better milk cooling facilities at MBGs (Tchale and Keyser 2010).
The breed composition of the Malawi dairy industry is a significant contributor to the low levels of milk produced on smallholder farms. Purebred dairy cattle (e.g. Holstein-Friesian) and crossbred cattle only make up 0.6% and 2.7% of dairy cattle in Malawi (Chagunda et al 2010), and produce up to 15 liters per day (Revoredo-Giha et al 2013). Local Zebu cattle produce less milk per day. For example in the North, where Zebu made up 99% of the dairy population, daily milk production was 8.2 + 6.5 liters/cow/day (Tebug et al 2012b). Despite the small numbers of purebred and crossbred dairy cows in Malawi, these breeds contribute 10% and 27% of annual milk production due to their higher levels of productivity over local cattle.
Infertility and issues related to reproductive management are challenges to the productivity of the dairy farm, as measured by low calving rates and long calving intervals (Banda et al 2012). Low replacement rates are due to low fertility and poor management, and challenges in accessing breeding and health care services exacerbate the problem (Banda et al 2012). Pregnancy diagnosis through rectal palpation was only reported by 23% of 163 farmers in a baseline survey of smallholder dairy farms throughout Malawi (Banda et al 2012). In addition, the seasonality of fertility (hot-wet season exerts stress on cattle through high temperatures and humidity) must be taken into consideration for any effective reproductive management programs (Chagunda and Wollny 2004).
Poor animal health, including mastitis and East Coast fever, is another constraint to dairy production (Tebug et al 2011, 2012b). Extension agents are a major source of information about zoonotic diseases for dairy farmers (Tebug 2013), and smallholder dairies that had more contacts with extension agents used more dairy innovations and experienced higher milk yields than other farmers (Tebug et al 2012a). Lack of adequate extension services creates an environment where best practices for livestock management and dairy production are not readily available to these farmers (Tebug et al 2012b). However, agricultural extension workers in Malawi are more experienced in crop production than dairy production, and do not possess the level of knowledge of cattle husbandry needed by dairy farmers (Banda et al 2011).
Good record-keeping and systematic health surveillance and monitoring are needed to improve cattle health and reproductive management (Banda et al 2012). Dairy farm record-keeping is not widespread (Banda et al 2012), and farms with only one to two cattle or more than six cattle kept records less frequently than farms with three to six cows (Chagunada et al 2006). In one study, recordkeeping was poor due to lack of interest or failure to perceive the need for farm records, which was a major hindrance to improving dairy farming (Tebug et al 2012a).
Another reported challenge to smallholder dairies is difficulty in procuring quality feed (Banda et al 2011, 2012; Tebug et al 2012b) due to poor/low feed quality, high feed prices, and high transport costs (Safalaoh and Chapotera 2007). Most households with dairy cattle feed their animals through a cut and carry stall-feeding system. Farmers plant 0.5 to two hectares of pasture consisting of different grasses. Fodder feeding is always complemented with the use of natural pastures grown on river banks, crop farm borders, along roads during the rainy season, and crop residues, especially from maize, and groundnut haulms gathered from common properties around the farm (Tebug et al 2012). Other issues around feed quality include lack of equipment for feed analysis during the feed milling process, and scarcity of ingredients, which forces millers to import ingredients and increase prices or substitute maize bran for soybeans or other feed components (Safalaoh and Chapotera 2007). Access to feed is complicated by the fact that most farmers mostly buy feed directly from producers, due to a lack of trust in retail shops from farmers’ fear of feed adulteration or substitution (Safalaoh and Chapotera 2007).
Dairy processing in Malawi is limited in scale and extent (Tchale and Keyser 2010). The first milk pasteurization plant became operational in 1961, and the first dairy processing plant was established in the southern region in 1969. Currently, there are only four commercial processors in the country (two each in the central and southern regions), and none in the North (Leat et al 2013). Two of these processors accounted for approximately 81% of all milk delivered to major processors since 2009 (Leat et al 2013). These milk processors operate far below plant capacity (< 50%) primarily due to a lack of milk for processing (Tchale and Keyser 2010; Revoredo-Giha et al 2013). The lack of milk supply for processing is due to a combination of several different factors. Milk storage and transportation from rural areas is an issue. Poor roads, a lack of adequate milk cooling and storage facilities, and unreliable supplies of electricity for cooling create situations where milk cannot be safely transited from farm to processor (Leat et al 2013).
The low milk prices paid to smallholder dairies and MBGs, and inconsistencies in financial transactions between farmers and milk processors, are a challenge to the DVC (Banda et al 2011; Tebug et al 2012b). Milk processors primarily purchase milk through 46 MBGs throughout the country (Thomson et al 2013), but some farmers choose to sell their milk through informal markets, rather than through the MBGs, because the informal market pays higher prices than formal market, farmers have instant access to cash, and the sales are guaranteed, since there is no milk testing and little chance of rejection (Revoredo-Giha et al 2013). The MBGs negotiate milk prices with producers, but weak relationships between the MBG and dairy processors have limited the ability of some farmers to sell milk (Leat et al 2013). MBGs and farmers receive low prices for their milk, and this problem is exacerbated by producers using lower-cost imported milk powders for their products, rather than fresh milk from local/regional farmers (Revoredo-Giha et al 2013). The influence exerted on milk prices by the largest processors is a concern (Leat et al 2013), and some MBGs would like government involvement in setting fair prices for milk (Thomson et al 2013).
The disorganized supply chain of dairy products from farm to market is another barrier to growth of the industry. The low productivity of dairy processors in Malawi creates limitations on the availability of dairy products to consumers. Retail distributors do not have sufficient quantities of locally-produced products, which results in selling imported dairy products from outside Malawi. A recent economic analysis of consumption of six dairy products found that consumption of milk in Malawi increased with income, and that demand for most dairy products (fresh milk, powdered milk, butter, cheese, and yogurt) did not change with the price of the products (Akaichi and Revoredo-Giha 2014). The study authors made recommendations to increase dairy production to reduce cost, which would increase consumption (Akaichi and Revoredo-Giha 2014). In addition, this study also suggests that policies aiming to reduce poverty may also increase demand for dairy products.
There is an urgent need for improving the education of stakeholders and players in the DVC in Malawi. In a recent survey of smallholder dairies in Malawi, over 66% of farm households had basic literacy skills, but had gaps in their knowledge of dairy cattle husbandry (Banda et al 2011). In a survey of dairy farmers in the northern region, the majority had heard of zoonotic diseases (Tebug 2013; Tebug et al 2014), but only 8.0% recognized that diseases could be transmitted through direct contact with infected animals, 67% sold unpasteurized milk, and 34% consumed raw milk at home (Tebug et al 2014). Farmers that acquired their dairy cows through loans from NGOs had better knowledge and practices regarding zoonotic diseases than other farmers, since NGOs often provide basic dairy management and health training as part of the loan process (Tebug 2013). A lack of information and access to quality AI services has been cited as a limitation to dairy reproduction (Banda et al 2011, 2012; Tebug et al 2012b).
Currently, there are issues in both the quantity and quality of graduates from higher education institutions and the DVC in Malawi (Hall and Thomas 2006). There is an oversupply of graduates with higher education degrees and certifications, but an undersupply of graduates with specific skills needed by the private sector. Many graduates possess skills that are inappropriate or out-of-date, or lack the ability to perform tasks due to inadequate literacy and math skills, an inability to work autonomously, and lack of time management and oral communication skills. The disparity between graduate skills and employer needs has contributed to high unemployment by graduates, and the perception that higher education is not a guarantee of success for students. Declines in public sector employment, historically a major employer of college graduates, have contributed to graduate unemployment. A lack of dialog between higher education and private sectors employers has contributed to this problem, but collaborative activities between the two offer potential for mutual enrichment and enhancement.
One challenge being addressed at LUANAR has been to make programs relevant to the needs of the farmers. The Department of Extension, with FICA, initiated experiential learning in teaching, research, and outreach, which enabled researchers, faculty, and students to address real problems faced by the farmers. The Department of Animal Science, with support from FICA, created a Dairy Learning Centre (DLC) for training and education programs, a pass-on program for supplying local communities with dairy heifer crosses, and as a source for bulls for natural mating. A milk cooling tank was also installed at the DLC for both LUANAR and farming households to facilitate milk shipping and transportation. With support from FICA, these Departments, with the Department of Home Economics and Human Nutrition, developed interdisciplinary Dairy Diploma and BSc curricula. These programs have been positively received, and trained faculty and resources would be valuable resources for DVC capacity building in LUANAR.
Teams of researchers from LUANAR, MSU, and TANUVAS conducted the needs assessment for the DVC in Malawi (Tables 1 and 2).
|
Table 1. Top five needs cited by stakeholder group |
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|
Extension |
Farmer Co-ops |
Processors |
Marketers |
|
AI & Reproductive services |
Breed improvement |
Milk storage and waste reduction |
Farmer communication and relations |
|
Animal health & Health services |
Animal health & Health services |
Milk quality and quality control |
Milk yield and dairy production |
|
Cattle feed production |
AI & Reproductive services |
Milk yield and dairy production |
Packaging |
|
Value chain infrastructure |
Animal Management |
Milk Processing & Value addition |
Milk Processing & Value addition |
|
Milk yield and dairy production |
Milk pricing |
Milk pricing |
Milk storage and waste reduction |
|
Table 2. Top five skills cited by stakeholder group |
|||
|
Extension |
Farmer Co-ops |
Processors |
Marketers |
|
Animal health & Health services |
Markets for raw milk |
Milk quality and quality control |
Product development |
|
AI & Reproductive services |
Animal health & Health services |
Product quality and quality control |
Farmer communication and relations |
|
Milk storage and waste reduction |
AI & Reproductive services |
Milk Processing & Value addition |
Retail management |
|
Cattle feed production |
Group dynamics & leadership skills |
Farmer communication and relations |
Farmer education |
|
Milk yield and dairy production |
Cattle feed production |
Farmer education |
Financial resources & expertise |
The major needs cited by government stakeholders included development of sound policies for support of the DVC, formulation of regulatory bodies, appropriate standards, and implementation of laws for dairy product quality and food safety, supporting value addition of dairy products, and training of farmers and milk processors in value addition.
Government officials were asked to project the potential markets for graduates of the proposed DVCC. The best-projected markets were in veterinary medicine and extension services, and promotion of value addition for the dairy industry. In the private sector, animal health and husbandry were three of the top five areas of opportunity for DVCC graduates. To support private sector employment, the government officials cited the needs for technical support for farmer organizations, establishment of milk processing plants, promoting private practitioners in breeding and disease control, expansion of retail markets, and exportation of dairy products, and improving the business management skills and practices of the private sector.
Faculty and staff currently teaching in component areas of the planned DVCC program participated in the needs assessment, and provided a profile of resources at LUANAR for the new certificate program. There were eight faculty/staff currently teaching in the component areas. The majority of teachers (4) held MSc degrees, three with PhDs, and one veterinary medical degree (BVM). The current teaching facilities at LUANAR for the DVCC program included 10 lecture rooms, five laboratories (two Biology, and one each of Chemistry, Food Sciences and Microbiology), and access to audio-visual equipment, a student management system, and Internet capabilities.
The goals for student enrollment in the DVCC program were expected to be 10 students per year, with a gender composition of 50% male and 50% female. The qualifications for prospective DVCC students included a Malawi School Certificate of Education with at least four credits (Mathematics, English, and two in any other science subject), and passing credits in any other two subjects. Milk marketing and processing, Milk and milk product handling, and Milk and milk production would be the academic and/or training areas of emphasis, and the minimum skill set of requirements for graduates would include milk processing facility management, milk processing operations management, and overall farm management.
The needs assessment evaluated the profile of Agricultural Education/Extension Agents and Veterinary Assistants at the District level. There were 105 agricultural extension/education agents and 12 veterinary assistants at the District Level, and all were diploma holders. Nearly 75% of agricultural extension/education agents and veterinary assistants were male.
The majority of dairy processor owners and workers interviewed were male (93.3% owners, 68.1% workers), but the majority of dairy farm co-op owners were female (69.2%), while the majority of co-op workers were male (75.9%).
The needs, skills, and services required from DVCC graduates were compiled for agricultural extension/education agents, dairy farmer co-operatives, processors, shippers/distributors, and marketers. The most commonly cited need between all stakeholders was milk yield and dairy production, followed by artificial insemination, animal health and health care services, milk pricing, and milk storage and waste reduction. Many of the most commonly cited skills for stakeholders were comparable to their reported needs (Table 2). However, skills in milk yield and dairy production, which were the most commonly cited need by stakeholders, were only a priority for extension agents. The most commonly cited skills need by stakeholders were those pertaining to animal health and health services, artificial insemination services, and farmer communication and relations. There were shifts in the priorities of stakeholders from needs/skills to services needed by DVCC graduates. The most commonly cited services needed by stakeholders were milk storage and waste reduction, and marketing (Table 3).
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Table 3. Top Five Services Needed of DVCC Graduates, by stakeholder group |
||
|
Farmer Co-Ops |
Dairy Processors |
Marketers/Retailers |
|
Animal health & Health services |
Milk quality and quality control |
Training |
|
AI & Reproductive services |
Milk storage and waste reduction |
Marketing |
|
Cattle feed production |
Farmer education |
Knowledge base & Research |
|
Milk yield and dairy production |
Marketing |
Milk storage and waste reduction |
|
Farm management |
Product quality and quality control |
Farmer communication and relations |
A total of 470 household surveys were completed by farm interviews. Participants included 201 households with a total of 531 cattle in the southern region (201), 162 households with 465 cattle in the central region, and 107 households with 211 cattle in the northern region.
Constraints to dairy production and marketing were reported by survey respondents (Figure 1). Farmers in the northern region reported more constraints than farmers in the central and southern regions. Disease was a concern for farmers in the north (nearly 90%), while farmers in the central and southern regions were much less concerned about disease (both less than 25%). The most commonly cited constraint to dairy production was high feed costs.
|
Figure 1. Top five constraints to dairy production, as perceived by farmers |
The most commonly cited constraint to dairy marketing were poor prices received for milk and dairy animals (> 80%), and delays in payment for milk was the next most commonly cited constraint to marketing (Figure 2). Exploitation by middle men was a concern for farmers in the North (nearly 90%), while farmers in the central and southern regions were much less concerned about this (both less than 50%).
 |
Figure 2. Top five constraints to dairy marketing, as perceived by farmers |
When requested, dairy farm management was the topic most commonly requested by dairy farmers for training programs from all three regions (Table 4). Cattle feeding and nutrition, and milk production were the next most commonly cited topic in all three regions. The fourth most commonly cited topic in the north and south was cattle health and disease. Breeding and reproductive services was the fifth most commonly cited topic in the north and south, and the fourth most commonly cited topic in the central region. Dairy farmers in the central region also cited feed production and storage as a topic for training programs.
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Table 4. Top 10 topics for training cited by farmers, by region |
||||||||
|
Topic |
Overall
|
Northa
|
Centralb
|
Southc
|
||||
|
Rank |
% cited |
Rank |
% cited |
Rank |
% cited |
Rank |
% cited |
|
|
Dairy farm management |
1 |
41.3 |
1 |
53.3 |
1 |
37.7 |
1 |
37.8 |
|
Feeding and nutrition |
2 |
35.3 |
2 |
42.1 |
3 |
27.8 |
2 |
37.8 |
|
Milk production |
3 |
32.3 |
3 |
33.6 |
2 |
31.5 |
3 |
32.3 |
|
Disease and health |
4 |
23.6 |
4 |
33.6 |
6 |
18.5 |
4 |
22.4 |
|
Breeding and reproduction |
5 |
18.5 |
5 |
26.2 |
4 |
22.8 |
5 |
10.9 |
|
Feed production and storage |
6 |
15.3 |
6 |
18.7 |
5 |
19.1 |
6 |
10.4 |
|
Animal housing |
7 |
9.1 |
7 |
16.8 |
9 |
3.1 |
7 |
10.0 |
|
Finances and insurance |
8 |
7.4 |
9 |
13.1 |
11 |
1.9 |
8 |
9.0 |
|
Milk processing and storage |
9 |
6.6 |
11 |
5.6 |
7 |
6.2 |
9 |
7.5 |
|
Record-keeping |
10 |
5.7 |
8 |
14.0 |
8 |
3.7 |
11 |
3.0 |
|
a In the Northern region, Milking technology was cited by 6.5% of respondents |
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After reviewing the already available curricula, on-line and blended materials in several areas of DVC such as the Animal Nutrition, Animal Health, Animal Reproduction and management, Dairy Technology, Dairy Production and Management, Livestock business management, etc., were developed in collaboration with faculty from TANUVAS. The materials contained the principles and practices that are relevant to each of the subject areas. These were developed with the idea to develop the capacity in the ‘trainers’ so that similar practices could be followed when formal didactic courses in these areas of dairy value chain were developed later in LUANAR. The materials were made available through a secure on-line site for LUANAR faculty members. Further, the modules were also made available through DVDs and CDs for LUANAR faculty. New materials, models and videos were created in the above-mentioned areas for the benefit of LUANAR faculty. LUANAR faculty had approximately four months to review the material. The self-assessment modules were created at the end of the modules to facilitate learning assessment of the participating faculty members.
The materials were developed with twin intents: 1) to build capacity in specific areas of DVC and to facilitate the experiential learning phase (Phase 4) for LUANAR faculty members; and 2) to facilitate LUANAR faculty members adapt and localize the material for future use in the development of the diploma courses in dairy value chain.
Faculty from LUANAR participated in experiential learning programs at TANUVAS to interact with TANUVAS faculty members in their respective disciplines, to acquire “hands-on” experience with DVC support activities and educational module development. During their visit to TANUVAS, LUANAR faculty attended the International DVC Symposium hosted TANUVAS on June 23-24, 2013. The conference was attended by more than 250 scientists from various parts of India and other South Asian countries along with representatives from LUANAR and MSU. There were seven presentations from participating LUANAR, MSU, and TANUVAS faculty members at the symposium. LUANAR faculty developed good working relationships with faculty counterparts at TANUVAS and MSU, and worked on research projects related to the DVC with visiting veterinary students from MSU. Several abstracts with results from the collaborative studies were also presented at the meeting.
In addition to the experiential learning and training exercises at TANUVAS, LUANAR faculty received assistance from faculty at MSU and TANUVAS for statistical analysis of data from the needs assessments. Discussions were held by the trilateral team to develop analytical approaches, and to determine how findings from the needs assessments would be used to build educational modules for the DVC, stakeholder reports, manuscripts for publication in refereed scientific journals, and plans for the development of targeted interventions to improve the DVC in Malawi in Phase 5 of the project. This training also provided LUANAR faculty with experience in the supervision of student researchers at both the undergraduate and post-graduate level, with assistance from their partners at MSU and TANUVAS. Creating a cadre of university faculty with student mentorship skills supports future success of academic education at LUANAR, and contributes to the development of the next generation of educators and researchers to support the DVC.
A performance monitoring plan (PMP) for this trilateral program was developed by MSU at the end of the project. The PMP was designed to identify goals and objectives, track achievements toward those goals, and monitor activity implementation. The goal was to provide LUANAR with the tools to enable performance monitoring and impact evaluation beyond this project, thereby establishing a habit that leads to continued growth and improvement for the university.
To support the training of LUANAR faculty, the university was provided with the equipment necessary for teaching and research in support of the DVC. This included computers, projectors, cameras, voice recorders, diagnostic kits and supplies for brucellosis in cattle.
The tri-lateral team worked with LUANAR to develop the proposed certificate program in the DVC. Required coursework, training modules, and other training requirements for the DVCC program were formally approved by the LUANAR University Senate, and work is ongoing to initiate these programs.
Based on findings from the needs assessments, the tri-lateral team implemented several different interventions to be tested on pilot study farms in Malawi by LUANAR. Assessments of the success of these interventions will be reported in future publications.
The first intervention focused on dairy cows and management. Intervention One was designed to test a gruel-rooted nutrient supplement, developed by TANUVAS, to ameliorate nutritional deficiencies in poor milk yielding cows, promote rumen microbial proliferation, and improve feed utilization. Intervention Two was targeted at increasing the quality and safety of milk, by training farmers in using a Farm and Udder Cleanliness Education Tool (FACET) and diagnosis and treatment of sub-clinical and clinical mastitis, and assessing milk quality by measuring milk fat and solid non-fat (SNF) components of milk at the MBGs. These interventions would assist the DVC by providing an adequate supply of wholesome, quality milk.
Other interventions targeted dairy production challenges. Intervention Tyree aimed at reducing the wastage/spoilage of the milk in selected farming households by teaching simple methods of processing milk into value added milk products (carrot milk, paneer, ghee) that can improve shelf life of the ‘perishable’ milk together with some assured remunerative price. Intervention Four was focused on improving the marketing of milk by educating farmers on the standards and requirements of dairy processors, helping farmers estimate costs of production at the farm level, and helping processors appreciate the various improvements farmers are undertaking to ensure quality milk production and potentially negotiate better farm gate prices. Intervention Five was designed to improve dairy production and breeding, by utilizing a cell phone short message service (SMS) system for keeping records of dairy production (e.g., milk yield per cow for farmers, milk collected by MBGs) and reproduction (e.g., calving dates, weaning and monthly calf weights), and serving as a system for direct communication between farmers and LUANAR extension agents and dairy researchers. These interventions would improve the efficiency of DVC by increasing milk production and improving marketing skills on the farm.
The final intervention was focused at improving the effectiveness of the MBGs. Intervention 6 was designed to improve group dynamics management practices in MBGs, through training in management (leadership, negotiation, recordkeeping, decision making, conflict management) and education (participatory training, action research). Improvements here would support the inclusive participation of smallholder dairy farmers to effectively engage in the dairy value chain.
The central aim of this project was to enhance higher education capacities at LUANAR for curriculum development, applied technical instruction, and agricultural community engagement in Malawi through a trilateral partnership, using evidence-based strategies for economic development and enhancement of the dairy livestock value chain. To achieve the goals of this project, institutional capacity building efforts were focused on developing training and outreach that features a focus on fundamental drivers of rural economic growth and poverty reduction, mainstreaming outreach into the local dairy sector and explicitly promoting innovative outreach and teaching approaches, and using a capacity-building approach that utilizes a process-oriented Human and Institutional Capacity Development (HICD) framework and emphasizes long-term sustained developmental impact.
The holistic learning experiences in DVCs for LUANAR faculty and students have resulted in significant scholarship pursuits, generation of a comprehensive and multidisciplinary DVC curriculum, field level-case studies and practical recommendations, which will be shared within Malawi and regionally in Africa through relevant knowledge platforms. The project enhanced collaboration among researchers from different disciplines, and provided faculty with valuable training and skills to directly support the DVC and the training of the next generation of educators, researchers, and workers that will work in different areas of the DVC in the future. In addition, teaching for these multidisciplinary educational programs can shift from lecture-based models to a combination of didactic and experiential learning exercises in an educational system linking universities and stakeholders.
Improved knowledge on dairy supply chain management for the relevant dairy stakeholders was a major objective of this project. The value chain approach ensured that the needs of farmers and other stakeholders were addressed from a holistic point, rather than a simplistic view that tended to focus on individual group needs and ignoring other key factors that hinder progress. The results from this project are indicative that dairy can be a viable and sustainable enterprise for smallholder farmers using local and crossbred cows, when provided with locally adaptable, low cost technologies and outreach support from appropriate extension services.
The trilateral partners in this project formed recommendations to support future multilateral partnerships for capacity building based on their experiences in Malawi. Past multilateral partnerships between universities, particularly those involved in North-South relationships, are often plagued by asymmetric relationships in which project planning and development is driven by institutions from developed countries, while partners from developing countries have less input and influence (Koehn and Obamba 2014). The partnerships between the three universities succeeded because of extensive interaction between all partners during project planning, goal-setting and implementation, promoting active participation, and creating ownership by each collaborator. There was recognition of the relative strengths of all partners, and activities were structured to allow technical backstopping in areas where one institution had relative strengths over the others.
Another recommendation to support future multilateral partnerships for capacity building is for the development of a dynamic educational system that relies on inputs from stakeholders to inform research and teaching goals. Community engagement with stakeholders (from individual dairy farmers to national and international organizations) in this process ensures that trainees have the technical knowledge and skills to meet the needs of the DVC, but will also provide opportunities for the development of communication skills, cultural sensitivity, and other non-technical competencies. This process contributes action research and provides a “living laboratory” for the development of new interventions to improve the DVC, and community engagement will improve trust between participating stakeholders and the university, and lay the foundation for sustainable change of the program. An example of this approach was the development of an information loop system to link universities and stakeholders in Uganda (Kaneene et al 2013), where an action research information loop system was used to develop training modules for milk production and hygiene (Ssajjakambwe et al 2013). This approach ensures that the academic program will be suited to the needs of stakeholders into the future, rather than traditional capacity building programs that identify, plan, and address specific goals that often arise from external institutions and are conducted within limited timeframes.
The final recommendation was that the trilateral approach should be promoted on the research agenda of funding institutions and research organizations as a means for addressing important development goals through international collaboration, and identifying and supporting new global partners for the future. Within institutions like LUANAR, faculty across departments and within country have benefitted from interdisciplinary research, and plan to engage in more similar research to address various challenges in the agricultural sector. The relationships developed between scientists from MSU, LUANAR, and TANUVAS have been successful in the implementation and evaluation of project interventions in Phase 4 of this project, may foster future collaborative research partnerships that will address issues related to DVCs to sustain these critical efforts in Malawi.
The trilateral approach to support the dairy sector in Malawi was effective. The project and the related stakeholders aimed to coordinate and promote the development of its country’s dairy industry, which has the potential to become an important contributor to food security, health and economic and rural development in Malawi. The trilateral approach was also considered a success in capacity building at LUANAR in support of the DVC in Malawi. The education, training and targeted intervention activities have laid for a strong foundation for future improvements in the small holder dairy farmers in Lilongwe and potentially replicated elsewhere in Malawi. Based on these successes, partnerships between other academic and governmental institutions should be held both at national and regional levels for disseminating and promoting the model in the DVC and other value chains.
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Received 9 June 2016; Accepted 19 July 2016; Published 1 September 2016